ABSTRACT
[Abstract: I argue that holistic education often falls short of its intended potential because it is born from the Indigenous worldview but stifled by the dominant one. This detracts from full understanding and implementation worldwide. I introduce a metacognitive worldview reflection approach that can lead to a re-embracing our “original instructions” and to finding complementarity between the two that can lead to a more authentic holism. I conclude by briefly describing Indigenous worlding exercises for this that relate to Indigenous perspectives on Trance-based learning; Fear/Fearlessness; Authority/Heirarchy; Words/Truthfulness; and Nature/Teacher. ]
