Prof. Geshe Lobsang Negi, Professor and Director Emory-Tibet Partnership, Emory University, will speak on the new learning framework SEE Learning, that was developed in response to H.H. the Dalai Lama’s vision on education. Prof. Geshe Lobsang Negi oversees the SEE Learning program and led the development of the SEE Learning framework.
SEE Learning—social, emotional and ethical learning— is a teaching framework and methodology developed by the Tibetan-Emory University program. SEE Learning takes a holistic approach to education that supports well-being by cultivating prosocial behavior and socially responsible decision making. SEE Learning is a competency-based system, not a prescriptive list of values or rules, and the curricula are adaptable to local needs. The intention is for compassion-based ethics to be incorporated into existing curricula, where it will permeate and enhance each school’s pedagogy.
Community on Contemplative Education (CCE)
Prof. Dr. Katherine Weare, Ph.D. Professor, Universities of Exeter and Southampton, international expert on mindfulness in education and joint author Happy Teachers Change the World.
TheCommunity of Contemplative Education (CCE) aims to help schools and universities cultivate a more holistic, creative, ethically based, and compassionate approach to meet the challenges of the 21st century. This new initiative is bringing together the many practitioners and researchers who are involved in contemplative and mindfulness in education in European countries. In the first year we have carried out a wide ranging investigation to map the field, build consensus, partnerships, and community, uncover existing strengths and activity, and start to determine what new supports and resources will help this field flourish. The vision is for CCE to become a hub that can help bring people together, build supportive platforms, partnerships and networks, initiate pilot projects, and uncover, create and disseminate inspirational resources.
Skillsheet for Heart, Mind & Hands
Prof. Dr. Rob van Tulder,Rotterdam School of Management, Erasmus University
At the 2014 meeting of Education of the Heart we addressed how to combine the dimensions of heart, hands and heads, also known as the ‘activation trinity’. Achieving this trinity not only poses a philosophical but also a skills challenge – one in which we don’t look for a compromise between the three key components, but for a synthesis. Moreover, the importance of this approach is increasingly acknowledged due to specific societal challenges that are not only faced by institutes of higher education, but actually by the whole of modern society.
These have become known as ‘21st century skills’. They provide the agenda for educational institutes as well as for anyone who wants to play a meaningful role in society and/or deal with the positive and negative sides of an increasingly complex society. These skills are detailed in the third edition of the Skill Sheets (published by Pearson? Date?), which includes not only many skills relating to motivation, partnering and so-called societal intelligence, but also presents educators and students alike ways to create a synthesis between head-heart-hands in a variety of concrete skills. Click here for the booklet or more information: www.skillsheets.com
Dialogue and exchange on: where do we start?
Dr. Saskia Tjepkema, Kessels & Smit, The Learning Company, consultant and coach and co-author of ‘Waarderend veranderen: Appreciative Inquiry in de dagelijkse praktijk van managers’.
After exploring our vision for education, an important question is how to foster its development in schools that are not only focused on cognitive performance but also on areas like wellbeing, purpose, building positive relationships, etc.. Interesting examples of individual initiatives that enrich school cultures abound. We all know stories of schools that are experimenting with a ‘whole school approach’ towards more positive education, which starts with teachers and staff taking time to explore their purpose, strengths and wellbeing and building practices in the school that correspond with those skills. In the next phase they turn to the children and parents and change their classroom practices to help children grow in these areas. What can we learn from the experiences of these schools? And what can you do in your daily practice as a leader, teacher, consultant, parent, or ….. to contribute to ‘education of the heart’? We will share some stories and examples and also make room for dialogue and reflection on your ideas for individual action: what would you like to do?