RECLAIMING CIVIL SOCIETY

1

• RECLAIMING CIVIL SOCIETY
• University of South Australia
• Magill International Day
• Adelaide, October 2004
• SHARED VALUES FOR
• LIVING, LEARNING AND WORKING TOGETHER
• IN A GLOBALISED WORLD
•  

2

• GLOBAL CONTEXT Progress?
• PEACE
• More conflicts, terrorism, crime, culture of fear
• JUSTICE
• Inequality - growing gap between rich and poor
• HUMAN RIGHTS
• Increasing abuse and erosion of human rights
• ECOLOGY
• Global warming, climate change, loss of
  biodiversity, environmental disasters, waste,
  pollution etc
• Collapse of human values, crisis of meaning and
  identity materialism and functionalism replacing
  spirituality

3

• PERCEPTIONS OF GLOBALISATION
• changing the very fundamentals of human
  relations social life. UNESCO
• Winners and Losers?
• Government follow global trends for the
  economy
• Environmentalists global warming, degradation
  ..
• Trade unionists fear lowered workplace
  standards wages
• ITC industry growth in rapid, instant
  communications
• Minority cultures fear loss of language,
  culture, identity
• Transnationals enjoy trade growth, low labour
  costs, wealth
• Small business fear drop in world prices,
  struggle to compete

4

• AN ALTERNATIVE VISION (No Losers?)
• We need to humanise globalisation UNESCO
• Globalisation has no future unless it is
  inclusive, ecologically sustainable and
  respectful of human rights and values
• World Economic Forum, Davos 2001
• based on a new concept of human security
• founded on shared human values
• a security based on personal and community
  interactions and interdependent relationships
• a shared commitment to peace, justice, equal
  rights
• for all, freedom, and ecological sustainability

5
PARTNERSHIPS at every level(ie local, national,
regional, global)

• Global partnerships are two-way, closed
  exclusive
• Government ? Business
• Need three-way, open, inclusive partnerships

6

• SHARED VALUES FOR
• EFFECTIVE PARTNERSHIPS
• Stakeholders may have diverse interests and
  desired outcomes
• BUT
• The values and principles underpinning their
  decisions and actions, towards achieving those
  diverse interests may be shared

7

• EQUAL PARTNERSHIPS BRING BALANCE
• Current imbalance in priorities emphasise
• Materialism over spirituality relationships
• Zealous belief in the laws of the Market,
  survival of the fittest
• Inequitable economic growth
• Excessive wealth for the few, extreme poverty for
  the many
• Functionality over inherent value or beauty
• Commercialisation of all relationships (eg
  students clients)
• Equal partnerships bring balanced priorities as
  all
• stakeholders have an equal say

8

• DEMOCRACY - DEEP OR SHALLOW?
• To reclaim civil society we need to reform
  democracy
• from its existing shallow basis of
  representation
• to its deep, authentic and original roots where
  all
• stakeholders have a fair and equal say and the
• interests of all stakeholders are considered
  equally,
• based on shared values where the supreme guiding
• principle is the genuine common good.
• These reflect the founding values of equity and
  the
• fair go, on which Australian society was based.
• Fair go, whither art thou?

9

• Identifying Universal Values
• These Values are implied in
•   International instruments and agreements (eg.
  UDHR)
•   Existing publications identifying universally
  shared values
•   Core Values underpinning World Faiths
•   Personal Qualities and Virtues advocated for
  millennia
•   Eastern, western and indigenous world views
• These are the values we need to share to live,
  learn and work together peacefully, inclusively
  and sustainably, while observing human rights and
  respecting diversity.
• Inherent to the human condition or culturally
  bound?

10

• What are these Universally Shared Values?
• Enable us to both strengthen and transcend
  difference
• Equality, Equity, Justice, Fairness
• Freedom, (Democracy) - Reject domination,
  oppression, exploitation
• Peace and Non Violence
• Respect, Diversity, Tolerance, Acceptance,
  Understanding
• Mutual Respect treat others as we wish to be
  treated
• Human Dignity, Individual Worth
• Responsibility personal, social, civic,
  environmental
• Care and Concern for others, Compassion,
  Collective well being
• Honesty, Integrity, Transparency, Accountability
• Reconciliation, Truth, Forgiveness

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• WHERE TO BEGIN? START ANYWHERE
• Values emerge from the development of
  qualities/virtues
• All values are interconnected
• If you develop one universal value any one
  the
• others naturally follow eventually
• Examples
• No care or compassion without respect or love
• No honesty without truth
• No peace without freedom, justice equity
• Values Education lead to the evolutionary
  development of human consciousness necessary for
  planetary survival

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• VALUES IN ALL LEVELS OF
• EDUCATION AND TRAINING
• Children from birth to year 12
• Youth Vocational Education and Training
• University and other tertiary
• Adults Workplace Training Practices
• Community education programs
• Third Age Learning community education

13

• NATIONAL FRAMEWORK FOR
• VALUES IN EDUCATION IN SCHOOLS
• Tolerance and understanding
• Respect
• Responsibility
• Social Justice
• Excellence
• Care
• Inclusion and trust
• Honesty
• Freedom
• Being ethical

14

• Values-Based Quality Education Training
• Education Training based on
• Fundamental Human Values
• Values reflected across the whole school,
  educational institution, workplace in
• all policies and guidelines
• behaviour of students, teachers, parents,
  employers, staff
• the articulated mission, purpose and values
• curricula, learning/training materials in all
  areas
• the teaching/learning process, methodology,
  pedagogy
• the whole organisational culture and environment
• Learning to Do Values for living and working
  together
• in a Globalised world _- UNESCO publication

15

• Values in Lifelong Learning
• Integrated and Integrative
• Values to be integrated
• in education and training throughout life
• Vertically for all ages, from birth to the third
  age
• Horizontally across all disciplines, trades,
  professions
• Values are integrative in that they contribute
  to the development of the whole person
• physically, intellectually, emotionally,
  spiritually

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• Holistic or Integrative Education
• Education is about the development of the whole
  person
• physically, intellectually, emotionally and
  spiritually (Delors)
• A Pedagogy for the Whole Person 
• An integrative, holistic methodology which
  brings together the
• cognitive intellectual
• affective emotional
• behavioural - physical
• spiritual inspirational, aspirational
• To develop
•   a compassionate mind
•   an intelligent, thinking heart
•   skills motivated by values for effective,
  intelligent, compassionate action
• to become spiritually inspired by the highest
  aspirations, values,
• virtues and qualities, of which human
  beings are capable

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The APNIEVE Teaching and Learning
Cycle
Cognitive Level
KNOWING about oneself and others their
behavior, culture, history, country,
etc. ACTION
UNDERSTANDING non-violent conflict-resolution
oneself and
others, concepts, decision-making,
key issues, and processes
Behavioral level

Conceptual level
VALUING experience-reflection accepting,
respecting, appreciating oneself and
others Affective Level
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• Learning to BE WHOLE
• A prerequisite to reclaiming civil society
• Reconciliation and Healing
• within ourselves
• with others
• with the earth
• and with all living things
•  
•   For genuine understanding, deep empathy,
  authenticity and feelings
• of interconnectedness, we must develop our basic
  humanity
• through the full development and integration of
• all the dimensions of the human person
• By integrating body, mind, heart and spirit we
  view the world from
• a transpersonal perspective where we transcend
  our differences and
• no longer see ourselves as separate or different
  from others or from

19

•  
• RECLAIMING CIVIL SOCIETY
• University of South Australia
• Magill International Day
• Adelaide, October 2004
• SHARED VALUES FOR
• LIVING, LEARNING AND WORKING TOGETHER
• IN A GLOBALISED WORLD