GKAS 33313 cr.

Education as an Instrument of Change, School as a Miniature SocietyKasvatus muutoksen välineen, koulu pienoisyhteiskuntana

k t k . u l a p l a n d . f i / g l o b a l e d u c a t i o n / g k a s 3 3 3 1

GKAS 33313 cr.

LECTURE SESSIONS: 3 x 3hEXERCISE SESSIONS: 3 x 2h

k t k . u l a p l a n d . f i / g l o b a l e d u c a t i o n / g k a s 3 3 3 1

• Evolution and education: » What is the purpose of education? » Evolution signifies development and progress (as opposed to mere change)! » Human evolution can be reactive or proactive; education makes the difference between reactive vs. proactive evolution! » Education is, potentially, a manageable change agent for international, social and human development! » Only education can realize the inherent potentialities of human existence (individually and collectively); education is a fundamental human right!

• Education & social stability: » There are two fundamental social forces: tradition and progress; also education has similar corresponding preserving and creative functions! » What examples can you think of for the preserving and creative functions of education? » The foundation of most conflicts is prejudice; the foundation of prejudice is ignorance (or mis-education); ignorance can be overcome as knowledge dawns through concerted action and collaboration with others! » Where successful, education has proven a means for creating an active and responsible civil society and institutions, involving formerly antagonistic groups in joint efforts of social reconstruction and rehabilitation! » In post-conflict conditions, successful education has been instrumental in rebuilding the nation-state by arousing and sustaining a healthy and intelligent sense of nationality! » In the absence of even a healthy local sense of community and citizenship, a healthy sense of nationality cannot be expected to emerge from a vacuum! Why?

Lecture 1:

• Education for society building — education as a future-building instrument: » Education often is oriented towards national or ethnic goals! Why should this be problematic? » Education towards particular national and ethnic goals is prone to prejudice; thus, prejudices and conflict are not only results of lack of education — they can also be products of biassed education or mis-education! » PRE: Love or allegiance for one’s country does not exclude love of family or community, rather, it enlarges the circle of relationships; the same applies to allegiance and love for the world, mankind as a whole! » Applying the principle of simultaneous national and world citizenship can help local communities to see that allegiance to a large entity does not necessarily conflict with allegiance to a small entity! » The key-concept in pursuing constructive globalization is proactive citizenship — and, in a globalizing world, both national citizenship and world citizenship! Why? » Proactive citizenship (national and global) involves a corresponding civic identity, respective rights and obligations as well as freedoms and responsibilities! » Action research is just another word for a systematic and participatory process of community building: cycles or rhythm of planning, action, and reflection — based on the ownership, participation, and empowerment of all those concerned (the local populace)!

Lecture 2 (cont’d … ») :

Lecture 2 (« … cont’d … ») :

• Cultural diversity, conflict resolution, and the role of education: » PRE: Fundamentally, globalization is an ongoing exercise in altruism, learning increasingly selfless social behaviour (from ‘self-love’ and various degrees of ‘exclusive love’ towards ‘inclusive or universal love’)! » PRE: “There is one thing stronger than all the armies in the world, and that is an idea whose time has come!” (Victor Hugo)! » PRE: Diverse cultures and mentalities have the potential, both to build bridges, thus promoting global solidarity, and to put up walls, thus causing separation and conflict! » The root-causes of conflict generally lie in a mindset where a particular interest is pursued at the expense of the interest of the whole; changing this mindset is, primarily, an educational issue and must be at the core of every crisis management effort aiming at permanent conflict resolution! » How can education be used for building bridges instead of putting up walls? Which current trends resist or support this? » A well-educated and enlightened population has proven to be one of the most effective means to maintain a stable society and to promote sustainable civilization; hence, education can be a successful tool for both conflict prevention and post-conflict stabilization! » Education is a proactive process of socialization during which the learners adopt their identity as promoters of cooperation and solidarity, as community builders, and to perceive their own role in the society as something more than just receivers of social and community benefits! » Education is a manageable change agent for human progress development — fundamentally, education is an investment in future! » Although the importance of education as an instrument for sustainable development, international stability and conflict prevention is emphasized by almost all international stakeholders, education has rarely, if at all, been utilized as a strategic and systematic tool for stabilizing societal conditions and for society building!

Lecture 2 (« … cont’d) :

• Building cultural identity — schools at the crossroads, the promise of ‘third culture’: » The phenomenon of refugee diaspora vs. ‘traditional’ migration and immigration — both phenomena are new and ancient! » Immigrants face the dilemma of understanding and adapting to the new culture, on the one hand, and preserving their own cultural heritage, on the other (cf. the Finnish expression: “maassa maan tavalla”)! » PRE: The human reality harbours layers of interacting and interlacing identities: at worst, this can be contradictory as well as socially and mentally disruptive; at best, they can be complementary and can expand the circle of human experience into a coherent sense of identity! » PRE: Schools have the potential to act as identity builders: they can expand the foundation of children’s ‘social loyalties’ and build up layers of identity and overcoming the sense of ‘otherness’, so natural to human beings, within a genuine sense of community which is both inclusive and diverse! » PRE: The principle of Unity in Diversity implies that every human being develops and expresses his or her talents and capacities in service to others, to humanity at large — only within such a context diverse cultures and mentalities can promote global solidarity, otherwise they will be a hindrance to both progress and peace! » PRE: A sense of global responsibility and an accompanying culture of service are basic requirements of world citizenship! » One can be a citizen only in what we call society, implying certain qualities or conditions of citizenship!

Lecture 3 (cont’d … ») :

• Ingredients and safeguards of society — challenge of global social cohesion: » A society has three basic ingredients or participants: the individuals (or private citizens), the institutions (or system of government), the community (or social fabric and identity) — i.e.: members, structure, cohesion! » The three ingredients of the society (individuals, institutions, community) must function properly and in collaboration for the society to be wholesome, prosperous and sustainable! » A society has two fundamental ‘safeguards’ or ‘unifiers’: a moral foundation and a legal structure! » What is the nature and purpose of each of these components? Would just one of them be sufficient? » The moral foundation and the legal structure of the society are interrelated but different; they interact and, at best, complement each other but cannot replace each other; particularly, law cannot replace morals (cf. responsibility & freedom vs. obligations & rights)! » In many non-western societies, the role of the community may well be preserved, but the individual and particularly the institutions may be functioning with insufficient efficacy! » In modern western societies, “society” is, primarily, viewed as being constituted of individuals and institutions! » In modern western societies the role of the community is often undermined! » In modern western societies, legal measures have come to replace the missing moral substance, including a sense of community and common purpose! » Societies are generally associated with nation-states! » The concept of society has multiple levels and exists on hierarchical levels of ‘broadness’ (or ‘geography’)! » PRE: We may be witnessing the first signs of the formation of a global society! » A global society, like any society, consists of individuals — or world citizens! » A global society, like any society, consists of institutions — or global governance! » A global society, like any society, consists of community — or universal sense of solidarity! » A global society, like any society, must be unified by a moral foundation — or some universal ethos! » A global society, like any society, must be safeguarded by a legal structure — or global laws!

Lecture 3 (« … cont’d ) :

• The class and the school environment as a ‘miniature society’: » The class is a miniature society; curricula and teaching plans should be designed with the idea of “the class as a miniature society” in mind — and the underlying principle of any society is Unity in Diversity; therefore, also the fundamental principle for the class, as a miniature society, is Unity in Diversity! » The class, as a miniature society, contains the same three element as any society: the individual (pupils and the teacher), the institutions (the teacher as an institution), the community (a shared sense of purpose)! » The class, as a miniature society, needs to have, like any society, a moral foundation (shared values and aspirations) and a legal structure (commonly accepted rules)! » The class, as a miniature society, and the school environment, can be used as a place for learning and practising the culture of service! » The class, as a miniature society, and the school environment, can be used as a place where children develop a sense of collective responsibility, enterprise, and achievement! » The concept of world citizenship and its requirements need to become the primary focus of education! » The United Nations Organization (together with its various institutions and member NGOs), despite its many shortcomings and lack of effective power, is in key-position for promoting global education, and thus, global sustainable development!

Exercise 1 (cont’d … ») :

• Task description: » The task for the exercise session: Draw up a hypothetical syllabus for ‘world citizenship education’ (imaginary, although feasible)! » What is a “syllabus”?

• Instructions: » Instruction (1): The plan is made for a set period of time (e.g. a few weeks or a couple of months) for a set age group (e.g. 1st

to 3rd graders or 7th to 9th graders). » Instruction (2): The syllabus can focus on either (a) a few subjects or (b) all the subjects that are to be taught during the set period. » Instruction (3): The plan for the syllabus has no particular format, but it must include the following elements. » Instruction (4a): The syllabus must include (1) overall objectives of the whole period. » Instruction (4b): The syllabus must include (2) specific goals for shorter periods or individual classes. » Instruction (4c): The syllabus must include (3) materials and methods of teaching. » Instruction (4d): The final ‘product’ must include a proper introduction/rationale in which the background and reasoning of the plan and the process of planning are explained.

Exercise 1 (« … cont’d) :

• Reminders: » When considering what to include in the syllabus, think of various areas of learning/growth that are important: (1) ethics & moral, (2) knowledge & information, (3) vision & understanding, (4) capacities & skills; only after identifying relevant elements related to these areas, it is meaningful to start actually planning the syllabus and its details! » Remember (1): The main criteria is that whatever is being taught is geared towards the objectives of ‘world citizenship education’! » Remember (2): Take as central points of departure, as centres of your attention: (1) the idea of “the class as a miniature society”; (2) the concept of world citizenship and collective responsibility as central foci; (3) the promotion of a “third culture” founded upon a “culture of service”! » Remember (3): Use the goals and contents from the real National Core Curriculum for the subject(s) you have chosen; then proceed to focus their ‘interpretation’ or ‘attention’ on the objectives of world citizenship education! » Remember (4): Although the books and course materials provided to facilitate the both critical thought and the process of planning, they should be studied and referred to in the plan (e.g. in the introduction/rationale, 4d)!

Exercise 2:

• Task description: » The task for the exercise session: Draw up a hypothetical syllabus for ‘world citizenship education’ (imaginary, although feasible)!

• Instructions: » Instruction (1): The plan is made for a set period of time (e.g. a few weeks or a couple of months) for a set age group (e.g. 1st

to 3rd graders or 7th to 9th graders). » Instruction (2): The syllabus can focus on either (a) a few subjects or (b) all the subjects that are to be taught during the set period. » Instruction (3): The plan for the syllabus has no particular format, but it must include the following elements. » Instruction (4a): The syllabus must include (1) overall objectives of the whole period. » Instruction (4b): The syllabus must include (2) specific goals for shorter periods or individual classes. » Instruction (4c): The syllabus must include (3) materials and methods of teaching. » Instruction (4d): The final ‘product’ must include a proper introduction/rationale in which the background and reasoning of the plan and the process of planning are explained.

• Reminders: » When considering what to include in the syllabus, think of various areas of learning/growth that are important: (1) ethics & moral, (2) knowledge & information, (3) vision & understanding, (4) capacities & skills; only after identifying relevant elements related to these areas, it is meaningful to start actually planning the syllabus and its details! » The main criteria is that whatever is being taught is geared towards the objectives of ‘world citizenship education’!

Exercise 2:

• Task description: » The task for the exercise session: Draw up a hypothetical syllabus for ‘world citizenship education’ (imaginary, although feasible)!

• Instructions: » Instruction (1): The plan is made for a set period of time (e.g. a few weeks or a couple of months) for a set age group (e.g. 1st

to 3rd graders or 7th to 9th graders). » Instruction (2): The syllabus can focus on either (a) a few subjects or (b) all the subjects that are to be taught during the set period. » Instruction (3): The plan for the syllabus has no particular format, but it must include the following elements. » Instruction (4a): The syllabus must include (1) overall objectives of the whole period. » Instruction (4b): The syllabus must include (2) specific goals for shorter periods or individual classes. » Instruction (4c): The syllabus must include (3) materials and methods of teaching. » Instruction (4d): The final ‘product’ must include a proper introduction/rationale in which the background and reasoning of the plan and the process of planning are explained.

• Reminders: » When considering what to include in the syllabus, think of various areas of learning/growth that are important: (1) ethics & moral, (2) knowledge & information, (3) vision & understanding, (4) capacities & skills; only after identifying relevant elements related to these areas, it is meaningful to start actually planning the syllabus and its details! » The main criteria is that whatever is being taught is geared towards the objectives of ‘world citizenship education’!

“Education … should be recognizedas a process by which human beings and

societiescan reach their fullest potential.”

• United Nations, Agenda 21 (1992) •

“The current predicament of humanity presents us with a futuristic choice:

Do we want to be reactive pawns drifting in the flow of global change,

or do we want to have some control over our futures and manage change

towards a desirable and sustainable paradigm of globalization?

It is this choice that can utilize education as an agent of change

to overcome primitive human urges andto reveal the potentialities inherent in human

reality.”

• ‘yours☺truly’ (2003) •