ABSTRACT
A major part of the problem lies in our education lacking a soul dimension and striving for realization of wholeness as pedagogical methods lack a relation of love, mutuality, care and creativity among the partners and fellow travellers and educational objectives lack the goal of integral development of individuals and societies. In integral education, art, songs, painting, music and drama play a pivotal role in the education of the vital. But education as learning the art of wholeness calls for transformation of our prevalent vision and practice of human development, especially child development. Education as learning the art of wholeness does not dismiss science and technology, rather it strives for a new integration in which art, science and technology become part of ever-widening interpenetrative circles of realization. But education as learning the art of wholeness is not just confined to a select few as is the case with all initiatives in alternative education.
