The term whole-person education is used frequently in everyday life and is thought to be familiar to us, but its meaning is not clearly defined. In order to reduce the conceptual confusion of the term, I will examine and review the Obara Kuniyoshi (1887-1977) who first used the term Zenzin-kyouiku(whole-person education) in Chinese letter. His theory of whole person education is one of the so-called ‘eight major educational theories’ published in 1921 as part of the Taisho New Education Movement in Japan. The conclusions obtained through this study are as follows. First, education should be a whole person education in itself. Second, it is proposed that the concept of whole person education is based on the ternary theory of Comenius’ cultivating ‘total cultural person’. In other words, it includes Omnia as an educational content, Omnes as an educational object, and Omnino as an educational method. Third, the core value of Obara’s early theory of whole person education only emphasizes true-goodness-beauty and saint, but in his later work(Obara, 1976), there are six basic values suggested, four absolute values such as true-goodness-beauty and saint, and two instrumental values such as health and wealth. Fourth, the characteristics of the whole person education of Obara are ① whole personality as perfect character, ② whole life as life-long education, ③ whole human nature as harmony of body and mind, and ④ saint and religious education as the ultimate core. In the end, Obara’s theory of ‘Whole Person Education’ aimed at the integrated personality based on the Japan’s Taisho New Education Movement in the 1920s, and continues to this day through the Tamakawa Gakuen, which he founded in 1929.