The following information is directly from
the AECI website:
On April
2, 2014, the Global News for AECI focused on Learning to Live Together (LTLT)
which is one of the four pillars of learning identified in the landmark report Learning:
The Treasure Within,
presented to UNESCO by the International Commission on Education for the
Twenty-first Century in 1996. Recognizing the challenges and dynamics of the
modern world, it placed particular emphasis on LTLT in creating a "new
spirit" through mutual understanding and building common projects.
UNESCO Bangkok's new publication Learning to Live Together: Education Policies and Realities in the
Asia-Pacific, examines how education systems in
10 selected countries—Afghanistan, Australia, Indonesia, Malaysia, Myanmar,
Nepal, The Philippines, Republic of Korea, Sri Lanka, and Thailand—are trying
to transform this vision into reality. The LTLT pillar forms the conceptual
base of this new publication, which identifies two complementary LTLT
processes—"discovery of others" and "experience of shared
purposes."
In today's increasingly interconnected world, threats to
peace and security, increased mobility, environmental degradation, and economic
inequality all form part of the many challenges that we continue to face.
Through these two processes, learners can develop key competencies to help cope
with the demands of our ever-changing world, such as empathy, cultural
sensitivity, media and information literacy, and teamwork and leadership, among
others.
It’s mentioned that teachers are a
major key to promoting the necessary social change from within in the classroom;
however, studies reveal that there is a lack of consistent knowledge on how to apply
such lessons to reinforce empathy, fairness, positive communication, etc. In
knowing this, a global push to provide training, attend conferences, and
develop more curriculum that provide guidance in taking the opportunities to
address such competencies in the learning environment could create a positive
shift in humanity. Such techniques can also be shared with parents to be
reinforced at home with their children. If we were all to invest in such a cause,
the hopes would be a global increase in cultural sensitivity and equality.
References:
UNESCO Bangkok Report, Learning to Live Together: Education Policies and Realities in
the Asia-Pacific
Read the publication from
1996, Learning: the Treasure Within, which
included an LTLT pillar and gave rise to the LTLT initiative.
Topics like empathy, fairness, and communication are often not as easily or directly taught as other curriculum areas. They are so important, though. In my opinion, I would much rather my students be able to problem solve, use kind words, and act cooperatively at the end of Kindergarten than have achieved every academic standard set before them. With a good attitude, kind personality, and problem-solving skills you can learn almost anything!
ReplyDeleteDantaya,
ReplyDeleteIn all of my years of childhood education, I have never heard of ACEI. This organization seems to adhere to the needs of so many individuals. I was very intrigued by the learning to live together project. It builds motivation and self-reliance in everyone it serves. Teachers are the key to promoting social change; we can and will be effective if we continue to research useful information for parents and other professionals. Parents should also take into consideration that they must show empathy, love, and support to their children at home, so we can continue to promote positive social change. I enjoyed your post.
Lah-Lah
Your findings this week were very interesting, something that struck me in your post was "teachers are a major key to promoting the necessary social change from within in the classroom" this is very true, I just have a wish (a fear) that not all teachers are paying as much attention to the social emotional development lessons that are needed to help children become resilient, problem solving, coping and capable children that they should be. I see many children in my school that lack these skills and I fear what life for them in the public schools where teachers can't focus on the needs of these troubled children, because of the overcrowding of classrooms and strict academic standards. We have a group of Pre-K boys that come from some pretty rough homes and they would rather scream and duke it out instead of learning those self-regulation, self-calming skills.
ReplyDelete