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This paper examines holistic education initiatives
of two high-performing education systems—Finland
and Singapore. This qualitative analysis captures a phenomenological
schooling experience of holistic education
under the two systems. Our conceptualization of holistic
education focuses on two key dimensions: transformative
learning and community engagement. Indications of
transformative learning were observed through the
(un)structured play activities that students engaged in. For
community engagement, we examined the imperatives that
underpin community engagement initiatives that students
were exposed to. A sociological explanation of this account
discusses the context that shapes approaches to holistic
learning, and how changes in schooling approaches mirrorchanging
educational landscapes in both Finland and Singapore.
Implications on Singapore’s holistic education will
then be drawn.