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Keynote: Empowering Indigenous Knowledge and Local Practice for Education for Sustainable Development

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Keynote: Empowering Indigenous Knowledge and Local Practice for Education for Sustainable Development

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Keynote: Empowering Indigenous Knowledge and Local Practice for Education for Sustainable Development
Prof. Emeritus Tan Sri Dzulkifli Abdul Razak (Rector, International Islamic University Malaysia & Co-Chair, RCE Greater Gombak)
14th Asia-Pacific Regional RCE Meeting
Session 2, 19 July, 2022

Keynote: Empowering Indigenous Knowledge and Local Practice for Education for Sustainable Development
Prof. Emeritus Tan Sri Dzulkifli Abdul Razak (Rector, International Islamic University Malaysia & Co-Chair, RCE Greater Gombak)
14th Asia-Pacific Regional RCE Meeting
Session 2, 19 July, 2022

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Keynote: Empowering Indigenous Knowledge and Local Practice for Education for Sustainable Development

  1. 1. Dzulkifli Abdul Razak 14th AP RCE Meeting, 19-21 July 2022, Kuala Lumpur
  2. 2. • No single way to “anything” (diversity) • No one path to “education” / “learning”  No two persons (systems) are alike because they evolve under diverse (local) socio-cultural roots, knowledges and education • If two people think alike, one is redundant
  3. 3. http://in5d.com/7-ways-our-children-are-being-brainwashed/ “ pibmirim.socioambiental.org sites.stedwards.edu
  4. 4. • Students learn in a variety of ways, including free play or interaction with multiple children, immersion in nature, and directly helping adults with work and communal activities • Traditional knowledge systems are (more) autonomous in comparison to a strict Western institutionalised education model http://schoolingtheworld.org/blog/
  5. 5. plus.google.com standardised curriculum & tests available HERE! “institutionalised education system”
  6. 6. The Future of Education as Seen from the Past | WIRED [WEIRD] imagined in 1910 (originally from The National Library of France)
  7. 7. BANGKOK DECLARATION on HIGHER EDUCATION: Diversity and Harmonisation “Universities must strive to be above politics and business interests and serve their societies and communities by providing a voice and space in which to cultivate rational, mutual and moderate dialogues that will shape intellectual, cultural [CQ] and economic development on a shared basis within and across boundaries and nations.” The World University Presidents Summit, 19-23rd July 2006. Attended by 1600 delegates including over 245 University Presidents from 85 countries
  8. 8. ‘Assembly-line’ Education Customers Value-add Tests/Examinations Graduation Class/Lectures Curiculum ‘Assembly-line’ – Bread Factory Microsoft ® Encarta ® Encyclopedia 2004 Products Marketibility of Human Capital https://www.youtube.com/watch?v=D-pQPMj11nM Rewiring the Anxious Brain: Neuroplasticity and the Anxiety Cycle: Anxiety Skills #21 - YouTube
  9. 9. IR 1.0 IR 2.0 IR 3.0 IR 4.0 Agricultural Society The Great Acceleration
  10. 10. farm4.static.flickr.com/3102/2752981528_2d51b... http://blog.lib.umn.edu/muss0051/architecture/30mali600.1.jpg …straying from the middle path >> a global tipping point… Economics Ecology Cultural Biosphere A global knowledge-practice disconnect?
  11. 11. The GREAT shifts… Hierarchical, Rigid, Me, Competition, Red Ocean, Dead Networked, Flexible, We, Collaboration, Blue Ocean, Living shifts to “This is humanity BIG chance!” “Its now or never.”
  12. 12. is a way of life/being Ikigai Lagom Nunchi Ugnayan Ubuntu Yin Yang Sejahtera. Mauri
  13. 13. a Swedish word, translated as in moderation, in balance, perfect-simple, suitable, in matter of amounts. Not too much, not too little, just right . credited as a factor in longevity and happiness a Japanese word, for reason for being, encompassing joy, a sense of purpose and meaning and a feeling of well-being and (n.) the subtle art of listening and gauging others’ moods; the ability to know what not to say in a certain social situation
  14. 14. • African knowledge was not only passed down orally • Africans were literate far before Europeans • Africa was home to one of the oldest universities in the world • African education was never-ending • Traditionally, everyone was involved in the educational process • African education was rooted in collectivism, as opposed to individualism • Individuals traveled from all over to be taught by Africans UBUNTU
  15. 15. Paro Taktsang
  16. 16. Tri Hita Karana
  17. 17. Subak is a community organisation in charge of the irrigation system applied in rice farming in Bali. It is guided and informed by spiritual values, and combined with feats of engineering … n the complex and elaborate social structures. It promotes a harmonious relationship between people, the spirit and the environment through the concept of Tri Hita Karana (three things that cause happiness/wellbeing)
  18. 18. “In this way, our development will not be at the cost of future generations." -- Don Pramudwinai, Minister of Foreign Affairs, Thailand.
  19. 19. SPIRITUAL …individuals who are INTELLECTUAL EMOTIONAL PHYSICAL INTELLECT LINEAGE WEALTH LIFE FAITH …sejahtera… balanced and harmonious… …community that is
  20. 20. INTELLECT LINEAGE WEALTH LIFE FAITH
  21. 21. T
  22. 22. The 10 elements (SPICES) of Sejahtera Ethical Intellectual* Ecological Economics Cultural Societal Cognitive Physio- psychological* Spiritual* Emotional* microcosm macrocosm …the microbalance …the macrobalance The Sejahtera Practice of
  23. 23. intellectual ethical spiritual emotional cultural cognitive economics societal physio -psycho -logical the model sejahtera FPK 1 on-going 2 holistic 3 integrated ecology microcosm macrocosm microcosm
  24. 24. Acknowledgement & Disclaimer This presentation and the opinions expressed are those of the author as of the date of writing and are subject to change. It has been prepared solely for purposes of education, information and discussion by the recipients. Any reference to past data/indicators are not necessarily a guide to the present and future. The information and analysis contained in this publication have been compiled or arrived at from sources believed to be reliable, and are duly acknowledged. The author does not make any representation as to their accuracy or completeness and does not accept liability for any loss arising from the use hereof. Neither this document nor any copy thereof may be sent to or taken into territories/places where the use and the distribution may be restricted by local law and/or regulation. This document may not be reproduced either in whole, or in part, without the written permission of the author © DAR 2007-2022

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