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Introduction to Education City


Democratic Education IDE

on 21 May 2014

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Transcript of Introduction to Education City

What is an Education City?
Students Say

“Nobody sees me, I am invisible”

“So boring... so irrelevant"
The education system tries to turn students into a homogenous group. All students are forced to study the same things.
The root cause:
This is great...
for the industrial age
All students are
evaluated according to the same criteria
and are expected to
comply with the same standard
The sin of
Standard Evaluation
For a fair selection everybody has to take the same exam. Please climb on the tree.
Our fundamental assumption:
Each person has
strength zones
growth zones
– personal passions and talents that form the basis for growth and development
In the zone
Everyone can succeed, if…
... he is
enabled to

... she is
enabled to
express her
Critical conditions
Each family, community, city and country need a wide range of talents.
All professions and expertise domains are equality important.
Society as a
rich fabric of diverse talents
The mayor of Barcelona, who defined the term “Educating City” in 1992, argued:
“a city is an ‘educating city’ by virtue of its being a city - since all of its parts and elements constitute a source of learning for its residents”.
The solution:

expanding Education to the whole City
Activism is what turns an Educating City to an
Education City

The city becomes an Education City once the
local government and citizens jointly
agree, choose and design:

set of values
that guide their communal lives
experience they want to create
for their community
The educative effect of the
"We never educate directly, but indirectly by means of the environment. Whether we permit chance environments to do the work, or whether we design environments for the purpose makes a great difference.

And any environment is a chance environment so far as its educative influence is concerned unless it has been deliberately regulated with reference to its educative effect."
The tale
of the three

"education isn't preparation for life; it is life itself."
The first teacher
Significant Adults
Parents, teachers, mentors...
The second teacher
Group of peers
Classmates, friends, youth organizations, neighbors, colleagues...
The third teacher
The Environment
The fourth teacher

21st century
, which is characterized by the
knowledge revolution
and the
idea economy
, provides the individual with countless learning and self-development spaces, by means of the virtual environment and
access to information and knowledge

The interactions that individuals experience with these spaces, along with
the way they choose to use them
- constitute the fourth teacher: the
21st century teacher
Urban environment, learning spaces, support centers,
Future/Innovation Centers
"Every education system in the world has the same hierarchy of subjects... on the top are mathematics and languages, then the humanities, and the bottom are the arts"

- Sir Ken Robinson, TED Talk, 2006
Four Principles
The whole city serves as a learning and education space for its citizens. From “a school in the city” to “a city as a school”.
The city takes responsibility for education processes, 24/7, throughout the citizen’s life.
The city encourages proactive citizen participation, citywide collaborations, and communal dialogue.
The city helps its citizens understand, take pride in, and leverage their identity on a local, national, and global scale.
Case Study:
Case Study:
"A City that's a Classroom"
Lifelong learning and community collaboration
Project-Based Learning in
the "
Children's City
Nobel and C2City
Conceptual overlaps
Enabling everyone to express their uniqueness
Emphasis on 21st century skills
Moving outside of traditional school borders
Unique city narrative
Global citizens with local roots
Four Teacher Model
Emphasis on developing leaders
Nobel Workshop
February 12, 2012
Four Chords
Bridging different types of education
Full transcript