HOLISTIC AND REDUCTIONIST APPROACHES IN SPECIAL EDUCATION: CONFLICTS AND COMMON GROUND
Abstract
ABSTRACT. Theorists and practitioners in special education have, for some time, been debating the suitability of the holistic (or process-oriented) approach to education for students with special needs. This paper explores the nature of the conflicts that arise between the holistic and reductionistic approaches to education and how these approaches influence educational practice. While these two approaches exist, for the most part, in opposition, there are some areas in which they could be complementary. RÉSUMÉ. Les théoriciens et les practiciens de l'éducation spécialisée s'affrontent depuis quelque temps sur la question de la pertinence de l'approche holistique (ou axée sur les processus) de l'éducation dans le cas des élèves présentant des besoins particuliers. Cet article examine la nature des conflits qui séparent les approches holistique et réductionniste de l'éducation et les effets de ces approches sur la pratique de l'enseignement. Bien qu'elles s'opposent en grande partie, ces deux approches pourraient être complémentaires sous certains rapports.Downloads
Published
1995-01-01
How to Cite
MacInnis, C. (1995). HOLISTIC AND REDUCTIONIST APPROACHES IN SPECIAL EDUCATION: CONFLICTS AND COMMON GROUND. McGill Journal of Education / Revue Des Sciences De l’éducation De McGill, 30(001). Retrieved from https://mje.mcgill.ca/article/view/8211
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