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Detail Mentor Profile: LUCILA RUDGE

The Transformative Learning Foundation


Lucila Rudge

Lucila began her career as a holistic educator in 1985 as a Waldorf kindergarten teacher in Brazil, her home country. She is the author of Holistic Education: An Analysis of its Pedagogical Application and numerous articles. She currently holds an Honorary Senior Lecturer position at the University of Auckland. Prior to moving to New Zealand, Lucila was Associate Professor at the University of Montana. Lucila has extensive international experience. She has taught in Brazil, St. Maarten, United Kingdom, United States, and Indonesia.


  • Ph.D. Education, Ohio State University, U.S.A.
  • M.A. Drama in Education, University of Central England, U.K.
  • Performing Arts Certificate, University of Sao Paulo, Brazil


Main Interest

Alternative approaches to schooling, social and emotional learning, holistic pedagogy, contemplative practices in education, culturally relevant pedagogy, and international education.

Lucila lives Auckland, New Zealand


SDGI Courses

PM 531: Mindful and Relational Teaching: Educating for a Culture of Peace (3 credits)

This course deepens learners’ awareness of how they interact with others as well as expands their feelings of compassion, kindness, and love, so that they can comprehend human nature in an open and inclusive manner. Learners engage in contemplative and self-reflective practices as well as inquiry-based learning. Learners develop and carry out a compassionate action research project in which they will apply what they have learned in the course.


Select Publications and Presentations

  • Rudge, L. (2019). Nurturing the wellbeing of public-school educators. Invited speaker, Wellbeing, Research and Practice Seminar, University of Auckland, New Zealand.
  • Rudge, L. (2019). Contemporary science and Steiner’s theory of human development:
  • Similar perspectives on early childhood development. The Holistic Educator, 29(2), 15-18.
  • Rudge, L. (2016). Holistic pedagogy in public schools: A case study of three alternative schools. Other Education: The Journal of Educational Alternatives, 5(2), 169-195.
  • Rudge, L. (2016). Alternative public schools with holistic pedagogical practices. Paper presented at the 2016 annual meeting of the American Educational Research Association, Washington D.C., U.S.A.
  • Rudge, L. (2016). How do we nurture holistic learning in public school classrooms? Workshop presented at the Holistic Teaching and Learning Conference 2016, Manitoba, Canada.
  • Rudge, L. & Jilot, J. (2015). Beyond celebration: Deepening our understanding of diversity. Workshop presented at DiverseU, University of Montana, Missoula, Montana, U.S.A.
  • Rudge, L. (2014). Mindful and relational teaching: Transforming teacher-student relationships. The Holistic Educator, 25(1), 19-24.
  • Rudge, L. (2014). Building positive teacher-student relationships. Paper presented at the 1st International Holistic Teaching and Learning Conference, Ashland, Oregon, U.S.A.
  • Rudge, L. (2014). Increasing teachers’ awareness and understanding of diversity through distance education. Paper presented at the 34th International Society for Teacher Education Conference, Belek, Antalya, Turkey.
  • Rudge, L. (2013). How do we help teachers improve the quality of their relationship with students? Paper presented at the 2013 annual meeting of the American Educational Research Association, San Francisco, California, U.S.A.
  • Rudge, L. (2012). Nurturing the well-being of urban public-school educators. Encounter: Education for Meaning and Social Justice, 25(1), 16-23.
  • Rudge, L. (2010). Holistic education: An analysis of its pedagogical application. Saarbrücken, Germany: Lambert Academic Publishing.