Berlin Commons Conference/Workshops/Education: Difference between revisions
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People engaged: Silja, Thomas, Nakorari, Franco, Annette, Juergen, | People engaged: Silja, Thomas, Nakorari, Franco, Annette, Juergen, | ||
Arthik, David, Diego, Heiner, Franz, Hala, others ... | Arthik, David, Diego, Heiner, Franz, Hala, others ... | ||
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- set up a course within academia about reflecting education in terms of | - set up a course within academia about reflecting education in terms of | ||
the commons | the commons <br> | ||
- teach the gift economy as a good example for the commons | - teach the gift economy as a good example for the commons<br> | ||
- innovation comes with the approach, put more focus on the process and | - innovation comes with the approach, put more focus on the process and | ||
the different kind of managment systems | the different kind of managment systems <br> | ||
- transform the perspective and explore the cognitive blindness in ones | - transform the perspective and explore the cognitive blindness in ones | ||
own field | own field <br> | ||
- share contents for teaching the commons | - share contents for teaching the commons <br> | ||
- education needs trust, empathy for and knowledge about the learners | - education needs trust, empathy for and knowledge about the learners<br> | ||
| Line 20: | Line 19: | ||
education/learning) in the context of the the commons? ==== | education/learning) in the context of the the commons? ==== | ||
- break with the traditional structures and norms (in academia) | - break with the traditional structures and norms (in academia)<br> | ||
- establish participative education | - establish participative education<br> | ||
- engage the whole person | - engage the whole person<br> | ||
- make the teaching methodologies explicit and give the | - make the teaching methodologies explicit and give the | ||
learner/student/pupil a voice | learner/student/pupil a voice<br> | ||
- make expectations transparent and give learner power over the | - make expectations transparent and give learner power over the | ||
assesssment | assesssment<br> | ||
==== How can we fight the resistance and opponents of teaching the commons? ==== | ==== How can we fight the resistance and opponents of teaching the commons? ==== | ||
- teach the teachers | - teach the teachers<br> | ||
- create autonomous communities besides the academic institutions | - create autonomous communities besides the academic institutions<br> | ||
==== How can we strengthen the commons? ==== | ==== How can we strengthen the commons? ==== | ||
- set up free open access online courses => open courseware | - set up free open access online courses => open courseware <br> | ||
- support live in rural areas, strengthen villages and rural places, | - support live transmission in rural areas, strengthen villages and rural places, | ||
educate youth how to survive in their homeland/region | educate youth how to survive in their homeland/region<br> | ||
- teach DIY methods for setting up local digital communication | - teach DIY methods for setting up local digital communication | ||
infrastructure (e.g. Wi-Fi in rural areas) where needed | infrastructure (e.g. Wi-Fi in rural areas) where needed <br> | ||
- discuss the "global crisis" with the youth | - discuss the "global crisis" with the youth <br> | ||
- interview the elder people and pass their local | - interview the elder people and pass their local | ||
content/knowledge/experience to the youth | content/knowledge/experience to the youth <br> | ||
- work for the revival of traditional commons (ask elder), etc ... | - work for the revival of traditional commons (ask elder), etc ...<br> | ||
- build a repository for and about the commons | - build a repository for and about the commons<br> | ||
- relearn to be helpful to | - relearn to be helpful to each other<br> | ||
- build forums and community structures | - build forums and community structures <br> | ||
- earn trust and establish relationships | - earn trust and establish relationships <br> | ||
==== How can commons be communicated better? ==== | ==== How can commons be communicated better? ==== | ||
- use digital media for distributed story telling | - use digital media for distributed story telling <br> | ||
- set up a "Global Villages TV" for exchange between the global community | - set up a "Global Villages TV" for exchange between the global community | ||
of local commoners | of local commoners<br> | ||
- tell ones own version of a story to the public (with blogs, etc.) | - tell ones own version of a story to the public (with blogs, etc.)<br> | ||
- integrate local content into the "official" history | - integrate local content into the "official" history<br> | ||
- bring the local people's history/artwork/impact back into the | - bring the local people's history/artwork/impact back into the | ||
conscious | conscious<br> | ||
- use oral/audio for story telling/education | - use oral/audio for story telling/education<br> | ||
- local culture is essential for learning, adopt to the local learning | - local culture is essential for learning, adopt to the local learning | ||
cultur | cultur<br> | ||
- rediscover communalities in the sense of content | - rediscover communalities in the sense of content<br> | ||
- read Rob Hopkins "Pattern Language" | - read Rob Hopkins "Pattern Language"<br> | ||
- watch/distribute the Film "This Land is our Land" by David Bollier ;-) | - watch/distribute the Film "This Land is our Land" by David Bollier ;-)<br> | ||
Revision as of 12:16, 8 November 2010
People engaged: Silja, Thomas, Nakorari, Franco, Annette, Juergen, Arthik, David, Diego, Heiner, Franz, Hala, others ...
How can we teach the commons?
- set up a course within academia about reflecting education in terms of
the commons
- teach the gift economy as a good example for the commons
- innovation comes with the approach, put more focus on the process and
the different kind of managment systems
- transform the perspective and explore the cognitive blindness in ones
own field
- share contents for teaching the commons
- education needs trust, empathy for and knowledge about the learners
==== How can we bring the aim of "Bildungsfreiheit" (German for freedom of
education/learning) in the context of the the commons? ====
- break with the traditional structures and norms (in academia)
- establish participative education
- engage the whole person
- make the teaching methodologies explicit and give the
learner/student/pupil a voice
- make expectations transparent and give learner power over the
assesssment
How can we fight the resistance and opponents of teaching the commons?
- teach the teachers
- create autonomous communities besides the academic institutions
How can we strengthen the commons?
- set up free open access online courses => open courseware
- support live transmission in rural areas, strengthen villages and rural places,
educate youth how to survive in their homeland/region
- teach DIY methods for setting up local digital communication
infrastructure (e.g. Wi-Fi in rural areas) where needed
- discuss the "global crisis" with the youth
- interview the elder people and pass their local
content/knowledge/experience to the youth
- work for the revival of traditional commons (ask elder), etc ...
- build a repository for and about the commons
- relearn to be helpful to each other
- build forums and community structures
- earn trust and establish relationships
How can commons be communicated better?
- use digital media for distributed story telling
- set up a "Global Villages TV" for exchange between the global community
of local commoners
- tell ones own version of a story to the public (with blogs, etc.)
- integrate local content into the "official" history
- bring the local people's history/artwork/impact back into the
conscious
- use oral/audio for story telling/education
- local culture is essential for learning, adopt to the local learning
cultur
- rediscover communalities in the sense of content
- read Rob Hopkins "Pattern Language"
- watch/distribute the Film "This Land is our Land" by David Bollier ;-)