1. BY Marialena Kalyva Dragazi Counseling Psychologist Educating for social change: promoting democratic values

2. WHAT GIVES YOUR LIFE MEANING?

3. WHAT IS THE PURPOSE OF EDUCATION? “It is true that schools have “inputs” and “outputs” and that one of their nominal purposes is to take human “raw material” (i.e. children) and convert it into something more valuable (i.e. employable adults).” The Education Dilemma (Edited by a member of the World Bank)

4. WHAT IS THE PURPOSE OF EDUCATION? “Education is supposed to be the process by which we engage people in their fullness to give them a sense of who they are and their capabilities so they can lead a life that means something to them and to the rest of us.” Sir Ken Robinson

5.  How well are young people prepared for life?  How well are young people being prepared to coexist meaningfully with others and contribute to their society?  How well are young people being prepared to think, assess and act responsibly about issues that affect not only their own lives but the whole world? HOW SUCCESSFUL ARE OUR SCHOOLS?

6. POPULATION EXPLOSION

7.  Our education system: - is based on conformity. - has stereotypes about what counts as ability. THE “SILENT” CRISIS Human beings are diverse. Human communities depend on a diversity of talents to survive and not a singular perception of ability.

8.  The humanities and arts are being removed from schools and universities. ability to think critically ability to think beyond one’s borders and approach the world as a citizen of the world ability to imagine the predicament of another person ability to look inward If we are going to explore the world around us, we have to explore the world within us and we do that by looking at a broad spectrum of education. THE “SILENT” CRISIS Human beings are diverse.

9.  Currently, teaching is being de-professionalized.  In place of curiosity we have a culture of compliance. THE “SILENT” CRISIS Human beings are curious. Children are natural learners.

10.  Our mechanistic conceptions of education kill children’s creativity and imagination. THE “SILENT” CRISIS Human beings are creative. We create our own lives by imagining alternatives and possibilities. It’s imagination and the power of empathy that makes us human.

11.  Education focuses on giving children data on the external world.  We need time to look inward.  Our feelings are forms of perception and are affected by the way we think.  Education should help us: - to connect with ourselves. - to connect with each other through the power of empathy. THE “SILENT” CRISIS

13.  The goal of education → economic growth  The objective of education → to create a group of technically trained obedient workers  Critical thinking and freedom of mind are being discouraged.  Empathy is seen as unnecessary or even as a weakness. THE “GROWTH” MODEL EDUCATION FOR PROFIT

14. WHAT IS A DEMOCRATIC SOCIETY? “It is more than just the institution of government. It’s a way of living together, of learning to cooperatively agree and disagree non-violently, and of appreciating and learning from diversity and of coming to support one another for the good of the whole. In this sense, democracy demands of its people the socio-emotional skills and ethical dispositions as well as cognitive capacities to participate in a whole range of interactions.” John Dewey (1916)

15. We need to educate youngsters about: Respect - for myself - for others Responsibility - for my decisions and choices - for their impact on myself and on others - for global social issues Freedom (of person, thought, belief, expression) - the ability to think critically about issues affecting myself/the society/my country/the world, to reflect, argue, debate Rights (a collectively shared set of values) - to accept, acknowledge, respect the rights of others EDUCATION FOR DEMOCRACY

16. We need to educate youngsters about: Rules and conflict - What policies/laws/rules of many types mean for the opportunities and experiences of others. - accept that conflicts are normal - problem-solving skills, create a culture of argument, understand fairness of conflict resolution, importance of compromises Equality - acknowledge that others have equal rights even if different in race, gender, religion, sexuality Participation - understanding of issues, getting informed, making careful evaluations, taking social action EDUCATION FOR DEMOCRACY

17. It is extremely important to understand and accept human beings’ vulnerability, imperfection and the inability to control. Teach compassion and empathy. Imagine the world through the eyes of others and understand and feel their feelings. Only in that way do they become real and equal to us. Strengthen the sense of personal accountability by treating each child as a responsible agent. EDUCATING CITIZENS

18. People who can’t think and argue for themselves are easily influenced. Break away from rote learning. Each student must be expected to make an active and creative contribution to classroom discussion. Our current education system encourages passivity. The less the teacher talks, and the more the students talk, the better. Help students to actively ponder big questions in life and develop the ability to detect fallacy. PROMOTING CRITICAL THINKING

19. The ability to imagine what the experience of others might be. The ability to imagine other possibilities. Innovation requires minds that are flexible, open and creative. Arts and games are the way to get kids to come to school eagerly. CULTIVATING IMAGINATION

20.  Global economy has tied all of us to distant lives. Education should equip us: - to function adequately as citizens of the world. - to understand other cultures. - to evaluate history narratives. - to learn a foreign language. EDUCATING ABOUT GLOBAL CONCERNS

21.  Curricular content has moved away from enlivening the imagination and instigating critical thought, towards material necessary for test preparation.  We all agree about freedom of speech, respect for difference, understanding of others BUT we don’t think that we need to pass them on to the next generation and how. If this approach continues - technically trained people with no critical thinking - useful profit makers with dull imaginations CALL TO ACTION

22. Benjamin Franklin

23. Socrates Thank you!

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