Cosmological Convergence: A Comparative Philosophical Study of Multilevel-Multidimensional Holistic Education and the Sundanese Panca Waluya Paradigm
DOI:
https://doi.org/10.58230/n4bq9t55Keywords:
Panca Waluya, Sundanese philosophy, Daoism, indigenous pedagogyAbstract
Contemporary education is often criticized for a reductionism that separates cognitive development from spiritual, emotional, ecological, and social dimensions. Multilevel-Multidimensional Holistic Education (MMHE) responds to this fragmentation, while the Sundanese Panca Waluya paradigm offers five interconnected values: Cageur (health), Bageur (goodness), Beunghar (creative abundance), Bener (truth and integrity), and Pinter (wisdom). This qualitative comparative philosophical study examined their ontological, epistemological, and pedagogical relations through dialogical hermeneutics and comparative axiology, with Daoist concepts as a mediating interpretive lens. The analysis identified convergence in relational understandings of the person, experiential and ethically situated knowledge, and the integration of virtue and wisdom. It also identified a complementary contribution: Panca Waluya gives culturally situated ethical and communal content to the multidimensional structure of MMHE, while Daoist ideas of balance and non-forcing help interpret the dynamic relations among its values. On this basis, Harmony Waluya Pedagogy (HWP) is proposed as a three-way conceptual synthesis that maps MMHE levels and dimensions onto the five Panca Waluya values and interprets their interaction through Daoist balance and flow. HWP is a theoretical framework rather than an empirically validated intervention, and the interpretive corpus was purposive rather than exhaustive. The model may inform culturally responsive curriculum design, teacher education, and Education for Sustainable Development.
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