Knowledge and implementation of the guidelines of the holistic educational approach in the Republic of Slovenia

Introduction: The UNESCO Education Sector and the European Commission for decades emphasise importance necessity of introducing a holistic approach to education. school policies only cognitive or rationalist educational process is operating in reductionist deterministic manner. From sustainable point view, such consequences are various multifaceted – on personal social level. Methods: aim research was establish level knowledge Delors Report, Incheon Declaration among professionals (N=525) Slovenia. A causal non-experimental method used search causes use international guidelines approaches. connections between documents demographics were determined with chi-square test, pillars by statements, compliance self- assessment. Results: results show low familiarity Report (27%), (10.8%) (58.6%). reasons given better older age, longer years service, position principal. Familiarity that report influences approach, but not certain pillar, implementation guidelines. There an inversely proportional correlation approach. Conclusion: awareness approaches perceived formalistic, declarative solution introduction logopedagogy/holistic based anthropological attitude (logotherapy/existential analysis) towards understanding man as physical, mental spiritual being.