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Ethics education for children: a transformative pedagogy for learning to live together

Ethics education for children: a transformative pedagogy for learning to live together

Course Details:

Deadline to register: 1 June 2020

Date: 8 to 13 June 2020
Location: Online
Modality: Individual work with one joint webinar
Who should attend: Educators

The current situation in the world with the COVID-19 pandemic has forced 1.5 billion children out of school and into new remote learning modalities, online, via TV or even radio. As the world paves the way to reopen the schools many challenges are still ahead.

During these challenging times, educators have a critical role to play in supporting children’s social, emotional and spiritual well-being, and creating learning opportunities to strengthen children’s critical thinking, sense of belonging to a larger community, interconnectedness with others while keeping physical distancing, and providing spaces for children to reflect about and respond to the ethical challenges we all face. 

During this course, based on the Learning to Live Together program and its Ethics Education Framework, educators will be introduced to the Transformative Pedagogy promoted by Arigatou International that supports teachers to create safe, positive and empowering learning environments during these challenging times.

For subscription and further information, please click here.

 

Source : Arigatou International



UNESCO World Conference on Education for Sustainable Development


UNESCO is kicking off its new framework: ‘Education for Sustainable Development: Towards achieving the Sustainable Development Goals’ – ESD for 2030 and its roadmap for implementation during the UNESCO World Conference on Education for Sustainable Development in Berlin, Germany.

800 participants from around the world will gather for the occasion: policy-makers working in education and sustainable development, education practitioners, civil society, development community and private sector experts. 

For further information: https://en.unesco.org/events/ESDfor2030

Application site: https://www.esdfor2030.berlin/call-for-proposals/en/



‘Growth mindset’ in education: Great new tool or overrated fad?

‘Growth mindset’ in education: Great new tool or overrated fad?

“Growth mindset” theory in education proposes that minds are malleable: teachers can improve students’ "intelligence, ability and performance" by encouraging them to believe their learning abilities aren’t fixed, but are capable of growth. The theory is popular in education circles.

Firsthand teacher accounts show dramatic learning improvements attributed to growth mindset. It also has its detractors. At least one well-designed study found little evidence the theory really does work in practice. Who’s right? Learn more...

Source : Multi Briefs



Educating for the Social, the Emotional and the Sustainable

 Global Education Monitoring Report

Earlier this year, the UN Secretary-General reported that “the shift in development pathways to generate the transformation required to meet the Sustainable Development Goals (SDG) by 2030 is not yet advancing at the speed or scale required.” He noted with regret that “…the most vulnerable countries are bearing the brunt of the current obstacles to SDG implementation…. The bleak situation of countries in situations of conflict or fragility is all the more troubling given that, by 2030, more than half the world’s poor are projected to live in countries affected by conflict.” 

This blog looks at a new publication by NISSEM on the challenges facing poorly resourced or conflict-affected countries in addressing SDG Target 4.7. It argues that addressing this target can help change long-term behaviour to help achieve the SDGs. Learn more...

 

Source: World Education Blog



Is Kindness the Secret to Achieving the Sustainable Development Goals?


There is no mention of kindness—the act of giving without expecting anything in return—in the ambitious 2030 Agenda for Sustainable Development, which was adopted by 193 countries in 2015. While this may have been a surprising omission, the Agenda is still remarkable in that it unites all United Nations Member States in striving to achieve the 17 Sustainable Development Goals (SDGs), not just those countries traditionally classified as “developing” or “least-developed”. The Agenda represents the recognition that “we are all in the same boat” and that we need to work together to build a better world.

In many ways, with the introduction of the SDGs, we have started to recognize the strong interdependency among all beings living on this planet, and how one person’s or country’s actions can affect others living thousands of kilometres away. Climate change is one example of this interdependency. One country’s actions can trigger extreme events such as droughts and floods, thus hindering the entire world’s progress towards achieving the SDGs.

The degree and intensity of interdependency among various SDGs and among living beings in general pose a moral and behavioural dilemma. We all recognize that we live on a planet with finite resources. According to the Global Footprint Network, our current level of consumption requires 1.7 Earths, and will require two Earths by 2030. With this astonishing burn rate, the redistribution of resources among individuals within and between countries is crucial to achieving the SDGs.

This brings me to the importance of kindness, which, by its neurobiological nature, improves the happiness and well-being of the receiver and the giver. Learn more...

Source: United Nations



Assessing Social and Emotional Learning

Assessing Social and Emotional Learning

As more and more states adopt social and emotional learning (SEL) standards, there are more calls for SEL assessment. But the state of the field is unsettled: What we know about SEL intervention and theory derives from research studies that have used a wide variety of methods to assess SEL and related areas. Because the focus of these studies has been to build the research base, the evaluations used in them were not necessarily designed for use in practice contexts.  So the SEL field is at a crossroads—it is clearly a research-based field that does not have a clear paradigm for student assessment.

Seeing that many practitioners have reservations about current SEL assessments, this article offers a review of three types of SEL assessment, with suggestions for ways to collect and report student growth to families. Learn more...

Source: Edutopia 

 



How does climate change impact education in the tropics?


School children now lead the advocacy for action on climate change. Greta Thunberg, a 16-year-old Swede and global climate activist, made headlines this year when she chose to skip school to protest decades of political inaction on the issue. In Davos this January at the World Economic Forum, she delivered this scolding message: “Adults keep saying, ‘We owe it to the young people to give them hope’. But I don’t want your hope. I don’t want you to be hopeful. I want you to panic. I want you to feel the fear I feel every day. And then I want you to act.” Learn more ....

Source : Study International



If we want students to feel safe at school, we can't encourage teachers to spot potential extremists


In the wake of the Christchurch terrorist attack, former UK Prime Minister, Tony Blair told a global education forum extremism should be treated as a global problem like climate change. He said: ''there should be an international agreement to put teaching against extremism into education systems around the world''. Following terrorist attacks, it’s understandable politicians want to come up with quick, tangible measures to prevent other incidents and to tackle the problem at what is seen to be its core. There is merit in Blair saying challenging prejudice “needs to begin at an early age” (in schools). But we must also be cautious when promoting kneejerk responses to complex issues, particularly when it involves the welfare and future of children. Learn more .....

Source: Australian National University



Do counter-narratives actually reduce violent extremism?


Particularly since the rise of the so-called Islamic State in 2013, one of the most widely held theories in international political and policymaker circles has been that a “twisted” or “radical” violent ideology, informed by a perverse interpretation of Islam, lies at the root of the rise in recruitment and radicalization to extremist groups. The logic that follows is: If you eradicate or defeat this ideology, there will be a corresponding drop in the violent extremist threat. Learn more....

Source: Brookings



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