Lecture + Workshops: Sustainability, Cultural understandings and - - PDF document

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UNIVERSITY COLLEGE

U N I V E R S I T Y C O L L E G E L I L L E B Æ L T

Lecture + Workshops: Sustainability, Cultural understandings and Active Citizenship Group work: Construct a digital learning material.

Denmark Frank Jensen and T

• rben Olsen

U N I V E R S I T Y C O L L E G E L I L L E B Æ L T I ucl.dk

Schedule for today

9.00: Sustainability – Frank 9.30: Dilemmas: Group work 10:00: Coffee break 10.30: Recording of “Fairytales” 11.00: Culture and citizenship. Introduction to the afternoons workshops –Torben 12.30: Lunch 13.30: Afternoon workshops: Make an outline for a digital learning material 15.15: Presentations 16.00: Coffee break 16.30: Evaluation of todays lectures and workshop (by the Danish Students) 17.30: Cultural expression of the Netherlands 18:00: Rehearsal of play 18:30: The End ☺

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Evaluations of todays work

Four areas of evaluation:

Relevans for you as a teacher The academic benefits of today The quality of the team work in the groups The frame factors

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Sustainability Brundtland definition

Brundtland report defines sustainable development as: "Sustainable development is development that meets the needs of the present without compromising the ability of future generations to meet their own needs."

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Sustainability Efforts

The Brundtland report points out three main pillars for sustainable development:

Economic growth Environmental protection Social equality

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UNIVERSITY COLLEGE

U N I V E R S I T Y C O L L E G E L I L L E B Æ L T

Environmental Socio- Environmental Sustainability Socio- Economic Enviro- Economic Economic Social

Clean Water/Air Emissions Reductions Biodiversity Environmental Research Recycling/Compositing Ressource Efficiency Green Energy Product Stewardship Improved Technology Innovation Capital Efficiency Risk Management Growth Enhancement Environmental Justice Health & Safety Climate Change Envrionmental Reg Job Creation Skills Enhancement Local Economic Impact Business Ethics Social Justice Diversity Human Rights Community Outreach Labour Relations

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Sustainability and schools

How can we teach these matters in schools?

Eco-schools

www.eco-schools.org

Sustainability and

teachers education

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Eco-college UC Lillebælt

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Between life conditions and life styles – personal dilemmas

Living conditions Life style

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Schedule for today

11.00: Culture and citizenship. Introduction to the afternoons workshops –Torben 12.30: Lunch 13.30: Afternoon workshops: Make an outline for a digital learning material 15.15: Presentations 16.00: Coffee break 16.30: Evaluation of todays lectures and workshop (by the Danish Students) 17.30: Cultural expression of the Netherlands 18:00: Rehearsal of play 18:30: The End ☺

U N I V E R S I T Y C O L L E G E L I L L E B Æ L T I ucl.dk

Between life conditions and life styles – a place for decision making and action

Living conditions Life style

These are not ALL that matters!

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We don't see things as they are, we see them as we are

(Anaïs Nin)

So now: A little excurse about the concept of CULTURE

Dealing with environmental issues exposes our knowledge, skills, values and cognitive ability

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Cultural perspectives – 1

Personal Culture is a set of learned beliefs, values, attitudes and behaviours which regulate your day to day life. It is: "The way I do things".

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Every man is, in certain respects, Like all other men, Like some other men, Like no other man

Clyde Kluckhohn anthropologist known for his long term ethnographic work among the Navajo people

Cultural perspectives – 2

Three ways to deal with Culture

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The story about 4 chimpanzees – and culture

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U N I V E R S I T Y C O L L E G E L I L L E B Æ L T I ucl.dk Jens Peter Christiansen UCL

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(Iben Jensen 1999)

A meeting between individuals is always a intercultural meeting

All understanding is build upon our experiences All our experiences are determined by our position in society All understanding is build upon our preassumptions We often have a simplified view upon ”the others” In cultural meetings we look upon ourselves not as the ones we are, but as the

• nes we want to be

Cultural self-image is a simplified and idealized perception of our own culture Fixation points: Subjects that can stir you up in a second

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And now: A trip to Albatros – sit back and enjoy ☺

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After the trip to The Island of Albatros

Describe the culture of Albatros:

What do you know about the relations between men and women? What have you learned about the relations to foreigners? What rituals did you perceive? How would you interpret them? If you had to stay on the island for some time, what difficulties would you

probably have to face? After having read the text about the island of Albatros:

What is different now compared to your first impressions of the foreign

culture?

What do you think about your first assessment?

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Back to basics – back to the issues concerning sustainability

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Many problems in the world today which crosses boarders Wolfgang Klafki (German educational theorist) names them Core Problems -Typical of the epoch

The question of war and peace, weapons etc. Environmental problems The societal creation of inequality in the world The economical inequality in the world Possibilities and dangers concerning ICT The human sexuality and relations between sexes I- and you-relations

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Two questions:

Should schools deal with society’s problems? If yes: How should it then affect our future teaching? Think and talk – one minute alone, two minutes in pairs Upload on: http://wallwisher.com/wall/frje4711

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Reflections about the teaching (didactic triangle)

Students T eacher Content

Which content?

Subjects: Math English Science Core problems: Economy Inequality Environment

What should be the educational goals for the students? And how could the students work with the content to achieve these goals? Cross curricular

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Immanuel Kant

“Act in a way that humanity in your own person as well as any

• ther person never be treated only as a means, but always also

as a goal.”

This is – OF COURSE – also the case for teachers in their

teaching.

You cannot moralize and transfer the

“right” values and attitudes to the students.

You can only try to learn the students to

think for themselves and make up their own

• pinions, values and attitudes.

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General Bildung (education) as Wolfgang Klafki sees it….

Bildung is orientated towards the democratic society – a state established and functioning on cultural and legislative insurance of human rights T

• possess Bildung means to have achieved the

ability to perform as an active citizen in the democratic society. Bildung can be seen as three abilities Self determination (ability to make individual and responsible decisions) Co-determination (the right and responsibility to participate in society) Solidarity (with the ones whose possibilities are limited)

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Active and informed citizenship

(Transformed from Department of Education, Queensland, Australia)

• Active and discovering

learning

• Critical, creative thinking
• Synthetic thinking
• Decision-making and

problem-solving

• Willingness and ability to

criticize (also the ability to be self-critical)

• Willingness and ability to argue
• Skills concerning participation

in society

• Democratic rights etc.
• Environmental matters (e.g.

physics)

• Historical perspectives
• Cultural variations
• Coherence and connections
• Value democratic

processes

• Value social rights
• Ecological

responsibility

Values Knowledge Cognitive processes Action skills

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Consequences for classroom practice

Content: Problems and dilemmas Time for discussion and reflection Method- and action-orientated teaching Fact-based and social learning Cooperative Learning

The coherence between the supreme aims of Bildung and the specific teaching/learning process

Lesson E.g. Production forms in the

• agriculture. The use of toxics.

Supreme aim : e.g. self-determination

The knowledge of environmental issues – e.g. of the use of toxics in the agriculture – is a means to reach the supreme aim – so the teaching process must contain possibilities for performing self- determination Content as well as Performance What? – How?

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Task: Create an outline for a digital learning material

The learning material should take outset in a problem or dilemma concerning

sustainability.

The intention of this material should be, that the students – who work with

the task/assignment – develop their ability to perform as active citizens in the democratic society (Knowledge, cognition, skills and values as a basis of self- determination, co-determination and solidarity).

This means – in a more detailed description – that the students, in the tasks,

should have the possibility to experience/develop (there should be goals for):

♦ Critical, creative thinking (Cognitive processes) ♦ Decision-making and problem-solving (Cognitive processes) ♦ Making critique and arguing, taking the floor (Personal Action skills) ♦ Self-determination and Co-determination (Klafki) ♦ Ecological responsibility (value) ♦ Knowledge about matters concerning the chosen problem (knowledge)

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Schedule for today

13.30: Afternoon workshops: Make an outline for a digital learning material 15.15: Presentations 16.00: Coffee break 16.30: Evaluation of todays lectures and workshop (by the Danish Students) 17.25: Banana Mango: we meet at the stairs 17.30: Cultural expression of the Netherlands 18:00: Rehearsal of play 18:30: The End ☺

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Evaluations of lectures and workshops

Evaluation of four areas (both positives and negatives should be addressed):

Relevance for you as a teacher The academic benefits you gained The teamwork in the groups The frame factors

U N I V E R S I T Y C O L L E G E L I L L E B Æ L T I ucl.dk

Fairytales – we keep them inside There is room for many to come Some will end up happily and others will Leave hearts bleeding Cause love when it comes to you Makes life worthwhile It cannot be explained or understood It is, it is here