Education for
Cosmopolitanism
Milan, Italia
Citizens in a Globalized World
Pull of the Future:
Vision, Social Justice, Equity, Hope,
Imagination
Push of the Present:
Popular Authoritarianism, Need
for Approval, Social Sanctions,
Governmental Rules, Policy, Fear
Weight of the Past:
Habit, Rules, status quo, Authority,
Tradition, Expectations, Personal
Experience, Hurts, Anger, Patterns
Are we capable of changing the world?
4
“Never doubt that a small
group of thoughtful,
committed citizens can
change the world. Indeed, it
is the only thing that ever
has.”
Dr. Margaret Mead
5
Opposing Narratives in a Troubled World
• Neglect of the body (Inner Ecology)
• Neglect of ‘Others’ (Minorities and Foes)
• Neglect of the Environment (Outer Ecology)
• Neglect of the Mind (Value-based Thinking)
• Neglect of the Spirit ( Universalism)
Education for Empowerment
Dis-empowerment
Empowerment
Collective Well-being
Politics driven by Vested Interests
Social Exclusion
Subordinated Coop
Free market capitalism
Non-renewable technologies
Exploit nature
Material consumption as end all
Benevolent Leadership
Social Inclusion
Coordinated Coop
Ecological Economics/Prama'
Renewable Age Technologies
Progressive Utilization
Self-Restraint/Balance
Climbing the bliss pyramid
“Self”
“Other”
directed
directed
PURPOSE
(Perfect
Spirituality/
Neohumanism)
POWER PsuedoSpirituality/
Control)
MONEY
(Accumulation of
Wealth ) Ego,
Arrogance
Indulgences
Bliss
Search for
Lasting
Happiness
Future Pleasures
(Securing future through Accumulation
of wealth and knowledge)
Immediate Pleasures
(Sensual Gratifications & Emotional Rasa)
Enlightened Leadership
“sadvipras”
Wisdom Life Style
Self-Empowerment
Sharing & Service
Progressive Utilizations
Gratitude
Self-Restraint
• Citizen of the future is likely to be equipped to be able to
function in both local and global spaces (spatial
dimension). Nano technologies would make it easier.
• Citizen of the future could have greater ‘inner’ capability to
reflect on the past & influence and co-create the future
(temporal dimension). Genetic & Information Revolution will
aid this.
• Citizen of the future will be able,
skillfully and gleefully, to appreciate the
gifts of the present in even greater
measure (personal dimension). Ecotourism, Leisure, Neo-Magna Carta &
Spiritual Revolution could enrich it
Context for Global Education
Today, new hybrid forms of civilisations are emerging from
the interaction of peoples & their beliefs from around the
world. On a global scene , this offers rich possibilities for
encounter, synthesis and new learning.
As an example, the hybridity of the term ‘neohumanism’ itself
illustrates this process. It has a Greek prefix linked to a
Latin root and was devised & popularised by an mysticphilosopher born in a remote village in India. It draws on
both critical and post-structural insights into reality while
retaining its normative commitment to the social, economic
and spiritual growth of all that is on the planet and in the
universe.
Spiritual Awareness to
Celebrate the Passion for Life
WHY
WHAT
Science and Technology
for Universal Welfare
HOW
Arts and Aesthetics
for Blessedness
Technical,
Entrepreneurial
Interpersonal,
Communication
Computational
Inner and
Conscious
Outer Ecology
Cognitive Abilities
Scientific Method
Body
Subliminal
Creativity
Past, Present
& Future
I Q= Intelligence Quotient
PQ= Productivity Quotient
EQ= Emotional Quotient
Accelerating Social Change
Clarity of Shared Visions
|
|
|
Global
Agents
Local
Conscious- ——— of ————— Projects
ness
Change
|
|
|
18
Common Spiritual Base
Values
Rationality
Inner Exression
Outer Expression
Wisdom
Justice
Dynamicity
Missionary Zeal
Abundance
Sense of
Aesthetics
Mysticism
Inner Inspiration
Beauty
Modality
System
Intelligence Quotient
Speed
Unity in
Diversity
Productivity Quotient
Selfknowledge
Equipoise
Emotional Quotient
Devotion
Inner Peace
Service
Discipline
Eco-balance
Surrender
PQ= Productivity Quotient
IQ=Intelligence Quotient
EQ= emotional Quotient
IQ= Rationality
PQ= Aesthetic Dynamicity
EQ= Spiritual Equipoise
Sadvipras- the leaders of tomorrow
Five dimensions of a sadvipran leader
Knowledgeable,
wise
and intelligent
Dynamic
Moral and
Virtuous
Inspirational
Confident
and Commanding
Yoga as a Challenge
Brazil
Albania
Haiti
Germany
Yoga
as Play
(3-5 years old)
as Adventure
( 6-16 years old)
as A Way of Life
( 17 & older)
New Haven
What is
Neohumanism?
India
•
•
•
•
•
•
•
•
Earth Sciences
Ecology
Physics
Biology
Geography
History
Social Science
Psychology
Supra Aesthetics
Music and Arts
Language Arts
YES-Astaunga Yoga
Philosophy
Biopsychology
Physical Education
Communication
Sciences
Mathematics
Physics
Economics
Technology
IT
Politics
Research
etc.
Origins of Gurukul Tradition
Vedas
Upanishads
Tantra
Ananda
Marga
Gurukuls’
Vistara School,
Australia
Curriculum for Neohumanist Studies (CNS)
course
module
course
module
1 .Life Styles,
Health,
Relationships and
Personal
Development
7. Values,
Education
and Future
course
module
Service Spirit
Elevated
Consciousness
6. Legal
Systems,
Law
Value
enforcement, Based
Justice &
Living
Security
course
module
Penetrating
Microvita
Intellect
5.Entertainment,
Recreation,
Media,
Communications
& the Cyber World
course
module
Neohumanist
Stance
Entrepreneurial
Spirit &
Pragmatism
2. Science,
Technology
, Arts &
Culture
course
3. Economic module
Social
Activism &
Systems,
Revolutionary Industry/
Zeal
Business World
Aesthetics,
& EconomicIntegrative &
Empowerment
Synthetic Spirit
4. Power,
Politics, Public
Policy,
Government &
Sustainable
Communities
course
module
Beer Sheva Declaration
•Curriculum is a journey
•The 21st century citizen is a hero on his/her journey,
•To be heroic is to become a pluralistic 21st century citizen
•The religious values are distilled in this journey
•The school is the dojo (gurukul) of the community within which the citizen
get his/her competencies
•The sensai (guru/master/teacher) is the embodiment of cardinal values
espoused by the school.
Citizenship21
st
Consciousness
of
the “divine”
Spirituality
Extraterrestri
al &Other
worlds
including
subatomic
microvita
Contemporary
Citizenship
21st
Planet
curriculum, sequences,
rites and passages
Lexicon; democratic thought;
sociology; civic knowledge; laws &
regulations; forces of change; rights,
human rights, animal/plant rights;
values of others
Actors: students;
Values,
Knowledge
Methods;
teachers; parents
profiling; active
/ family;
listening;
community;
multilogue;
NGOs; industry;
reflection;
A model for civic literacy reflective media;
army; police.
Next steps:
Modalities:
dilemma
community
dialogues;it?
value
What do we need to add to this to complete
volunteering;
clarification;
What
resources
and
case
studies
exist?
civic criticism;
debating;
Involvement
Skills
school
mediation;
democratization
futures studies
Contexts:
Identities;
Relevance, consistency, integrity of school climate;
Integrated, holistic, cross-disciplinary;
Enabled, amplified, extended by interactive technologies
Consistent, relevant pedagogy/School climate
Integrated, holistic, cross disciplinary
Enabling / amplifying technologies
Knowledge and
Skills
Involvement
values
Lexicon
Methods
Target audience
Identities
(shared
/ actors:
language to
Profiling
Audience
communicate)
Students
Active listening
Teachers
Humanistic Civic
Headmasters
Context
Values
Dialogue
Parent/Family
Or multilogue
Democratic
Ngo's
Pedagogy
Thought
Reflection
that is
Armed Forces
consistent
Sociology
Value
and relevant
Clarification
Modalities:
Civic Knowledge
Debate
Community
Forces of change
volunteering
Mediation
Human Rights
Civic criticism
(knowledge and
Reflective
values)
Media
School
democratization
The "Other"
Futures studies
values
A presentation of :
An international network of
schools, institutes and research