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Quiz on Foremost Task of Education Q1 Who said: "The most important human endeavour is the striving for morality in our actions. Our inner balance and very existence depend on it. Morality in our actions gives beauty and dignity to life. To make this a living force and bring it to clear consciousness is the foremost task of education" Answer 1 |
Related Resources on Joys of Truth, Learning and being empowered to fearlessly Question - please suggest to info@guidemakers.net subject child
We have brac.tv for studying every educational and health right of children and families ; in particular we aim to explore connections between the social networks of Gandhi family educators and BRAC here 
We have herstory.tv -which invites you to suggest scripts on how the world would be more sustainable or compound happier conseqeunces from birth up if women owned 50% of all investment decisions instead of 5% We have ClubofCity blogspot for rehearsing freedom of speech advertising messages on crises that are becoming life critical locally or globally; or emerging world citizen network tools required to prevent these crises from breaching final tipping points We have worldcitizen.tv for collating scripts from all affilated .tv web sites . We prioritise children and youth voices and videos as much as possible at AmericasCALLING AfricaCALLING AsiaCALLING EuropesCALLING WorldCitizenCALLING - we need your nominations info@worldcitizen.tv We have guidemakers.net for helping any community publish extracts of .tv scrips in printed travel guides to change world - early travel guide publications involve learning and climate crisis 
More open learning network resources archived below Inspiration Script - mail info@guidemakers.net if you have suggestions for other inspirations scripts Speech At Montessori Training School: Mohandas K. Gandhi ,October 28, 1931 Note: Dr. Maria Montessori met Mahatma Gandhi in the beginning of October, 1931 in London. And on October 28, 1931 Gandhi spoke at the Montessori College London where Dr. Montessori was also in attendance. The following is the text of Gandhi’s Speech, which was published in the weekly newspaper, Young India, on November 19, 1931. For further information and/or discussions on this topic, please contact Shall Sinha at shall@ssinha.com ) Madame, you have overwhelmed me with your words. It is perfectly true, I must admit it in all humility, that however indifferently it may be, I endeavor to represent love in every fiber of my being. I am impatient to realize the presence of my Maker, Who to me embodies Truth, and in the early part of my career I discovered that if I was to realize Truth I must obey, even at the cost of my life, the law of love. And having been blessed with children, I discovered that the law of Love could be best understood and learned through little children. Were it not for us, their ignorant poor parents, our children would be perfectly innocent. I believe implicitly that the child is not born mischievous in the bad sense of the term. If parents would behave themselves whilst the child is growing, before it is born and after, it is a well-known fact that the child would instinctively obey the law of Truth and the law of Love. And when I understood this lesson in the early part of my life, I began a gradual but distinct change in life. I do not propose to describe to you the several phases through which this stormy life of mine has passed, but I can only, in truth and in perfect humility, bear witness to the fact that to the extent that I have represented Love in my life, in thought, word and deed I have realized the “peace that passeth understanding”. I have baffled many of my friends when they have noticed in me peace that they have envied, and they have asked me for the cause of that priceless possession. I have not been able to explain the cause by saying that, if my friends found that peace in me, it was due to my attempt to obey this, the greatest law of our being. It was in 1915 when I reached India , that I first became acquainted with your activities. It was in a place called Amreli that I found that there was a little school being conducted after the Montessori system. Your name had preceded that first acquaintance. I found no difficulty in finding out at once that this school was not carrying out the spirit of your teaching; the letter was there, but whilst there was an honest - more or less honest - effort being made, I saw too that there was a great deal of tinsel about it. I came in touch, then, with more such schools, and the more I came in touch, the more I began to understand that the foundation was good and splendid, if the children could be taught through the laws of nature - nature, consistent with human dignity, not nature that governs the beast. I felt instinctively from the way in which the children were being taught that, whilst they were being indifferently taught, the original teaching was conceived in obedience to this fundamental law. Since then, I have had the pleasure of coming across several of your pupils, one of whom had even made a pilgrimage to Italy and had received your personal blessings. I was looking forward to meeting the children here and you all and it was a great pleasure to me to see these children. I had taken care to learn something about these little children. I had a foretaste of what I saw here, in Birmingham , where there is a school between which and this there is a difference. But I also saw that there also human nature was struggling to express itself. I see the same thing here and it was a matter of inexpressible joy to me that from their childhood the children were brought to understand the virtue of silence, and how, in response to the whisper from their teacher, the children came forward one after another in that pin-drop silence. It gave great joy to see all those beautiful rhythmic movements and, as I was watching those movements of the children, my whole heart went out to the millions of the children of the semi-starved villages of India, and I asked myself as my heart went out to those children, “Is it possible for me to give them those lessons and the training that are being given under your system, to those children”? continued here We have futurehistorian.tv which stated the exploration of what would be the crises and consequences of being more networked and connected than geographically or management seprated 23 years ago; and helped to coin the future history genre of challenging world leaders to transparently map peoples futures in 1962. My father's original script on this Consider Japan was rewarded in 1989 with The Order of the Rising Sun with Gold Bars This was a higher honour for future historians than the Queens Commander of the British Empire. The award mentioned inspiring Japan to a more noble vision of its future in the 1960s than just beating others at the world marlets it entered. 
From experiences of future historians and sustainability club covenors we aim with your help to catalogue how any age group can learn to host collaboration cafes, open spaces or global vilage townhall meetings here and here. 
ER100 asks teachers around the world to nominate the 100 most cross-culturally trusted beings of all time and to map where their children can be introduced to their socila networks today and find their deepest co-mentors through life. At ClubofCity we ask everyone to explore how to develop the genre of freedom of speech advertising on needs that are vital to restoring bacis human rights and transparency worldwide. Examples Source: The Euphrates River is one of the largest rivers of western Asia, about 1700 miles long. In the Bible it is referred to by several names such as the "great river" or just "the river" and is among the four rivers, which flowed from the Garden of Eden (Gen 2:14). It formed the northeastern limit of the Promised Land (Gen 15:18).
The river, which receives its waters from the mountains of Armenia, flows through a deep and narrow gorge, but as it descends toward Babylon, the Euphrates and the Tigris take different routes, which form the great broad plain of Mesopotamia.
Euphrates : G L /// Babylon: G L info@guidemakers.net -tell us next search to insert
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elearning videos 1
Experiences every child should be introduced to :open space
HerStory.tv guide to science and mapping videos 1 - nominations welcome at info@worldcitizen.tv subject kidscience
connections*connections*connections ... combinatorial*recursive*exponentially sustaining or destructing -no wonder Einstein warned that higher order system transformation is a species making or breaking game - are you ready? -have we been getting our children collaboratively ready?? - for what Buckminster Fuller called "space game on earth - mankind's final examination"???
FROM Macrae.nets ARCHIVES- 1988 -The Children's Renaissance
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What the world needs now is the greatest questions being raised everywhere, and openly. This idea comes in 2 parts: what are the 10 biggest questions transparency of knowledge can now be raising everywhere? where is the most connected space for raising the question? please make suggestions to info@guidemakers.net - example question:
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DURING the past hour, 12,000 children have been born around the world. During the past year, over 100m have been. Every one of them says Philadelphia’s much-hated Glenn Doman (video), author and entrepreneur of “The Better Baby’ ‘has at birth a potential intelligence greater than Leonardo da Vinci ever used. It is aggravatingly possible that he is right, and almost certain that the world is going to have armies of parents, probably led by East Asians, thronging through the databases of competitively telecommunicating and other new types of schools, desperate to find out...That's a good thing. more at herstory.tv
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Gandhi 1 -cv highlights: social lawyer from 1890s; educator from 1920 - founded an education system around his base at Ahmedabad to pursue the mission: knowledge is that which liberates us; region leader and worldwide peace innovator from 1930s; with Einstein 1 2 one of the founding fathers of world citizen networks |
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London: Nightingale- pioneered nursing as the most vital grassroots profession and public schools for girls |
| City Montessori School 1
World's largest
World's deepest experience bank on Gandhi meets Montessori
19 international events, every year, for primary to higher secondary level students in science, mathematics, computers, astronomy, literature, music, dance, creative writing, geography, Peace Education, Quality Control Circles, Sports, Children International Summer Village (CISV) Camps and International School to School Exchange (ISSE) programmes for children
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www advantage of India*English
Constitution: Open alumni learning intent on valuing the international best of both English and new India's constitution, which eg my grandfather tried to help Mahatma Gandhi and the British Foreign Office script in 1940s
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MEDIA : FRIEND OR FOE OF LEARNING REVOLUTIONS
Chris Macrae (worldcitizen.tv) writes: In 1976, my father embarked on a trilogy of Entrepreneurial Revolution artcles asking all parents to examine humanity's future history. Imagine: networks as an unprecedented communications crisis through which one generation (to 2025) would globalise in ways whose integral consequences would sustain or irreversibly destroy life? Seven interconnecting crises were identified as death of distance debates became popular in the mid 1980s including: climate/nature's flows and fusions, ending extreme poverty and digital divides, changing economic development..and most interconnected of them all the educational revolution all parents can be debating everywhere so that the futures of all chidren are sustainable. Are we learning faster enough, or do we need an ethical precedent for media responsibility to carefully review?
Entrepreneurs and economists have been inviting people to transparently map what futures humanity wants to systematically compound since the late 18th C work of Adam Smith. In Britain, the risks of not doing this transparently became so great that by 1843 the Scottish business entrepreneur James Wilson decided to become a Member of Parliament and to launch The Economist magazine to get rid of the majority of MPs who had sold up their ethics to the highest bidder. As the industrial revolution's new markets multiplied, it was timely that a leadership media was there to sort out the sustainability investor who win-win-wins from healthy societies and hard working people's lifetime investment from the speculators who spreadsheet the numbers in non-transparent ways.
For the love of children - or peace - why don't schools make the first online project one of desperately seeking hi-trust leaders? Some favourite searches people have told us about are included in ER100 - nominations of the cross-cultural hi-trust people of all times. Learning comes from reconciling biggest mistakes and uniting the world in celebrating extraordinary freedoms for people to connect- of which the 20th Century's greatest gift for tomorrow's mapmakers can now open sources to every place's greatest experiments in making childrens lives better all over the www - mail info@guidemakers.net if you have other extraordinary people freedoms you want us to list. We invite those interested in co-blogging on learning games to make connections here.
EDUCATIONAL SUSTAINABILITY
Everyone's a mentoring network connector : Why not join in nominating the 100 cross-culturally hi-trust people of all time at this web-log before guidemakers relaunch it as a micro-wiki. Are we making the simplest use of maps to change?
In Educational Entrepreneurial detail: tell us who else to click through once you have toured the educational heroines already catalogued with great thanks to ashoka and all Gandhians and social entrepreneurs. Please mail info@worldcitizen.tv or ask for chris at usa tel 301 881 1655
From the Entrepreneurial Revolutionaries library begun in 1976: Passages from 1984's future history on how to sustain the human race through death of distance's era of network learning and unprecedented revolution in communications which makes the order of new connectivity that resulted from the invention of the printing press look like childsplay
As early as the 1970s, Bell Canada's Gordon Thomson forecast that the databases of next few decades were places into which every part-time enthusiaqst could internet. In all jobs connected with the use of information, start-up costs for the indiviidual entrepreneur in 1974-2024 have grown smaller and smaller. It was "never thus' said Thomspon "with power shovels and punch presses". In conseqeunce, in the internet age, the most important economic resource is no longer ownership or access to capital but has become the ability to use readily available knowledge intelligenty and entrepreneurially
Unlike the Taiwan's and great industral developing nation success stories of the 20th Century, we estimate that we'll need 30000+ social franchises if 2005-2015 is to prove to the decade that sustains more people and developing nations out of poverty than any ever seen before. Broadcast awareness of social networks connected to gravity pursuits - top 50 social foci - will need to become as popularly celebrated as top 50 sports in century 20. Chlidren's learning networks have an exciting role to web and weave here; and every social focus comes to life when adults pause to ask: what will happen to the children born to a place that lacks this worldwide service?
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From the free world-changing video library: Larry Brilliant (exec director google.org) speaks in this video at Minutes.Seconds cited 12.13 when you try to do something huge like economic development, combat global poverty 1 2 or stop the climate crisis - these are not cross-sectional nouns that occur over a short period of tme, these are verbs that span a long generation of time, Bill Drayton’s life and service to Social Entrepreneurs at ashoka.org spans a generation 13.08: when I think of the Social Entrepreneurs that have inspired our generation the most, its Martin Luther King, and Mahatma Gandhi who was Martin Luther King’s role model; and Bill Drayton is inspired by, and informed by, and is a student of Mahatma Gandhi, and I cant tell you what a privilege and honor it is to be introducing him; in our youth we have walked on the same paths (meeting alumni of Gandhi eg Bhave, experiencing what rural India teaches you to explore lovingly as you cross cultural contexts, and truly open your eyes to grassroots humanity's vital concerns) 14.08 There’s many from my generation who look at what Bill has done as that verb, that continuation of a promise that began when we were all young and idealistic, and through which we could change the world and make it better; but he’s actually done it… (to be Gandhian - to behave, communicate and to network -) is to tell the truth to power with such humility and force that the powerful open up... – what ashoka is doing (and collaborating with partners to do, inspiring us all to be changemakers) is no less... because Bill is being true to his teacher, his lineage and the concepts that Gandhi annunciated... From the free world-changing video library: Bill Drayton (founder of ashoka and since 1978 connector/sustainer of 2000 Social Entrepreneurs) speaks in this video at Minutes.Seconds cited 22.43 400 ashoka fellows focus primarily on children and young people. One of the vital principles we have learnt is that if young people don’t master empathy they are going to be marginalized in the modern world
23.19 The single most important cause of marginalization? whole groups and individuals have not mastered applied empathy. In 1900, 97% of the world’s children were growing up in rural isolated villages. If they just learnt the rules, they did what their father did, mother did they would be fine; they would be accepted in society; they would be functioning. No more. Every day all of us are in situations where the rules haven’t been invented yet; where there’s a conflict of rules. The manufacturing and sales departments have different rules; let alone when you cross organizational or cultural lines. We have to every day do this complex thing of understanding when we are about to say or do something; what’s the impact on all the people around us, several layers out, and into the future, and adjust our behaviours to be a good person. If we can’t do that we are talking timebomb; nobody wants to deal with us. 24.38 This is not a genetic skill. This is a learned social skill. As yet, we have a lot of humanity who are not learning this. There are many ashoka fellows who have figured out how to help children master this
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Ashoka.org connects 85 Social Entrepreneurs in Educational Reform . The following are schools related new heroes worldwide featured in the US public sector tv program : new heroes Kailash Satyarthi
South Asian Coalition on Child Servitude (SACCS)
Works to end forced child labor in South Asia.
Moses Zulu
Development Aid from People to People in Zambia (Children's Town)
Educates and integrates AIDS orphans in Africa.
Dina Abdel Wahab
Baby Academy
Alternative preschool chain in Middle East.
Inderjit Khurana
Ruchika School Social Service Wing, Train Platform Schools
Educational opportunity for indigent children in India.
Sompop Jantraka
Development and Education Program for Daughters Community Center (DEPDC)
Education and socialization program for girls and women in Thailand who would otherwise be forced into prostitution.
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Ashoka.org connects 85 Social Entrepreneurs in Educational Reform .
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Pakistan, India, Bangladesh, SE Asia
BANGLADESH
Runa Doja Khan Target Populations: Students; Teachers/Educators. .. RUSTIC
INDIA
Abhijit Bardhan. Target Populations: Students; Teachers/Educators
Maxine Bernstein. Subsectors: Early Childhood Development. Target Populations: Children; Families. Pragat Shikshan Sansthan
Madhav Chavan. Subsectors: Access to Learning/Education. Target Populations: Children; Underserved Communities… Pratham
S.N. Gananath. Subsectors: Non-formal Education . Target Population: Children.. Suvidya
Karan Grover .Field Of Work: Civic Engagement. Subsectors: Cultural Preservation; Water Management. Target Populations: Educational Institutions; Youth
Murali Mohan . Target Population: Children.
Cyril Mooney. Subsectors: Access to Learning/Education ; Early Childhood Development. Target Populations: Children; Educational Institutions… Loreto Day School, Sealdah
Isidore Phillips. Field Of Work: Human Rights . Subsectors: Equality/Rights; Violence and Abuse . Target Populations: Educational Institutions; Students; Youth.
Geeta Ramanujam.SubsectorsCultural Preservation; Non-formal Education. Target Populations: Educational Institutions; Students; Teachers/Educators.. Kathalaya
Rama Rao. Subsectors: Cultural Preservation. Target Populations: Students; Teachers/Educators
Padmanabha Rao. Subsectors: Youth Development . Target Populations: Educational Institutions; Government; Teachers/Educators .. Rishi Valley Institute for Educational Resources (RIVER)
Balaji Sampath. Subsectors: Technology/Information Technology; Youth Development. Target Populations: Students; Youth
Teesta Setalvad. Field Of Work: Human Rights . Subsectors: Democracy; Equality/Rights. Target Populations: Educational ; Government; Students. ,, Nirant, Juhu
Avinash Shirke. Subsectors: Access to Learning/Education; Non-formal Education. Target PopulationsEducational Institutions; Students… Savitri Jotirao Samajkarya Mahavidalaya ( SJSM) College
Yogendra Singh. Subsectors: Access to Learning/Education; Urban Development. Target Populations: Children; Street Children; Youth… Bodh Shiksha Samiti
Rajeev Vartak. Subsectors : Non-formal Education. Target Populations: Students; Teachers/Educators; Volunteers.
Sarat Babu Vasireddy. Subsectors: Citizen/Community Participation . Target Populations: Communities; Teachers/Educators .. Pratyamanya
Sonam Wangchuk. Subsectors: Citizen/Community Participation; Cultural Preservation; Target Populations: Educational Institutions; Minorities.. Students Educational and Cultural Movement of Ladakh
INDONESIA
Wachidus (We Es) Sururi Subsectors: Cultural Preservation; Media/Communications. Target Populations: Children; Families; Teachers.. Rumah Dongeng Indonesia
NEPAL
Mahabir Pun Subsectors: Technology/Information Technology . Target Populations: Educational Institutions; Teachers/Educators.
PAKISTAN
Abdul Waheed. Subsectors: Access to Learning/Education; Youth Development. Target Populations: Religious Communities; Teachers/Educators; Youth .. Bright Education Society (BES)
THAILAND
Sombat Boonngamanong. Subsectors: Citizen/Community Participation; Technology/Information Technology. Target Populations: Communities; Teachers/Educators; Youth .. The Mirror Arts Group
Abhisree Jaranchawanapate . Subsectors: Disabilities; Early Childhood . Target Populations: Children; Disabled (Physical/Mental); Students.. Baanrak Kindergarten
Porn Panosot. Subsectors: Cultural Preservation; Early Childhood Development. Target Populations: Children; Educational Institutions; Teachers/Educators Panyotai Institution |
S.America
ARGENTINA
Dario Funes.Field Of Work: Economic Development. Subsectors: Employment/Labor; Rural Development. Target Populations: Educational Institutions; Fisherfolk;Youth…Colegio 721 "Caleta Hornos"
BOLIVIA
Maria Carmen Schulze. Subsectors: Youth Development. Target Populations: Students; Teachers/Educators… Espacio Cultural Creativo
BRAZIL
Manoel Andrade. Subsectors: Citizen/Community Participation; Rural Development. Target Populations: Educational Institutions<; Students.. PRECE - Projeto Educacional Coracao de Estudante
Mirian Assumpcao e Lima. Field Of Work: Human Rights. Subsectors: Crime; Criminal Justice. Target Populations: Law Enforcement; Prisoners; Youth
Maurice Bazin. Subsectors: Access to Learning/Education; Youth Development. Target Populations: Educational Institutions; Teachers/Educators; Underserved Communities…Espaço Ciencia Viva
José Francisco Bernades Milanez. Field Of Work: Environment. Subsectors: Agriculture; Natural Resource Management. Target Populations: Farmers/Sharecroppers; Youth… ECOFUND
Edison Durval Ramos Carvalho Subsectors: Non-formal Education.Target Populations: Educational Institutions; Students…GAIA - Grupo de Aplicação Interdisciplinar à Aprendizagem
Patrícia Chalaça Moreira. Field Of Work: Civic Engagement. Subsectors: Child Protection; Municipal Services. Target Populations: Educational Institutions; Students; Underserved Communities… Projeto CASA DA CRIANÇA
Lais Fleury Cunha. Subsectors: Access to Learning/Education; Municipal Services. Target Populations:Communities; Students.. Expedição Vaga Lume
Elie Ghanem. Subsectors: Citizen/Community Participation; Youth Development. Target Populations:Families; Students; Teachers/Educators…Ação Educativa-Assessoria Pesquisa e Informaçã
Socorro Guterres. Field Of Work: Human Rights.Subsectors: Cultural Preservation;>Tolerance/Pluralism. Target Populations: Communities; Indigenous Populations; Teachers/Educators.. Centro de Cultura Negra do Maranhão
Mauricio Correa Leite.Subsectors:Access to Learning/Education; Adult Education. Target Populations: Children; Students; Teachers/Educators.. Project Suitcase
Liane Maria Ribeiro Marcondes. Subsectors:Access to Learning/Education; Technology/Information Technology. Target Populations: Educational Institutions; Students…DIALOG-Educação, Tecnologia e Desenvolvimento
Maria da Graça Mendes de Abreu.Subsectors: Access to Learning/Education; Youth Development. Target Populations: Educational Institutions; Students; Teachers/Educators.. Rever - Por uma Forma de Re-educação
Jeruse Maria Romão. Field Of Work: Human Rights. Subsectors: Equality/Rights. Target Populations: Religious Communities;Youth…Núcleo de Estudos Negros - NEN
Ninom Rouze Moreira. Field Of Work: Health. Subsectors: Hunger; Nutrition/Wellness. Target Populations: Ecosystems; Indigenous Populations; Underserved Communities…Associação de Alternativas Nova Cultura
Edvalda Pereira Torres.Subsectors: Citizen/Community Participation; Rural Development. Target Populations: Educational Institutions; Students; Underserved Communities… OPARA - Empreendimentos Agroecológicos
CHILE
José Ancán. Subsectors: Intercultural Relations/Race Relations; Tolerance/Pluralism . Target Populations: Communities; Indigenous Populations; Teachers/Educators.. Centro de Estudios y Documentacion Mapuche LIWEN
Carmen Cisternas. Subsectors: Citizen/Community Participation;. Target Populations: Communities;>Students… Colegio San Luis Beltrán
Cynthia Duk homad. Subsectors: Access to Learning/Education . Target Population: Disabled (Physical/Mental);.. undación HINENI
José Reyes. Subsectors: Citizen/Community Participation; Youth Development .Target Populations: Educational Institutions; Students; Underserved Communities.. Escuela Francisco de Borja Echeverría
Helena Todd. Subsectors: Access to Learning/Education; Disabilities. Target Populations: Children; Disabled (Physical/Mental); Teachers/Educators .. Coorporacion Para el Desarrollo del Aprendizaje.
COLOMBIA
Arturo Muñoz.Subsectors : Violence and Abuse; Youth Development. Target Populations: Families; Government ;Street Children URDIMBRE
COSTA RICA
María Marta Camacho Alvarez.Subsectors: Access to Learning/Education. Target Populations: Children; Teachers/Educators … Program for Active and Creative Mathematics
ECUADOR
Máximo Cuji Subsectors: Conservation/Preservation: Cultural Preservation .Target Populations: Indigenous Populations; Students .. Univ. de Nacionalidades Indígenas de la Amazonía
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East Europe, Middle East, Old USSR CZECH R Helena Balabánová. Subsectors: Conflict Resolution;Tolerance/Pluralism . Target Populations: Minorities; Public; Students..Církevní Skola Pøemysla Pittra
HUNGARY
Gabor Fekete. Subsectors: Youth Development. Target Populations: Educational Institutions;Youth Baraka Foundation
Lajos Orosz. Subsectors: Access to Learning/Education; Citizen/Community Participation. Target Populations: Children; Educational Institutions; Underserved Communities…Small Regional School Union
Ferenc Orsos. Subsectors: Access to Learning/Education; Equality/Rights. Target Populations: Children; Minorities; Teachers/Educators..Roma Social and Cultural Methodological Center
LITHUANIA
Egl_ Pranck_nien_. Target Populations: Students; Teachers/Educators…Centre for School Improvement
POLAND
Grzegorz Tabasz. Subsectors:Conservation/Preservation;Natural Resource Management. Target Populations:Students; Youth..Stowarzyszenie Greenworks | Africa EGYPT Magdy Aziz. Field Of Work: Human Rights. Subsectors: Gender Equity.Target Population: Women .
Tamer Bahaa. Field Of Work: Human Rights. Subsectors: Access to Learning/Education; Disabilities. Target Population: Disabled (Physical/Mental)
Lynn Freiji. Subsectors :Access to Learning/Education . Target Populations : Children; Students
NIGERIA
Betty Agujobi. Subsectors: Adult Education; Health Care Delivery. Target Populations: Communities ; Educational Institutions.. Mediating for the Less Privileged and Women
Jane Olatunji Hughes. Subsectors: Access to Learning/Education. Target Populations: Children; Government; Teachers/Educators… Karatu, Nigeria Teacher-Led Reading Workshops
Peter Tiamiyu. Subsectors: Access to Learning/Education; Disabilities . Target Populations: Disabled (Physical/Mental); Educational Institutions; Teachers/Educators … Mass Braill Production Project
SENEGAL
Awa Fall-Diop. Subsectors: Adult Education; Gender Equity . Target Populations: Public; Students; Teachers/Educators .. ORGENS - Observatoire des Relations de Genre dans l`Educatio
SOUTH AFRICA
Sharon Levy. Subsectors : Citizen/Community Participation; Media/Communications. Target Populations: Children; Educational Institutions; Teachers/Educators.. The Teacher Trust.
Cynthia Mpati. Subsectors: Access to Learning/Education; Adult Education. Target Population: Teachers/Educators. Umlazi Teacher Training College
Trevor Mulaudzi . Field Of WorkCivic Engagement. Subsectors: Citizen/Community Participation; Waste Management/Sanitation. Target Populations: Children; Communities; Educational Institutions.. community Sanitation Projects/The Clean Shop
Peter Volmink Field Of Work: Human Rights. Subsectors: Citizen/Community Participation. Target Populations: Educational Institutions; Youth.. Human Rights Education Project
TANZANIA
Lazaro Moringe Parkipuny. Subsectors: Citizen/Community Participation; Cultural Preservation. Target Populations: Children; Indigenous Populations; Underserved Communities.. PINGOS FORUM
UGANDA
Craig Esbeck. Subsectors: Appropriate Technology; Capacity Building. Target Populations: Educational Institutions; Students; Teachers/Educators. Mango Tree Educational Enterprises |
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We don’t yet teach our children to see how networks map as systems* systems*systems. The compound consequences – be they multiplied by social or nature’s networks – connect ever more urgently to the sustainability of earth, as well as compounding every most vital need of the life of our species. Will we connect up understanding of networks as a lifelong curricula in time? Einstein was probably the first to ask this higher oder system question; and he made it clear that Gandhian action learning was essential to globalisation of sustainablity. Please tell us what practical or natural context makes a most dramatic eyeopener in your view…eg how about water? Water – A Question of Life and Death
A message to the churches of Europe from the Water Working Group of the European Christian Environmental Network (30th September 2006)
Introduction
For some time, concern about water issues has been growing in the churches of Europe. ECEN addressed the theme in 2003 at its Fourth Assembly in Volos, Greece (1). The papers submitted to that Assembly and the recommendations adopted were published and widely distributed. With gratitude we note that more and more churches are placing water on their agenda. In particular, we draw attention to the significant initiatives of the Ecumenical Patriarch of Constantinople, and the alliance established between churches in Switzerland and Brazil as an example of North-South ecumenical collaboration (2). In February 2006, building on these diverse efforts, the World Council of Churches proposed the establishment of an Ecumenical Water Programme, which is meant to provide a link and a platform for the activities of the churches throughout the world (3).
At this stage we want to share the following reflections with the churches in Europe:
1. Water – Source of Life. Water conditions life on the planet. Without water life could not have appeared on Earth. This insight has been intuitively expressed in the Bible. In all biblical accounts of the origin of life, water plays a central role (cf. Genesis 1 and 2) and several psalms praise God for the gift of rain and running water (Psalm 104:10). All plants, all animals and, with them, all human beings depend on the availability of water. Water is the pre-condition for the rich diversity of species, but also requires its own space and respect. Extreme care is therefore required to safeguard the gift of water for the benefit of all creation, and human beings, having received a special mandate within the whole of creation, have the responsibility to protect water from over-consumption and pollution. As the source of life water has a sacred quality that has been recognised by the world’s faith traditions. All faiths have knowledge and wisdom to share about the ultimate mystery, value and meaning of water.
2. Water and Climate Change. There are many Climate Change effects on the planet’s water cycle. One example is the diminishing amount of fresh water, while at the same time there is growing concern about marine water. About 97% of the world’s water is limited in its human use because of its salinity. Of the remaining 3%, most (2.15%) is locked in glaciers and the polar ice caps. Climate change is now melting this ice and therefore mixing fresh with salt water in the world’s seas and oceans, causing a major threat to global fresh water resources.
As another illustration, underwater reefs are in peril worldwide. As a consequence of the warming of the oceans, together with other issues such as tourism, over-fishing, construction of roads and buildings, over-exploitation by the cement and lime industries and the strong use of agro-chemicals on the coastal hinterland, large numbers of the world’s reefs are now under threat.
These reefs are the ecosystems with the most animal and plant species after the rainforests. It is calculated that they support at least 500,000 species. However, they are highly sensitive and react to long term stress prompted by global warming. 10% are damaged so badly that they cannot regenerate. Another 30% are in a critical state and will die within 10-20 years, and by 2050 a further 30% may be destroyed. These reefs absorb huge amounts of Carbon Dioxide, and are important carbon sinks which could be lost. (4)
Such challenges now affect the whole of life on Earth.
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4. Water as a common good. Today, many people have no access to unpolluted water or can only obtain it through harsh conditions. While in some parts water flows in abundance, in other areas it is scarce and difficult to reach. Such inequality always existed, but today it is aggravated for several reasons. Consumption and demand of water is growing. This inequality requires a common response. Though the inequality cannot be entirely overcome, common responsible action can considerably reduce its effects. Water is in principle a common good to be shared by all. The fundamental right to life is illusory without access to fresh water, and is therefore a basic human right. Conclusion
Water has both intrinsic and pragmatic value. In terms of human use, it can be a source of conflict, as is apparent in certain areas or times of shortage. Over-exploitation, contamination and fighting wars over water brings about death and destruction. However, we would wish to affirm that water could be an opportunity to develop common life and unity. Water, in our view, is therefore a source of dialogue, co-operation and unification between peoples, including communities of faith.
(1) Water – Source of Life, available from http://www.ecen.org/
(2) See the home page of the Swiss Federation http://www.sek-feps.ch/ and the National Conference of Brazilian Bishops www.cnbb.org.br
(3) The relevant documents can be found through the WCC website. See http://www.wcc-coe.org/
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