Educational processes

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What Educational Changes Prepare Us for Constructive Planetary Solutions?

In this dynamic time of global integration, there is an intense search for educational models that prepare young people for global citizenship and for empowered and meaningful participation in the deep economic, socio-political, and spiritual transformation of the planet.

Education, like most current social structures, finds itself in the midst of a moral crisis. Its predominant focus on the transmission of information and on the development of logico-mathematical and linguistic intelligence and narrowly understood rational skills, does not recognize and engage the creative powers of the human spirit and heart. Hence, it does not educate the whole person. Ministries of Education worldwide are very conservative about change and need assistance in reconsidering their important role in this new historic epoch.[1] That is why, for over a decade now, UNESCO has focused on developing education for global citizenship, which emphasizes skills for sustainable development.[2] On this page, we will share with you new models and resources that rethink what it means for a person to be educated in this age.

Now, in the context of our global health, environmental and economic crises, it is particularly important to consider more seriously how transformative education on every level can cultivate optimal consciousness. This process is characterized by harmonizing the faculties of knowledge, love and will in an overall way of being, distinguished by systemic thinking, spiritual discernment, historical perspective, and empowered and creative engagement with the real needs of the world around us.

[1] See Education for Transformation, in Lopez-Claroz, Dahl & Groff, Global Governance and the Emergence of Global Institutions for the 21st century, Cambridge University Press 2020.

[2] UNESCO, 2017. Education for Sustainable Development Goals: Learning Objectives, Paris. http://unesdoc.unesco.org/ark:/48223/pf0000247444

Critical Consciousness

One such model seeking the intersections with ethical and socially-engaged aspects of education towards an awakened and empowered consciousness, was published in Bulgarian in 2005, in Mustakova’s study of the ontogenesis of critical moral consciousness. The Bulgarian translation of the U.S. study contains a chapter on educational transformation toward the dialectical development of intellect and heart, of intuitive and analytical skills, which distinguish optimal adult consciousness and lead to active engagement with one’s social context.[1]

[1] Elena Mustakova-Possardt, Critical Consciousness, Sofia University Press, 2005.

For more information and where to find the book, please write to elena.mustakova@gmail.com,
professor in adult developmental psychology, counselor and psychotherapist.

Finnish Education System

Can contemporary children go to school with joy?

Can they read with interest?

Can they love and take interest in nature?

Can they grow up and be educated without being evaluated and tested in front of the class?

Can they learn a few languages without constantly writing homework?

Can parents and teachers believe in children and genuinely trust each other?

If you’d like to learn some possible answers, take some time to inquire into the Finnish education system.

Фотография: Весела Банова
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