Document Type : Original Article

Authors

• Parvaneh Azadbakht ¹
• Seyyed Mohammad Reza Emam jomeh ²
• Alireza Assareh ²
• , Mahmod Mehr Mohamadi ³
• ,John.P Miller ⁴

¹ Shahid Rajaee Teacher Training University, Tehran, Iran

² Department of Educational Sciences, Faculty of Humanities, Shahid Rajaee Teacher Training University, Tehran, Iran

³ Department of Educational Sciences, Tarbiat Modarres University, Tehran, Iran

⁴ Department of Curriculum Studies, Ontario Institute for Studies in Education (OISE), University of Toronto, Canada

Abstract

This study aims to explore and elucidate the constitutive components of a holistic curriculum by conducting a qualitative thematic analysis of John Miller’s holistic perspective. Employing a qualitative case study design, this research purposively selected a corpus of nine works-comprising three books and six articles-which demonstrated the highest relevance and comprehensiveness regarding Miller’s foundational orientations toward holistic education. Utilizing inductive thematic analysis, the analytical trajectory encompassed data immersion, initial coding, conceptual categorization, and the derivation of primary themes. To ensure inter-coder reliability, a dual-stage data review was performed alongside independent re-coding by a second evaluator; the resulting Cohen’s Kappa coefficient of 0.77 signifies a high level of consensus in theme identification. Methodological rigor and confirmability were maintained through iterative data triangulation, the utilization of direct textual evidence, and meticulous documentation of the analytical process. The analysis yielded 720 basic themes and 34 organizing themes, which were further synthesized into 8 core themes: spirituality, holism, connectedness and interconnectedness, continuity with nature, differentiation, balance and equilibrium, tranquility, and global compassion. The findings demonstrate that Miller’s paradigm prioritizes cultivating the whole human being, elevating spiritual and ecological consciousness, and establishing dynamic synergies between human dimensions and the cosmos through an integrated, learner-centered, arts-based, and relational approach. Drawing upon these findings, the study proposes a dynamic model of holistic curriculum components, positioning ‘connectedness and interconnectedness’ as the fundamental nexus of the holistic curriculum. The findings indicate that connectedness in John Miller’s approach is not merely a component, but the core axis and fundamental basis of this perspective.

Keywords

• Curriculum Components
• Holistic Curriculum
• connectedness Connectedness
• John Miller

Main Subjects

• نظریه برنامه درسی