The organizer of the conference – Natalia Oralova – an art-adviser of integrating and rehabilitating workshop-theatre.

Paskal Parsat – a leader of integrating theatre (France), Kurakina M.O. – vice-president of Russian Theatres Union in Germany, theatre teachers, representatives of specialized schools, educational institutions and NGOs took part in the conference.

Lidia Shkorkina – vice-president of International Association of World Education made a speech on “Danish experience in working with handicaps”.

Fredag den 23. marts, 2012, kl. 14.30 – ca. 22, arrangerede DRF i Region Sjælland  et seminar om ”Grundtvig og Rusland” på Udby Kro, Lundby. Seminaret var en succes, nærmest et tilløbsstykke. De 40 billetter blev solgt på rekordtid, og vi havde en lang venteliste.

Udby Kro er et særdeles velegnet sted for et Grundtvig – arrangement, idet kroen er en gammel privilegeret, kongelig kro, som stammer fra 1821, måske tidligere, og som altså i en eller anden form eksisterede allerede på Grundtvigs tid.

Kroen ligger kun et par kilometer fra Udby Præstegård, hvor Grundtvig blev født, hvor han  tilbragte en del af sin barndom og  hvor han senere var kapellan hos sin far.

Efter ankomsten til kroen med velkomst, tak til Folmer Wisti Fonden, Grundtvig-sang og kaffe med russiske pandekager, begav selskabet sig – de fleste på gåben i det strålende forårsvejr – til præstegården, hvor vi beundrede de gamle bygninger fra 1600 – tallet. Dorrit Røtting gav en grundig, humoristisk og levendegennemgang af Grundtvigs liv fra vugge til grav, vi beså samlingerne,  og begav os derefter til kirken, hvor i særdeleshed de skæve hvælvinger og de middelalderlige kalkmalerier vakte interesse. Bl.a. ”livets lykkehjul” med dens talende symbolik på livets gang er anvendt i Grundtvigs salme ”Har vi toppet, må vi dale, det er loven under sol.” Til sidst beså vi mindestenen på Grinnebakken, rejst til ære for Grundtvig i 1883, 100 år efter hans fødsel, og besøgte den gamle præstegårdshave med  ”Grundtvigs lind” og de smukke Dorothea – liljer i fuldt flor.

Tilbage på kroen stod en russisk buffet parat med bl.a. borsjtj, svamperetter, blinier, russiske salater, soljanka og hjemmebagt brød på et bord, pyntet op med et russisk sjal som dug, og  ikoner, danske og russiske flag og russiske pyntegenstande som dekorationer.

Dagens højdepunkter var Lida Shkorkinas og Karsten Fledelius’ foredrag. Lida betonede især Grundtvigs universalitet, aktualitet og brugbarhed i alle lande og alle tider samt fremviste / fortalte om  egne publikationer om Grundtvig på russisk, både artikler og digte / sange / salmer samt arbejdet med at udbrede interessen for Grundvigs ideer i Rusland og via de kanaler, som Association for World Education tilbyder.

Karsten Fledelius gav et inspiret  og inspirerende oplæg, hvor han med udgangspunkt i slægtskabet mellem Grundtvigs kristendoms – og kirkesyn og den orthodokse kirke argumenterede for, at vi danskere ikke ser skoven for bare træer, dvs. vi ser ikke Grundtvigs universalitet.  Det er godt, at iagttagere fra andre lande kan se, hvad vi ikke selv har haft øje for.

Da deltagerne forlod stedet, takkede de for et godt arrangement. Mange roste det varierede program og pegede på, at blandingen af sang, muligheden for personlige samtaler under kaffen og spisningen, spadsereturen i det dejlige forårsvejr, besøget i Mindestuerne, og de levende og udfordrende foredrag var en oplevelse, de ikke ville glemme.

Bestyrelsen vil  drøfte muligheden for at gøre et Grundtvig / Rusland – seminar til en årligt tilbagevendende begivenhed.

Holmegaard, den 28. marts, 2012
På vegne af Dansk – Russisk Forening i Region Sjælland
Med venlig hilsen
Gunvor Andersen

As the resolution states “Social development and social justice are indispensable for the achievement and maintenance of peace and security within and among nations, and that in turn, social development and social justice cannot be attained in the absence of peace and security or in the absence of respect for all human rights and fundamental freedoms.”

The Preamble to the UN Charter makes social justice one of the chief aims of the organization using the more common expression of that time “social progress”.  The Preamble calls for efforts to “promote social progress and better standards of life in larger freedom.”

The US representatives who worked on the draft of the UN Charter were strongly influenced in their views of social progress by the “New Deal” legislation of President Roosevelt and its philosophy as it had been set out by his Vice-President Henry A. Wallace in 1942 when he set out the US war aims. Wallace’s speech was the first time that the war aims of a country were not stated in terms of “national interest” and limited to the demands that had produced the start of the war.  Wallace, who had first been the Secretary of Agriculture and who had to deal with the severe depression facing US agriculture, was proposing a world-wide New Deal based on the cooperative action of all of humanity. Wallace said “The people’s revolution is on the march.  When the freedom-loving people march — when the farmers have an opportunity to buy land at reasonable prices and to see the produce of their land through their own organizations, when workers have the opportunity to form unions and bargain through them collectively, and when the children of all the people have an opportunity to attend schools which teach them truths of the real world in which they live — when these opportunities are open to everyone, then the world moves straight ahead…The people are on the march toward ever fuller freedom, toward manifesting here on earth the dignity that is in every human soul.”

The People’s Revolution found its expression in the cry of the Tunisian uprising — Liberty-Work-Dignity. Today in the demands of “Liberty-Work-Dignity” we hear the demands of farmers to own land under sure conditions, to receive a fair price for their crops as well as the right to organize to protect their interests.  We hear the crises of industrial and urban workers to be able to organize and to have their work appreciated for its full value. We hear the demands of students and the young for an education that opens minds and prepares for meaningful work.

The people’s revolution is on the march. While the forces of the status quo are still strong and often heavily armed, the energy has shifted from the rulers to the people.   The concept of Social Justice has articulated and focused deep demands for liberty, jobs, and dignity.

Some have been surprised – even alarmed – that the people’s revolution in Tunisia and Egypt did not have recognized leaders or an organized political party structure.  But the people’s revolution is not that of an elite willing to replace the existing ruling elite.  The people’s revolution is a wave of all moving together, with deep currents below the surface. The tide moves with only a few visible waves but the aspirations are collective.  No doubt, there will be individualized leadership, and demands will be formulated into political-party platforms, but the collective demands for social justice and dignity is what makes the difference between the people’s revolution and a military coup.  This is the true meaning of the World Day of Social Justice.

Rene Wadlow, President and representative to the United Nations, Geneva, Association of World Citizens

We are Amazed. Confounded. Inspired. In doubt. Deepened. Exhausted. Directed. Prepared to carry on and take the next steps. It was an incredible time together and we are grateful for the warm and generous hospitality provided by Reghu Rama Das, his associate Sabith L. K. and the entire Mitraniketan staff and community. And last, but hardly least, we are honored by the inspiration and hospitality of Mitraniketan’s founder K. Viswanathan (who celebrated his 85^th birthday while we met).

Our core group of 9 AWErs worked for 6 days to explore 3 broad questions, chosen to help us re-clarify, and deepen the AWE understanding of “world education” and to consider a reframing of our philosophical and pedagogical identity for the 21^st Century toward Enlightenment for Life. The purpose of our work in the past year, beginning at the International People’s College in the fall of 2010, and culminating in this seminar, was to begin the dialogue toward these ends.

We were joined mid-week by a number of Kerala Indian educator/leaders – some who hosted us in their nearby institutions, and some who joined us in seminar on Thursday and Friday. We also welcomed a handful of the “volunteers” at Mitraniketan, in this case all from Europe. We reached about 40 people at our largest number on Thursday morning. In particular, we were inspired by a panel of 4 presenters who discussed pedagogical ideas on enlightenment from the Indian perspective, and in particular what it means to be an enlightened teacher. (see Thursday summary below).

The three questions were these:

• What is Enlightenment for the 21^st Century?
• What are the (educational) opportunities for uncovering and nurturing enlightenment?
• What is an enlightened teacher for the 21^st century?

We found ourselves frequently hearing/using some key words and phrases throughout the week: openness, value-based learning, globalization and world-centric values, mutual exchange/multiple perspectives, mind-body-spirit. These should offer no surprises to the AWE community, though we hope this particular gathering of these concepts brings renew and new energy to their collective meaning.

A new element to our discussion was the introduction of Ken Wilber’s “Integral Mapping” work, a model which we considered and worked with in our discussions as a helpful way to “assess” how “enlightened” we teach and live our lives. (See Tuesday summary below.) There seemed to be a strong interest in pursuing this model as we widen the conversation.

In planning the seminar, the organizing group wanted to shift away from the more traditional lecture/discussion format, and make “story-telling” and dialogue as important a part, if not more important. We wanted this because story is an experience much more likely to engage the whole human, the heart, and not just the mind. We also wanted to keep our dialogue connected to “work on the ground” (being organized by AWE members around the world) and not long on theoretical or conceptual ideas. Stories could help to illustrate those ideas. In the end, we experienced both story (in the telling, and in the experiencing through in person tours) and lecture.

Based on the recommendations drawn up by the group of 9 on the last morning of our week, we will return to the AWE members, and in particular the “Leadership Team”, drawn together at our meeting in Denmark in October 2010 with a set of more detailed questions (stemming from the original 3).

In the months ahead, Chris Spicer will be editing an issue of the AWE Journal to bring a complete report of presentations, reflections, and stories (including those of members not in attendance). This issue should be completed in the fall of 2012.

Following is a summary of the work we did each day. For this summary, we have chosen to mention briefly the content of presentations and program visits during the week. The valuable content of our dialogue, often posted on wall “flip-chart” posterboard, will be posted later and referred to in our Journal report.

Daily Seminar Program Summary:

Monday

Question: What is enlightenment for the 21^st Century?

Guido-Henri de Couvreur: Universal values and enlightenment

Guido presented his ideas on bringing universal values as the foundation for enlightenment. Guido wants us to bring our focus to a “meta-level” (above societal, religious, institutional identities) that helps us find the aspects of our “universal values, especially those collective “intrinsic” values which we too often ignore. Among those he discussed: universal, not belonging to the people, all creatures are involved, not anthropocentric, living with creation/creativity.

The “Story of Mitraniketan“: Reghu Rama Das

Our tour focused on 2 primary projects: The Farm Science Center (referred to as KVK, or Krishi Vigyan Kendra), and the Appropriate Technology Center. These projects create a close relationship between community members and Mitraniketan teachers/project managers as co-learners in developing sustainable and economically-empowering products and techniques. Mitraniketan’s other primary projects are the Vikas Bhavan School for elementary and secondary level (approximately 300) students, and the People’s College (approximately 70 students). Mitraniketan also manages a “City Centre” campus in Trivandrum, the capital city of Kerala.

Dialogue: What is Enlightenment?

We each contributed our own thoughts on this question, with many ideas of the meaning of “learning from the heart,” exploring the idea of “ight”, “openness”, multiple perspectives, and “living interaction” (Grundtvig).

Tuesday

Using an Integral Theory Framework to explore

• What are the opportunities for uncovering and nurturing enlightenment?
• What is an enlightened teacher/what is enlightened teaching for the 21^st century?

Chris Spicer. Using Ken Wilber’s Integral Theory for Mapping Education for Enlightenment.

Chris presented Wilber’s basic integral framework, illustrated as four quadrants which describe all aspects of any experience:

• individual interiors (UL, upper left) (psychological, emotional, spiritual) – what we cannot see, but know in our own experience.
• Individual exteriors (UR, upper right), that is, what we can see of ourselves, primarily the body.
• Collective interiors (LL, lower left), or the space between 2 or more people where we create a connection based on agreed values, understandings, and boundaries.
• Collective exteriors (LR, lower right), referring to social systems and structures in which we live our lives: family structures, governments, religions, ecosystems.

Each of the quadrants can be seen as aspects of our whole experience (looking out at the world from our spot in it), or a lens through which we can examine a particular experience, phenomenon, or object (looking in at that thing). A more comprehensive understanding of the integral model, which is especially interesting for education, would look at “levels” (we considered “spiral dynamics here), and “lines” (psychological, emotional, spiritual) of development which we can use to identify where an individual or community is in their lives, and what their needs are for further development.

Mette Højland. Integral Theory at Nordsfyn Højskole: Take the Future.

Mette described how she has used the Integral Map to frame studies with her students in an extended folkhighschool program that looks at: What is spirit? What is a human being? What is globalization? What is culture?

Rikke Eva Schultz: Integral Theory in teaching.

Rikke showed us how she has used the integral map as a framework for teacher education: she overviewed the elements of “self-judgment competences” (UL), Knowledge Competencies (UR), Being and Investigating Competencies (LL), and Social Competencies (LR).

Dialogue: What is enlightened Teaching/ What is an enlightened Teacher?

We divided into 2 small groups to consider our collective responses to these 2 questions, using the integral map.

Wednesday

Tours to:

• Mar Theophilus Teacher Training College, Trivandrum.
  Here we engaged in dialogue with leaders and teachers, focusing on our second and third seminar questions (enlightened learning/teaching and enlightened teacher).
• Santhigiri Ashram

Evening: South Indian Classical Dance Performance at Thanjavoor Ammaveedu (Mitraniketan City Centre Campus) by RIGATTA Dance Academy artists.

Thursday

Opening and Welcomes: K. Viswanathan, Reghu Rama Das

Sujit Kumar Paul: Indian Enlightenment and the ideas of Tagore.

Chris Spicer: Overview of our seminar process and work accomplished to date.

Indian panel: Enlightenment in education and teaching

Dr. K.Y. Benedict: Topic: Personal enlightenment of teachers.

Dr. Benedict focused on the idea of “meaningful encounters” being at the heart of “liberation from selfishness,” and the teacher as change agent. In this challenging and changing world, where the teacher faces challenges to enlightenment (such as consumerism, social recognition, and defective self-concept), he believes that teachers can be enlightened through a combination of self-development such as inner healing (auto-therapy), technical competence, a “meta-cognitive” strengthening, soft skills, and institutional revamping.

Dr. Bindu R.L. Topic: Pedagogical work

Dr. Bindu discussed the challenge of staying committed to preparing students for life (personality development) and the role of learning from experience (in the face of the “outer” methodologies of science and technology). The Ghandian notion of basic education – Naitalim – is crucial for keeping alive development of body, mind, and spirit (or hands (creations), head (ideas and decision-making), and heart (laughter). She asks: what is the meeting ground of spirited man?

Dr. Anantha Giri. Topic: Global networking and enlightenment

Dr. Giri discussed the struggle we engage in balancing the inner spirit of an individual with the socialization necessary for healthy functioning. It is a process, or “art of being in the world,” through learning a balance of openness to encounters, for example through connection with the art of mother earth – building bridge to bridge to bridge.

Prof. V. Ramdas. Topic: M. Ghandi’s ideas on education.

Prof Ramdas described the central aspect of Ghandi’s teaching to create a “universal man,” or a “spiritually-oriented” man. Toward the end, the central aspect of basic education should be craft-oriented, based in the Indian meaning of “karma,” as “what we do.” It provides the classic components of learning – hands, head, heart – as the central instrument of transformation. It is the task of the 21^st century to bring science together with the art of learning.

Thursday Afternoon

Introduction to the themes of the 3 work/discussions groups

• Global Networking for educationalists: Noel Bonam
• Recent trends in use of technology and pedagogical work: Rikke
• Personal enlightenment of teachers: Mette

Each group met briefly to begin their dialogue.

Friday

Morning: 3 theme groups met to discuss and create recommendations for AWE and educators in general.

Afternoon: Small group report-back and presentation of Recommendations.

Closing of Seminar

Saturday

Group of 9 met for a final session to consider recommendations from Friday’s workgroups and fold these into the work of the early part of the week. Our purpose was to create specific, action plans:

Recommendations

1. Develop further the ideas about enlightenment and a set of guidelines and concrete ideas around how it is possible to be more enlightened as a teacher.
   This development will be based on inspiration from Integral Theory (Ken Wilbers), Vitalization of learning environment ( Jan Tønnesvang). Also, ideas about enlightenment from the 19th/20th Centuries (such as N.F.S. Grundtvig, M. Ghandi, R.Tagore, P. Freire, and A. Morgan) and a constructivist learning approach. 

   The working group will develop these guidelines from three questions, which were formulated at the evaluation at the end of the seminar.

   1. How can we connect awareness of individual interiors (physiological, emotional, and spiritual) with universal values in our lives?AWE leadership commit to answering the question and exploring it in depth.
      Ask our membership, to deliberate and explain their answer to the question (stories, thoughts, ideas, illustrations, examples).
   2. How can we promote teaching that is about sharing from the heart, which leads to active citizenship?Explore and elaborate the meaning of “sharing from the heart” and active citizenship.
   3. Providing simple need based opportunities to the learners to think outside the box, with new perspectives What can learning institutions do to provide simple need-based opportunities to learners to think outside the box and with perspectives, they have not experienced?
2. Strengthens the AWE network

Strengthen the network between leaders/teachers of learning centers and AWE leadership and increase global volunteer opportunities that support the enlightenment framework.

To encourage AWE members to encourage each other through communication and collaborations.

3. Arrange workshops, courses and programs on enlightenment globally

This can be done on different levels:
Global level – ex. UN, UNESCO, ICAE
Regional Level – ex. South Asia
National level – ex. India
Local level – ex. Kerala

These workshops can be initiated by AWE – International, by chapters and by corporation between two or more AWE Chapters.

Seminar Participants:

Coordinating Group: Chris Spicer, Mette Højland, Guido-Henri De Couvreur, Eva Rikke Schultz.
In India: Noël Bonam, Reghu Rama Das, Sujit Kumar Paul, Sabith L. K.,
AWE, Danish Chapter: Søren Ehlers

The organizers of the conference: International Association of promoting school bodies (IAPSB); Association for World education (AWE).

The goal of the conference: to share the experience of self-governing and democratic principles on educational levels. It is also dedicated to the 20-years jubilee of IAPSB. The IAPSB helps educational institutions with implementing democratic principles into the work of their bodies. The national and regional conceptions of school\gymnasium bodies   will be presented by the participants of the conference.  The points concerning democratic traditions, effective experience and modern innovative approaches will be discussed.  The participants will be given the book dedicated to the 20-years of legal activity in the field of education.

Participation in the conference is free of charge. Applications are accepted until April 20, 2012. Participants pay for their travel expenses, accommodation and food.  The organizers can book the bed in a hotel.

On the last day of the seminar the participants were offered to share their impression and to give some comments.

According to their comments the program of the seminar was meaningful and perfectly organized (See Attachment “Program of the seminar”). As far as their impression is concerned one can find it below.

Artyushina Sofia, a teacher of IP, school No. 1205, Moscow; a post-graduate of Moscow State Pedagogical University.

1. I was deeply impressed by: – the whole Danish system of education oriented
   to the awareness of oneself, rather than for the sake of certificate or exam;
   - democratic tradition in the field of enlightenment in the Folk High Schools (FHS): “nobody has monopoly for the right way of life”;
   - perfect self-governing in FHS;
   - citizens’ great interest in political life of the society and active citizenship.
2. I’d like to implement into my life: - on the personal level: to improve my English;

- in public activity: to study the experience of FHS and foreign systems of education;

- on professional level: a) to use the Danish experience in the methods of teaching in my professional work;

b) to have discussions, seminars using Hans Grishauge’s experience with the cards;

c) to plan the work together with the students giving them the opportunity to choose the topics of the projects;

d) to replan the work with the aim of setting democratic rules.

3. I’d like: - to study Danish system of education in Den Fri Laerer skole in Ollerup;- to receive a Danish practical student in my school- to collaborate with AWE (coordinator is Lidia Shkorkina);- to take part in the exchange program (coordinator is John Mason);- to collaborate with DPU (coordinator is Ove Korsgaard).

Korableva Tatiana Fyodorovna, Moscow State Medical University.

1. I was impressed by: – active citizenship;
   - trust and respect of the government;
   - democracy on all life levels;
   - keeping the historical values (heritage), for example, Borups skole located in the old building which is opposite the Parliament;
   - combining students’ discipline with the freedom;
   - the well-being didn’t become the reason of the idleness;
   - aesthetic and simple way of life and manners;
   - amazing material equipment;
   - sponges, which don’t make the hands getting dirty.
2. I’d like to implement into my life: – on the personal level: – to improve my English;

- to make my home more comfortable and cozy;
- to develop rigid calendar of creative work;
- to write an article comparing Grundtvig’s educational ideas with Makarenko’s ideas: – on professional level: – to make a report on seminar in Denmark at the University (Jan. 2012);

- to make a report in Makarenko society (Jan. 2012);

- to use the results of studying Grundtvig’s and Makarenko’s educational ideas for developing recommendations for the Centers of Employment in Moscow and RF;

- to set connections with AWE and International Association of Promoting School Bodies (IAPSB).

3. I’d like: - to apply to Lidia Shkorkina, a coordinator of international program, and ask her assistance in becoming a collective member of AWE;- to offer the Society of NGOs in Moscow to get acquainted with the experience of creating and working AWE and the Danish Enlightenment Society;- to offer to Lidia Shkorkina, a coordinator of international program and Bochkarev V.I., president of IAPSB to develop a joint program on self-governing based on FHSs and Makarenko’s ideas.- to apply to “Grundtvigsk Forum” (coordinator Hans Grishauge) and ask his permission to use the library for preparing the article on “Grundtvig’s and Makarenko’s pedagogical ideas” and for translating it into English.

Lisitsyn Dmitry Anatolievich, Director General of Moscow Center of Adult Education.

1. I was impressed by: complete, perfect, considered and serious Danish system of education. Freedom and dignity. I liked the candles burning everywhere.
2. I would like to implement into my life: – in my home life: pleasant and picturesque tradition of Christmas celebration in the family circle: calm and regular structure of life- in the life of the society: The Centre could promote the Danish business on the Russian market.

Nazarova Alla Saidovna, Deputy assistant in the State Duma of RF, Committee of Education.

1. I was impressed by: - perfectly organized trip to Denmark;

- kind relations between the teachers and students in all educational institutions, which we visited;

- all the decisions are taken together;

- the goal of education is to be a human being, professional skills are a means of developing personal qualities.

2. I’d like to implement into my life: - on the personal level: – to improve my English;- to study the experience of the Danish FHS;- in the home life: – to develop positive, democratic and trustful attitude to my daughter;- in my public activity: - to make collective decisions:- to organize discussions on urgent points;- to exchange teachers and students (coordinator John Mason);- to organize a seminar and public discussions in the NGO “Quality of Life”.

 

3. I’d like: to ask John Mason for helping with exchange teachers and students;

- to apply to the Danish Society of Enlightenment and ask for sharing their experience in methods and ways of relationship among the organizations;

- to apply to prof. Ove Korsgaard and ask his assistance in finding the partners for developing joint projects;

- to apply to Hans Grishauge and ask for possibility to study the experience of NGOs in organizing discussions;

- to become a part of international remote projects through Internet.

Folvarochnyi Igor Vasilievich, dean of the faculty of Tourism of Kiev University of Tourism, Economics and Law.

1. I was impressed by: – benevolence, hospitality, readiness to cooperate and to develop effective relations on the professional and personal levels;

- democratic system of education and developing a human being through society;

- developing personal responsibility and involvement into the events taken place in the country on all levels (political, moral, economical, international).

2. I’d like to implement into my life: - on personal level:: – to visit Denmark more often with the aim of studying Grundtvig’s ideas;

- on professional and public level: – to organize the exchange of students;

- to take part in joint projects in the field of enlightenment and adult education.

3. I’d like: – to organize a joint Danish and Ukrainian seminar “Experience of Danish NGOs. Methods and ways of working in the field of enlightenment and lifelong learning”;

- to cooperate with “Grundtvigsk Forum” on the level of creative relations between the faculty of Tourism ob Kiev University and “Grundtvigsk Forum”..

Special thanks to coordinators of the project: Lidia Shkorkina and Ove Korsgaard for the charitable efforts in organizing the useful and fruitful seminar; Ove and Klara for the warm reception at their place;

Rikke Schultz, who sacrificed her Sunday and made a brilliant speech for the group and gave the EDU-game;

Hans Grishauge and Aase for kindness and hospitality and all those in Vartov who made our staying so comfortable; Hans Grishauge for his short but very fruitful talk about “Grundtvigsk Forum”, for all the information, cards and gift, which will be very useful in our work;

Trine B. Knudsen, Flemming Gjedde, Finn Berggren who received the group in their institutions and shared their experience.

Program of the seminar

“Danish Experience in Adult Education and Lifelong Learning”

(Nov. 27 – Dec. 1, 2011)

Coordinators of the seminar: Ove Korsgaard, professor at University of Aarhus (Danish Pedagogical University – DPU, Denmark).

Lidia Shkorkina, vice-president of Association for World Education (AWE Russia).

Number of participants: 6 (5- from Russia, 1- from Ukraine).

Goal: to get acquainted with the Danish experience in Adult Education and Lifelong Learning.

27 November

13.00 – arrival accommodation (Hans Grishauge).

14.30 – agreement on the program of the seminar. Short information on Grundtvig, the founder of adult education in Denmark – Lidia Shkorkina.

16.00 - The topic: “The general structure of the Danish system of education. Teaching teachers of adult education – Rikke Schultz, chairperson of the Danish AWE Chapter.

28 November

10.00 – 13.00 – Visiting DPU, Tuborgvej 164, 2400 Copenhagen

1. Topic: “Danish history of adult education and lifelong learning” – Ove Korsgaard, professor at University of Aarhus

2. Topic: Introduction to Nordic network on adult learning (NVL) – Maria Marquard, Danish coordinator of NVL.

3. Questions, answers. Discussion.

14.30 – 16.30 – Visiting Danish Folkeoplysning Samraad, Gammel Kongevej 39, København (Ove Korsgaard)

Topic: – “Danish experience of non-governmental organizations in popular enlightening and adult education”.

29 November

10.00 – 13.00 – Visiting Borups Højskole, Frederiksholm Kanal 24, København. (Ove Korsgaard)

14.00 -15.00 – Questions, answers. Discussion, Preliminary decisions with Ove Korsgaard

15.00 – 16.00

Topic: “Methods and Ways of NGOs activity in Adult Education and Lifelong Learning” – Hans Grishauge, Vartov.

18.00 – Dinner at Klara and Ove’s house.

30 November

10.00 – 15.30 – Visiting Gerlev Idraetshǿjskole.

18.00 – Discussion on collaboration with Den Fri Laerer skole in Ollerup – John Mason.

20.00 – Discussion on the results of the seminar. Making decisions (Lidia Shkorkina).

01 December – departure.

- consulting post graduate Natalia Schugaly (from Nezhin, Ukraine) with her master’s thesis “Grundtvig’s Educatiobal Ideas”;
- consulting post graduate Igor Folvarochnyi (from Kiev, Ukraine) with his Doctor degrees thesis “Enlightenment and Adult education”
- keeping the site. ]]> http://rawe.ru/eng/?feed=rss2&p=157 0 http://rawe.ru/eng/?p=134&utm_source=rss&utm_medium=rss&utm_campaign=world-education-for-xxi-century-enlightenment-mitraniketan-kerala-india-january-29-%25e2%2580%2593-february-4-2012 http://rawe.ru/eng/?p=134#comments Mon, 17 Oct 2011 15:54:19 +0000 admin http://rawe.ru/eng/?p=134 Continue reading →]]> What is the state of human growth and evolution in the early years of this 21^st Century?  What is called for from our beings to step into this new era? What kind of education can support this development? This two-part AWE Seminar is designed to examine these questions through an in-depth dialogue with educators from around the world, with special attention to the circumstances and experience in Kerala, India.

AWE Working Seminar (Part 1): AWE educators invite their members and colleagues to join a participatory examination of our perspectives on opportunities for enlightenment, along with our best practices for creating whole, world centric human beings.

Sunday 29.1: Afternoon: A personal workshop for all:  “Awakening the leader from within.”

Evening Program: Dinner, welcome, and overview and purpose of the Enlightenment Project, review agenda for the week.

Monday 30.1: Themes for the day: “What is Enlightenment for the 21^st Century?”

“What are the opportunities for uncovering and nurturing enlightenment?”

Morning: Keynote panel and discussion.

Afternoon: Field Study at Mitraniketan: 4 themes: religion and philosophy, food for health

and medical care, entrepreneurship, and changing women’s rights and roles.

Evening: Gathering of regional stories. (with day’s theme: “Opportunities toward

enlightenment”).

Tuesday 31.1: Theme for the Day: “What is an enlightened teacher for the 21^st century?”

Day: Presentations, dialogue, and gathering of regional stories.

Wednesday 1.2:

Morning: Drawing together a synthesis of discussions from Monday and Tuesday.

Afternoon: Cultural tour and dinner.

Seminar (part 2): Life Enlightenment through World Education

Thursday 2.2 and Friday 3.2: The AWE Working Seminar group is joined by regional educators, community leaders, and students for a more Indian-focused, 2-day dialogue on past, present and future perspectives on world education.

Themes for Thursday and Friday: Personal enlightenment of teachers; Global Networking for educators; New technology and social media as a new challenge in pedagogical work.

AWE Working Seminar (Part 1), Conclusion

Saturday 4.2: Our AWE Working Seminar Group reconvenes to gather recommendations and summaries inres ponse to the study questions: What is Enlightenment? What are the opportunities for uncovering and nurturing enlightenment? What is an enlightened teacher for the 21^st Century? All participants are welcome to join.

Who can participate?

We invite educational thinkers, educators and teachers from all over the world who would like to be part of this in-depth dialogue. It is our goal to better define our AWE common ground on the essential questions that are listed in the daily schedule – and we welcome our “kin” from the greater world of global thinkers and adult educators. Due to the nature of the facility and our desire for an intimate conversation, numbers are limited to 30 international participants and 30 local participants.

Price and what is included?

Price: $600 (US) – AWE members $450 (US)

Includes:

Lodging: in the Mitraniketan guesthouse: The Guesthouse is a basic facility with cots, beds, table, chair, fan, Indian toilets. Double rooms have shared toilets. Those with special needs requiring a single room are asked to send a special request.

Meals:  Indian breakfast, lunch & dinner at 8am, 1.00, & 7 pm. (Dinner Wednesday evening is not included.)

Transportation: Transportation from Trivandrum (airport) to Mitraniketan; local transportation Monday, Tuesday, and Wednesday; Transportation to Trivandrum on Saturday.

How to Register

Register by sending an e-mail to Rikke Schultz, Landevejen 6, 5683 Haarby, e-mail: Treasurer@awe-international.com. You will receive instructions on making a $200 deposit to hold your reservation. When this is received,  a confirmation will be sent. Balance of payment will be due in cash upon arrival at Mitraniketan.

Questions about your stay in Mitraniketan can be addressed to:

Dr.Reghu Rama Das, Mitraniketan, Vellanad, Trivandrum-695 543, Kerala,  e-mail:  kvmitra@sify.com

MITRANIKETAN is an experimental non-profit social and educational project, founded by K.Viswanathan near Vellanad, his native village, 30 km from Trivandrum, the capital of Kerala in south India. The project started with offering education and training in a holistic spirit to primarily socially underprivileged children and youngsters. The organization focuses on alternative education methods for development.   Read more: http://www.mitraniketan.org

1) What is my impression of the school?

From the first encounter with the school you know that this is no ordinary school. People are curious to know who you are and seem interested in you. The staff members often times join the students in the social events and in the daily life they act more like sparring partners than teachers. There is a fundamental trust that is also shown on the very first day of school at the KaosPilots; every single student is given a key to the school, so they can use the facilities whenever they want. It is everyone’s responsibility to take care of the premises. My impression is that it is a place where there i a lot of energy and things going on, but many more balls are thrown in the air than can be caught and therefor it can sometimes be quite chaotic and stressing; there are so many things you want to do, so many possibilities, that you get completely overwhelmed and unable to find a focus. However, this is one of the skills that you learn here; to find a focus in a place where most people cannot.

2) What does the school give me?

The school gives me many things but I think the most important things are

• the experience and courage to do the things that I dream about,
• the challenge that I need to grow as a person and as a leader and
• the support in the form of a strong network of people who are willing to help in any way, be it privately or professionally.

3) Is it an international school?

The spoken language at the school is English. The majority of students are Scandinavian, but we also have students and alumni from China, the US, Chile, Cuba, Porto Rico, South Africa, Great Britain, Germany, Switzerland, Belgium and Holland.

• The Ukrainian language and history of our country(Ukrainian literature, World literature)
• Human rights
• World history
• Languages(English, German etc.)
• Dancing
• Music (music history)
• Sports
• Outings (we have a really beautiful country and we would like to show its beauty to the others)

Also subjects should be taught in English!!(All the subjects should develop student’s ability)
I hope that such school will be opened in Ukraine! It will help our young generation to be more educated!!!