Jan Nordgreen writes:
Many people in schools would agree. The interesting questions, therefore, are:

- how to imrpive schools?
- if not schools, then what?

One example of what is being tried:

Q: How is teaching different in holistic education?

In holistic education there is no curriculum set by "experts" but rather it is developed by the immediate stakeholders—teachers, students, and parents. This ensures that what is studied is relevant and meaningful. However, this means that teachers must be creative and responsive to the individuality of their students. Teachers in holistic schools cannot simply "deliver" a pre-packaged curriculum, which is a challenge to some teachers but a great joy and inspiration to others. Classes in holistic schools are necessarily smaller and there is more of an emphasis on the relationship between the teacher and student. When mechanical learning ceases, mechanical behavior (everyone doing the same thing at the same time, sitting in rows, role playing, etc.) becomes less relevant. Without this, relationships are able to be more authentic and behavior more like that in 'real-life' becomes appropriate, so that the differences between life-in-school and life-outside-of-school disappear. This helps students see the relevance of their learning to their lives, and helps generate an attitude of life long learning. It also helps facilitate the teachers' learning of themselves, their teaching practices, and their students' learning needs.'

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