Education which recognizes the whole person has been advocated not only by those exploring the impact of violence on learning, but also by those who argue that a holistic approach leads to stronger and more diverse learning. Research and practice about learning styles and about multiple intelligences (e.g., Viens and Kallenbach, 2004), have demonstrated the value of recognizing learning through various modes. Holistic approaches to learning are also found in many indigenous and spiritual traditions of education and are an element of popular education traditions.

Create Environments that Nurture the Whole Self

Environments for learning can nurture all parts of the self and invite people to bring their whole selves to learning. The physical environment can provide comfort on many levels. Flexible, comfortable seating makes it possible for people to sit with ease and to shift into different groupings. People can move out of their seats to a floor that is inviting, perhaps with mats or cushions. This shift may make it possible to prevent the pain and discomfort of the body from blocking learning. It can bring a calm and centredness that aids learning and enlists the body and body knowledge in the learning process in a myriad of ways.

Objects such as puzzles, pipe cleaners, plasticine, massage balls or worry beads can all form part of an environment where students have permission to move as they need, where "fiddling" is not just tolerated, but invited. Often, especially in childhood, fiddling or other movement is seen as unacceptable. But for many, fiddling supports concentration, calms emotions, lengthens periods between smoke breaks, and makes it easier to stay more fully present in the body. Frequent refreshments, and the permission to leave the room when needed, all help to foster the presence and comfort needed to pay attention to learning.

A beautiful, calm or energizing environment, created with colour, flowers, pictures and other aesthetic comforts, can feed the spirit, help participants to feel valued and to feel that the time to focus on learning is precious. A space to retreat to with an easy chair; music; supplies to draw, colour or fiddle; a blanket; or even a teddy bear can all calm the emotions and create comfort and pleasure.

Strange as it may seem, it is not all that common to find a learning environment that stimulates curiosity, interest and a relaxed thoughtfulness rather than tension and competitiveness. Such an environment is created most easily through the stance of the facilitators and fellow learners and includes genuine interest, freedom from judgment, and exercises and approaches that build community and generate support from fellow learners. Such environments recognize that the mind works better when the rest of the self is cared for and that breaks from stretching the mind are needed, too. These environments also acknowledge emotions and include space in which they can be felt and expressed.