A Futuristic Approach to Education
Hello, welcome to my presentation. For the convenience of the viewer I have prerecorded my presentation on a YouTube video. I will post the link in a minute, I recommend you click on the link and watch the video. For those who cannot get YouTube or are not able to watch for some other reason, I will be posting the presentation, while the video is playing, here on the discord channel.
I have enjoyed watching all the presentations so far and find it interesting that they all fit perfectly within the futuristic education system I envisioned. Great minds think alike :-)
If anyone would like a complete transcript of my presentation please send request to johnfined13@gmail.com If you would like it in a language other than English, let me know, and I will send it in your native language.
A lot of research and development went into this presentation, I hope you enjoy, and it takes approx. 48 minutes to view. Here is this link https://youtu.be/nIpq9xC-c2M
Thank You
John E. Fine
AMP District 13
Education Conference
31 August 2018
A Futuristic Approach to Education
Copyright Notice
All diagrams, illustrations, and pictures were downloaded from the web, you may not use any materials within this presentation for commercial use. Proprietary rights are reserved for the original authors. Slight changes were made in some materials for illustration purposes. You may go to https://creativecommons.org/licenses/by-nc-sa/3.0/ for full details. Also any distribution or usage of this presentation for the purpose of authorship is strictly forbidden in accordance with the Asgardia COC, For use of this presentation and any contents within, please request permission from the author.
Thank You for your cooperation
INTRODUCTION
Hello, my name is John Fine and this is a photo of me, my lovely wife, and my daughter. We're standing in the beautiful city of Vienna Austria where we had our first Parliament session for the Nation of Asgardia. I am presently the Chairman of the Trade and Commerce Committee that is one of twelve committees within Asgardia Parliament. I’m also currently retired from the USA Military, working as a US Contractor, and am a CEO of a non-profit in the United States. I have 13 years’ experience in different forms of education, 10 as an instructor in the Army, 2 as a high school teacher/Auto technology instructor, and one as a substitute teacher. I also oversee the education department for my non-profit. As a father of 6 children education is very important to me. I believe everyone deserves a quality education and there should be a realistic way for them to achieve a quality education. My goal is to be able to assist all Asgardians in receiving an education that will advance them into the twenty first century and beyond.
ABSTRACT
Asgardia is a new nation needing a new approach to education, using the combine efforts from specialist around the world, the Asgardia Holistic Education System will be able to advance Asgardia into the twenty first century and beyond. The goal of the AHES is to give Asgardia a realistic goal of achieving a universal education system that does not discriminate access to education, and learning objectives, due to circumstances outside of the control of individuals, such as gender, birthplace, ethnicity, religion, language, income, wealth, location, comprehension, or disabilities. Asgardia is the first digital nation that will remain so for many years to come, Our citizens have very diverse cultures, practices, needs, traditions, religions, mannerisms, ideologies, education systems, governments, skill levels, and beliefs. With this kind of diversity, we must have an education system that addresses these issues. To do otherwise would create division or disunity and would violate the dignity of the individual. This system would have to be built on real world knowledge from a universal approach. The AHES is such an approach, it acknowledges every aspect concerning education and addresses the diversity of a worldly education system. This creation and implementation of a futuristic universal approach will prepare youth and adults for an accelerating twenty first century, by expanding traditional education methods with a broader approach that focuses not only on structure core competencies, but allows equal development in temperament, self-views, reasoning, emotion, physical, interpersonal, transpersonal, character, and citizenship. At the same time this system must also be able to address the needs of handicap and special needs individuals. Finally, we must have a system that partners with current worldly systems who have already addressed the issues of education throughout the world and compiled reports in collaboration with many nations that give a clear understanding of the educational direction, evaluation, accountability, and sustainable developmental goals.
SPECIALIST FROM AROUND THE WORLD
In developing the Asgardia Holistic Education System I primarily used the work from a study published by the Canadian Science and Education Center (International Education Studies Vol. 5, No.2, April 2012). In this study 4 professors of Psychology, combined the work of professors, scholars, and advisers from all over the world concerning Holistic Education.
(Mahmoudi, S., & Jafari, E., & Nasrabadi, H., & Liaghatdar, M., 2012) They concluded that “Holistic Education addresses the broadest development of the whole person at the cognitive and affective levels (Singh,1996). It aims for the fullest possible human development enabling a person to become the very best or finest that they can be and develop fully those capacities that together make up a human being.” From this study I adopted 4 key areas into the AHES, they are the 6 causes for Holistic education, the 4 pillars of holistic education, the 5 levels of wholeness, and the 10 basic principles of holistic education.
The 6 causes or the basis for Asgardia Holistic Education System are…
1) Perennial Philosophy (multiple forms of reality/ people experience different realities)
2) Indigenous World views (humans are interconnected/what affects one may affect all)
3) Life Philosophy (universal life processes/all humans go through the basics of life and have same basic needs)
4) Ecological Worldview (ecological literacy, environmental issues/our environment affects us all)
5) Systems Theory (interdependence of all things/we are more dependent to each other and the planet, then we realize)
6) Feminist Theory (caring relations and partnership education/feminist thought/equal rights/achieve political, economic, personal, and social equality of all sexes)
SPECIALIST Cont.
The AHES four pillars of Holistic learning are…
1) Learning to Learn (paying attention, perceiving, listening, curiosity, intuitiveness, creativity, taking responsibility of one's learning)
2) Learning to Do (resolving problems, rational decision making, teamwork, risk taking, take initiative, quality work ethic) (UNESCO, 1996)
3) Learning to Live Together (learning to live responsibly, respecting and cooperating with others, overcoming prejudice, dogmatism, discrimination, authoritarianism, and stereotypes)
4) Learning to Be (discovery of true human nature, essence of one's self, inner wisdom, intellectual, development of critical thinking skills, interdependent judgment, personal commitment and responsibility)
SPECIALIST Cont.
The word Holistic comes from a Greek word meaning “Wholeness” “The whole is greater than the sum of its parts” there are 5 levels of wholeness in the AHES, they are...
1) The Whole Person (integral being with 6 essential elements, physical, emotional, intellectual, social, artistic, and spiritual. “students are not perceived as a brain that must be programmed, but rather as a whole being”) (R, Miller 2000, Nava 2001)
2) Wholeness in Community (human relationships, stimulating learning, community, “learning how to establish appropriate human relationships as an objective of education.”) (R, Miller 2000, Nana 2001)
3) Wholeness in Society (nations ideological and economic dimensions, goals imposed on society, recognizing social crisis, and educating people for world citizenship and participatory democracy.) (Rudge 2008)
4) A Whole Planet (recognizing environmental crisis, global awareness, and respect for nature)
5) The Holistic Cosmos (complete context gives meaning to our being, in touch with ourselves, awakening, universal love, unconditional freedom, brotherhood, peace, and compassion.) (Nana 2001)
SPECIALIST Cont.
Lastly the 10 basic principles of the AHES are…
1) Human Development, (primary purpose is to nourish inherent possibilities of human development. Develop the “Whole” person. Deepen relationships to self, family, community, global community, the planet, and the cosmos.)
2) Honor Individuality, (each learner is unique, inherently creative, with individual needs and abilities. Create a sense of tolerance, respect, appreciation of diversity, and an unlimited capacity to learn.)
3) Central Role of Experience, (learning is an active, multisensory engagement between the learner, the teacher, the parent, the coach or advisor, the professor, and the world at large. This mutual contact empowers the learner through growth and experience.)
4) Holistic Education, (wholeness implies that each academic discipline provides merely a different perspective on the rich, complex, integrated, phenomenon of life.)
5) New Role of Educators, (facilitators of learning of an organic natural process. Teachers require the autonomy to design and implement learning environments that are appropriate to the needs of the students.)
6) Freedom of Choice, (students and parents have opportunities for real choice at every stage of learning. Atmosphere of freedom, natural progression determines pathway.)
7) Educating for a Participatory Democracy, (education is based on democratic values, and empowers citizens to participate in meaningful ways in life, community, and the planet.)
8) Global Citizenship, (Appreciation for the magnificent diversity of the human experience. Connected to a global community, interchanging global ideas, cultures, believes, learning objectives, potential, science and technology.)
9) Earth Literacy, (education promotes awareness and reverence for all life, and promotes a healthy relationship between humans and the natural world. Recognizes the complexity of earth and how we are connected.)
10)Spirituality and Education, (individuality is expressed through talents, abilities, intuition, and intelligence. A deep connection to self and others, a sense of meaning, purpose, and to truly know oneself. A strengthened relationship to others, our environment, the planet, and the universe. Balance in “Wholeness”)
AHES INTEGRATING APPROACHES
The word holistic was coined in 1926 by Gen. J.C. Smuts (1870-1950) and is based on the Greek root word holos, which means ‘whole’. Today this word is used in a wide variety of meanings and areas. (such as health, science, technology, religion, education, business, agriculture, leadership, and so forth) The learners meaning of Holistic from the Webster dictionary is; “relating to or concerned with complete systems rather than with individual parts” This basically means that whenever a holistic approach is used in education it’s being used to educate the whole person in all areas that will affect their life, and not just in academics.
AHES INTEGRATING APPROACHES
AHES will have 7 Holistic approaches integrated into the system. These approaches will be available and used where and when needed. They will also have different levels and stages of growth where each may apply. The learner and their support team will determine which approaches best fit the individual. However, these systems already have integrated ideologies from the other systems. By taking the best from the best you create a sustainable future, integrating these systems together will give us a universal approach that will meet the demands of a diverse nation as in Asgardia. This will also allow us to grow into the desired structure we need for space. The approaches are…
1) Holistic Technology Approach) (focuses on the interdependence of system components. “To know things is to know things in relation; to know a part is to know how it connects with the whole”. Combined with Bloom’s Taxonomy theory) (Seemann, 2003) (Armstrong, P.,2018)
2) Holistic Agriculture Approach (Farming for sustainability requires a holistic approach to farm planning and management, one must understand the greater whole in order to understand its parts and how everything is connected. Environments, waste, food, animals, and resources.) (Ikerd, 1993)
3) Holistic Leadership Approach (addresses analytical, conceptual, emotional, and spiritual domains of leadership, practice, and development in relation to the whole person.) (Quatro, Waldman, Galvin, 2007)
4) Holistic Waldorf Approach (a philosophy of education based in teaching children and what is required to enable them to grow up to become true individuals with inner strength, intellectual capacity, adaptability, empathy for humanity and environment, sound judgement, the willpower to put ideas into practice.) (Miller, 2018)
5) Holistic Montessori Approach (emphasizes on independence, freedom within limits, and respect for a child's natural psychological and social development. Pioneer of self-directed education) (David, L, 2016)
6) Holistic STEAM Approach (restructuring learning environments to provide project-based learning environments in science, technology, engineering, the Arts, and mathematics, that give students access points for guiding student inquiry, dialogue, and critical thinking.) (MOE, 2018)
7) Holistic Reggio Emilia Approach (a philosophy rather than a rigid system, to both teaching and learning, based on the principle of learning by doing, emphasizes hands-on discovery learning that allows the use of senses in all languages of learning, applied mostly to pre-school and early childhood, Co-learner Approach.) (Gribble, 2017)
AHES INTEGRATING APPROACHES cont.
Some Asgardians may be wondering why I adopted holistic approaches like agriculture, leadership, STEAM (Science & Technology, interpreted through Engineering & the Arts, all based in Mathematical elements) and Technology. The reason is simple these are all areas that will have direct impact on Asgardia and its ability to transfer into space. Agriculture will play a big role in space; therefore, it is essential we create learning objectives to address this issue.
Here is a slide to help explain all the areas that we would need to address.
Leadership is key to any organization, we must prepare Asgardians to be leaders, by integrating holistic leadership into our education system we will enhance the quality of life for all Asgardians and prepare our nation for a sustainable future, this slide shows how holistic leadership works.
STEAM is a new concept developed in the United States, it combines the elements of STEM (an approach used in the US education system) and adds a 5th element of the Arts. This is truly an amazing approach that will add value to Asgardia education system. This will also give Asgardians the structure they need to advance to space and allow visionary's, explorers, and inventors to overcome the gap that currently prohibits long term space habitation. This slide gives a perception of how STEAM works.
Finally, Technology, well to be an advanced nation, we must have advanced technology, therefore; integrating a holistic technology approach combined with Bloom’s Taxonomy, into our educational system can only be beneficial and help us reach our futuristic goals.
AHES INTEGRATING APPROACHES
By integrating these approaches we mix the best tasting holistic education system to move us beyond the twenty first century and create sustainability.
ASGARDIA HOLISTIC EDUCATION FRAMEWORK
Asgardia holistic education system will have six primary areas for its framework, these areas are essential in creating a sustainable universal education system, that will properly address the diversity of Asgardia citizens. These areas are;
1) 21st Century Student Outcomes and Support Systems (CSOSS)
2) Core Curriculum Matrix (CCM)
3) Digital Literacy (DL)
4) Holistic Education Development (HED)
5) Holistic Model (HM)
6) And Holistic Developmental Goal (HDG)
Our world is changing rapidly, it is becoming more digital than industrial. Technologies are replacing the work force leaving many without the necessary resources for their wellbeing. AHES must address this issue and prepare a framework that will solve current 21st century educational issues, and advance Asgardia into a sustainable future. The CSOSS is designed with the sustainable developmental goals of an international community. The CCM enhances traditional educational curriculum with holistic educational curriculum to give us our core competencies. With CCM we create our knowledge and skills in the HDG framework. Since Asgardia is a digital Nation it must have Digital Literacy (DL). The AHES will initially be a digital system. It will start home based then expand to computer labs most likely located in Asgardia embassies. When we finally do reach space the AHES will most likely remain digital but may be housed in a classroom environment. Digital is definitely the way of the future so for
Asgardia to be prepared we must have DL. DL will also create knowledge and skills in the HDG framework. The Holistic Education Development are developmental areas of the learner, using the AHES the learner will achieve progressive development in education and enhance their skill levels. The Holistic Model gives a collaborating worldly overview of what the AHES will achieve in attitudes and values. Finally, Holistic Development Goal (HDG) pulls everything together, so we achieve our sustainable developmental goals.
ASGARDIA HOLISTIC EDUCATION FRAMEWORK
Asgardia holistic education system will have six secondary areas for its framework, these areas are essential in creating a sustainable universal education system, that will properly address the diversity of Asgardia citizens and give us the desired effect in learning, competencies, implementation, planning and design, management, accountability, and partnerships.
These areas are;
1) Learning Support Team (LST) All great systems must have great support teams, the AHES is no exception, the big difference is our support team will be co-learners, they will work in collaboration with the learner as a team. This way relationship becomes just as important as education does.
2) Key Learner Competencies (KLC)
The AHES will have 5 levels of competencies that will be achieved by the learner. Although each individual will achieve at their own pace at the end of the HDG, learners will achieve…
4) Curriculum Planning and Design (CPD)
5) Management and Accountability System (MAS)
6) Holistic Education Global Partnerships (HEGP)
Holistic Education Global Partnerships
In order to insure a smooth transition into a Holistic Education System, it is important to partner with organizations that have already done the leg work towards a worldly holistic approach. The UNESCO (United Nations Educational, Scientific and Cultural Organization) is a good start. They focused in key areas of education that address the current paradigm concerning world education systems and give feasible approaches to education that will unite nations in a collaborative process towards a world education partnership. The key Holistic Educational areas are;
● Sustainable Developmental Goals
● Assessments and Evaluations
● Accountability
Other partnerships may include OECD- (The Organization for Economic Co-operation and Development),
PISA-(Program for International Student Assessment),
TIMSS-Trends in International Mathematics and Science Study), and
PIRLS-(Progress in International Reading Literacy Study),
EISA-(European Initiative for Sustainable Development in Agriculture),
STEAM-(Science & Technology, interpreted through Engineering & the Arts, all based in
Mathematical elements)
About Leaders University,
Online educational platforms and programmers, and many more.
My wife Janet will present SDG, A&E, and Accountability, for this portion of the presentation.
INTRODUCTION
Hi, my name is Janet and I’m pleased to meet everyone. My educational background expands over 24 years. I am an educator for both regular education children and special education children. I have also been a Department Chair, 504 chair, SST chair, and a Learning Support Specialist. Education has always been my passion, and I am always looking for new innovative research-based initiatives in education to better support my classroom. Teaching the “Whole” child should be a teacher’s first responsibility in any classroom. We are to insure our children are prepared for the twenty first century and beyond.
UNESCO DEVELOPMENT GOAL 4, 2030 FRAMEWORK
The new 2030 Agenda for Sustainable Development and its indicator framework set a high standard for national and international information systems. Monitoring the implementation of, and progress towards, the multiple components of the standalone education goal (Sustainable Development Goal (SDG) 4) requires quality data. Defining the standards of quality data production and assessing the quality of data for this purpose are challenges underlying the national and international monitoring mechanisms already in place. In particular, what changes need to occur and by whom are critical questions to obtaining viable cross nationally-comparable data on education.
During the process of developing indicators and producing data, countries and advisory groups called for transparency and appropriate documentation of statistical processes. The UNESCO Institute for Statistics (UIS) and its partner agencies are major contributors in terms of data collection, indicator development and strengthening of national data systems for quality monitoring of SDG 4. Given the gap between national statistical capacities and the stringent set of expectations for quality data production, the UIS is providing national stakeholders with the methodologies and instruments they need to face the monitoring challenge of the SDG 4 agenda.
(UNESCO, 2017)
OECD EDUCATION 2030
The aim of OECD's Education 2030: The Future of Education and Skills project is to support countries in finding answers to two far-reaching questions: What knowledge, skills, attitudes and values will today's students need to thrive and shape their world in 2030? How can instructional systems develop such knowledge, skills, attitudes and values effectively?
The goal is to explore the bigger picture and longer-term challenges facing education through the development of a conceptual Learning Framework for 2030; and make the process of curriculum design more evidence-based and systematic through an International Curriculum Analysis.
OECD Education 2030 works with countries, thought leaders, experts, school networks, school leaders, teachers, students, and social partners, and aims to help stakeholders within the education system to effectively implement curriculum reform. The project allows stakeholders to exchange ideas, learn from and compare best practices and contribute to creating a new learning ecosystem. OECD Education 2030 focuses on secondary education as a starting point, while recognizing the importance of the learning progression across grade levels and life-long learning.
(OECD, 2018)
ACCOUNTABILITY
WHY ACCOUNTABILITY MATTERS?
Despite strong progress in education, there are significant challenges to achieving the global education goal, SDG 4: Children cannot read after several years of school in sub-Saharan Africa; examination pressure is having an impact on gender gaps in China; the excess focus in education on employability is being questioned in Germany; decentralization is posing challenges for underfunded rural schools in Pakistan; low-quality private universities are proliferating in Paraguay; refugee children have severely constrained education chances, especially those fleeing war in the Syrian Arab Republic.
Faced with education challenges, the public wants to know who is responsible and policy-makers look for urgent solutions. Increased accountability often tops the list. When systems fail, people call for someone to be held responsible and for mechanisms to be in place that ensure corrective action.
WHAT IS ACCOUNTABILITY? WHOM DOES IT INVOLVE?
Accountability is a process, aimed at helping actors meet responsibilities and reach goals. Individuals or institutions are obliged, on the basis of a legal, political, social or moral justification, to provide an account of how they met clearly defined responsibilities.
But reaching SDG 4 is often a collective enterprise. Ensuring inclusive, equitable and good-quality education requires all actors to make a concerted effort to meet their responsibilities.
Accountability, therefore, does not easily rest with single actors. For instance, schools may be responsible for providing supportive learning environments, but to deliver on this they rely on governments providing resources, teachers respecting professional norms and students behaving appropriately. Increasingly, however, voices call for holding people accountable for outcomes beyond their control. Individuals cannot be held accountable for an outcome that also depends on the actions of others.
WHAT DOES AN EFFECTIVE ACCOUNTABILITY SYSTEM LOOK LIKE?
Everyone has a role to play in improving education. Student movements have often swayed policies on equitable and affordable education. The media plays a key role in investigating wrongdoing and reporting corruption. Civil society support can be crucial.
But accountability starts with governments. They are ultimately the primary duty bearers of the right to education.
A credible education plan is the basis for accountability. It should have clear targets and lines of responsibility and allocate resources through transparent budgets that can be tracked and queried.
Policy processes must be open to broad and meaningful consultation. Transparency of information is vital to make accountability work.
Independent checks and balances help hold governments to account. Legal and regulatory routes to accountability are the backbone of a well-functioning state. (UNESCO, 2017/18)
AHES Global PARTNERSHIPS SUMMARY
By aligning the AHES with the objectives of UNESCO and OECD development Goal 4, and Education 2030, we create the proper assessments and evaluations to insure a sustainable future in education. Using the resources of these partnerships insures a proper accountability framework is achieved, a sustainable developmental goal is achieved, and the diversity of a worldly education system is recognized for all learners, so that we achieve an holistic framework in education. This way we create a sustainable education system that works for everyone no matter what their situation may be and allows us to progress into the twenty first century and beyond. Thank You and now my husband will finish the presentation.
ENDING and Q&A
With a Holistic Education System, we will turn this…
Into this…
Thank You this is the end of my presentation you may submit any questions or replies to this blog or other pages within this website.
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