- Issue 20 – May 2005 Contents
- CNS Around the World
- CNS, Sweden
- CNS Croatia
- CNS Karlovac, Croatia
- CNS Asheville, North Carolina, USA
- CNS South Tirol, Italy
- ONGOING PROGRAMMES, UPDATES AND ANNOUNCEMENTS
- Ananda Marga Gurukula Meeting
- Neohumanist Education
- WHAT IS STUVOL ?
- Kulapati’s Tour
- Defying Bullets, the Haitian Way
- The Emerging Curriculum Sunrise Kindergarten
- Happy 28th Anniversary to the Iceland School Leikskólinn Sælukot – The Cottage of Bliss
- A Pair of Well-Matched Projects in Bangalore, India
- Monthly Themes at AMSAI Mindanao, Philippines
- NHE YES – Yoga Education in Schools
- ETC at Ananda Shiila, India
- Neohumanist Education Teacher Training Program
- Education Training Camp Bokaro, India
- The Neohumanist Way
- The Values Game
- The Four Classrooms, A Neohumanist Game
- Seven Life Principles
- Effective Communication and Counselling Skills
- Conscious Self-Development
- Suva Sector
- Berlin Sector
- Georgetown Sector
- Manila Sector
- Delhi Sector
- New York Sector
- Hong Kong Sector
- Nairobi Sector
- Kahira Sector
- NHE Materials For Sale from AMGK and Other Sources
The Four Classrooms, A Neohumanist Game
Preface: These notes are for the facilitator who can use these notes as part of the reflection after the activity outlined below in “The Four Classrooms Game“.Teachers usually fall into three groups:1.The old style authoritarian teacher (as Authority) who has a paternalistic attitude to students and their families;
Teacher No 3 sees learning as a practical, democratic and liberatory project in which students gain critical capacities and the skill and confidence to engage with social change – defining quality:PASSION
Teacher No 4 There is a fourth category:
Teacher as Authority
Rule of Law
Heavy Structure and Knowledge Factory
Reward correct answers.
Teacher as Scholar
Rule of Reason
Reward interest and ignore dullness
Preference for Academic Disciplines
Restricted appreciation for Learning Styles
Praise and Dramatize.
Teacher as Revolutionary
Rule of Questioning
Information shapes opinion and guides social action
Self-interest identified with the group and the globe
Classroom a microcosm of the globe.
Rule of Love
Classroom as ongoing conversation.
Choice shaped by emerging process
Teacher will initiate activities and processes that open heart-head dialogue both for individuals and the group.
Collective singing and other creative none-language based actions.
Meditation is either implicit or explicit according to sense of teacher.
Wonder-awe a key feature as is sense of mission and the interconnectivity of all things.
The Four Classrooms Game
|This game explores these four positions through role play and reflection.
Divide workshop into four groups.
Introduce the four categories of teacher-in-the-classroom as in side bar above:
Tell each group they will team teach according to the profile given above. They are not to tell the other groups what their profile is.
Give each group a number on a card with their profile attached and allow 5 minutes (maximum) in private spaces to work out how they will run their class. (see side bar on first page)
The facilitator then calls the groups together and sets some rules.1. Follow instructions of the leading group;
2. Act quickly as there is only 7 minutes for each group’s role play;
3. Don’t talk/reflect while in process;
4. Behave as you would if a student in a class;
5. Keep questions till after the four groups have run their class.
The facilitator then runs the classrooms in numerical order (1, 2, 3 & 4). It is important to progress in the correct order so as to get a sense of the opening up of the personal, psychological, emotional and spiritual space. The facilitator calls out the next number when 7 minutes is up. There should be no time for reflection until all the classrooms have been run.
Facilitator calls STOP!
Reflection Time 1
Allow 5 minutes for people to talk in their own groups about the experience.
Reflection Time 2
Entire group now discusses the experience led by the facilitator who asks these questions:1. What were their emotional responses?
2. What names can we give to each classroom?
3. Where would we find each classroom in the country where we work?
4. What are the strengths of each model?
5. What are the weaknesses?
6. If we were teachers, and some of us are, what do we need to do to work towards the
7. How do we build a bridge between language (rhetoric) and practice?