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The purpose of this research is to analyze in depth the backgrounds of Parker J. Palmer's Idea in his wholistic education. Palmer diagnoses the existential crisis of the man in modern times that came from the world view of the mechanical due to ideas of the modern scientists just like Rene Descartes, Issac Newton and so on. That mechanical idea about knowing on reality evoked the divided or fragments of the human life between human being and reality, self and real self, subjectivity and objectivity. In this context, Palmer suggested the educational alternatives that overcome the human existential crisis by spiritual education in perspective of wholeness, which contains paradigm shift of knowing between human bing and knowing. The backgrounds of Palmer's idea and theory on the wholistic education contains four meaningful factors the followings. First, Palmer's main idea of his wholistic education basis on the Quaker's theological doctrines and spiritual life. Quaker's spiritual tradition emphasizes the union between knowing and practice, prayer and action within the spiritual life. Second, Palmer applied the spiritual factors as solitude, prayer and contemplation, pacifism in the monastery's spiritual exercise traditions to his wholistic education as spiritual formation. Third, he explored on meanings of the fear and anxiety, the calling of teacher, communal relationship, which related to the crisis and its cause of the modernity and the humanity. Finally, he attempts to scientific explain communal relationships in his wholistic education based on the relational being and knowing, in which perspective of new scientific movement. 투고접수일 : 2011. 5.24. 심사개시일 : 2011. 5.30. 게재승인일 : 2011. 6.11. Palmer's wholistic education pursues the practical life based on the way of Quakers with pneumatological knowing approach to the truth. He described an education as a spiritual journey to explore truth as the way of Quakers. And also he suggested a predominant example of a wholistic spirituality for religious education, which educational factors(teacher-subject-learners) are communicated and unionized among themselves in the community of truth.