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Roche Center Whole Child Education Framework
Roche Center Whole Child Education Framework
The Boston College Roche Center Whole-Child Education Framework supports the educational development of the whole child: spiritual, physical, social, cognitive and emotional. The child is sacred, made in the image and likeness of God, thus is at the center of the framework and each domain represents key, overlapping facets of the human person. Each domain of the student is conceptualized as distinct, yet we at the Roche center recognize there is intersectionality among domains and that they influence one another.
In addition to the domains of the child, their core beliefs and environment greatly influence their whole person development. Since the Roche center is an institute within Boston College, a Jesuit institution, we are inspired by Jesuit core values, which we believe form a strong foundation of dignity and compassion within the individual child. Furthermore, Jesuit values are community oriented in nature, thus we pay particular attention to the entire community that surrounds the child. We recognize how much community, culture, safety and institutional interactions affect the personal development and self-efficacy of the child.
To explore the core beliefs and environments of the learner, please see below. To explore each domain of the whole child, please visit the drop-down menu on the navigation bar of this website. We also have navigational sections on the whole adult and whole communities.
Intersectionality of Framework
Intersectionality of Framework
The Roche Center Whole Child Framework incorporates the spiritual, physical, social, cognitive and emotional domains of the child. Below each domain below is listed the essential elements of each domain according to our framework. Please visit our drop-menu to explore each domain in detail. Below, we recognize the intersectionality of each domain of the whole child.
Spiritual and Cognitive Intersectionality
A child’s spiritual development can intersect with their cognitive development as they explore questions of meaning, purpose, and ethics, which can shape their intellectual curiosity and critical thinking abilities. For example, a child’s religious or philosophical beliefs may influence their perspectives on scientific concepts, societal issues, and moral decision-making.
Emotional and Social Intersectionality
Emotional awareness and regulation influence perceptions and interactions with others. Having the emotion of empathy is necessary in order to express and demonstrate compassion toward another person. Being self-aware and self-accepting allows for greater acceptance towards the weaknesses of others. Human beings are social creatures and have instinctual mechanisms for co-regulating emotions with one another, therefore the self and community are closely connected.
Emotional and Physical Intersectionality
Emotional well-being and physical health are interconnected. A child’s emotional state can impact their physical well-being, and vice versa. For example, stress and anxiety can manifest as physical symptoms, and physical health issues can affect a child’s emotional state. Addressing both emotional and physical needs is essential for a child’s overall well-being.
Physical and Social Intersectionality
Physical development, such as motor skills and physical abilities, can influence a child’s social interactions and participation. For instance, a child’s physical coordination and athletic abilities can affect their engagement in sports and physical activities, which in turn can impact their social relationships and self-esteem.
Social and Cognitive Intersectionality
Social interactions and relationships play a significant role in cognitive development. Collaborative learning, group discussions, and peer interactions provide opportunities for cognitive growth through exchanging ideas, challenging perspectives, and engaging in critical thinking. Social experiences can shape a child’s cognitive processes, problem-solving skills, and perspective-taking abilities.
Core Beliefs of the Framework
Core Beliefs of the Framework
Located within Boston College, a Jesuit institution, the Roche Center Whole Child Framework for Catholic schools is influenced by Jesuit values and mission. Specifically, the framework adopts the following core beliefs as the philosophical underpinnings of whole child education:
Magis: translates to "more." Striving for the magis is this idea of striving for ever-greater and deeper excellence. When applied to the whole child, it is the idea that greater learning is a lifelong, never-ending pursuit that can always be modified to better serve "God's greater glory." As with all our core beliefs, magis reflects a relationship and conversation with God to discern God's will and determine what that "more" looks like.
Imago Dei: translates to the "image of God." Because we believe that every human being is created in the precious and unique image of God, Imago dei points to the inherent dignity present in all of the God's creation that we are called to respect and love.
Dios en todo: translates to "God in all things." The idea that prayer is continuous rather than compartmentalized process in which God's presence can be found in the world, in the classroom and in others if we are aware, open and seeking.
Accompaniment: the idea of walking in a person's shoes to understand their perspective and, from that perspective, offering guidance and service. Accompaniment calls us to tenderly walk with others through their journeys, as Christ does.
Cura personalis: translates to "care of the whole person," which ultimately challenges the education system to emphasize all domains of each unique student rather than just focusing on their cognitive development.
Environments of the Learner
Environments of the Learner
In 1979 psychologist Urie Bronfenbrenner published The Ecology of Human Development: Experiments by Nature and Design, summarizing decades of theory and research that environments greatly impact human development. In particular, Bronfenbrenner identified five levels of environment, or ecosystems, that impact the learner to differing degrees of proximity to the student:
Microsystem: refers to immediate surroundings and day-to-day interactions of the individual that have a direct impact on their development and sense of self. The microsystem includes family, school, and peers.
Exosystem: broader social structures, such as the parent’s place of work, government policies, and social media, that indirectly impact the individual by having effects on the microsystem. For example, moving would change a child's exosystem which would also provide a new microsystem (new school, peers, etc.)
3. Macrosystem: encompasses broader cultural beliefs, values and norms that govern the microsystem, much like the core beliefs of the Whole Child Framework help to anchor the whole child discussion in a firm belief system. Catholic communities and schools are called to be anchored in the values of Christ.
4. Mesosystem: highlights how experiences and events in one microsystem can have an indirect impact on another microsystem. Our Whole Child Education Framework indicates this interconnectivity with dotted lines between each domain. These dotted lines indicate that a relationship in one area can impact another area.
Chronosystem: Bronfenbrenner recognized the dimension of time in that a person's ecosystems are constantly evolving throughout the lifespan.
Checklists for Practical Use
Checklists for Practical Use
Ecosystemslearner_checklist.pdfcorebeliefs_checklist.pdfCheck out this interview of Roche Center Executive Director, Dr. Melodie Wyttenbach, explaining the Roche Center Whole-Child Framework. An brief overview of the core beliefs, ecosystem of the learner and importance of each domain of the whole is provided. Please click on the video to view.
An Introduction to the Whole-Child Framework
An Introduction to the Whole-Child Framework
MelodieInterview3.movRecommended Resources
Recommended Resources
Melodie Wyttenbach and Molly McMahon recently published an article on the Whole-Child Framework in Momentum Magazine. Click here to access the full article.
Melodie Wyttenbach, Molly McMahon, John Reyes, Katie Ward and Victoria Berges of the Roche Center, along with Michael Boyle, recently published The Playbook for Whole-Child Education in Catholic Schools. This book provides theory, research, real-life examples and practical checklists for educators in Catholic schools to provide students with a holistic education. Click here to purchase the book.
Read the article entitled, "Pope Francis' Vision and Whole Child Education: Exploring the Foundational Beliefs of Cura Personalis and Accompaniment" in which Roche Center team members, Michael Warner, Melodie Wyttenbach and Molly McMahon, describe how the Whole-Child Education Framework is related to Pope Francis' vision for the Church.
Read the article entitled, "Whole child education in the United States Catholic schools: a Roche center conceptualisation and framework for analysis" in which Roche Center team members Melodie Wyttenbach and Molly McMahon provide an overview of previous Whole-Child models used in the field of education and how the Roche Center Whole-Child Education Framework provides a new approach specifically geared towards Catholic educators.
To learn more about Bronfenbrenner's Ecosystems of the learner, please check out the following video which summarizes each level that the child interacts with in their environment and how it impacts them.
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