An cosan shanty-principles-of-education
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The document outlines 10 core principles of community education that emphasize situating learning within the lived experiences and needs of community participants. Education is seen as a dialogical and transformative process where participants and tutors mutually learn from one another in a supportive environment. A diversity of intelligences and assessment methods are valued to accommodate different learning styles. The goal is discovery-based learning through a variety of participatory methods rather than a programmed syllabus.
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1) It allows for more engaging learning experiences through the use of appropriate technological processes and resources to facilitate learning and improve performance.
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RHEOLOGY Physical pharmaceutics-II notes for B.pharm 4th sem students
An cosan shanty-principles-of-education
- 1. Our experience of education in the community sector has led us to adopt the following core principles as fundamental to our education programmes: 1. Education is needs orientated and situational. Consequently the training is based on the needs of the community and the needs of the individual. The starting point for all learning is both area specific and personal specific and is firmly placed in the context in which the individual participant lives and works. 2. Priority is given to the lived experience and knowledge of the individual participants. It is accepted that people’s lived experience, both personal and public, of community life is a rich source of knowledge which is the starting point of further learning. The education process is dialogical. The first word is spoken by the community. This is responded to by the academic community and thereby a dialogue ensues. 3. An atmosphere of mutual learning is central to education. The education process is established among a community of learners (involving participants and tutors and support workers) creating learning events rather than teaching events. This environment creates a culture where there is congruency between what is being taught and what is being experienced by all involved. 4. Community Education is a transformative process which actively engages and challenges the whole person at a cognitive, emotional, behavioural and spiritual level. The potential of each participant is actively encouraged as is the articulation of their existing knowledge. This process is consistently attended to throughout the education programmes 5. The venue is within the community, accessible and welcoming rather than alienating. 6. A hospitable learning environment in which the participant is heard, welcomed and respected as a person is central. Support necessary to engage in an educational programme are put in place; i.e. child care, mentoring, literacy and study skills and counselling. People must be in an environment which allows them to be themselves and, as they learn, their struggling selves. An atmosphere of tangible support is required to maintain this. 7. There is a commitment to the use of culturally relevant materials and resources that are culturally appropriate. learning, leadership & enterprise A Community of People Principles of Community Education
- 2. 8. There is a valuing of diversity of intelligence. Not everyone learns in the same way or expresses their knowledge in the same way — this diversity is viewed as enriching and is respected in the process and content of the education programme. The process of learning and content of learning must take account of the diversity of intelligence that pertains in any given group. Modes of assessment must also take account of this and be diverse and creative in their implementation. 9. Assessment is holistic in nature and based on the principles of community education outlined It is on going, flexible, based on skills, attitude, and theory and takes account of diversity of intelligence. It is an activity of mutual engagement, a task shared by both tutor and participant, allowing the participant to take the major responsibility for their learning and ways of deepening it. Assessment is aimed at discovering whether the participants can actually apply knowledge, concepts or skills acquired in an academic setting to a new instance or situation where that knowledge is in fact relevant. Modes of assessment include • essay writing • project work • team work • work placement • group participation • attendance • learning journal • self assessment and peer-group assessment • personal integration of all learning 10. The commitment is to the discovery of knowledge rather than the covering of subjects or a syllabus. The individual person is seen as the subject who is in a process of learning Consequently process orientated learning rather than programmed learning is practised. learning, leadership & enterprise A Community of People
- 3. Methodology There are different learning styles and different ways of knowing. The methodology used must reflect this reality. The methods we use are as follows: • theoretical input • essay writing • role play • drama • experiential work • painting • video • audio tapes • photo language • cinema / theatre • collage • art • story telling • debate • discussion • brain storming • interviewing • relaxation • meditation Kiltalown Village Centre, Jobstown, Tallaght, Dublin 24. Tel: 01 462 8488. Fax: 01 462 8496. info@ancosan.com www.ancosan.com • music • socio-drama • simulations • presentations • case studies • agency visits • movement • participative action research • questionnaires • listening surveys • codification • learning journal • map making / diagramming • reading • writing • tutorials • study groups • small group work