Date of Graduation


Document Type



To test the premise that optimal learning and development require a constructivist education of the whole person, this research examined outcomes of instruction using an approach called Innate Health which claims that awareness of the dynamics of thought will stimulate healthy, productive behavior (presumably innate). While much has been written about socio-moral education; little research has addressed the role of thought, innate qualities, or attention to the whole person as mediators of learning and development. Two self-report scales (Understanding of Experience Scale, and Lifestyle Assessment Scale) were constructed to measure outcomes of instruction among participants in Innate Health seminars. Data were evaluated using Analyses of Variance. Results of the analyses provided substantial support for the hypotheses that participants would report increased well being following the Innate Health seminars, and that improvement in mean scores would remain relatively stable over time. The concept of Authentic Education was suggested as an appropriate theoretical framework for incorporating models such as Innate Health as part of a comprehensive approach to educating the whole person. Limitations, implications of the study, and suggested directions for future research are presented.