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This article provides a personal narrative of the author, a radical historian who experienced the liberation of Jamaica from Great Britain. The author expounds on the experiences and influences in his life, and discusses the importance of the methodology of radical history, claiming it must take a holistic approach.

This article describes the development and testing of a grounded, holistic general theory of social work practice based on an interactional perspective. Theory-building focuses on people, interaction, context, and time. The author discusses the impact of social workers' skills on the development of working relationships with clients and on the outcomes of services. The eight skills examined in the study are combined into two groups: workers' skills for helping clients manage their problems and workers' skills for helping clients manage their feelings.

The author offers a personal narrative of his experiences with radicalism and the new left of the 1970's. He examines the formation of radical history in the academic arena while he was in graduate school, and states the methodology has become much more holistic, and needs to continue to be more so.

Classrooms nationwide must achieve a balance between different learning emphases and between learning and assessment. In holistic education, the objective is to direct schools and classrooms to include students of diverse races and abilities, which requires a broad range of teaching and learning strategies. There are three kinds of learning, namely, transmission, transaction and transformational learning. Educators, from a holistic perspective, must balance all three approaches.