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2.5: "India jan 2003" - Page 9-12   |
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Message 7 Dear EQ Europe networkers. This is the followup of the India rapport. Real workshops. In the evenings we did 4 little introduction workshops in groups of 8-18 teachers. Showing the teachers examples for good education from Europe on little movies. The only resource we had to show these movies was the good advanced lab top computer of Dhyan. The little groups work in circles. As a trainer in India you have to organize this way of working on your own initiative. Normal here is working in planar groups of hundreds of people. Sabrahmanyam the young president of Rahul Educational society was a good guide in the process to set up these workshops. Most Indian teachers are bright people. In these groups we worked out a several subjects: Problems: 1. Because there are 18 languages recognised by the constitution in India, learning only one native language will also give problems for the pupils and for society. For communication between people in India there have to be a linguistic medium all Indians can use. In India this medium is English. Indian society is asking for English speaking participation and employment. If you like to earn a job, you have to speak English well. Because that English is one of the linguistic learning objects in school, society and business. Some people prefer to speak there own language. In one group yesterday there was a person speaking Hindi in a Tellegu groep. Only two others had the possibility to go in discussion. That’s powerplay. 2. The second problem is the traditional role of whoman in this society. In groups woman are silent, men are speaking. That’s there place in society. The best way to empower them is working in womangroups and to set up woman-self-help groups, the same FORT did in the Netherlands in the sixties. In Chirala Dhyan worked on an informal way (the best for woman) with a little group of young woman (16-20) in her own room. They discussed there future plans and how to solve the problems tradiotional (role) burdens of society create for them. What we did in the workshops. The learning effects and multiple intelligence. 1. By memorizing and reproduction only 20 % of all you are learning have long term effects. For real learning the brain have to construct connections between brain modules. Memorizing in a foreign language will give less long term learning effects because children not really understand what they are learning. 2. By memorizing and visualisation the learning effect is higher. 3. By using multi intelligent learning methods (linguistic, musical, visual mathematical and physical and social emotional ‘heart’ intelligence) the long term learning effect will be higher. 4. By learning by doing (experience) and understanding (presentation) and (self) judgement, the learning effects will be 80 % or more. Joyful learning on a humanistic way. New research has been published that may totally reconstruct views about intelligence yet again. This new data shows that a sophisticated intrinsic nervous system is now known to exist in the human brain and within the human heart. To solve the language problem we can use these new ideas of the learning capabilities of the head and hart brain called ‘multiple intelligence and coherent (heart- brain) learning’. To develop long time learning effects and joyful learning in a humanistic way we need a special methodology. Goals for humanist education. Every human being must try in some way to lead the best and most meaningful life possible. The aim of the lessons in this educational method is to encourage pupils, with a joyful approach, to explore ways in which they can learn to handle their own lives and that of others in a good and meaningful way. Every child in this world has the right to develop talents and personal qualities in an equal way. Every child can learn to make a masterpiece of there life in this world now. That is not something that just happens, you have to learn it. They can learn this in school. The aim of this learning process is: to encourage pupils to examine their possibilities, limitations and talents and become able to define there progress. This is done through contact and engagement with others. The emphasis in mastering the art of living is on the possibilities all people have at there disposal to give your live meaning and shape. These possibilities are not unlimited, which is why you must learn to make choices. And learn to recognize the consequences of your choices and justify them for yourself and others. Memorizing and reproducing knowledge is not enough to reach this goal. This learning method has to encourage children. Learning by doing experience and 'self'-judgment will give less stress more long term learning effect and also more joy. This will activate creativity and develop skills and competence in communication, problem solving that will give the student also more equal possibilities for employment in new economy. This is what the teachers in Chirala and the managers of Rahul Educational Society like to develop and like to transfer to other societies in Andra Pradesh Bangalore, Hydrabad, Mombay and Madras. This work will have a followup in December 2003. If you can provide help this managers and teachers to realize better education in India, please mail to EQ Europe. They are very bright, they have the inspiration, they are motivated to do. They have no recources at all. Warm regards Usha, Dhyan an Jyotsna Subrahmanyam and the managers 1 2 3 4 5 6 7 8 9 10 11 12 European Network on Emotional Quality © 2002-2008 |