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  • Good afternoon everybody. I would like to start by saying how honoured I am to be here among so many illustrious speakers and at such an important event and would like to thank the organisers for inviting me. It’s also an honour to be here, because right now, today, I can’t think of more exciting time and place to be working in and on education. MrBalia talked yesterday about educators being ‘in the frontline in the battlefield’ – which is so true in so many ways. Just about me – I’ve been teacher myself, I’ve taught in class KG, 2, 4 and 5.I’ve worked on education improvement projects in Afghanistan, Africa, Central Asia and of course here in India. I live in Delhi and I have started and run an organisation called Flow India. My organisation Flow India has been working in and out of schools in Delhi since 2010 with a passion to link the rich culture of museums, cultural sites, and other out of school real-life experiences to the currriculum. And in that work we have met, along the way, so many heros and, I have to say, mostly heroines, who are guiding the next generation of young people so admirably and in the face of constant challenge.
  • I’m grateful to this conference for another reason, which is that it has made me really think! Values education is a hard topic! I usually describe our programme at Flow in terms of the academic benefits to children. But when I thought about it, I realise that my own passion for the work we do in Flow India totally encompasses my own values as an educator. And that values are the heart of everything really. So then I really thought! And, given that I have only a few minutes to speak, I realised I should try to just say one thing that would encapsulate what I feel about values. Which is this. I will now spend the rest of the talk trying to explain and illustrate by what I mean by this statement.
  • In a world where we stick to what we know, we may not be aware of our sense of morality. It may seem natural. This is linked to the next point.
  • Not just an ‘information age’, but for kids in India – technological advance, environmental decline, complexity, insecurity, personal branding, ‘democracy’ etc. an ‘informaiton overload age’?
  • One in every 12 minutes on the internetFundamental changes in how learning works. MOOCs etc. Access to peers across the globe
  • Across the globe schools are moving from a banking model in education to transformative 21t Century learning. In this the process of learning is itself becoming democratized. Teachers and schools are moving from being the ‘sage on the stage’ to the ‘guide at the side’. Children and young people today are able to access a much broader range of views, and look less to the authority of the school or parents to lead on values and more to their peers, internationally, the media and through the internet. Rather than seeing this as a negative, we should embrace this change as a positive, and equip children to tackle their engagement with new ideas constructively.  
  • ElizaHiltonIITDelhi2013

    1. 1. Embedding values in the curriculum through a transformation of teaching methodology Eliza Hilton - Flow India www.flowIndia.com
    2. 2. Flow India London 2006 / New Delhi 2010 Connecting the rich material culture of India with the school curriculum.
    3. 3. Engaged cultural learning develops (good/ constructive) values in children.
    4. 4. Values – what is right and what is wrong Also - what is destructive and constructive in humanity throughout time Love Cooperation Survival Competition
    5. 5. 1. Defined by our culture and society. We discover our values as we discover difference.
    6. 6. The Coliseum Rome 1st Century AD People and animals fighting to the death. We think this is wrong! The Romans didn’t! It’s easy to judge. It’s easy to be simplistic.
    7. 7. 2. The next generation! Throughout time - concern about what values are imparted by educators
    8. 8. Trial and Death of Socrates 5th Century BC Athens Socratic method Philos + Sophos = philosophy Charged with disrespecting the gods and corrupting the young.
    9. 9. 3. Unique challenge of defining and transmitting values in the ‘information age’
    10. 10. Unique challenges today Negative Negative View • Corruption in our society • Lack of parental authority • Individualistic consumerdriven society Positive Positive View A chance to enable young people to tackle global problems in new ways A chance to enable young people to think around a moral problems A chance for values to be democratized but not necessarily individualistic
    11. 11. 21st Century Learning
    12. 12. Engaged Cultural Learning 1. Culture • Practices & beliefs in a place and time • Stories, buildings, films, art, writing, plays, media, oratory, songs, statues, paintings, religious objects, tombs etc. Cultural Learning • Understanding the ‘how’ and the ‘why’ of our practices and beliefs • Understanding the links between our cultural production and our practices and beliefs • Social, historical, economic structures that shape us • Influences, reasons, how things change.
    13. 13. Engaged Cultural Learning 2. Engaged learning • Self-discovery • Creative • Critical-thinking tasks • Collaborative tasks • Learner centered • Relevant Development of values • • • • • • Questioning Open-minded but critical Self-reflective Empathetic Collaborative Deeper understanding of difference • Positive self image • Curious • Creative, innovating
    14. 14. A visit to the Gandhi Museum ‘Traffic light your belongings’
    15. 15. A visit to Humayun’s Tomb ‘What do you think paradise would be like?’
    16. 16. A visit to the HauzKhas ‘What is the responsibility of a ruler or any person towards the environment?’
    17. 17. A visit to the National Museum ‘How do statues tell us stories?’
    18. 18. A visit to the Red Fort and SwatantrataSangrahalayaMuseum ‘Is it always right to obey the law?’
    19. 19. Juxtapositions across our city
    20. 20. Communication Creativity Science, environmental science Social science: history and geography Critical thinking Home Classroom environment lessons Real life experiences Maths and literacy Cultural awareness Arts: music, art, dance, sport Enquiry
    21. 21. Engaged cultural learning develops (good/ constructive) values in children.
    22. 22. How is this new? Transmission Model • Moral Education – Do’s & don’ts – Rights and wrongs – Stories and examples to highlight the point – Governed by popular view of the society Experiential Model • Engaged Cultural Learning – Awareness of societal and economic imperatives of a particular time & place – Cause & effect – Dynamic view of values – Ability to assimilate diversity in value system
    23. 23. Our Values Questioning Open-minded but critical Self-reflective Empathetic Collaborative Deeper understanding of difference Positive self image Curious Creative, innovating
    24. 24. www.flowindia.com info@flowindia.com