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Social Responsibility | Social Responsibility | ||
| Projects in class should never be out of the worldŐs context. Always relevant and useful. Ideally, requested by ŇclientsÓ from the outside world. In addition, every project/product proposed should have some social angle; at least the opportunity to discuss it. | | Projects in class should never be out of the worldŐs context. Always relevant and useful. Ideally, requested by ŇclientsÓ from the outside world. In addition, every project/product proposed should have some social angle; at least the opportunity to discuss it. | ||
|} | |||
===Values=== | |||
{| class="wikitable" | |||
! # | |||
! Values(s) | |||
! Description | |||
|- | |||
| 1 | |||
| Hard Work | |||
Honesty | |||
| Success is 1% inspiration and 99% perspiration. In todayŐs world, where, many students want to cheat in their studies, learners must be taught that dishonesty and cheating are wrong, and will get them nowhere in the future. | |||
|- | |||
| 2 | |||
| Team-work | |||
Collaboration | |||
Cooperation | |||
Harnessing Collective wisdom | |||
| ŇUnited we stand; divided we fall!" To achieve a common goalit is necessary for many people to work together. Learn how to listen and be sensitive to the feelings of other group members and whenever necessary resolve conflicts. Make them proud of the teamŐs work by encouraging them to present collective projects in exhibitions | |||
|- | |||
| 3 | |||
| Empathy | |||
Respect for Others | |||
Compassion | |||
| Promoting empathy in early years has been recognized as root factor towards preparing responsible citizens, , . In our highly competitive societies, people tread on others to get ahead in life. Respect for others should include respecting different religions, races, sexes, ideas, and lifestyles. Cultivating compassion, i.e., being sensitive to the needs of others, makes kids aware of the root causes of global poverty, hunger, wars, and unhappiness and | |||
|- | |||
| 3 | |||
| Democratic values | |||
| Every project should offer opportunities to talk about freedom, responsibility, justice, respect, leadership, tolerance, inclusion and diversity. For example, explore the meanings, discuss and reflect on values dilemmas, apply these values to other situations and contexts and maybe even reflect on these values in relation to their own lives. | |||
|- | |||
| 4 | |||
| Respect for nature | |||
SDGs relevance | |||
Sustainable development | |||
| Responsible young citizens should know and live with the SDGs and their creative energy, values and projects directed towards contributing to solutions. | |||
|- | |||
| 5 | |||
| Respecting the anthropocene | |||
| Future citizens must think about the anthropocene in all their endeavours; projects must always be creative and practical responding to the pressures for making earth less polluted and live sustainable. | |||
|- | |||
| 6 | |||
| Unconditional Love and Kindness | |||
| Unconditional love is not the same as Ňif you love someone, he or she will love you back in return.Ó Children who experience the feeling of unconditional love, become stronger, more balanced, kind and loving towards their fellows and the world. This is not an easy goal for any curriculum, but the system of interactions between learners and their mentors focuses on cultivating such values. ĘĘĘ | |||
|- | |||
| 7 | |||
| Forgiveness | |||
| Learning moral values should be built into all curricula. There are provisions in evaluating learners achievements, which are based on how well they practice moral values while implementing their personal development goals and their projects. | |||
|} | |} | ||