Global citizenship sotf 2017v3

Global Citizenship and Contemplative Education Cultivating Kindness, Self-Awareness and Critical Thinking in Everyday Classroom Activities

http://bit.ly/2gGGFCD

Schools of the Future Thursday, October 26, 3:15 PM - 4:15 PM Room 304B

What’s the very best thing that has happened to you so far today?

The Power of a Beautiful Question

From a simple, unconditionally positive query, “What’s the best thing that’s happened to you so far today?”:

• Joy • Delight (laughter) • Kindness • Curiosity • Courage • Relief • Respect(ful Inquiry) • Gratitude (we all want to share and listen to stories) • Interest • Connection • Relatedness • Playfulness • Awe • Love

What do you most want for your students / children?

These are mostly non-cognitive skills and need to be developed along with cognitive skills.

Contemplative Educators

Laurie Faure Chris Zorn

Imagine‌ A Magic Wand.

Photography

Social Studies

Oratory

Digital Film

Health/Physical Education

Science

Visual Art

Technology

Journalism

Storytelling

Music

“Arts”

Creative Writing

Language Arts

Academics

Math

Drama

Compassion

Reflection

Effortless Attention

Self-Management Altruism

Introspection

Insight

Contemplation

Self-Awareness

Solitude

Sense of Purpose

Simplicity

Wholeness

Awareness of Other

Interconnectedness

© 2017 The Contemplative Educator

Contextualizing Empathy Awareness of Place Belonging

Photography

Social Studies

Oratory

Digital Film

Health/Physical Education

Science

Visual Art

Technology

Journalism

Storytelling

Music

“Arts”

Creative Writing

Language Arts

Academics

Math

Drama

Compassion

Reflection

Effortless Attention

Self-Management Altruism

Introspection

Insight

Contemplation

Self-Awareness

Solitude

Sense of Purpose

Simplicity

Wholeness

Awareness of Other

Interconnectedness

© 2017 The Contemplative Educator

Contextualizing Empathy Awareness of Place Belonging

Our Vision We envision education at all levels that provides students with the tools, attitudes and practices for the development of the whole human, both inner and outer, and for the personal discovery of our interconnectedness with all things, transforming how we relate to ourselves and each other, to our local and global communities, and to our environment.

Pathways We Start with the Mindset (the View)

When a person enters your classroom, what do you want them to notice and feel?

How might we cultivate a child’s self-awareness and innate human capacities?

What might it look like if you approach your classroom from the point of view of the whole child?

How might we discover the underlying assumptions and beliefs we hold about our teaching?

Pathways We Adopt Practices

How might I apply the idea of “practice� to non-cognitive skills?

What daily or weekly practices might I incorporate into my classroom environment?

What ONE practice could I do with my students that would have the greatest impact on the classroom environment?

What practice could I do regularly that would honor and develop the whole child?

Key Appreciations To Develop the Whole Child

Underlying Wholeness The Container of Learning Words Create Worlds Non-Cognitive Knowing Silence, Reflection and Solitude

Wholeness Mindsets

• We are part of innumerable and interconnected webs of relationships • Whole cannot be understood by looking at individual parts (yet reductionist thinking is often taken-for-granted in our culture) • Whole is experienced through intuition & feeling along with cognition • Recognition of wholeness awakens us to our role in creating and sustaining it • Wholeness applies to students, classrooms, communities, global and beyond

Wholeness Practices

Seeing the Best Brings Out the Best Systems Thinking (games, projects, charts, maps) Extension (of awareness) practices (from gratitude to food) Inclusion: Circle as metaphor and practice, tracking individual contributions and rippling consequences, Council/circle sharing

The Container of Learning Mindsets

• Space, energy and intention • Inclusion • Rituals • Reminders • Symbols of Inquiry

The Container of Learning Practices

• Inclusion: Circle as metaphor and practice, individual contributions matter and ripple outward • Rituals: Entry/exit, conscious use of words, shared ownership, special events/celebrations • Reminders: Flowers, altar, written words, music, movement • Symbols of Inquiry: Thinking chair, connection chart, quiet safe space

Words Create Worlds Mindsets

• We create our “reality” through conversation/language • We choose what we talk and inquire about • Whatever we focus on, grows • Our choice of words is fateful: “Be impeccable with your words”

Words Create Worlds Practices

• Conscious use of words • Appreciation/gratitude practices: writing, art, journaling, visualizations • Music: chants, invocations, singing with intent • Circle practices: storytelling, sharing, restorative justice / “problem” solving, brainstorming, ceremony, council (talking stick) appreciation circles

Non-Cognitive Knowing Mindsets

• Honor the infinite receptivity and awareness of the human soma • Recognize that the domain of the soma is outside the realm of the conceptual, thinking “left brain” • Validate proprioception, kinesthesia and a refined, subtle awareness of our human somatic experience • Unique and critical human capabilities include imagination, awe, wonder, curiosity, emotion, reflection, contemplation

Non-Cognitive Knowing Practices

• Awareness practices: Sensory practices (active listening, tasting) conscious breathing, intentional games, owl vision, intuitive practices • Contemplative movement: silent walks, tai chi, yoga, stalk walking, labyrinth walking • Provocative propositions: Sensory tables, tech take-apart, beauty in nature, questions without clear answers, imagination & visualizations • Emotional inquiry

Silence, Reflection & Solitude Mindsets

• Silence and reflection is an important and necessary part of deepening the learning experience • Silence and reflection lead to valid understanding and knowledge and so are given privilege and place in the school day • Silence and reflection are a critical part of the learning cycle: act, reflect, act again with more awareness • Solitude

Silence, Reflection & Solitude Practices

• Journaling • Take Time Away • Silent Walk

Classroom Case Study ULS 2/3 Grade Words Create Worlds

Classroom Case Study - ULS 2/3 Grade - Summary Words Create Worlds - Altar of Positive Peace Words Student Generated / Ownership Becomes Part of the Classroom Culture / Valued On-going Practices Inner Aspirations and Intentions Made Visible Shared with Community

Change begins at the moment you ask the question...

How might I cultivate the inner experience of children in my classroom?

How might the culture of my classroom change, if I value the container of learning?

How would the world be different if all children developed their inner contemplative skills as much as their outer academic knowledge?

Again, Imagine… Your Magic Wand.

The Contemplative Educator Our Mission The Contemplative Educator transforms education, creating passionate and peaceful learning environments that develop kindness, self-awareness and critical thinking in service of a more tolerant, peaceful and compassionate global society.

...transforming education

Join Us On the Journey...

faure@hawaii.edu chris_zorn@universitylaboratoryschool.org thecontemplativeeducator.org http://bit.ly/2gGGFCD