Creating a New Wave of Education

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Creating a New Wave of Education
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• A presentation byDr. B.K. PassiIsabelle
  Michelet, Dr. Hashi Passi16 November 2003

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Third Millennium Education
Viewed by 1900s Visionaries

• Extrapolation maintaining Industrial Eras
  principles Education is
• Unidirectional (students are passive recipients)
• Identical for all students (same contents, same
  channel, same media, same sensorial stimuli, same
  pace)
• Provided in one physical location (classroom) at
  specific times
• Academic (books, teacher no contribution of real
  life experience)

We now know that these principles should be
questioned, if education is to prepare children
to function comfortably and efficiently in their
global, internetworked, virtual/physical,
knowledge-based society
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From Nomadic to Information Era
Will the unfolding Information Era also be the
Responsible Era? The key lies in how we educate
ourselves and our children
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The Shift From Industrial to Information Era
A linear evolution is not enough to adapt our
education systems.The why has changed The
who, how, what, when, where should also
be revamped
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The Global Challenge of Education

• From
• Mass-education of children, conditioned to
  countrys industrial development

• To
• Individualized life-long learning of all human
  beings, with equal chances (access)

• Using
• Multi-channels
• Multi-media
• Multi-sensorial stimuli
• Multi-sources
• Multi-contents

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Learning Approach

• From
• Behaviorism
• Learning as response strengthening
• To
• Cognitivism
• Learning as knowledge acquisition
• To
• Constructivism
• Learning as constructing own knowledge
• To
• Responsivism
• Learning from both head to head and heart to heart

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Methodology to Change

• MARS Mass Action Research Strategy
• A form of collective self-reflective enquiry
  undertaken by the participants in social
  situations in order to improve their own
  productivity. Teachers, students, principals,
  parents other community members can participate
  in action research.
• In action research teachers are encouraged to
  examine their educational ideas for their own
  practices
• They may uncover assumptions that turn out to be
  unjustified
• They may find ways in which practices shaped by
  habit have become irrelevant
• They can find obstacles in the way of attaining
  educational goals
• They can solve their problems of teaching,
  learning, evaluation, administration etc.
• They can use the wisdom capital
• They will improve their self-esteem

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Methods of Thinking!

• From
• Analytical thinking
• Fragmentation
• Competition
• Reactivity (fear)

• To
• Systems thinking
• Holism
• Cooperation
• Pro-activity (personal vision)

• In order to
• Liberate ourselves from tensions between
• Global / local
• Universal / individual
• Tradition / modernity
• Long-term / short-term
• Competition / equality
• Expanding knowledge / capacity to assimilate
• Spiritual / material

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Education Management OECD

• Pro-schooling scenario
• Vision the current system of school education
  will expand so as to meet the demand for
  education of increasing population
• Objectives maintain bureaucratic
  institutionalized system, continue to fulfill
  hidden social functions and resist radical
  changes in the system
• Re-schooling scenario
• Vision the system of school education will
  transform to develop strong social links and
  accept community leadership
• Objectives favor flexible learning
  organizations, focus on generating new knowledge
  base, and accept radical changes
• De-schooling scenario
• Vision the current system of school education
  will progressively disappear
• Objectives develop non-formal education system
  facilitated by ICT, media (edutainment) and
  internetworked society

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Target Levels for Education
8th Level holistic energy flows binding
everything together and permeating every aspect
of the cosmos, seeing everything before doing
anything
7th Level human viability in a world of chaos,
legitimizing and production of healthy wholes
6th Level awakening individual to inner states
in search for harmony, and external communities
in quest for peace and caring
5th Level autonomous person, algorithms of
strategic changeability, thinking shift from
fatalistic ideology to pragmatics and positivism
4th Level transcendental purpose, impulse
control, abstract causes, principles,
explanations and orders, authority-driven command
structures
3rd Level individual senses of the impulsive
self, aggressiveness, conquest, predator/prey
relationships, and pontification
2nd Level animistic thinking, bonds in
closely-knit groups, meanings and magical
significance of inanimate objects
1st Level instinctive skills in the living
environment, and in cases of serious deprivation
and human tragedy
Spiral Dynamic Model, from Don Edward Beck
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Each of Us is Responsible India

• Creativity Day for Visarjan Ashram (Indore) slum
  children with Dr Hashi Passi

I was personally amazed at the little boy talking
with the stones and telling me that the stone is
saying, Do not use me for hitting others as it
is painful to all. It is painful for the person
who uses me as later s/he feels guilty having
used it negatively. It is painful for the one who
is hit as he is hurt and wounded and the stone
is pained as it is being used for destruction
rather than for creation and construction. He
further elaborated and said that the stone says,
Do not misuse me or kick me as I was also a
human being once and you may have been a stone
too. I was joyously surprised at the insight of
this 12 year old slum kid. Dr. Hashi Passi
http//www.prasena.com/public/innovation/we/hashi.
htm
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Each of Us is Responsible Thailand

• Creativity Day for disadvantaged children of
  Bangkokwith Prasena and Bangkoks business and
  art communities

At the beginning there was a simple idea lets
celebrate together Creativity in all its forms.
The result was an event that will be among the
most important and fun that I have ever been part
of. The kids were the heroes of the day. Their
smile and their creativity are our motivation and
they are our future. Just watch the pictures and
the expression in their faces, the smile, the
twinkle, the curiosity, the expectation and the
sadness deep within Lukas Ritzel
http//www.prasena.com/public/innovation/creativit
yday.html
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Each of Us is Responsible Cambodia

• Computer education for illiterate children of
  Cambodiawith the Robib Village project

The annual average per capita income of the
villagers is around 40. If some children can be
educated to benefit from their knowledge of
computers, English and in maneuvering the
Internet, the future prospect of bringing
computer-related work into villages such as Robib
can raise the economic level and well being of
its people. Children in these villages are taught
how to use computers by orphans aged 8 to 11 who
have mastered computer literacy and Internet
surfing over the past year and a half at a
computer center we helped to establish at the
Future Light Orphanage in a village outside of
Phnom Penh.
http//www.camnet.com.kh/cambodiaschools/villagele
ap/index.htm
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More directions

• Global Learn Day homepage www.bfranklin.edu by
  John Hibbs
• GLD 6 by Dr. Passi and Prasena in
  2002http//www.prasena.com/public/gld6/eColonizat
  ionAsia.htm
• More on 4th Wave Education athttp//prasenacom.rj
  snetworks.com/public/4thwave/FOURTHWAVE.htm
• More on Prasena Virtual university
  athttp//www.prasena.com/public/virtual_u.html
• More on Dr Passi athttp//www.prasena.com/public/
  peace/peace.htm
• More on Prasena at www.prasena.com