Ibrahim Halloun is recognized worldwide for his seminal contributions to education. He is particularly known for his work on students' intuitive ideas about the physical world and their novice views about knowing and learning science, and for turning scientific models and modeling into pedagogical tools and methodology for experiential, meaningful learning of physics and other STEM disciplines at the secondary school and university levels.

Prof. Halloun has contributed to curriculum reform in many countries around the globe, and was behind several initiatives for systemic reform. He has been focused lately on systematizing the entire educational enterprise under systemic paradigms that meet the realities of the 21st century and that empower students to think outside the box and excel in various aspects of life. Systemic, praxis-immersive, convergence education (SPICE) is at the core of his attention, especially cross- and trans-disciplinarity that efficiently bridge traditional divides among disciplines from different fields like arts and science that are often misconceived as remotely related to each other.

Preface.- Chapter 1, Systemism.- Chapter 2, Systemic Profiles.- Chapter 3, Systemic Cognition.- Chapter 4, Systemic Pedagogy.- Chapter 5, Systemic Education.- Glossary; References.- Index.- About the Author.

This book offers pedagogic and governance foundations and guidelines for systemic education. It provides an overall systems-based picture of what formal education should be about, and of how things should be carried out in practice, in order to empower students ¿ and teachers ¿ for success in life.
It transcends traditional disciplinary education, showing how systemic, praxis immersive, convergence education (SPICE) produces graduates who know how to think outside the box and excel in practical real-life situations. Drawing on philosophy, cognition, and the latest developments in neuroscience, the book calls for systemic pedagogical frameworks that allow for different curricula to be coherently and efficiently designed, and consistently and systematically deployed across different disciplines and various grade levels in the context of mind-and-brain based experiential learning ecologies.
This volume is a major design and practice reference forschool teachers, university professors, graduate students, along with interested educators, educationists, and stakeholders in various sectors of society.