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Why is education dangerous?

A question of perspective

Overview

A MULTI-PERSPECTIVE VIEW ON

INDIVIDUAL OPPORTUNITIES

and

SOCIETAL DANGERS AND CHANCES

1. Spontanious Ideas & Definition

2. Characteristics– Different perspectives on education

2.1. Different aspects

2.2. Features of education

2.2.1. Requirements

2.2.2. Teaching and learning styles

2.2.3. Learning goals

2.3. Actors in education

2.3.1. who is who?

2.3.2. Conflicts in interests of different actors

3. Education as a Human Right

3.1. Declarations & Conferences

3.2. United Nations Convention on the Rights of the Child (1990)

3.3. The role of the children

3.4. Implementations and UN goals for the future

4. How can education be dangerous?

4.1. The Incidence: Terror Attack in Garissa, Kenya

4.2. Examples from international history: Conflicts of Interests

4.3. Potential Power of students

Thank you very much for your attention

Discussion

3. Characteristics

Part 2 Education as a Human Right

4. How can education be dangerous?

SOURCES

EDUCATION

Our spontanious ideas?

Different perspectives on education

what is it?

The

body of knowledge acquired while being educated

Education as a Human Right:

Declarations & Conferences

agree or disagree?

4.3. Potential Power of students

2.4. Implementations and UN goals for the future

4.1 The Incidence:

Terror Attack in Garissa, Kenya

2.3. The role of the children

• active agents in their own learning

• child in the focus: education is

designed to promote and respect children's rights

• Important goals in promoting education: Universality, participation, Respect, Inclusion

The process of receiving or giving systematic instruction, especially at a school or university: a course of education

3.2. Features of education

2.2. United Nations Convention on the Rights of the Child (1989)

• recognized as HR since the adoption of the universal Declaration of Human Rights in 1948

• United Nations Convention on the Rights of the Child (1989)

  • primary education should be free, universal and compulsory
  • 4 core principles: Non-discrimination; the best interest of the child; the right to life, survival and development of the child to the maximum extent

3.1 Different Aspects of Education

2. April 2015

What happened?

REQUIREMENTS

"Bildung vollzieht sich immer

als Prozess am Menschen SELBST

im Gegensatz hierzu : Erziehung ist ein Vorgang der sich zwischen Menschen abspielt"

(Hobmair)

Why?

Voraussetzungen

Statement 4

Religion is mostly in the way of quality education. Wrong or right?

schools

World Education Forum

Statement 1:

What do you think, is education really dangerous?

The theory and practice of teaching

money

teachers

cognitive capacity

mobile devices

internet access?

room

Ensure that goals and prcinciples are met

no legally binding force that controls

 global conferences: affirmation, time frames, ...

  • goals
  • Expansion and improvement of early childhood care and education,
  • elimination of gender disparity,
  • improvement of quality

  • time frame for reaching the goal of universal primary education
  • was set on the year 2000, was later extended on 2015

equipment

Education:

what is it?

Definition

The attackers: 4 Al-Shabab terrorists

religious fundamentalists

  • 79 students injured
  • 148 students died
  • 857 students saved

why?- what did they want to attack

  • protest against kenyan military action in Somalia

Why students?

they have time!

idealistic

  • future researchers
  • future educators
  • future working class
  • future parents
  • future political leaders

Goals for governments

it's time to discuss!

  • develop the economic workforce and potential future wealth;
  • promote social cohesion, integration and a sense of national identity
  • They also look to schools to transmit their values, culture and language

"The PROCESS and RESULT of

the opening-up of the world

for a person and

the opening-up of a person

for the world"

End

TEACHING & LEARNING

4.2. Examples from international history:

Conflicts of Interests

  • they seek in the education system the reinforcementand promotion of their own beliefs

  • Islamisten entführen erneut Schülerinnen [viewed 12 July 2015]. Available from: http://www.tagesspiegel.de/politik/nigeria-islamisten-entfuehren-erneut-schuelerinnen/9847606.html.
  • AGENCE FRANCE-PRESSE, DEUTSCHE PRESSE AGENTUR, 15 January 2013. Dutzende Tote bei Anschlag auf Uni in Aleppo [online]. Stern.de. . Available from: http://www.stern.de/politik/ausland/syrien-konflikt-dutzende-tote-bei-anschlag-auf-uni-in-aleppo-3200998.html.
  • AUSTRIA PRESSE AGENTUR, AGENCE FRANCE-PRESSE, DEUTSCHE PRESSE AGENTUR, 23 June 2014. Mindestens acht Tote bei Anschlag auf Universität in Nigeria [online]. Tiroler Tageszeitung Onlineausgabe. Available from: http://www.tt.com/politik/konflikte/8554137-91/mindestens-acht-tote-bei-anschlag-auf-universit%C3%A4t-in-nigeria.csp.
  • BERA, Ronald, 2015. Angst vor in Kenia aufgewachsenen Terroristen [online]. Available from: http://www.zeit.de/politik/ausland/2015-04/kenia-anschlag-garissa-folgen.
  • BERWANI, Hawar, 2012. 10 persons killed, injured in suicide attack targeted University of al-Imam Kadhim - Iraqi News [online]. [viewed 12 June 2015]. Available from: http://www.iraqinews.com/iraq-war/10-persons-killed-injured-in-suicide-attack-targeted-university-of-al-imam-kadhim/.
  • BIBLEGATEWAY, 2015. BibleGateway Search: learning [online] [viewed 8 July 2015]. Available from: https://www.biblegateway.com/quicksearch/?quicksearch=learning&qs_version=NIV.
  • CRAISSATI, Dina, et al, 2007. A human rights based approach to education for all. United Nations Children's Fund.
  • DEUTSCHE PRESSE AGENTUR, 15 January 2013 . Krieg in Syrien: Tote bei Anschlag auf Universität in Aleppo [online]. Spiegel Online. [viewed 20 June 2015]. Available from: http://www.spiegel.de/politik/ausland/tote-bei-anschlag-auf-universitaet-in-aleppo-a-877664.html.
  • DEUTSCHE PRESSE AGENTUR, 11 July 2015. In Myanmar, crackdown on student protests raises concern | Al Jazeera America [online]. , [viewed 11 July 2015]. Available from: http://america.aljazeera.com/articles/2015/4/27/Myanmar-cracks-down-on-student-protests.html.
  • HOBMAIR, Hermann, ed, 2008. Pädagogik. 3. Aufl., korr. Nachdr. Troisdorf: Bildungsverl. Eins, 2002. 9783823750000.
  • IRAN GERMAN RADIO - Das deutsche Programm, 2012. UNO verurteilt Anschlag auf Universität in Bagdad [online]. Available from: http://german.irib.ir/nachrichten/nahost/item/258601-uno-verurteilt-anschlag-auf-universit%C3%A4t-in-bagdad.
  • WALKER, Melanie; UNTERHALTER, Elaine, 2007. Amartya Sen’s Capability Approach and Social Justice in Education.
  • ONLINE, SPIEGEL, HAMBURG, 2 April 2014. Gewalt in Ägypten: Polizeigeneral bei Anschlag vor Universität in Kairo getötet [viewed 12 July 2015]. Available from: http://www.spiegel.de/politik/ausland/anschlag-vor-universitaet-in-kairo-aegyptischer-polizeigeneral-getoetet-a-962159.html.
  • OXFORD Dictionary Online : Education
  • SCHWABE, Fabio. Geschichte kompakt - Einfach und verständlich. [online] [viewed 11 July 2015]. Available from: http://www.geschichte-abitur.de/revolution-184849.
  • THIELMANN, Wolfgang. Verfolgung ohne Folgen [online] [viewed 14 May 2015]. Available from: http://www.zeit.de/gesellschaft/zeitgeschehen/2015-04/menschenrechte-religioese-verfolgung-anschlag-kenia.
  • WIKIPEDIA. May 1968 events in France - Wikipedia, the free encyclopedia [online]. 1 July 2015, 12:00 [viewed 11 July 2015]. Available from: https://en.wikipedia.org/w/index.php?oldid=666955888.
  • UNICEF, 2005. Investing in the Children of the Islamic World. UNiCef.
  • WIKIPEDIA: 2015. 2014 Hong Kong class boycott campaign - Wikipedia, the free encyclopedia [online]. 7 July 2015, 12:00 [viewed 11 July 2015]. Available from: https://en.wikipedia.org/w/index.php?oldid=658966932.
  • WIKIPEDIA. Kenya - Wikipedia, the free encyclopedia [online]. 11 July 2015, 12:00 [viewed 12 July 2015]. Available from: https://en.wikipedia.org/w/index.php?oldid=669974691.

CRAISSATI, Dina, et al, 2007

Different FORMS of learning

& teaching

Actors of education

leading styles

formal learning

vs

informal learning

"The PROCESS and RESULT of

the opening-up of the world for a person and

the opening-up of a person for the world"

Other incidents where students were involved & harmed

1989

world history

democratic

authoritarian

laissez-faire

social learning

Solidarnosc

The French uprising May 1989

coconstruction

Levin, 1957

Tiananmen Square protests of 1989

Part of Chinese Democracy Movement in 1989

Date: April 15, 1989 – June 4, 1989

(1 month, 2 weeks and 6 days)

Location: Beijing

400 cities nationwide

Incidents: Death(s) 241–2,600

Injuries 7,000–10,000

Causes

• Death of Hu Yaobang • Economic reform

• Inflation • Political corruption

• Economic nepotism • Career prospects

• Social unrest in Eastern Europe

Goals

  • Social equality,
  • "A Communist PartyWithout Corruption",
  • freedom of the press
  • freedom of speech

Demonstrations against communist dictatorships in whole Europe

durch Bildung wird die eigene Stellung des Menschen in der Welt und unter den Menschen verstehbar.

Er wird selbst aufgeschlossen für die Wirklichkeit und wid fähig, in ihr zu leben und sein Leben selbstbestimmt und verantwortlich zu gestalten.

(Hobmair)

economy

culture

dimensions:

Diana Baumrind (1971)

school dirstrict

ASPECTS OF EDUCATION

state politics

Germany: Fall of the Berlin Wall

teachers

  • 2015 Kenya, Suicide Attack on Garissa University College

  • 2014 Nigeria: #BBOG vs Boko Haram

Bring back our girls: Kidnapping of 276 school girls

Another Kidnapping, 8 more girls missing

  • 2014 Nigeria: Bomb Attack on University

  • 2014: Egypt: 3 Bombs destroy faculty of arts and faculty of archiecture in Kairo

  • 2013 Iraq: Bomb Attack on University in Bagdad

parents

religion

warmth vs. control

siblings

China - Democratic Movement

local politics

student

historical background

principals

globalisation

family

school

churches

(Hobmair: 2008, p.93)

history of the country

giving information

RECEIVING

INFORMATION

Bildung: verwandt mit dem Wort Bild

bedeutet soviel wie „im Bilde sein“ = die Welt verstehen & begreifen.

teaching values

Statement 2:

It was not education who made students to important activists out of students

"Vorgang der Erschließung der Welt für den Menschen und der Erschließung des Menschen für die Welt"

teaching skills

Goals of education

are informed by...

teaching knowledge

different societal actors

with different interests...

Statement 3

Did student protests always go into the right direction?

BECOMING A PERSON

(Hobmair:2008, p.XY)

teaching norms

Definition nach Hobmair

LEARNING GOALS

EDUCATION

Mid 16th century: from Latin educatio(n-), from the verb educare (see educate).

The right to education = a plight to

  • eliminate discrimination at all levels of the educational system
  • set minimum standards
  • improve quality

Conclusion

"Im Prozess der Bildung geht es um

  • Entfaltung der eigenen Individualität
  • Ausgestaltung des Menschseins

In general

BODY OF KNOWLEDGE ITSELF

Good education teaches:

--> aus sich selbst etwas zu machen"

From a Human Rights Perspective

Maybe think of german history

  • curiosity
  • critical thinking
  • equality
  • citizenship
  • autonomy
  • responsibility
  • communication
  • languages

Further questions and points of discussion

Education as a POWERFUL WEAPON for advocacy for freedom & Human Rights

Goals of education following to Human Rights

  • promote personal development
  • strengten respect for the Huma Rights and other freedoms
  • enable individuals to participate effectively in a free society
  • promote understanding, friendship and tolerance

Is education dangerous?

dangerous to whom or what?

• to undemocratic, unfair, corrupt governments,

  • to people living under such governments educating themselves about freedom & Human rights

• to Human Rights non-respecting countries or (terrorist) organizations

• to your own worldview

• to students and teachers health who rise up in an undemocratic society with other ideal and values than their own students

Danger is dependent on the political system of the student/ teacher !!

Education as a Human Right

2.1. Declarations & Conferences

2.2. United Nations Convention on the Rights of the Child (19XY)

2.3. The role of the children

2.4. Implementations and UN goals for the future

Tiananmen uprising in China - 1989

Methods

Hunger strike, sit-in, occupation of public square

from June 3, 1989 (declared from May 20, 1989 – January 10, 1990, 7 months and 3 weeks)

thousands were killed

  • Protest leaders and activists exiled or imprisoned
  • executions

Parties to the civil conflict

  • Communist Party of China
  • Government of the People's Republic of China
  • People's Liberation Army
  • People's Armed Police
  • University students
  • Factory workers
  • Beijing residents
  • Intellectuals
  • Pro-democracy protesters

Reformists

Burma

8888 uprising - The uprising ended on 18 September, after a bloodymilitary coup by the State Law and Order Restoration Council (SLORC).

Deutsche Revolution Vormärz

Myanmar& Burma 1988

Frankreich 1989

Tiananmen Honk Kong 1989

2014 China

Anschläge

Irak

Kenia

...

Deutsche Revolution

Vormärz

politischen Forderungen nach Freiheitsrechten und Nationalstaat

gemeinsame Zusammenarbeit die Professoren und Studenten

May 1989 France

May 1968 was punctuated by demonstrations and massive general strikes as well as the occupation of universities and factories across France. At the height of its fervor, it virtually brought the entireadvanced capitalist economy of France to a dramatic halt.[1] The protests reached such a point that political leaders feared civil war or revolution; the national government itself momentarily ceased to function after President Charles de Gaulle secretly left France for a few hours. Although the events sometimes turned violent, they also had artistic and festive aspects with numerous quasi-improvised debates and assemblies, songs, imaginative graffitis, posters and slogans.[2]

"May 68" had a resounding impact on French society that would be felt for decades to come. It is considered to this day as a cultural, social and moral turning point in the history of the country. As Alain Geismar—one of the leaders of the time—later pointed out, the movement succeeded "as a social revolution, not as a political one".[3]

The unrest began with a series of student occupation protests against capitalism, consumerism and traditional institutions, values and order. It then spread to factories with strikes involving 11,000,000 workers, more than 22% of the total population of France at the time, for two continuous weeks.[1]

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