{"id":276,"date":"2011-02-28T14:01:06","date_gmt":"2011-02-28T14:01:06","guid":{"rendered":"http:\/\/ariresearch.org\/ru\/?p=276"},"modified":"2015-05-11T09:35:03","modified_gmt":"2015-05-11T09:35:03","slug":"the-fundamental-principles-in-a-globally-aware-education","status":"publish","type":"post","link":"https:\/\/ariresearch.org\/ru\/education-principles\/the-fundamental-principles-in-a-globally-aware-education","title":{"rendered":"The Fundamental Principles in a Globally Aware Education"},"content":{"rendered":"

\"TheGlobally aware education does not happen by studying for knowledge\u2019s sake, but by forming a suitable environment for our children \u2013 an environment that facilitates their development by giving them an understanding of themselves and the world, as well as the opportunity to realize their enormous untapped potential.<\/strong> <\/p>\n

The ten fundamental principles in global education are:<\/p>\n

    \n
  1. The environment builds the person <\/strong>\u2013 A child is influenced, fist and foremost, by the environment of children he or she is in. Therefore, it is important to create a miniature environment consisting of children and resembling a small family where everyone cares for one another. A child who grows up in this environment will not only be able to express all of his creativity and potential, but will also develop a feeling of care for others and a sense of responsibility to build a similar society in the greater world.<\/li>\n
  2. Example<\/strong> \u2013 Children learn from example, including the close and personal examples they receive from teachers and parents, as well as those coming from the mass media and more generally, all of the information to which they are exposed.<\/li>\n
  3. Equality<\/strong> \u2013 The study process should not involve a superior figure, such as a teacher. The learning should instead be facilitated by an educator who behaves and is perceived as \u201cone of them,\u201d despite his or her age. For example, class should be held with the children and educators sitting in a circle and having a discussion together at eye level. The educator\u2019s role in guiding the learning process is to gradually lead the children to increasingly higher levels in all aspects of learning.<\/li>\n
  4. Small groups with several teachers<\/strong> \u2013 In the optimal scenario, each group of 10 to 15 students is accompanied by two teachers and one psychology expert. This creates the intimacy necessary for an efficient education process.<\/li>\n
  5. Documentation of activity<\/strong> \u2013 The activities are documented in video in order for the children to watch them together afterward. This enables the children to observe themselves from aside, to see how they behaved and reacted in various situations, to analyze the changes they are going though, and to develop an ability to self-reflect.<\/li>\n
  6. Long school day<\/strong> \u2013 The school day should extend into the afternoon and include study, rest, meals, playtime, and discussions, with all of the children participating in all the activities together. The extended hours spent in the school environment will maximize the environment\u2019s influence on the children and accelerate their development.<\/li>\n
  7. Weekly trips and tours<\/strong> \u2013 One day a week the children go outside of the school walls to learn about the world they live in first hand. Places to visit may include nature reserves, zoos, parks, factories, agricultural communities, filming locations, theaters, hospitals, operating rooms, maternity wards, government institutions, nursing homes, and more. Children will thereby learn about all the different processes taking place in the circle of life in our world. The tour should be accompanied by explanations and afterwards the children should discuss what they saw.<\/li>\n
  8. Older children teach juniors<\/strong> \u2013 The older age groups should \u201cadopt\u201d the younger age groups, while the younger groups should adopt those younger than them, and so on. Then everyone will feel that they are partners in a vital process. In addition, children are influenced most by those slightly older than them, so this approach will make the learning process as efficient as possible.<\/li>\n
  9. Preparation for family life from early maturity<\/strong> \u2013 Children ages 11 and up should receive a complete preparation to family life. This includes the understanding of the other gender\u2019s psychology, which will allow future spouses to reach mutual understanding.<\/li>\n
  10. Parental support<\/strong> \u2013 Parents have to support the educational process by setting up a home environment that is harmonious with what happens at school. Parents should speak with their children about the values he or she learned in school as well as exemplify these values through their behavior. Certainly, the parents should not try to instill different values.<\/li>\n<\/ol>\n

    Using these educational methods, we enable a child to become familiar with the great diversity of life and to reach the understanding that cooperation with other people as well as all of nature is the key to a happy, successful life. If this understanding is instilled in the young generation, the entire human society will rise to a higher degree of awareness and being.<\/p>\n","protected":false},"excerpt":{"rendered":"

    Globally aware education does not happen by studying for knowledge\u2019s sake, but by forming a suitable environment for our children \u2013 an environment that facilitates their development by giving them an understanding of themselves and the world, as well as the opportunity to realize their enormous untapped potential.<\/p>\n","protected":false},"author":30,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[14],"tags":[],"_links":{"self":[{"href":"https:\/\/ariresearch.org\/ru\/wp-json\/wp\/v2\/posts\/276"}],"collection":[{"href":"https:\/\/ariresearch.org\/ru\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/ariresearch.org\/ru\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/ariresearch.org\/ru\/wp-json\/wp\/v2\/users\/30"}],"replies":[{"embeddable":true,"href":"https:\/\/ariresearch.org\/ru\/wp-json\/wp\/v2\/comments?post=276"}],"version-history":[{"count":11,"href":"https:\/\/ariresearch.org\/ru\/wp-json\/wp\/v2\/posts\/276\/revisions"}],"predecessor-version":[{"id":2163,"href":"https:\/\/ariresearch.org\/ru\/wp-json\/wp\/v2\/posts\/276\/revisions\/2163"}],"wp:attachment":[{"href":"https:\/\/ariresearch.org\/ru\/wp-json\/wp\/v2\/media?parent=276"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/ariresearch.org\/ru\/wp-json\/wp\/v2\/categories?post=276"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/ariresearch.org\/ru\/wp-json\/wp\/v2\/tags?post=276"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}