From where they are exposed to the ideologies and values of whatever surrounding they eventually reside in the early years of youth, kids are growing up in conditions. It's apparent that there's a serious difficulty in how we are discussing kids, as we are encountering a set of battles and issues one following another. Place is taken by the conditioning of children in two critical manner of handle, that is in the house and the college or religious organizations. It's through these ways, that kids are molded into individuals' who they are genuinely not, giving to the perpetuation of the current world catastrophe into the future. The current world catastrophe impacts us all and could be found in the issues, battles and sections of our period, that have all been the consequence of the absence of integral thinking and personal consciousness.
Self - awareness and built-in thinking may only happen, if you find a basic knowledge of the personal too as in general, which makes being through self life - knowledge. For it is from within, that the whole of lifestyle is gathered, consequently instruction in its correct sense is a means for persons to know themselves. To be able to get interpersonal and financial security within culture, current instruction nevertheless, has put highlight on method through the collection of info from publications, that is completed so in the quest for another occupation. This sort of instruction also imposes a sort of escapism as it shows people to become entertained with details, and putting value upon method which inevitably brings apathy and passiveness of the head; nevertheless, like all escapes, this unavoidably leads to anguish and distress. In the current day methods of instruction, the instructor and expert figures ingrain into child's attitude, the value of training technique whether it's in the college where they're educated to get details and details, or the religious organizations where individuals constantly follow concepts and values. Nevertheless, the obtaining of varied skills, guidelines and details may just immerse us in anguish and turmoil. Learning how to create and read are crucial, also as learning a occupation, but can method provide the capacity to us to comprehend its difficulties and life? Surely it is supplementary, and we are clearly denying a essential and much higher element of life when we are trained to try for method.
Condition children are instituted by the school with info to enable them to develop into experts, in whatever area. Therefore the person becomes entertained with a special area of understanding and therefore a part of existence, as he/she becomes a professional; the difficulty with this though, is the goals included and how this is attained. Capacity have been given by the over emphasis of technique, but with no knowledge of life, these abilities may just create a man callous. We have been also provided by technique having a kind of bodily and mental protection, providing a feeling to us of intense and energy freedom. The instructors and organizations therefore try to form individuals into these sorts of individuals to squeeze into their ideas and wishes of what 'should be' rather of comprehending the fact of 'what is'; therefore, the outcome becomes more significant than the means. But, what people don't recognize is that, the indicates decides the ultimate result. So, today we start to notice how the previous projects itself into the potential and how children have become the continuance of current and the past. Therefore, the current world turmoil continues to exist due to this.
The authority numbers and instructors are keeping these methods of manage through the way of self-discipline that guarantees an outcome, which can be more important for them than the means. Nevertheless, the essential difficulty with subject is that as a result of individual and anxiety forecasts it is becoming an alternative for love, and is used always. It is generally found in the title of a merely goal, however it is a barrier to freedom, and independence in the feeling of their state of thoughts, cannot be accomplished through self-discipline, through opposition. Additionally, self-discipline is forced by authority figures through 'reward and punishment', which instills additional anxiety. The teachers subtly condition kids with this theory, supporting them through this anxiety to battle for the benefit of the nation, harvesting patriotism and nationalism which splits individuals, to fight in the name of God or to fight in the name of their family. The college, parents and spiritual organizations do this in several methods, encouraging kids to get good marks and be 'the greatest', which breeds jealousy and competition, to be loyal, which breeds bitterness and sections, and to be a ethical individual, which breeds superficiality and avarice - all within the want of a benefit. Today, the anxieties of the resulting punishments of not pursuing these valuations are severe enough for persons to not actually question why they follow them in the first location, but again, the individual might not understand any better, thanks to the degree of their own fitness and their best distribution to these values as 'reality'.
Might as a bribe? it be feasible for instructors and parents to exhibit to the kid how to be thoughtful of the others without using a benefit or love bribe? For it's in this self - centred seeking that superficiality is also created, and there when there is a benefit for it, since the fear of consequence and bribe then are more essential that respect itself could be no respect for each other. How can when they bribe the person with a benefit a parent or teacher have regard or even love a kid, and jeopardize them with a punishment? punishment? Surely, that is just motivating concern and covetousness. Again, these instructors and authority figures consequently don't know any better themselves since they too have been raised this in this method to behave for the benefit of an effect; and till we actually recognize that there might be actions free from the need to get, the continuance of our anxieties, avarice and jealousy, which type the pride, will continue to keep part of our reality.
All this starts to give to the wish of avoid from 'what is' or the 'present', whether through the shallow ways of press, eating, faith, drugs or sex, which all supply a kind of short-term self-gratification for the pride. In faith, persons state to love their Lord and might follow the values and concepts to become a 'great' individual, nevertheless, the objectives of the procedure are all self-centred and self-seeking for private satisfaction. When the person preys to Lord in a period of strife, what they are performing is predicting their expectations and worries in their self where they can fill their grief. God or Reality, is much beyond mental and thought needs, it's an area where the thoughts remains and personal - aware, and a still mind isn't a self-disciplined mind, but a mind that knows the functions of the personal.
Consequently, it has been proven how kids are being trained by methods of expert and how this types a scarcity of self-awareness, the pride and wishes for escapism, so today, you can ask 'what is the best sort of instruction?'. The right sort of instruction would help kids understand life all together and maybe not through the tunnel-vision outlook of 'sector'; it might assist people become integrated creatures with an understanding of the complete extent of the difficulties and miseries of the planet in an impartial and smart strategy. The young would possess the nature of request, seeking out reality in the problem - individual, spiritual, political and ecological, a greater significance would be brought by which upon the young, thereby delivering forth the wish for a better globe. For this to actually occur, the parents and instructors themselves, must first split down the values and ideologies they maintain and develop an integral knowing of themselves and life; consequently the best sort of instruction is not just involved with the young, but with the old generation also, who should not be also absorbed within their very own methods. The basic level is that when the person actually enjoys the kid, for love is crucial to the method of integration; they might observe to it that they have the best type of teachers, who might supply the child with an integral knowing of the planet we reside in, for it is just until persons holding this comprehension, that the chance of occurring a better world will come into being.
Showing posts with label Society. Show all posts
Showing posts with label Society. Show all posts
Friday, April 5, 2013
Tuesday, February 19, 2013
Higher Education and Society
Institutions of education, and the system of which they are a part, face a host of unprecedented challenges from forces in society that affect and are influenced by these very institutions and their communities of learners and educators. Among these forces are sweeping demographic changes, shrinking provincial budgets, revolutionary advances in information and telecommunication technologies, globalization, competition from new educational providers, market pressures to shape educational and scholarly practices toward profit-driven ends, and increasing demands and pressures for fundamental changes in public policy and public accountability relative to the role of higher education in addressing pressing issues of communities and the society at large. Anyone of these challenges would be significant on their own, but collectively they increase the complexity and difficulty for education to sustain or advance the fundamental work of serving the public good.
Through a forum on education, we can agree to: Strengthening the relationship between higher education and society will require a broad-based effort that encompasses all of education, not just individual institutions, departments and associations.
Piecemeal solutions can only go so far; strategies for change must be informed by a shared vision and a set of common objectives. A "movement" approach for change holds greater promise for transforming academic culture than the prevailing "organizational" approach.
Mobilizing change will require strategic alliances, networks, and partnerships with a broad range of stakeholders within and beyond education.
The Common Agenda is specifically designed to support a "movement" approach to change by encouraging the emergence of strategic alliances among individuals and organizations who care about the role of higher education in advancing the ideals of a diverse democratic system through education practices, relationships and service to society.
A Common Agenda
The Common Agenda is intended to be a "living" document and an open process that guides collective action and learning among committed partners within and outside of higher education. As a living document, the Common Agenda is a collection of focused activity aimed at advancing civic, social, and cultural roles in society. This collaboratively created, implemented, and focused Common Agenda respects the diversity of activity and programmatic foci of individuals, institutions, and networks, as well as recognizes the common interests of the whole. As an open process, the Common Agenda is a structure for connecting work and relationships around common interests focusing on the academic role in serving society. Various modes of aliening and amplifying the common work within and beyond education will be provided within the Common Agenda process.
This approach is understandably ambitious and unique in its purpose and application. Ultimately, the Common Agenda challenges the system of higher education, and those who view education as vital to addressing society's pressing issues, to act deliberately, collectively, and clearly on an evolving and significant set of commitments to society. Currently, four broad issue areas are shaping the focus of the Common Agenda: 1) Building public understanding and support for our civic mission and actions; 2) Cultivating networks and partnerships; 3) Infusing and reinforcing the value of civic responsibility into the culture of higher education institutions; and 4) Embedding civic engagement and social responsibility in the structure of the education system
VISION We have a vision of higher education that nurtures individual prosperity, institutional responsiveness and inclusivity, and societal health by promoting and practicing learning, scholarship, and engagement that respects public needs. Our universities are proactive and responsive to pressing social, ethical, and economic problems facing our communities and greater society. Our students are people of integrity who embrace diversity and are socially responsible and civilly engaged throughout their lives.
MISSION The purpose of the Common Agenda is to provide a framework for organizing, guiding and communicating the values and practices of education relative to its civic, social and economic commitments to a diverse democratic system.
GUIDING PRINCIPLES
I believe social justice, ethics, educational equity, and societal change for positive effects are fundamental to the work of higher education. We consider the relationship between communities and education institutions to be based on the values of equally, respect and reciprocity, and the work in education to be interdependent with the other institutions and individuals in society.
We will seek and rely on extensive partnerships with all types of institutions and devoted individuals inside and outside of higher education.
We realize the interconnection of politics, power and privilege. The Common Agenda is not for higher education to self-serve, but to "walk the talk" relative to espoused public goals. We understand the Common Agenda as a dynamic living document, and expect the activities it encompasses to change over time.
THE COMMON AGENDA FRAMEWORK The general framework for the common agenda is represented in the following diagram. It is clear that while goals and action items are organized and aliened within certain issues areas, there is considerable overlap and complimentarity among the issues, goals and action items. Also, following each action item are names of individuals who committed to serve as "point persons" for that particular item. A list of "point persons," with their organizational affiliation(s) is included with the common agenda.
ISSUES
ISSUE 1: MISSION AND ACTIONS
Public understanding more and more equates higher education benefits with acquiring a "good job" and receiving "higher salaries." To understand and support the full benefits of higher education the public and higher education leaders need to engage in critical and honest discussions about the role of higher education in society. Goal: Develop a common language that resonates both inside and outside the institution. Action Items: Develop a common language and themes about our academic role and responsibility to the public good, through discussions with a broader public.
Collect scholarship on public good, examine themes and identify remaining questions. Develop a national awareness of the importance of higher education for the public good through the development of marketing efforts.
Goal: Promote effective and broader discourse. Action Items: Raise public awareness about the institutional diversity within and between higher education institutions.
Identify strategies for engaging alumni associations for articulating public good and building bridges between higher education and the various private and public sector companies. Develop guidelines of discourse to improve the quality of dialogue on every level of society. Organize a series of civil dialogues with various public sectors about higher education and the public good.
ISSUE 2: DEVELOPING NETWORKS AND PARTNERSHIPS
Approaching complex issues such as the role of higher education in society that requires a broad mix of partners to create strategies and actions that encompass multiple valued perspectives and experiences.
Broad partnerships to strengthen the relationship between higher education and society involves working strategically with those within and outside of higher education to achieve mutual goals on behalf of the public good.
Goal: Create broad and dispersed communication systems and processes.
Action Items:
Create an information and resource network across higher education associations Create information processes that announce relevant conferences, recruit presenters and encourage presentations in appropriate national conferences Develop opportunities for information sharing and learning within and between various types of postsecondary institutions (e.g. research-centered communities).
Goal: Create and support strategic alliances and diverse collaborations.
Action Items: Establish and support on-going partnerships and collaborations between higher education associations and the external community (e.g. civic organizations, legislators, community members) Explore with the public how to employ the role of arts in advancing higher education for the public good Promote collaboration between higher education and to address access, retention, and graduation concerns
ISSUE 3: INSTILLING AND REINFORCING THE VALUE OF CIVIC RESPONSIBILITY INTO THE CULTURE OF HIGHER EDUCATION INSTITUTIONS
Education should attend to the implicit and explicit consequences of its work, and reexamine "what counts" to integrate research, teaching and service for the public good to the core working of the institution.
Goal: Emphasize civic skills and leadership development in the curriculum and co-curriculum.
Action Items: Develop and implement a curriculum in colleges and universities that promote civic engagement of students Create co-curricular student and community programs for leadership and civic engagement development Develop learning opportunities, inside and outside of the classroom, that promote liberty, democratic responsibility, social justice and knowledge of the economic system Develop student leadership and service opportunities that focus on ethical behavior Teach graduate students organizing and networking skills, and encourage student leadership and Diversity education
Goal: Foster a deeper commitment to the public good.
Action Items: Work with faculty on communication skills and languages to describe their engagement with the public, and educate faculty for the common good Identify models for promotion and tenure standards Identify models for faculty development
Goal: Identify, recognize, and support engaged scholarship.
Action Items: Identify and disseminate models and exemplars of scholarship on the public good Encourage the participation in community research Help institutions call attention to exemplary outreach. Establish a capacity building effort for institutions
Goal: Bring graduate education into alignment with the civic mission.
Action Items: Work with disciplinary associations to hold dialogues on ways graduate student training can incorporate public engagement, involvement and service Promote "civic engagement" within academic and professional disciplines according to the disciplines' definition of "civic engagement" Incorporate the concept of higher education for the public good into current graduate education reform efforts
ISSUE 4: EMBEDDING CIVIC ENGAGEMENT AND SOCIAL RESPONSIBILITY IN THE STRUCTURE OF THE HIGHER EDUCATION SYSTEM
Promoting the public benefits of higher education requires system efforts beyond institutions to intentionally embed values of civic engagement and social responsibility in governance practices, policy decisions, and educational processes.
Goal: Align governing structures and administrative strategies.
Action Items: Develop ways to improve student and the community involvement in the governance and decision making process of educational institutions. Identify and promote ways for institutions to improve involvement with the public and the practice of democracy within their own institution. Establish public good/civic engagement units that orchestrate this work throughout institutions.
Goal: Publicly recognize and support valuable engagement work.
Action Items: Offer public awards that reward institutions with demonstrable track record in serving the public good in order to encourage institutionalization of performance around the public good and civic engagement.
Develop a comprehensive inventory of funding sources, association activities, initiatives, and exemplary practices that advance the public good. Identify, recognize, and support early career scholars who choose to do research on higher education and its public role in society.
Goal: Ensure that assessment and accreditation processes include civic engagement and social responsibility.
Action Items: Identify service for the public good as a key component in provincial and federal educational plans (e.g. Master Plans, provincial budgets, and professional associations).
Bring higher education associations and legislators together to broaden current definition of student outcomes and achievement, and develop a plan for assessment.
Develop strategies and processes to refocus system-wide planning, accreditation and evaluation agendas to consider criteria assessing the social, public benefits of education.
Goal: Cultivate stronger ties between the university, federal and provincial government.
Action Items: Develop a 2-year implementation plan that joins the university rector / Pro-rector and Director with provincial legislators to engage in an assessment of the needs of the public by province Host a series of dialogues between trustees and provincial legislators to discuss the role of universities and public policy in advancing public good at a local, provincial, and national level.
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