The ten commandments of tolerance 2010 - 2012
Multilateral Comenius Project
Belgium – Finland – Poland – Spain – Turkey
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Table of contents
Preface
• motivation for this project
Members
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Belgium
Finland
Poland
Spain
Turkey
Objectives
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1. Social objectives 2. Cultural objectives
3. Linguistic objectives
4. Practical objectives
5. Pedagogical objectives
Logo competition
• Winning logo
First project meeting in Belgium
Second project meeting in Spain
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Meeting agenda
32
Impression of a Finish student:
33
Impression of a Belgian student:
34
Presentation of immigration in Tenerife. 35
A definition of tolerance
36
Research of the first category of tolerance:
physical conditions
37
• Questionnaire – Physical disabilities
38
• Results of questionnaire – Physical disabilities
40
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10
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Comenius Paralympics
41
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Third project meeting in Finland.
44
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• Meeting agenda
20
Lessons about tolerance
24
• Example of a lesson given in Turkey.
24
• Pictures taken in lessons in Belgium
25
• Workshop plan on tolerance held during Polish
meeting.
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• Street surveys
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should try to understand other religions, if you
want other people to respect yours.
56
• 1.
You should give disabled people the right to
contribute to society by appreciating their own
abilities.
47
• 2.
You
should not isolate, but include disabled people.
47
Religion
48
Fourth project meeting in Belgium
50
• 4 documentaries by prize winning director Fabio
Wuytack
51
• Visit to European parliament
53
• Visit to migration exhibition in Brussels 54
• Mandala workshop
55
• Third and fourth commandment.
56
• 3.You should always have a positive attitude
towards others, regardless of their religious
backgrounds.
56
• 4.
You
Social-economical differences
56
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THE CIRCLE IN WORDS
58
LOOKING AT POVERTY
59
THE FOUR POVERTY MODELS
59
Mode
59
Survey on social-economic and ethnic differences
at our school
60
• Poverty budget game
62
International day of tolerance.
64
Fifth project meeting in Turkey.
65
• Fifth and sixth commandment.
70
• 5.You should not judge people by their economic
status 70
• 6.You should remember that richness and
poverty are not questions of money, but of
feeling
70
Ethnical tolerance
71
• Ethnic questionnaire Poland
72
• Results of ethnic questionnaire of Spain. 73
Sixth project meeting in Poland
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74
Comenius week in Jeżewo
75
Activities during project meeting in Poland 76
Impressions of a Polish student
77
Impressions of a Belgian student
78
The ten commandments
79
Thanking
80
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Preface
The 10 Commandments of tolerance in Europe creates numerous opportunities to
study and research students’ attitudes towards four different aspects of tolerance/
intolerance. This will be ensured by varied activities requiring cooperation between
partners.
Year 1
• General attitudes regarding (in)tolerance: students record the attitudes of
members of the local community (video interviews)
• Intolerance towards physical conditions: how do local governments deal with
disabled people?
• Paralympics: students & teachers overcome barriers by organising their own
‘Paralympic Games’ with able and disabled people helping each other.
• Visualising: European map that is updated constantly shows the results during
the 2 years of the project.
Year 2
• Religious intolerance: how do students relate to various religious
backgrounds?
• Socio-economical intolerance: short plays during the meetings will reflect
students’ experiences (concerning a visit with an NGO).
• Ethnical intolerance: students gather news articles about racial integration in
their own country, a discussion during the meetings will compare the results.
Throughout the project, students and teachers are encouraged to discover differences
in tolerance between the partners. As a final aim, the partners will construct the
Ten Commandments of a Tolerant Europe, and pupils can develop a strong selfesteem regarding their ability to express themselves and their feelings as well as to
improve students’ social skills and sensitivity for differences among humans. All these
impressions and results of the project activities will be represented in a small book:
“about tolerance and intolerance in Europe”. So our conclusions can still be useful
for other people.
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motivation for this project
The amount of refugees and people from foreign cultures in the regions of the partner
schools is increasing all the time. The regions we are living in are mostly rural where
the depression in local and global economics makes the situation even more tense.
Therefore there seems to be a lot of prejudice and lack of knowledge concerning
foreign cultures, irrelevant fears and anger against foreign people. What we can do
in this project is increasing our openness towards foreigners and foreign cultures,
habits and religions in order to broaden the view and understanding of our staff and
students.
By extending our schools’ educational activities through this project we want to:
• encourage our students, teaching staff, local communities to reflect upon the
issue of intolerance/tolerance in our lives.
• bring another dimension in teaching approach by means of international
cooperation, project visits, students exchange
• the impact of those actions is immense as it is shown in other sections of this
application
• raise our schools’ prestige in the area as an institution that is constantly
seeking opportunities to incorporate European dimension in their teaching
programmes, as well as in the whole community.
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Members
Belgium
The school representing Belgium is called College O.-L.-V.-ten-Doorn. It consists of
four major departments; the first grade (grammar school), a second and third grade
gymnasium, a technical school and a vocational training school.
The headmaster is called Mr. Geert Schelstraete and the head deputy of the second
and third grade is Mrs. Tilly Baute. There are 900 students of which 400 participate in
this project.
Spread over four buildings, there are over a 100 classrooms, six ICT-rooms, a small
library, two canteens, a big gym and lots of other possibilities to practice sports (such
as a running track). Our students can also make use of the big garden.
This is not the first time the school participates in a Comeniusproject, it has participated
in previous projects such as Play Green.
The school is located in Eeklo, a rather small city in the North-Western part of Flanders.
The region, which is mostly flat and rural is called the Meetjesland. Eeklo acts as the
centre of services for this part of the country.
Eeklo, first called Eikenloo, was awarded city rights in the year 1240. A medieval
legend tells the story of De Herbakker, a wizard who could rid of heads of undesirable
characteristics by putting them in the oven. It gave the inhabitants of Eeklo their
nickname (the rebakers).
Nowadays, Eeklo is a busy but not crowded place. It’s a pleasant place to work and
live. It’s also an ideal base for visiting the wetlands of the north, the Flemish and Dutch
coastal areas and the historical cities like Bruges, Ghent and Antwerp.
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Finland
The non-graded upper secondary school
All Jyväskylä upper secondary schools are non-graded. This means that the student´s progress is not tied to the yearly
class system. The student can move freely in different groups and is under the guidance of many different teachers.
Different upper secondary schools carry out the non-graded system in various ways.
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In the non-graded upper secondary school
There is no such thing as being promoted to a higher grade or moving from one grade to another and there is no additional summer
work for failed classes.
Completing a course is not tied to yearly classes.
The total amount of courses is calculated from the entire upper secondary school time;
You can complete upper secondary school at your own pace, usually within two to four years.
You can redo failed and sometimes also passed courses.
You can begin your baccalaureate either in spring or fall.
You make choices all the time.
Studying is very independent.
Teaching groups change.
Only the tutor groups are permanent, and each one has its own group leader.
Choosing subjects in upper secondary school
The variety in subjects to choose from differ between upper secondary schools, and small groups are not established. For
exceptional subjects students may be gathered together from different schools. It is recommended to check the distribution of
hours and subject possibilities from each school individually.
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Poland
The school in Jeżewo consists of two types of schools:
• Primary school - students aged 7-12
• Junior High School - (Gymnasium) students aged 13-16.
Brief history of Junior High School in Jeżewo
Junior High School in Jeżewo was created in the school year 1999-2000 following the reform of educational sytstem that was
introduced in Poland at that time. Before the reform students in Poland had attended 8 grades of Primary Schools starting at the
age of seven and graduating at the age of fifteen. In 1999 the years spent in Primary schools were lowered to 6 and the new type of
school was introduced – Junior High School where Primary Students graduates continue their education for 3 years in grades 1-3.
Important names and numbers
The head teacher of the school in Jeżewo is Mrs Anita Gajewska-Łyskawa,.
At the moment there are 185 students and 35 teachers highly qualified teachers. There are 25 classrooms, 2 computer labs, the library, the day care room, the canteen, a doctor’s office, gym, football pitch.
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Special days celebrated at school:
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School Feast- October,
St Andrew’s Eve party - 30th Nov,
Nativity Play - 23rd Dec,
“Połowinki” (a party for students who are halfway through their
education - for second graders of gymnasium) - January,
“Egzaminówka” (final party for gymnasium graduates February, St Valentines Day - 14th Feb,
Spring Day - 21st Mar,
Earth Day - April,
Children’s Day- 1st Jun,
• Handing in the Letters of Praise to excellent graduates - 24th Jun.
The school has been participating in many school competitions achieving significant
successes: Both primary school and gymnasium achieved a very prestigious title of “The
school of the first class” in an all-Poland action run by a newspaper “Gazeta Wyborcza”.
At the moment the school is working on getting another title “I Think, Read and Act”.
The primary school has been involved in Socrates Comenius School Project “Travelling
Through Tales”.
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Spain
Our school, IES Los Cristianos, is situated in Arona, a town in the south of Tenerife
(Canary Islands, Spain).
The educational offer includes Compulsory Secundary Education (four years),
High School (two years of pre-university studies), and professional studies
such as Gardening and Administration. Some of these courses are for disabled
students.
Our school has different facilities such as two computer rooms, a study room
or library, a photography room, Technology rooms, science and language
laboratories, and some courts to practice football, basketball, handball or tennis.
Opposite to our school there is a sports hall and a swimming pool, which belong
to our Town Hall, that our students are allowed to use.
Another important facility is our new environmental area, built last year by our
Gardening students, where classes are sometimes imparted and where special
events, for example the Day of the Canary Islands, take place.
Our school has over 800 students and 70 teachers. Forty percent of our students
come from foreign countries. Since many of these cannot speak our language,
we impart a special program called PADIC to help them improve their Spanish
skills. Moreover, we also take part in another program for the development of
English, the CLIL Project, whereby some subjects are taught in this language, for
example Mathematics, Physical Education, Computing and Music.
Last year we started a radio program during break time. So far we have spoken
with students from Senegal and Haïti, which have sent us some handmade
paintings to thank us for our little support after the earthquake.
Our school takes part in a wide variety of projects, some of them related to
environment, literature, solidarity or tolerance, like the Comenius Project in
which we are participating with other four schools in Europe. Our first meeting
in Eeklo, Belgium, was a fantastic experience both for teachers and students and
we are looking forward to doing it again.
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Turkey
CANAN-YAVUZ GURKAN FEMALE TECHNICAL&VOCATIONAL HIGH
SCHOOL
Our school was founded in 1967. At that time the departments were: ‘Fashion’,
‘Pre-primary education and ‘Hand-made crafts’. In 1999, pupils could opt for
‘Food & beverage services’ and ‘IT’. In 2000, Canan Gurkan and her husband
Yavuz Gurkan helped the school financially and we moved to a new building. The
students of Food & Beverage services and IT used to be educated in English only
for one year before high school education. After 2005, our government ended
this system. From that time on, high school takes up four years.
In the 10th and 11th classes in F&B services, students have 6 months to cover the
theoretical part of the education at school, after which they serve 5 months of
internships in 5 star hotels. In the Pre-primary education and IT departments,
students of the 12th class have 2 days of education at school and 3 days of
internship each week. After finishing all classes, students graduate and get a
certificate to do their own job, related to their departments. They can go on to
2 years of higher education – related to their departments – without university
examination. Another option is to go to university for four years of further
education; in that case students take an entrance exam. But, in essence, our
students are able to start working based on their education and internships.
There are 450 girls and 203 boys in our school. There is 1 headmaster, 1 assistant
headmaster, 3 assistant directors, 5 staff members for cleaning, and 38 teachers.
There are has four floors. On the first floor, there are F&B services classrooms,
the bar classroom, kitchen and canteen. On the other floors one can find a
science lab, 2 IT labs, the library, the teachers’ room, and 17 ordinary classrooms.
There is also a nursery for children aged from 3 to 6. Children can have breakfast,
lunch and dinner there and they can have two hours of sleep in their own room.
There is a big hall for social activities and meetings up to 250 people. There are
some sports areas for basketball, volleyball, and table tennis.
Our school also offers adult education. This education is related to pre-primary
education. Classes are held in the evenings and during weekends.
Our school is the only in our region, and therefore the tourism festival (every year
from April 14 to 21), is celebrated by our school’s students and teachers. All the
shows and activities are performed by them. Because of being the only school in
our region, students are sometimes confronted with a series of problems, such
as accommodation, transportation, food and family issues. Some students have
to travel for 2 or 3 hours every day, some have to stay at pensions or have to rent
a house. All these issues are considered to be students’ problems. One of the
family issues is an important problem in our country: many families in this region
have separated. More than half of our students’ parents are divorced. They have
to live either with their mum or dad. It is the biggest problem we’re confronted
with. We try to get some help from the government and/or a psychological
advising department.
“The Ten Commandments of Tolerance” is the only EU Project at school. We are
about to finish it with success. We want to thank all our partner schools’ teachers
and students , and of course we thank our teachers and students related to this
project.
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Objectives
1. Social objectives
Getting our students involved in the activities and giving them specific tasks to be
responsible for, will help to achieve lots of positive attitudes such as: responsibility,
cooperation in groups and empathy.
Implementing and promoting the Living Values of responsibility and respect ,
awareness, self-esteem, discuss experiences
2. Cultural objectives
We want our students to discover, by experiencing real-life situations, how their
peers differ from one another. We want them to understand that each student
needs and has the right to be tolerated by other students no matter the colour of
his skin, faith, economical status as those factors are necessary to function properly
in the group.
4. Practical objectives
Developing students/teachers’ IT skills.
Four categories of intolerance will be investigated by varied activities requiring
cooperation between partners e.g. organising ‘Paralympics’ or street surveys.
We hope to involve the whole school community in our project.
The climax of our project activities will be organising the International Day Of
Tolerance in all partner schools with the participation of the local community.
The project also aims at developing certain aspects regarding school management:
organising project meetings, sports events, ...
5. Pedagogical objectives
3. Linguistic objectives
We are going to create various visual aids (e.g. posters, a book) helping to
understand the reasons why we are tolerant or intolerant towards certain people.
Developing language skills and practicing English in everyday situations (students
and teachers).
Impelling students to work in teams, in order to make them more autonomous and
independents
Motivating students by taking part in playful activities (game approach)s
Encouraging optimal communication in English (information gap approach)
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Throughout the project the students and the teachers will work on geography,
history, arts, physical education, English and religion
Subject: Increasing culture awareness between the different cultures among
people.
to study and research students’ attitudes towards four different aspects of
tolerance/intolerance.
Approach: students' do research on (in)- tolerance in 4 fields:
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physical conditions
religion
socio-economical aspect
ethnical
The results of each aspect will be updated in 10 Commandments, a website and a
book. In this way we create the endproducts step by step.
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Logo competition
All schools will organize a competition for the best logo representing the project. Each school will present their
winning logos on the website and the project logo will be chosen during the project meeting in October.
Winning logo
Logo from Spain
Logo from Spain
Logo from Belgium
Logo from Belgium
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Logo from Belgium
Logo from Finland
Logo from Finland
Logo from Finland
Logo from Poland
Logo from Poland
Logo from Poland
Logo from Spain
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PROJECT MEETING AGENDA
First project meeting in Belgium
THE 10 COMMANDMENTS OF TOLERANCE
25 - 29 OCTOBER 2010 , EEKLO , BELGIUM
Meeting agenda
Monday October 25 , 2010
Welcome in
Belgium
19.15u
21.00u
Introduction to
our school
8.00u
Arrival Spanish delegation at Hotel Shamon
Arrival Polish delegation at Hotel Shamon
Students will be picked up by the host families
Tuesday, October 26 , 2010
8.30u
Cars arrives at the hotel to pick up the teachers to the school. Students come
with their host students to the school
Tour around the school (teachers+ partnerstudents)
9.55
Short coffee break
10.05
Possibility to follow some lessons your are interested in at our school
Internet possibility for those who want to mail
Students attends several classes with the host student
Lunch at school
11.45
Additional
information
Expenses,…
13.30
Visit an asylum-centre in Eeklo
- guiding tour
- film
- supprise
16.30
End of the organised activities
21.17 – 22.17
Arrival Finish delegation at train station in Eeklo
Students will be picked up by the host families
Costs covered
by the school
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Wednesday, October 27 , 2010
8.00
Cars arrives to the hotel to pick up the teachers to the school. Students come
with their host students to the school
8.15
Teachers meeting
- Introduction of the new partners
- Agenda next year
- Reorganise the meeting places and activities
Students attends several classes with the host student until 11.00
11.30
13.00
14.00
Official welcome by the town council + reception + students and host
families
Trip to Gent by coach
Picnic on the coach
Guiding tour : Multicultural Gent ?
Showing us how Gent handles with the multicultural issues for the moment
16.00
Free time – shopping time – dinner on own initiative (students only)
17.15
Dinner in restaurant Gök II for teachers
19.00
Guiding tour on the medieval city centre of Gent
Return by coach to Eeklo
Students will be picked up by the host families
End of the organised activities
21.30
Thursday, October 28, 2010
8.00
The teachers come to the school on foot. Students come with the host
students to the school.
Students attends several classes with the host student
8.30
Teachers Meeting
- logo competition
- agenda project evaluation?
9.55
Short coffee break
10.15
Representation of a Comenius project website by 2 students
- possibilities
- needs
- adaptations and reflections
Lunch at school
11.45
14.00
Visit a psychiatric hospital museum.
- First part is guides : history of psychiatry
- Free visit in new exhibition : the weighty body
- Free visit : exhibition of art made by patients
16.30
Return by coach to Eeklo
Students will be picked up by the host families
End of the organised activities
Location 083
Welcome
8.30
8.45
10.20
Visit the fort with 2 guides : Breendonk was a prison camp during the
WWII. One of the best reserved in Europe
Costs covered
by the school
12.20
Picnic in the cantina
14.30
Visit to Antwerp by 2 guides:
A Harbour city surrounded by a Cosmo political melting pot
Return by coach to Eeklo
Students will be picked up by the host families
Family evening – activities organised by guest families or on own initiative
e.g. Organise an evening together with all guest students and host students ?
Costs covered
by the school
16.30
Costs covered
by the school
Costs covered
by the school
Costs covered
by the school
Friday October 29 , 2010
The teachers come to the school on foot Students come with their host
students to the school.
Departure to Breendonk
18.30
Farewell evening
Saturday, October 30 , 2010
Departure of the delegations depending the flight schedule of every partner
- Poland
- Finland
On Sunday morning the delegation of Spain returns at home
Location 083
Costs covered
by the school
Costs covered
by the school
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Picture 13: Welcome speech from our headmaster at the townhall
Picture 14: Guided tour in the Turkish quarter of Ghent
Picture 15: Visit to the fort of Breendonk
Picture 16: Visit to the museum of Dr Guislain Ghent
Picture 17: Multicultural walki in the city of Antwerp
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Picture 19: Visit to the Ghislain museum in Ghent 2
Picture 18: Visit to the Ghislain museum in Ghent 1
Picture 20: Visit to the mosque
Picture 21: Picture of the group visiting the city hall.
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Lessons about tolerance
Example of a lesson given in Turkey.
1)
Be like a river in helping and generosity.
2)
Be like the sun in compassion and merry.
3)
Be like a night in covering the others fault.
Mr. Kaval – Hi class . Today we will talk about tolerance.
4)
Be like a dead in anger and nervousness.
First of all, I want to ask you what is tolerance?
5)
Be like earth ( soil) in humility and modesty.
Student: Understanding
6)
Be like a sea in tolerance.
Student : Love
7)
Either appear like you or be like you appear.
Student : when we meet a position that we don’t like or accept ,It is to accept that
without being angry.
These are very important in human life. And also you know Yunus Emre is a
philosopher.
Mr. Kaval – You are right. Our religion says the same thing.
His words are very important too. “If you break someone’s heart your worship is
not worship, even all the people of the world can’t clean your hands and face.”
Lesson : RELIGION - Subject : TOLERANCE
Teacher : Mr. KAVAL - Class : 12/A
Just for example : In Ramadan you know we don’t eat from morning to evening
for our praying. During this time your neighbor eats and drinks something at the next balcony. What did you do?
O.K friends. I want to talk about Medina agreement. In that agreement there are
some rules about tolerance.
Do you react or not?
17 th. Rule: All Muslims will help all the Jews. All will be supported.
Student: No, we don’t do anything because it is his thought and belief. We must
be respectful to him.
25 th. Rule : All Jews and Muslims are one society. Everybody will live their own
religion.
Mr.Kaval- We have got some philosophers who defends tolerance is the most
important thing in our life. For example Mevlana.
36 th Rule : There will be help , understanding and advice between two religion.
You know hid words “ Come come again come . Whoever you are again come.”
And of course we must talk about his seven suggestions:
O.k children .That’s all for now about tolerance. Please behave people with the
same respect who ever they are. Because love is the most important thing in the
life.
Pictures taken in lessons in Belgium
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Workshop plan on tolerance held during Polish meeting.
Time
6 min
Stage + procedure
Warm – up
Samples of T language
Hello! I’m Magda….
Mode of
Aids/ Mate-
interaction
rials
T-Ss
A mobile
phone
T-Ss
A marker pen
„Time bomb”->breaking the ice
At the beginning of the workshop T introduces herself and asks
Ss to do likewise.
To make Ss eager to work T asks them to stand in a row.
T tells them that they are going to play “time bomb”.
T explains Ss the rules of the game.
As a warm-up we’re going to play “time bomb”. I want
you to stand in a row. Now I’d like you to think about
words connected with food. I will set up an alarm in
my mobile phone. I want each of you to say one word
connected with the food and hand in to the person
standing next to you. The person who holds the mobile
phone ringing has to answer two questions. One
question comes from me and the second one from the
group. Are these rules clear for you?
10 min
5 min
Introduction
T asks Ss to explain the term ‘tolerance’ using simple words.
T writes down on the whiteboard Ss’ answers (e.g. religion,
acceptance, attitude)
I’d like you to explain what the term ‘TOLERANCE’ in your
opinion is.
At the end Ss and T establish one version of the term.
All right, we can say that the term ‘tolerance’ means….
Presentation of new vocabulary
I’m going to show you new vocabulary which can be
useful for you.
T shows new vocabulary by using flashcards. T puts each
flashcard on the whiteboard so that Ss can have a look at them
during the whole lesson. T reads new words and the definitions
to them. Also T tells some examples of using new words. T
checks if Ss understand new vocabulary. T asks Ss to make a
sentence using new word.
This flashcard presents the word-‘stereotype’ which
means a belief that very often is not true but people
believe in it. For example, “One of the stereotypes says
that each blonde is stupid”.
T-Ss
T-Ss
Magnets,
flashcards
with new
vocabulary
10 min
Describing pictures
T divides Ss into pairs. Each pair receives one picture presenting
particular aspect of a tolerance or an intolerance. Each pair
is to describe given picture and wanswer T’s questions to the
pictures.
Your task is to describe the picture that you’ve been
given. Then I’m going to ask you some questions to the
pictures.
T-Ss
-Do you agree that we shouldn’t judge people just
because they are different but we should tolerate them?
Why?
S-T
T-Ss
T-Ss
Pictures
presenting
some aspects
of a tolerance
or an
intolerance
6 min
Matching exercise
I’d like you to match given definitions with the
appropriate terms.
10 min
Talking about stereotypes-being prejudiced
Look at the proposals. Your task is to come up with
the ideas that you associate with given proposals. e.g.
blondes are silly .
T-Ss
Now I’d like each of you to read one sentence aloud.
T-Ss
This is a cabbage. I’m going to throw to each of you
this cabbage. Your task is to open it and take one piece
of paper. When you open that piece of paper you, will
find beginning of a sentence. Your task is to complete a
sentence.
T-Ss
Cabbage
made of
pieces of
paper with
beginnings of some
sentences.
Before the workshop you were asked to create words
such as: open-minded, respectful, etc.
T-Ss
Colourful
markers, a
Bristol board
6 min
T asks Ss to work in pairs. Each pair receives slips of paper with
definitions and terms. Ss’ task is to match definitions with the
appropriate terms. When they all finish each S is supposed to
read one term and its definition aloud.
T asks Ss to count to 3. The class is divided into groups of three.
T gives each group a piece of paper with some proposals, such
as: blondes are…, scientists are…
Each group has the same task to come up with the ideas that
they associate with given proposals, e.g. blondes are silly.
When they finish each group is supposed to read their ideas
aloud to the rest of the groups.
Cabbage game
T shows a cabbage to her Ss. T explains the rules of the game.
T throws to each S the cabbage. S who catches the cabbage has
to open it and take one piece of paper.
On the papers Ss can find beginnings of some sentences and
their task is to finish a sentence. E.g. From time to time I like
reading history books.
15 min
Little chat + Final product
Having done all the exercises Ss are going to have a little chat.
T asks Ss to tell her how they feel about these words: openminded, respectful….
T show Ss a bristol board and tells them that they are going to
write down the meanings of words mentioned above. The title of the final product-TOLERANT EUROPEAN IS:
Open-minded-> I’m open-minded about different cultures and
people.
At the end of the workshop T thanks Ss for their input and
praises them for doing great job.
How do you feel when you think about these words/ any
associations?
Now you’re going to write down your own meanings of
these words.
Pieces of
paper with
matching
exercise for
each pair.
Pieces of
paper with
proposals to
complete by
the Ss.
27
28
Street surveys
Groups of students from each school will go out on streets asking people what the
meaning of tolerance is to them.
Part 1: Personal information
1.
•
•
•
•
Tolerance questionnaire
Some guidelines:
• Try to be honest while filling in the questionnaire. The data will be dealt with in a
confidential way and will only be viewed by the researcher.
• You need to answer every question, even in doubt. Encircle the letter(s) that
convene with your opinion. An asterisk * means that multiple answers are possible.
Filling in the questionnaire will take more or less 10 minutes.
What is your age?
2.
12 – 18 years old
18 – 40 years old
40 – 60 years old
Older than 60 years
Sex:
• Male
• Female
3.
Country of origin:………………………………..
Part 2: Mentally and physically disabled people
1.
Is there a disabled person in your family?
• Yes
• No
2.
Do you often meet disabled people?
• Yes
• No
Picture 22: Street survey in Belgium.
3.
•
•
•
•
•
•
What is your reaction when you see a disabled person? *
I look away in a subtle manner.
I quickly walk in the other direction.
I think he/she behaves like an idiot, I laugh at him/her.
I have no problem with this.
I feel sorry for this person, but I don’t show it.
If necessary, I spontaneously offer help.
4.
Do you think our society should do an effort to integrate disabled people
more smoothly by, for instance, encourage a form of independent living (and not
seclude them in special homes)? • Yes
• No
• I don’t know.
5.
Do you think disabled people can procreate?
7.
Do you think there are enough parking spaces for disabled people?
• Yes
• No
• I don’t know.
Part 3: Economy/Socially challenged people
1.
What do you think about poor people?
• It’s their own fault.
• It’s the government’s fault.
• I don’t know.
2.
•
•
•
•
•
What do you do if you meet a beggar in the street?*
I walk by, they only bother me.
I gave some money.
I look at this person and smile friendly.
I pretend not to see him/her.
I don’t know.
• I have no problem with this.
• As long as this person is mentally ok to fulfill parental duties, I have no problem
with this.
3.
Do you think the economic crisis has/has had a big influence?
• I don’t think this is a good idea because of the risks for the children.
• I don’t know.
• Yes
• No
• I don’t know.
6.
Do you think there is a sufficient number of sheltered workshops?
• Yes
• No
• I don’t know.
4.
Do you think there is a sufficient number of refuges or homeless people?
• Yes
• No
• I don’t know.
29
30
5.
Should there bee more financial support from
the government (higher allowance from the YMCA,
higher unemployment allowance)?
• Yes
• No
• I don’t know.
6.
Should the local government build more houses
for socially challenged people?
• Yes
• No
• I don’t know.
Part 4: People with another religion.
1.
What is your religion?
•
•
•
•
•
•
•
•
Buddhism
Christianity
Hinduism
Atheism, I am not religious
Islam
Judaism
Protestantism
Other
2.
Do you encounter restrictions because of your
religion?
• Yes
• No
• I don’t know.
2.1
•
•
•
•
If so, in what aspect?*
Work
Education
Leisure time
Other
• Never
• Almost never
• Sometimes
• Often
• Always
7.
What is your opinion on suicide terrorists
(who claim to act out of their beliefs and
convictions)*
• They can have their own beliefs
• They can have their own beliefs, but they should
not involve innocent people.
• They can have their own beliefs, as long as I am
not involved.
• I think these people take their beliefs too
seriously.
• These people fool themselves in thinking that
their beliefs demand these actions.
• I disapprove.
• I don’t know.
3.
Do you think mosques and synagogues can be
built in Begium?
• Yes
• No
• I don’t know.
4.
Do you think people with other belief can
immigrate to Belgum?*
• Yes, but the smallest incident results in sending
them back.
• Yes, as long as they behave properly
• Yes, as long as they try to find a job
• No, they have no business here
• I don’t know.
• Other reasons
5.
Do you think immigrants should adapt to our
beliefs?
• Yes
• No
• I don’t know.
6.
Can you call yourself a racist?
Part 5: Other ethnical groups (descent, race
or culture is different)
1.
Are you of Belgian descent?
• Yes
• No
2.
Do you think that people of different descent,
race or culture have the same rights as us?
• More or less, but there should be a difference
between these groups.
• Yes, they have the same rights.
• No, people of different descent, race or culture
are inferior
• I don’t know.
3.
Do you think people of different descent, race or culture can start a political
career?
• Yes
• No, the Belgian government should forbid this because that ultimately leads to
the loss of our own rights.
• I don’t know.
8.
• Yes
• No
• I don’t know.
9.
4.
•
•
•
•
5.
Do you think there should be an immigration stop?
Yes, a general stop.
Yes, but only for foreigners with a criminal record.
No
I don’t know.
Do you think that foreign prisoners should serve their sentence in Belgium?
• Yes
• No, they should serve it in their home country.
• I don’t know.
6.
Do you think there should be a regulation against hijabs ?
• Yes, a general regulation against hijabs, burqas.
• No, no regulations
• I don’t know.
7.
Do you think immigrants are well-received in our society?
• Yes
• No
• I don’t know.
Do you think the integration policy of our government is strict enough?
Encircle the letters of the statements you agree with.*
• Immigrants should first master the language before they are allowed in the
country.
• Immigrants often have a discomforting smell.
• Immigrants are more aggressive than the local population.
• Immigrants benefit from our social security system , they would rather not
work.
• There is no space left for more immigrants in our country
• Immigrants raise the criminality problems in our country.
• The presence of foreigners enriches our society.
• We’re lucky to have immigrants to do the dirty jobs.
• Thanks to foreigners we now have a broader choice of restaurants and dishes.
• Immigrants teach us new dancing styles like break-dance, hip-hop,…
• Foreigners bring new varieties in our music.
• Immigrants help to solve financing problems of our government: pensions are
extremely expensive.
Thank you for your time!
31
32
Second project meeting in Spain
Meeting agenda
Teachers Meeting Agenda
21 - 25 February 2011 , IES Los Cristianos, Tenerife , Spain
Monday, February 21 , 2011
Welcome in
Tenerife
13.35 h
15.35 h
16.50 h
21.30 h
Introduction to
our school
8.30
10.30
13.30
Arrival Polish delegation at TFS Air Berlin 3314
Arrival Turkish delegation at TFN IB 956
Arrival Belgian delegation at TFS 8178
Arrival Finish delegation at TFN
Students will be picked up by host families or teachers.
16.00
Free afternoon
8.30
8.45
10.00
12.00
16.00
17.00
20.00
8.30
Students will attend several classes with their partners.
Teachers Meeting
Short coffee break
11.30
We visit PROMINSUR, a firm located in Granadilla, run by disabled
students which main activity is to dehydrate, bottle and sell different kinds of
fruits like bananas, tomatoes, peppers...
Return by coach to the school.
Free afternoon for the students.
Costs covered
Lunch in restaurant “El Primero”
14.30
16.00
17.30
Teachers arrive to the school. (10’ walk from hotel)
Tour around the school (teachers+ partner students)
Welcome by the headmaster and short coffee break
Meeting with some disabled students of our school.
A coach from town hall will pick us up.
Tour around Arona old town.
Little breakfast
Official welcome by the town council
Little talk about “Immigration in Arona” by OBITEN (Immigration
Observatory in Tenerife)
Return to school by coach. Students will go home with their host families.
Lunch in restaurant “El Primero” (only teachers)
Teachers will come to the school on foot. Students with their host families.
13.30
Tuesday, February 22 , 2011
14.00-14.30
El Teide and La
Laguna
Additional
information
Expenses,…
Welcome
Costs covered
by the school
Thursday, February 24, 2011
8.00
Talk performed by some specialist about integration of disabled students
(deaf ones) in the school. (Only teachers)
End of organised activities
by the school
Friday, February 25 , 2011
8.00
Teachers will come to the school on foot, students with their host families.
8.30
11.15
Students will attend some classes with their partners.
Second teachers’ meeting:
Videos
Website
...
Coffee break
11.45
Celebration of the I Games for Tolerance (Paralympics)
14.30
Lunch in the environmental area of the school.
Costs covered
by the school
Costs covered
by the school
Second Music Festival in IES Los Cristianos
Wednesday, February 23 , 2011
Teachers come to the school on foot from the hotel (10’ walk)
Students will come with host families.
We go by coach to Las Cañadas del Teide. Little stop in the highest town in
Spain, called Vilaflor.
Guiding tour around “Los Roques de García” in Las Cañadas del Teide.
(Don’t forget your sport shoes and warm clothes. The weather can be very
chilly there)
Lunch (picnic)
Guiding tour around La Laguna.
Some free shopping time
Arrival to the school. End of organised activities.
Costs covered
by the school
20.00
Farewell dinner.
11.25 h
19.25 h
Departure of the delegations depending on their flight schedule
Turkey TFN IB 0959 (3 teachers, 4 students)
Finland (TFN) (2 teachers, 4 students)
Belgian delegation is visiting La Gomera ¿?
11.25 h
Departure of Polish delegation on Sunday TFS (4 teachers, 4 students)
17.25 h
Departure of Belgian delegation on Monday 8179 (6 teachers, 4 students)
Saturday, February 26 , 2011
Sunday, February 27 , 2011
Monday, February 28 , 2011
33
Conclusions from the street surveys and lessons about tolerance will be collected.
Common definition of tolerance will be created.
Impression of a Finish student:
The flights were long and boring, and we had problems with the
arriving flight from Madrid to Tenerife. Due to that we had to spend
the night at a hotel in Madrid. Next morning we finally arrived to
Tenerife.
My first impression of the island was really good. It looked so
different than in Finland. The city of Los Cristianos was a great place.
Not too big to get lost in there but enough big to have many shops,
beaches and hotels.
In organized activities we went on a bus trip around Teide, the local
volcano. We also had a small tour closer to Teide where a guide
thought us things about different kind of rocks and plants. We also
visited a bigger city near Los Cristianos. There we also had a guide
to tell us things about the city and old buildings there and after it we
had some free time in the city.
In the free time we went to a beach. Water there was so salty that it
tasted horrible. I also tried surfing but it didn´t go so well, it was still a
lot of fun tough. Last evening there was a festival in the school. There
were good bands playing and many people.
The last impression of the trip was very good. Everything went well
and even the flights back went as we planned. It was a good trip and I
would go there again any time.
Oskari Uuranmäki
Picture 23: Paralympics in Spain
34
Impression of a Belgian student:
At the beginning of this school year, I became acquainted with the European
Comenius project. In October 2010, I got the chance to host one of the
European students who participated in the project. It could be a Finnish,
Polish, Spanish or Turkish girl. It was decided that it was going to be a student
from Tenerife ( so she was Spanish ! ). Noticing how difficult it was for her
to adapt to our Flemish culture was quite an experience for me. In January
2011, I got the wonderful news that I would also have the opportunity to go
abroad and participate in the project. And the destination was… Tenerife,
the beautiful Canarian island. After hearing the news, I was a little nervous,
but also very enthusiastic and excited !
In short, it has been the most beautiful week of my life, and I’m very happy to have
participated. That’s why I advise everyone to participate as well, whenever you have
the chance to do so.
Hanne Willems
On Monday the 21st of February, I was very curious to know what this trip
to Tenerife was going to be like. I knew that it would be important for me to
adapt quickly, but as soon as I met my host family, I knew everything would
be all right. The parents of Claudia – the girl I was going to spend a week
with – didn’t speak English at all, but we did a lot of efforts to understand
each other. Claudia and I went along with each other very well. She’s a lively
and sympathetic girl. The first day it was rather difficult to communicate with
each other, but the more we got to know each other, the more things went
smoothly.
On the first day of our stay in Tenerife, I accompanied Claudia to her school
‘Los Christianos’ – situated in the south of the island. I was shocked by the
school mentality. Their mentality is so different from ours. They behave in a
very casual and informal way with the teachers. And they’re so slow ! ( Would
that be because of the high temperatures ? ) Students enter the classroom
half an hour late, and the teachers don’t seem to care. I have also observed
that the level of education in our country is far higher than in Spain – we
Belgians are especially good at speaking foreign languages.
Apart from accompanying the local students at school, we also made some
interesting trips on the island. We visited picturesque old villages, and we
visited the natural park of ‘El Teide’, the volcano, that dominates the whole
island. It was a tiresome but interesting trip. But the most unforgettable and
touching day was when we did all sorts of sports activities with the disabled
pupils from ‘Los Christianos’. The reason why those activities were organised
is the theme of this project : ‘Tolerance’. All teachers and pupils participating
in the project try to analyse how tolerant we Europeans are. It was very
touching to see how everyone – Finnish, Polish, Belgian, Spanish and Turkish
teachers, pupils and disabled pupils – got along very well with each other and
showed respect.
Picture 24: Paralympics in Spain
Presentation of immigration in Tenerife.
35
OBSERVATORIO DE LA INMIGRACIÓN DE TENERIFE
Arona
22 de febrero de 2011
© Desirèé Martín Peraza
© Alex Rosa Palarea
© Cristóbal García Fernández
36
A definition of tolerance
Tesekkür etmek (thank you)
Olumlu düsünmek (to think positively)
Lempeys (tenderness)
Erilaisuuden hyväksyminen (accepting differences)
Respecteren (being respectful)
Anders-zijn (being different)
Normalność (normality)
Czułość (compassion)
Empatía (empathy)
37
Research of the first category of tolerance: physical conditions
All partners will find out how their local authorities deal with disabled people, what are the policies, what can
still be improved. This will be achieved through interviews e.g.
Picture 25: Meeting with regional government in Poland
Picture 26: Meeting with mayor of Arona in Spain
38
Questionnaire – Physical disabilities
Jeżewo School, Poland - April 2011
I.
General information
1.
Age
•
•
•
•
2.
12 - 18
18 - 40
40 – 60
over 60
2.
•
•
•
•
Have you ever helped a handicapped person?
yes, often, almost every day
yes, several times in my life, when needed
there was no occasion
I have never tried even when there was an occasion
3.
Would you accept a handicapped friend to study,
work, spend free time together?
•
•
•
•
•
yes
rather yes
rather not
no
I don’t know
Sex
• female
• male
II.
My attitude towards disabled people
1.
How do you react to disabled people?
• I feel sorry for them
• I am frightened by those people
• I admire them for their ability to adjust despite so
many difficulties
• I try to avoid such people because I despise them
• I avoid them because I don’t know how to behave
• I am indifferent
4.
What are the advantages of interacting with disabled
people? (choose one answer)
•
•
•
•
•
it helps to get to know problems of such people
it teaches to bring help
it makes us sensitive towards others’ misfortune
it gives satisfaction and a feeling of fulfillment
others
5.
What expressions have you heard on handicapped
people? (name three)
•
• • 39
III.
Handicapped people in the society
1.
What is the attitude of the local community
towards handicapped people? Are such people accepted?
(choose one)
•
•
•
•
•
yes
rather yes
rather not
no
hard to say
2.
What social problems do handicapped people
usually face? (choose three)
•
•
•
•
•
•
architectural barriers
difficult access to physical care services
lack of acceptance from the society
poverty
difficult access to rehabilitation centres
others
3.
Is there sufficient help offered to handicapped
people in our commune? (e.g. access to education,
rehabilitation centres)
•
•
•
•
•
yes
rather yes
rather not
no
hard to say
4.
What actions would influence a positive
approach towards handicapped people?
•
•
•
•
•
social campaigns
press, radio, TV
meetings with handicapped people
lectures in schools
others
5.
Should handicapped people go to special
schools?
•
•
•
•
•
yes
rather yes
rather not
no
hard to say
40
Results of questionnaire – Physical disabilities
Have you ever helped a handicapped person?
a yes, often, almost every day
b yes, several times in my life, when needed
c there was no occasion
d I have never tried even when there was an occasion
70
% ODPOWIEDZI
„HANDICAPPED PEOPLE”
Boys
50
Teenagers
43 44 43
Adults
39
40
32
30
20
Girls
60
60
35
Conclusions:
21
17
20 20
20
Teenagers more often choose B
Adults often choose C
10
4
0
0
a
What expressions have you heard on handicapped people? (name three)
% ANSWERS OF ADULTS
b
c
ODPOWIEDŹ
2
0
d
II. HANDICAPPED PEOPLE IN THE SOCIETY
What is the attitude of the local community towards handicapped people? Are such people accepted? (choose one)
A yes
B rather yes
C rather not
D no
E hard to say
CRIPPLE
INVALID
33
13
OTHER EXPRESSIONS SYMPATHISING
13
OTHER EXPRESSIONS INSULTING
27
OTHER EXPRESSIONS RELATING
TO SPECIFIC CRIPPLEHOOD
% ODPOWIEDZI
70
13
60
60
55
Girls
Boys
Teenagers
Adults
59
50
40
30
30
20
10
30
20
17
7
14
11
17
20
15
14
4
0
a
b
0
2
c
d
ODPOWIEDŹ
11
13
CONCLUSIONS:
TEENAGERS USUALLY CHOOSE „B”
ADULTS USUALLY CHOOSE „A” AND „C”
0
e
Comenius Paralympics
Picture 27: Certificat of participation in comenius paralympics.
41
42
Picture 28: Paralympics in Spain
Picture 29: Paralympics in Spain
Picture 30: Paralympics in Spain
43
Picture 31: Paralympics in Poland
44
Third project meeting in Finland.
As a result of the above activities the first two commandments of a tolerant
European will be created.
Comenius Meeting Agenda
Thursday, May 12, 2011
9 – 14th May 2011, Korpilahti Upper Secondary School,
Jyväskylä, FINLAND
9:00
Additional
information,
expenses…
Monday, May 9, 2011
20:30
Welcome dinner at Hotel Alexandra
/Restaurant Fransmanni
Students will be picked p to homes, evening meals arranged
7:55
Leaving to school from the bus station (100m from the hotel)
9:00
Tour at Korpilahti Secondary School
11:30
13:30
14:00
16:00
19:00
19:00
Visiting Jyväskylä School for the Visually Impaired
Bus tour: Laajavuori Winter Sport Center, Water tower
Lunch
/Jyväskylä College
Bowling, wall climbing
/Hutunki Sports Center
Savutuvan Apaja (a “village” of historical farm buildings from Central
Finland)
A short stop at Panda chocolate and licorice factory /Vaajakoski
Open (teacher´s) evening /for eample Poppari live music club in Jyväskylä
Students dinner party at Saana´s home
/Korpilahti
Tuesday, May 10, 2011
10:00
Visiting Korpilahti Activity Center
11:30
Lunch at school
12:30
Workshop of the project issues
Students attending lessons
Rowing trip on the Lake Päijänne
Students playing Finnish baseball
Sauna and social evening
14:30
17:00
11:30
12:30
14:00-15:00
9:00
teachers &
students
teachers &
students
costs covered
by the school
/Korpilahti Upper Secondary school
/Korpilahti harbour
/Sports court in the school area
/Tähtiniemi guest house,
Korpilahti
Applied physical education by the means of circus /Hippos Sports Center,
Jyväskylä
Lunch
/Restaurant Ilokivi (“Gladstone”)
In the University Campus
Visiting The University of Jyväskylä: The Niilo Mäki Institute, which is
specialized on the research of learning disabilities
Students visiting Voionmaa Upper Secondary School (Sports School)
Visiting Gloria´s Multicultural Center in Jyväskylä
Free afternoon
/Jyväskylä city centre
Students together in the center of Jyväskylä, taking a bus to Korpilahti
at 17:15
19:00
19:00
teach&stu
teachers
students
Friday, May 13, 2011
teachers
Theater play “Solveigin laulu (Solveig´s song)”
/Korpilahti theater
and later snack at harbour restaurant Satamakapteeni (“Harbour captain” )
Dinner
/Restaurant Old Brick´s, Jyväskylä
11:30
12:30
19:00
Workshop of the project issues
/Korpilahti Upper Secondary School
Students attending lessons or working on Comenius topics...
Lunch at school
teachers
Teachers´ recreational afternoon by The Jyväskylä Educational Consortium
/Killeri Sports Center in Jyväskylä
Students doing sports and having
/Uikkala (“Korpilahti beach”)
a farewell party
/”Bed and breakfast home”
(...or go to Jyväskylä city center for the evening, still open...)
Farewell Dinner
/Restaurant Harald, Jyväskylä
teachers
teachers
teachers &
students
costs covered
by the school
Wednesday, May 11, 2011
9:00
teachers &
students
costs covered
by the school
students
teachers
teachers &
students
costs covered
by the school
teachers
teachers &
students
students
students
teachers
Saturday, May 14, 2011
Departure day
costs covered
by the school
costs covered
by the school
costs covered
by the school
45
Visiting a school for visually impaired
Physical education for disabled people by
the means of circus given to us
Picture 32: The headmaster of the school for visually impaired people
Picture 33: Special glasses to experience the sight of a visually
impaired person.
Visit to an activity center for disabled people.
46
Visit to Niilo Mäki Institute
Background
Reducing disruptive behavior in
secondary school (grades 7 to 9)
Tiina Kiiski
Satu Peitso
Vesa Närhi
Niilo Mäki Instituutti
•
•
•
•
•
•
disruptive behavior in secondary school is
common
study conditions are not optimal
classes differ in study conditions
it takes a lot of time from teachers to manage
disruptive behavior
disruptive behavior is often seen as problem of
individual students – may be in some cases, but
poor study conditions are often not result of the
behavior of individual students – targetting the
problem at classroom level is reasonable
Vesa Närhi. PhD; Niilo Mäki Institute; Korpilahti
Comenius; 11. 5. 2011
What does the results look like? Preliminary
What does the results look like?
Studying conditions, student evaluations, pilot class
Vesa Närhi. PhD; Niilo Mäki Institute; Korpilahti
Comenius; 11. 5. 2011
Vesa Närhi. PhD; Niilo Mäki Institute; Korpilahti
Comenius; 11. 5. 2011
47
The first and second commandment
Disabled people have the right to …
We all have the right to …
Tolerance is … / Being tolerant means …
Disabled people have the right to be able to reach different places
without difficulty.
1.
bute to society by appreciating their own abilities.
We all have the right to happiness.
Being tolerant means having the opportunity to discover our abilities
regardless of our mental or physical condition and background.
If we give equal opportunities to the disabled people without
prejudice, we can notice different abilities.
Disabled people´s abilities could be discovered and developed with
empathy and without isolation by everybody.
A disabled person has the right to develop his own qualities and in
that way make his equal contribution to our society.
I want to respect and create conditions for disabled people so they
obtain equality.
You should give disabled people the right to contri-
2.
You should not isolate, but include disabled people.
48
Religion
Research of the second category of tolerance: religion. All schools will
carry out questionnaires in order to find out about the different religious
backgrounds of students and their attitude towards other faiths.
Questionnaires. Example from Belgium
Overview of conclusions of all the participating members
49
Belgium
Poland
Turkey
Spain
Finland
Religion is not important for
young people, youngsters
don’t pray
Polish people, who are
true Catholics have little
knowledge of other religions,
despite of this fact, they
consider themselves to be a
tolerant nation
1 in 2 youngsters is prejudiced
towards other religions
High level of atheism
Finnish youngsters consider
themselves as being tolerant
towards other religions
Even if they are not religious,
they do attend religious
ceremonies in church
Youngsters are positive
towards ‘Heaven’, but they
don’t believe in ‘Hell’, ‘sins’
are non-existent
Youngsters wonder whether
their religion is better than
other religions
Most people consider
Youngsters lack knowledge of themselves as being a
other religions
Christian
Youngsters and adults are
reluctant to accept other
places of worship
Contradiction among
youngsters : they are
reluctant to accept different
religions but they are also
eager to become friends
with people having another
religion
Most people appreciate that
foreigners do an effort to
General knowledge of religion
integrate better ( e.g. learning is not that good
Spanish )
Women seem to be more
tolerant than men
Picture 34: Religious guiding tour in Gent, Belgium
Religion is not a key element
in every-day life in Finland
Picture 35: Mosque visit in Gent
50
Fourth project meeting in Belgium
Additional two commandments of a tolerant European will be developed.
11.45
Lunch at school
Costs covered
by the school
13.30
Fabio Wuytack : a lecture with documentary films made by himself about
the differences concerning tolerance. For all the students of the second grade
and the guests.
Costs covered
by the school
THE 10 COMMANDMENTS OF TOLERANCE
16.00
End of the organised activities
24 - 28 OCTOBER 2011 , EEKLO , BELGIUM
17.00
If you want you can go to Ghent for shopping and sightseeing, if you want
that, I will try to organise some transport with cars. (but let me know on
forehand )
PROJECT MEETING TEACHERS
AGENDA
Trip to Brussels
7.30
Welcome in
Belgium
15.01u in Eeklo
Welcome in
Belgium
19.00u Charleroi
19.17u Eeklo train
21.00u Eeklo bus
Introduction to
our school
8.00u
Sunday October 23, 2011
Arrival Turkish delegation at Hotel Shamon
Students will be picked up by the host families in Eeklo train station
Arrival Spanish delegation at Hotel Shamon (approximately)
Arrival Finnish delegation at railway station Eeklo
Arrival Polish delegation at Hotel Shamon (approximately )
Students will be picked up by the host families at Hotel Shamon or Eeklo
Train station
Tuesday, October 25 , 2010
8.30u
9.55
Short coffee break (teachers studio)
First Meeting for teachers (Special meeting agenda)
Guest students were picked up and attends several classes with the host
student
Location 083
Students come with their host students to the school
Pick up the students at the school by bus
7.40
Pick up the teachers at the hotel by bus for a trip to our capital
9.40
11.30
Guiding tour to the European Parliament ( cross fingers we are in time??)
Picnic in Dino Café
12.30
Guiding tour of the city of Brussels
16.00
Visit the exhibition in the Atomium : Migrations
Free time – shopping time – dinner on own initiative (students only)
Visiting Mini Europe on own initiative – walking to the kings palace ?
Return by coach to Eeklo
Costs covered
by the school
20.00
End of the organised activities
Dinner at the school
Costs covered
by the school
8.00
The teachers come to the school on foot. Students come with the host
students to the school.
8.30
10.00
Departure to ”the Westhoek”
Visit : Ijzermuseum (Diksmuide)
18.30
Monday October 24 , 2011
Cars arrives at the hotel and bring the teachers to the school. Students come
with their host students to the school
Tour around the school (teachers+ partnerstudents)
10.05
Additional
information
Expenses,…
Wednesday, October 26 , 2011
Costs covered
by the school
Thursday, October 27, 2011
12.00
Picnic at Diksmuide in the Iron Tower
12.45
14.00
15.30
16.30
Visit the “ dodengang” (killing process during the war)
Visit Nieuwpoort : flooding during the end of the war + beach
Visit Tyne Cot Passendale: biggest English war Cemetery of Europe
Visit IFF museum (In Flanders Fields) in Ieper
17.30
Free time – shopping time – dinner in restaurant
19.15
20.00 (sharp)
Short walking in the citycentre
The Last Post
20.20
Return by coach to Eeklo
Costs covered
by the school
Costs covered
by the school
Costs covered
by the school
Costs covered
by the school
51
4 documentaries by prize winning director Fabio Wuytack
22.00
8.15
8.20
10.20
12.20
13.30
Workshop Mandala :
15.30
“Farewell Speech” of our headmaster
Universalities as core idea that everyone regardless of religion have in
common.
Family evening – activities organised by guest families or on own initiative
e.g. Organise an evening together with all guest students and host students ?
Farewell evening
We will see ????
Saturday, October 29 , 2010
Departure of the delegations depending the flight schedule of every partner
- Poland
- Finland
The Missing Link
Quote by Gandhi : ‘Everything you do for me, without me you do against me.’
Friday October 28 , 2011
The teachers come to the school on foot. Students come with their host
students to the school.
Second Meeting for the teachers (special meeting agenda)
Representation of our Comenius project website by 2 students if necessary
- possibilities
- needs
adaptations and reflections
L’Avenue : dinner at schools restaurant run by their own students
17.30
1.
Students will be picked up by the host families
End of the organised activities
Location 083
Costs covered
by the school
What is poverty ? Is poverty merely a question of lack of money or is there more to
it ?
In ‘The Missing Link’ Fabio Wuytack tries to get a glimpse of the inside of poverty,
in the margins of the welfare state.
In the poignant and fascinating discussions with people who have experienced
poverty themselves, the psychological aspect of poverty is shown. Their touching
life stories confront us with the impact of social exclusion.
In a society that seems to be ripped apart by the continuously widening gap
between the poor and the wealthy, ‘The Missing Link’ unites stories from both
worlds.
It is an authentic, revealing and heartfelt documentary.
Sunday, October 30 , 2011
On Sunday 18.45u the delegation of Turkey returns at home
On Monday 13.20u the delegation of Spain returns at home
2.
Two Hands
3.
Beyond Borders
Palestine has only 4 cardiac surgeons and Mohammed Tamin is one of them.
In 2003, he came to Belgium to specialise in paediatric surgery. But the second
Intifada has made Mohammed a war surgeon and he fights his war every day.
But despite all this, Mohammed has a dream that keeps him alive. ‘Two Hands’ is
a touching documentary about intense personal grief. Director Fabio Wuytack creates a poetic visual bridge that goes beyond the here and now.
‘Beyond Borders’ is a poetic, mosaic narration representing 3 people of different
ethnic origin, having a physical or mental disability. Their gripping life stories are
shown in an exposing and sensitive way.
52
Al Amin is born in Iraq just before the war. At his birth, Down Syndrome is
discovered along with a heart disease. When war breaks out, his mother flees
to Belgium. Her only goal is the survival of her son.
Elena is 22 when she flees from Uzbekistan to Belgium with her little son. Six
months later, the first symptoms of Multiple Sclerosis are diagnosed.
Mohamed is born in Morocco and soon comes to Belgium. He is blind, but has
a strong spirit. His dream is to run a marathon.
Comment of Mr Tieleman, a Belgian TV journalist : “ ‘Beyond Borders’ takes you beyond
the dividing lines between people. It breaks through the walls of indifference and
insensibility. This film simply leaves no one untouched.”
4. Persona Non Grata
‘Prosecuted as a revolutionary… banned as a priest… arrested as a rebel…
celebrated as an artist…’
This is Frans Wuytack’s truly inspiring and overwhelming story. It is the epic
story of Frans Wuytack’s life. After 30 years of exile, he returns to South
America with his son, film director Fabio Wuytack. During their overwhelming
journey, they ended up in the Venezuelan slums, where Frans unchained a social and cultural revolution as a young priest. A blend of humorous and
touching characters from the slums take Fabio on a journey through the
maze of his father’s exciting past.
Visit to European parliament
53
Picture 36: Visit to European parliament
Picture 37: Visit to European parliament
54
Visit to migration exhibition in Brussels
Picture 38: Visit to migration exhibition in Brussels
Picture 39: Visit to migration exhibition in Brussels
55
Mandala workshop
Picture 40: Mandala workshop
56
Third and fourth commandment.
3.
You should always have a positive attitude towards
others, regardless of their religious backgrounds.
4.
You should try to understand other religions, if you
want other people to respect yours.
Social-economical differences
POVERTY… NEVER A SIMPLE MATTER
People who live in poverty are constantly confronted with the fact that they have no entry to possibilities other people have. So poverty
cannot be reduced to a single income-problem.
In our society, poverty is a combination of many elements, often related with poor families: difficulties with education, limited job-chances,
low incomes, poor & unhealthy accommodation, difficult home relations.
All these elements form a tangle that can be described and visualised as the circle of poverty.
THE CIRCLE OF POVERTY
The problems of ‘the circle of poverty’ can be cause as well as result. People in poverty are confronted with many related problems that reinforce
each other and hinder the chances to stop the circle.
57
58
THE CIRCLE IN WORDS
Education
Most poor people are poorly schooled or not at all. The majority only went to
primary or secondary schools, often vocational or special needs schools. Some leave
schools with poor reading and writing skills.
At home, children don’t have the opportunity to study: parents are not able to
help their children, don’t understand the educational world and there is not even a
room or corner to do their homework or other tasks properly. Although schooling is
legally free as long as the pupils are school-agers ( until 18), there are so many other
school costs: class-materials, transport costs, money for research trips and many
others. On top of that these children are often mocked at because of their clothes
or living-circumstances.
Also, the school environment has little or no connections with the world of these
children; often educational formats are not adapted to working with children in
socially vulnerable situations. The background of these children make it difficult for
them to adapt to the used norms, habits and verbal thinking. The school subjects
often have no or little connection with the world and rhythm of learning, which
tends to wound the self-confidence.
School for children of poor families starts at an early age and only increase during
their school careers.
Work
Work is important to participate in today’s society. A paid job not only offers an
income but also gives access to social security, improves social contacts and is
important for one’s identity and social respect. The high demands of today’s job
market (specialised training, high degree requirements, ability to drive, flexibility…)
offer small chances for the weak.
Poor education often leads to a hard and poorly paid job in many cases often
temporarily via interim jobs or even illegal work. Because poor people don’t find a
job or only irregular work they have a low or instable income. Often it consists of
restricted incomes, limited social security money or replacements incomes, such as
invalidity money.
Housing
Due to this limited income they start looking for cheap houses. With their restricted
incomes it is impossible to find payable and adapted accommodation. In their
search for a rented house they have to be satisfied with little comfort. Because of
the shortage of social houses, poor people have to search housing on the private
market where houses are more expensive and of a bad quality. Landlords of houses
often choose for ‘risk free’ tenants. For socially weaker groups, such as single
persons, one-parent families, people with a restricted income it becomes more
and more difficult to find a decent house. The poorest often live in houses that are
damp, small, insecure or even dangerous, and with limited sanitation.
Health Care
An unhealthy house, dangerous working conditions and a rather poor diet will, in
many cases, lead to health problems. For fear of medical costs and because of their
financial situation, poor people will only go to the doctor in emergency situations.
Also the paperwork is an obstacle because most of them are not in order so that
they are never sure of medical support. For some groups it is very hard to find
insurers.
Who are those poor people?
The circle of poverty is most obvious in those core groups that have been poor
from generation to generation. Problematic is that more and more people get
into this circle of poverty: jobless people, one parent families with children, older
people with small pensions, handicapped people, refugees… These are said to be
socially insecure because their income is too small for them to live in comfort. If
this situation lasts they have no means to build a future for themselves and their
children. That’s why they have much less possibilities and their chance to end up in a
hopeless future and that’s why to get into this circle of poverty.
59
LOOKING AT POVERTY
Not only does the poverty-circle model help us to investigate the problem. Vrancken
developed an ideal-typical explanation scheme that distinguish four poverty-models.
Four ways to look at poverty and to explain causes. The four models can serve as a grid
and starting point to stimulate the discussion about poverty.
THE FOUR POVERTY MODELS
Mode
Place of cause
Internal blame
External blame
Individual
Individual debt model
Individual accident model
Society
Social or structural
Social accident model
or
or
debt model
conjunctional model
1.
Some put the blame on the poor themselves. In the public opinion they are
said to be lazy, prodigal and that they openly refuse to behave properly. This is referred
to as the ‘individual debt model’. In these cases poor people are left to themselves or
are put in disciplinary conditions, forced integration or elimination from society. In this
way the hinder caused by the poor (due to their own fault) will be limited or eliminated
altogether.
2.
Others show some more understanding and link poverty to adversities
outside their will such as illness, a handicap or the death of the wage earner
of the family. According to this ‘individual accident model’ poor people have
had bad luck throughout their lives. As a society or as individuals we have the
duty to help these people: support for widowers or widows, handicapped or ill
people or those that are not fit to work. If this does not happen on an individual
charity basis or by an organised network this will quickly evolve towards a social
security system. Free insurances or health support models easily fit into this. The
inclination to divide these into the so-called ‘good’ poor people (those confronted
with individual hardships) and the ‘bad’ poor, who are blamed for their personal
situation.
3.
Sudden changes in society can make victims as well. Economic crises, automatisations that make people redundant, migrations of labour forces or
companies, wars etc…can have serious consequences. Those looking at poverty
from this angle, use a ‘social accident model’, consciously or not. In these cases
it is expected that this poverty will disappear when things get back to normal. In
the mean time however society is expected to build a support system but on a
bigger scale.
4.
This however cannot explain why poverty remains, even in a good
economic situation. According to the structural approach, poverty is part of
the social system itself and that system would lose its own identity if poverty
disappears. Poverty could even have positive implications in our society: it is why
dirty, unattractive and badly paid jobs in society are still done. Prices of these
goods and services remain low because the poor always constitute a ‘jobreserve’.
The poor also form an outlet for second-hand goods or products of a lesser
quality. At the same time the poor also have a moral function: they serve as an
example to keep people on the right track or reinforce the social feeling of the
better off by charity.
60
Survey on social-economic and ethnic differences at our
school
This short survey is drawn up for the Comenius project of the ‘2nd degree ASO’. The
main goal is to examine the influence of education and economic diversity on our
society.
The questions are kept rather general in order to achieve a realistic comparison
between the different countries.
Questions :
A few questions are about parents. In this survey parents are defined as adults who
you mainly live with and who you regard as your father and mother.
1/ •
•
•
•
•
2/
•
•
•
•
•
3/
What kind of family do you live in ?
t raditional family
living together but unmarried
single-parent family
stepfamily
other
Until which age did your father go to school (as a main occupation)?
1 4 years
16 years
19 years
22 years
older than 22 years
Does your father have a diploma?
• y es
• no
• don’t know
4/
Which diploma does your father have ? (Answer this question only when
you answered yes to the previous question )
•
•
•
•
•
•
5/
•
•
•
•
•
6/
•
•
•
•
•
7/
vocational education at a secondary school
technical education at a secondary school
general education at a secondary school
higher education
university degree
other diplomas
Does your father have a job at the moment?
y es
unemployed for six months
unemployed for more than six months
a stay-at-home dad
other
Until which age did your mother go to school (as a main occupation)?
14 years
16 years
19 years
22 years
older than 22 years
Does your mother have a diploma?
• yes
• no
• don’t know
8/
Which diploma does your mother have ? (Answer this question only when
you answered yes to the previous question )
•
•
•
•
•
•
9/
•
•
•
•
•
v ocational education (at a secondary school)
technical education (at a secondary school)
general education (at a secondary school)
higher education
university degree
other diplomas
Does your mother have a job at the moment?
yes
unemployed for six months
unemployed for more than six months
a stay-at-home dad
other
10/
The tasks of parents and childeren in a family all have a certain function.
Rank the following family functions from 1 to 6. Number 1 equals the most important
function in your family. •
•
•
•
•
iological function : education , care, …
b
affective function : comforting, hugging, showing affection, …
economic function : work, livelihood, doing groceries,…
socializing function : visit to museums, restaurants, pubs …
recreational function : cycling together, mountain climbing, travelling, relaxing
in the garden..
• ‘granting status’ function : living according to a certain status, …
Many thanks for your cooperation in completing this survey!
61
62
Poverty budget game
A guide to the budget game
Technical information
The budget game uses an Excel-file. The Excel file contains a number of macros. These
are mini-programmes that make the buttons in the file work. These macros have to
be operative ( made active ), otherwise the buttons and the file won’t work properly.
Only the yellow cells have to be filled in.
Preparation
The following situation is our starting point : a student will soon be living on his
own. The question is ‘what’s the amount of money he estimates to be spending on a
monthly basis?’ Ask the student to think about this matter together with his parents
before putting the figures in the file. Step 1
Maybe you don’t really know what job to choose, if so, you can use the hyperlink to
make your choice among a selection of jobs. The wage is mentioned with each job. If
you still need to calculate the difference between gross and net real income, you can
use the second hyperlink.
If the government guarantees a minimum wage( = living wage ) for its citizens, please
fill in the amount of money in cell B26. How much will you be short each month, taking
into account your expenses ?
Push the button to adapt your monthly expenses to the minimum wage. Check
whether it’s possible for you to live on that wage.
Fill in all types of expenses.
For example: rent and mortgage, energy (heating, cooking, electricity, water,..), food,
clothes, personal hygiene, insurance, transport, communication, leisure, going out,
hobbies, travelling, newspapers and magazines, medical expenses, major investments
(washing machine, tv set, computer,...) unforeseen expenses (accidents, fines, ...)
Step 2
Fill in all monthly expenses. Afterwards, you can obtain an overview of the division of
your expenses. Then push the button “what’s your income?”.
Step 3
First you need to fill in the type of education you’ve had. Your level of education helps
you decide upon a possible future job. What net real income corresponds to the job
you’ve selected?
Living on a minimum wage is nearly impossible. It shows how hard it is for the poor to
lead a life with dignity. 63
64
International day of tolerance.
16/11/2011 is the international day of tolerance.
Fifth project meeting in Turkey.
65
11.00
MEETING TEACHERS PROGRAM
THE 10 COMMANDMENTS OF TOLERANCE
08.00
06 - 10 FEBRUARY 2011 , FINIKE , TURKEY
Welcome in Finike Turkey
Meeting I : Wednesday, February 08, 2012
08.00
Evaluation of the project p 47 application
- Did we reached our goals ?
- 16 nov. International Day of Tolerance ? Outcome?
Experiences : Socio-Economical research
- Questionnaires
- Interviews with liability carriers ??
- Definition of poverty and meaning of poverty to them
- What are the results- conclusions
- How do we visualize our results
- Budget game instead off Short plays related to poverty ?? In
lessons of economics
Meeting II : Friday, February 10 , 2012
 Ethnical research
- Questionnaire
- Interviews with liability carriers video’s and photo’s
- How do we visualize our results?
- How are we visualizing the results of the ethnical differences
on website and map ?
Coffee break
Presentation of a small book
- How are we going to do it? Suggestion :
 Presentation of each country / region/ village : every country is
responsible for their own representation in English.
 Presentation of the logo competition 3≠ / country (Patrick)
 T-shirts with the logo’s on with some pictures (Patrick)
 Something about the website
 Lessons about tolerance in the curriculum of the subjecs?

*Physical condition
 Results of meeting Finland /Belgium/Spain/circus/blind
centre/visit factory Spain/museum Ghyslain Gent/...
 Paralympics Spain
 Deadline is the 1e April
 Theoretical explanations in F/S
 2 commandments
*Religion differences
 Results meetings Belgium/F/S /Breendonk/Antwerp/mosque
Gent/meal Turkish resto/Flanders Field/ ...
 Results of the questionnaires and conclusions ≠ countries
 2 commandments
 Visualizing the results of the religion on a map
*Social – Economical differences
 Results of the questionnaires and conclusions ≠ countries
 Meeting Turkey / experiences
 Budget game : comparing results + conclusions
 Visualizing our results of the religion on a map and comparing
with an global European map
 2 commandments
 Deadline is the 1e April
Coffee break
*Ethnical differences
 Results of the questionnaires and conclusions ≠ countries
 Visualizing our results of the religion on a map and comparing
with an global European map
 Each country sends a tail or legend in English that can be
compared relate to different nations.
 2 commandments
 + 2 global commandments = 10 in global
Workshop:
- Listing different socio-economical differences in countries
- Compare the results of each country
- Description of the 2 commandments
Visualizing the results of the religion on website and map ?
11.00
 Deadline is the 1e May
66
Picture 41: The school in Finike
Picture 42: Governor of Finike
Picture 43: Musicians
67
Picture 44: Nature
Picture 45: The boat trip
Picture 46: Stands
68
The feeling at the school was relaxed, students and teachers seemed to enjoy going
to school. We learned a lot of Turkish history during the trips, I really didn’t know
Turkey once been a part of Roman Empire. Big thanks also to all the musicians who let
us enjoy their skilled playing of beautiful traditional Turkish music during our stay in
Finike.
The nature in Antalya area is marvellous with Taurus mountains and the turquoise
coloured sea.
Picture 47: The history (maybe the guy is also from history…)
Picture 48: The sea
69
On a final meeting day all the project members gathered together around stands built
by themselves. It was a good and active way to discuss about and distribute some
features of everyone´s own culture. We also had very interesting discussions about
Turkish school system and about human rights which could be better in Turkey if we
think about equal possibilities to go to school and freedom of writing and speaking. I
hope and believe that the future in Turkey in that sense will be positive.
It was amazing how many oranges there were all around the town, not to speak about
the country-side. In the bazar you could also see meters and meters of tables full of
nuts and seeds and honey and all other food products. Turkey seems to be very rich in
fruits and vegetables!
My dear friends, I thank you all for a great week in Turkey and special thanks of course
to our wonderful hosts! Looking forward to see you in Poland in May!
With warm thoughts,
from a chilly and snowy Finland,
Seppo
Picture 49: Oranges
Picture 50: The bazar
70
Fifth and sixth commandment.
5.
You should not judge people by their economic status
6.
You should remember that richness and poverty are
not questions of money, but of feeling
Ethnical tolerance
Ethnic questionnaire Belgium
• No comment.
71
7/
• a / Sometimes I’m being mocked at because my dress style is different than
most pupils.
• 1/ absolutely untrue
• 2/ sometimes true
• 3/ absolutely true
This short survey is drawn up for the Comenius project of the ‘2nd degree ASO’.
The main goal is to examine the influence of ethnic diversity on our society.
1/ Does your father have the Belgian nationality?
• y es
• no
2/
•
•
•
•
Does your mother have the Belgian nationality?
• y es
• no
3/
• c / I’m sometimes ignored at school because I have other habits related to
religion, origin
• or a lack of material wealth?
• 1/ absolutely untrue
• 2/ sometimes true
• 3/ absolutely true
4/ Write down the correct nationalities (ethnic origin) when you and your
parents don’t have the Belgian nationality?
• N
ationality father : ……….
• Nationality mother : ……….
• Your nationality : ………...
Does your family feel accepted in our local community ?
• Yes
• No
• No comment
6/
/I’m regularly absent in class which is not tolerated by my classmates.
b
1/ absolutely untrue
2/ sometimes true
3/ absolutely true
Do you have the Belgian nationality?
• yes
• no
5/
To which extent are the following statements true or not for you?
Which of the following statements characterizes your family the most?
• Despite our ethnic differences we are well-integrated in our local community
• Due to our ethnic origin the local community regularly looks enviously at my
family.
• Due to our ethnic origin my family is sometimes scorned or excluded.
• Due to our ethnic differences we have regular conflicts with the local
community.
• d
/Does your family disapprove it when you arrive home with a friend of
foreign origin and/or with a economically deprived friend?
• 1/ absolutely untrue
• 2/ sometimes true
• 3/ absolutely true
72
Ethnic questionnaire Poland
Ethnic questionnaire will not be carried out in Jezewo school - explanation
On the basis of European Research of Values - in Poland and in Europe- it is possible
to distinguish 3 dimensions of tolerance:
The first dimension can be named ethnic tolerance referring mainly to im-
migrants, different races, Muslims, Gypsies and Jews.
The second dimension is the personal tolerance referring to people regarded
as deviants or drug users, people with AIDS, homosexuals. The third dimension is the political tolerance.
The most frequently discussed are religious and ethnic aspects of tolerance.
Poland is a Catholic country. People of different beliefs, a small part of population,
are fully respected and there are no religious conflicts. There is an absolute tolerance in Poland towards other nationalities as equal to each other, regardless their
background or views.
For that reason, carrying out the survey in our school is groundless.
Results of ethnic questionnaire of Spain.
73
Sex & Age
90
80
70
60
Comenius Project
50
Male
Female
40
Survey on ethnical groups
IES LOS CRISTIANOS (SPAIN)
30
20
10
0
Total number
Do you think that foreign prisioners should
serve their sentence in Spain?
12-18 YEARS
18-40 YEARS
40-60 YEARS
MORE 60 YEARS
Do you think immigrants are well-received
in our society?
20
25
18
16
20
14
12
15
12-18 years
10
12-18 years
18-40 years
40-60 years
8
more 60 years
18-40 years
40-60 years
10
more 60 years
6
4
5
2
0
0
Yes
No
I don't know
Male
Yes
No
Female
I don't know
Yes
No
I don't know
Male
Yes
No
Female
I don't know
74
Sixth project meeting in Poland
Project Meeting Agenda
day at school
A visit to
refugee centre
8.00-10:35
Meeting theme: Together about Tolerance !
9:00 am
07-12 May 2012, Jeżewo, Poland
Arrival in
Poland
Monday, May 7, 2012
Day at school
Tuesday, May 08, 2012
8:00 am -10:35
Students arrive at school and attend a programme
prepared by the Students’ Council
8:25 am
Bus arrives at the hotel to pick up teachers
8:55 – 09:40
09:50 – 10:35
12:30 – 13:15
13:30 – 15:00
A Tour of the School – special edition – tolerant
attitude and some Polish required !
Welcome lunch with local authorities
Students will join you
The students return to their
school activities. Afterwards,
together with hosting students
they go home. and will be
occupied by their host families
for the rest of the day.
Teachers’ meeting
Return to the hotel
Free afternoon – a time to rest, visit the historic town of
Chełmno, shop, whatever you wish
7:15 am
8:00 am
8:00 – 11:00
11:00 – 13:00
14:00
15:00
16:30
18:30
Approx: 21:00
Trip to Toruń
08:00 am
08:30 am
08:30-9:30
09:30 – 11:00
12:00 – 14:00
14:00 – 15:00
15:30
15:30 – 17:00
17:30 – 20:00
Wednesday, May 9, 2012
The coach arrives at school to pick up students
The coach arrives at the hotel to pick up teachers
Ride to Stuthoff – a former Nazi Death Camp, now a
memorial
On the way we will pass Malbork Castle – one of the
biggest and best preserved Teutonic Castles in Europe –
we will stop for a few minutes to take photos
Visiting Stuthoff Museum with an English
speaking guide. Afterwards watching a short film
in the museum cinema
Further Ride to Gdańsk
Visiting the Museum of Amber in Gdańsk
Free time in Gdańsk
Ride back to Jeżewo
Arrival in Jeżewo
Polish evening in our school with Polish cuisine meeting and socializing with our teachers
Return to the hotel
18:30
11:30 – 12:00
Dinner at a hotel restaurant
Visit to
Stuthoff and
Gdańsk
–
–
–
–
18:00
Coffee break
15:30 – 18:00
13:00
14:00
15:00
16:30
18:30
18:30
12:15 – 14:00
14:00 – 15:00
15:00 – 18:00
Welcome ceremony at school
15:00 – 15:30
18:00 -
11:30 – 12:15
Tolerance through knowledge: Introduction to
Polish Language and Culture– a quick lesson of
Polish
10:35 – 10:55
10:55-12:15
9:30 – 11:00
11:00 – 11:30
Additional information
18:00
Departure
Thursday, May 10, 2012
Students attend special workshop during which they
work in international teams and create products for the
project
The coach arrives at the hotel and takes teachers to
school.
Teachers’ meeting
Cofee break
A chance to see exhibition of students’ products achieved
during the students’ workshop
“Gypsies in Poland” – A representative of Romani
people in our region will give a lecture on his
work with Gypsy families, their language and
culture
Teachers join the event “Tolerance and Sport”
Lunch at school for teachers and students
A visit to a local Refugee Centre in a nearby town
of Grupa *
Return
You are invited by our teacher Karol to his place for a
nice social evening with Polish food and other attractions
The Students attend an
event “Tolerance and
Sport”
Transport from/to hotel arranged
by Karol
Friday, May 11, 2012
The coach picks up the students from Jeżewo
The coach arrives in Chełmno to pick up teachers
Ride to newly opened sports center with
Waterpark in Nieszawka Mała (near Toruń)
Having fun in the Waterpark in a relaxed
international atmosphere
Ride to Toruń
Sightseeing Toruń/ free time / maybe a short visit
to regional authorities
Return trip to Chełmno
Arrival of students in Jezewo
Free time with hosting families, time to pack
Farewell dinner at a “Karczma Chelminska” restaurant in
Chełmno
Farewell Party for the students
– barbecue and fun in the
fresh air – transportation and
care of students by the hosting
families **
Saturday, May 12, 2012
* -The centre is run by Polish Humanitarian Action organization. Most residents are families from
Chechnya, Georgia, and Russia. Children attend the nearby schools in Grupa and Michale. You will be
presented with their traditional customs, culture, and food. We will have the chance to get to know
them better and find out about their life in another country.
** The venue is called Slavic Hamlet – it is an agrotoursim farm near Jeżewo in the middle of woods.
It’s very quiet with huge recreational area, fenced and safe for children.
students return to their hosting
homes for dinner and other
activities
Comenius week in Jeżewo
75
Picture 51: March through the streets of Jeżewo
Picture 52: Tolerance “seen from the sky”
Picture 53: Compilation of the march for the comenius week in Poland
76
Activities during project meeting in Poland
Picture 54: Visit to Stuthoff museum
Picture 55: Lecture of gypsies in Poland
Impressions of a Polish student
77
Before Comenius started, I knew that it would be awesome week. I met my girl earlier and I missed her so much! I wanted so
badly to see her again. On Monday I went to Gdansk airport to meet her. When I saw her I hugged her and started crying. We
couldn’t stop the tears. At that moment I was the happiest person in the world! In the evening we arrived to my home. For a
week I had second sister.
On Tuesday we welcomed all our guest and then Kasia led lesson of Polish for students. Their Polish was pretty good. Later we
had lesson with Magda about tolerance. Afternoon was free so we could do everything we wanted. With some other people we
went to castle in Swiecie. When we arrived to Jezewo we showed them our village.
On Wednesday we were in former Nazi Death Camp in Stutthof. It was a very
profound experience. I think that I will remember it for a very long time. This is terrible
what people can do to other people. I can’t even imagine how dreadful it was. We
had wonderful guide. He spoke very slowly so I could understand him. He was in
Buchenwald so that what he told was very reliable. Sometimes I had tears in my eyes.
People should know what was done there. It can’t be repeated. After that we went to
Gdansk. The atmosphere was totally changed. We visited Museum of Amber. There we
saw very beautiful things. Then we had free time so we went for lunch and we came
back home.
On Thursday everyone wore blue t-shirts. We had workshop. We did poster, six
commandments of tolerance and our guest translated a polish legend. After that we
had yoga, dancing and games. Then we visited a local Refugee Centre in the nearby
town of Grupa. We heard the touching story of refugees from Chechnya, Georgia and
Russia. They showed to us their dance and song. Even we learned their dance. They
offered to us typical dishes and desserts.
Friday was the most gorgeous day. We were in Torun. First we had meeting with local
authorities and free time for lunch and shopping. Then we went to newly opened
waterpark. It was really fun! It was the hottest day so it was pleasant to swim. After
that we went home exhausted. It was time to start packing and then we went to
barbecue at an ancient looking encampment. We could ride a horse, eat a sausages,
archery etc. Bad weather didn’t spoil a lot of fun. Somebody even danced in the
rain. It was the best day in part because we knew each other. This week was really
interesting. It was nice to learn other languages, cultures and customs. I think it made
me more tolerant. I’m glad that I met all of you. I’m sure that I will remember it. I loved
riding bus, our conversations and laughing. What a pity that comenius was only week
not two. I will really miss all of you and I hope that someday I will meet you again.
Weronika Prus
Picture 56: Visit to Stuthoff museum
Picture 57: Local refugee centre of Grupa
78
Impressions of a Belgian student
For me it was the first time that I went Poland. So I had no idea what to expect! But after the experience I fell in love with
Poland! The country and the people are fantastic! And I’m glad that I had the chance for joining this project!
Piotr and our hosts wait for us in Chelmno and from there we were a part of a new family for one week. We all were tired from
the long trip so everybody went home and install there stuff.
The next day, we could do what we wanted. Go see the village, relax, go to Chelmno. I went to school for 2 hours and there I
met the other students. I joined two lessons and I was very surprised, because the school in Poland was so different then my
school! After that me and my host went to a lake with the other Belgian boys and
there we enjoyed the sun!
The second day we had the chance to meet the students from Finland, Spain and
Turkey. We had the chance to see the school in a funny way. And at the end of the
tour we created four words about tolerance. Then there was a workshop with Magda
about tolerance. There we had the chance to know everybody a little bit more. I think
that everybody enjoyed it very much! Thanks Magda
Wednesday we went to Stutthof. It was hard to see the bad side of humans! I still can’t
believe that people are so bad! The totally silence was very impressive. Then we went
to Gdansk and there the atmosphere was totally different! Happy!
On Thursday morning, we did our second workshop about Tolerance where we had
to make a project about tolerance. We actually needed to make new commandments
ourselves. After that there was an outdoor sporting event including sports such as
“quadrix” a typical Polish game, similar to baseball, yoga, etc. Once those activities
were finished we went to the local refugee center in Grupa where we heard some
shocking events about local refugees.
Friday was the best, most exciting day. First we went to meet the local governor of
Torun. Once that was finished we had free time to do some shopping or to get lunch.
At noon, we went to the aqua park of Torun where we had a lot of fun. And at last
we had a barbeque at an ancient looking encampment. We were allowed to do some
ancient sports or activities there such as archery, spear throwing, making our own
meal with the help of a fire, meat and a branch.
So we had a lot of fun and this was and is a very nice experience that we will never
forget. And next time we meet new people, we’ll be more open-minded and tolerant
to them because of this beautiful project.
Céline De Geeter
Picture 58: Visit to historical centre of Gdansk
Picture 60: Student workshop
79
The ten commandments
Disabled people
1/ You should give disabled people the right to contribute to society by appreciating their own
abilities.
2/ You should not isolate, but include disabled people.
Religion
3/ You should always have a positive attitude towards others, regardless of their religious
backgrounds.
4/ You should try to understand other religions, if you want other people to respect yours.
Social - Economic
5/ You should not judge people by their economic status.
6/ You should remember that richness and poverty are not questions of money, but of feeling.
Ethnical
7/ You should respect the human being, race, faith, background, sex or gender are not important.
8/ You should promote equality between all kinds of people and contribute to combating all forms of
discrimination based on ethnic origin.
General Commandments
9/ You should try to understand other traditions, if you want other people to respect yours.
10/ You should keep trying to improve the knowledge of other cultures in order to enrich yourself.
80
Thanking
This project wouldn’t be possible without the help of …
The coordinators
Head coordinator Patrick Verhasselt, Belgium
Piotr Gill, Poland
Seppo Haavisto, Finland
Sandra Reyes, Spain
Ali Sapmaz, Turkey
81
The editors of this book
Peter D’hondt, Piotr Gill, Patrick Verhasselt, Arvid De Muynck
Lay-out
Nicolas Roegis
The webmasters of the website http://www.ttcot.eu/
Thijs Penny and Jonathan Mooren
The winning logo of Kato Van De Voorde
82
Picture 1: Logo from Belgium
23
Picture 21: Visit to the Ghislain museum in Ghent 2
43
Picture 2: Logo from Belgium
24
Picture 22: Street survey in Belgium.
50
Picture 3: Winning logo from Belgium
25
Picture 23: Paralympics in Spain
57
Picture 4: Logo from Finland
25
Picture 24: Paralympics in Spain
59
Picture 5: Logo from Finland
26
Picture 25: Meeting with regional government in Poland
62
Picture 6: Logo from Finland
26
Picture 26: Meeting with mayor of Arona in Spain
63
Picture 7: Logo from Poland
27
Picture 27: Certificat of participation in comenius paralympics.
67
Picture 8: Logo from Poland
28
Picture 28: Paralympics in Spain
68
Picture 9: Logo from Poland
29
Picture 29: Paralympics in Spain
69
Picture 10: Logo from Spain
31
Picture 30: Paralympics in Spain
70
Picture 11: Logo from Spain
31
Picture 31: Paralympics in Poland
71
Picture 12: Logo from Spain
31
Picture 32: The headmaster of the school for visually impaired people
73
Picture 13: Welcome speech from our headmaster at the townhall
35
Picture 14: Guided tour in the Turkish quarter of Ghent
36
Picture 33: Special glasses to experience the sight of a visually impaired person.
74
Picture 15: Visit to the mosque
37
Picture 16: Visit to the museum of Dr Guislain Ghent
38
Picture 17: Visit to the fort of Breendonk
39
Picture 18: Multicultural walki in the city of Antwerp
40
Picture 19: Picture of the group visiting the city hall.
41
Picture 20: Visit to the Ghislain museum in Ghent 1
42
Picture 34: Religious guiding tour in Gent, Belgium
84
Picture 35: Mosque visit in Gent
85
Picture 36: Visit to European parliament
88
Picture 37: Visit to European parliament
89
Picture 38: Visit to migration exhibition in Brussels
91
Picture 39: Visit to migration exhibition in Brussels
92
Picture 40: Mandala workshop
93
83
Picture 41: The school in Finike
112
Picture 42: Governor of Finike
113
Picture 43: The history (maybe the guy is also from history…)
114
Picture 44: Musicians
115
Picture 45: Nature
116
Picture 46: The boat trip
117
Picture 47: The sea
118
Picture 48: Stands
119
Picture 49: Oranges
120
Picture 50: The bazar
121
Picture 51: Compilation of the march for the comenius week in Poland
129
Picture 52: March through the streets of Jeżewo
129
Picture 53: Tolerance “seen from the sky”
129
Picture 54: Visit to Stuthoff museum
130
Picture 55: Lecture of gypsies in Poland
131
Picture 56: Visit to Stuthoff museum
132
Picture 57: Local refugee centre of Grupa
133
Picture 58: Visit to historical centre of Gdansk
134
Picture 60: Student workshop
135
Picture 62: Kato Van De Voorde
142