Education for Cosmopolitanism Milan Italia Citizens in a

Education for Cosmopolitanism Milan, Italia

Citizens in a Globalized World

Pull of the Future: Vision, Social Justice, Equity, Hope, Imagination Me Me Push of the Present: Popular Authoritarianism, Need for Approval, Social Sanctions, Governmental Rules, Policy, Fear Me Weight of the Past: Habit, Rules, status quo, Authority, Tradition, Expectations, Personal Experience, Hurts, Anger, Patterns

Are we capable of changing the world? 4

“Never doubt that a small group of thoughtful, committed citizens can change the world. Indeed, it is the only thing that ever has. ” Dr. Margaret Mead 5

Opposing Narratives in a Troubled World • Neglect of the body (Inner Ecology) • Neglect of ‘Others’ (Minorities and Foes) • Neglect of the Environment (Outer Ecology) • Neglect of the Mind (Value-based Thinking) • Neglect of the Spirit ( Universalism)

Education for Empowerment Dis-empowerment Empowerment Collective Well-being Politics driven by Vested Interests Social Exclusion Subordinated Coop Free market capitalism Non-renewable technologies Exploit nature Material consumption as end all Benevolent Leadership Social Inclusion Coordinated Coop Ecological Economics/Prama' Renewable Age Technologies Progressive Utilization Self-Restraint/Balance

• Citizen of the future is likely to be equipped to be able to function in both local and global spaces (spatial dimension). Nano technologies would make it easier. • Citizen of the future could have greater ‘inner’ capability to reflect on the past & influence and co-create the future (temporal dimension). Genetic & Information Revolution will aid this. • Citizen of the future will be able, skillfully and gleefully, to appreciate the gifts of the present in even greater measure (personal dimension). Ecotourism, Leisure, Neo-Magna Carta & Spiritual Revolution could enrich it

Context for Global Education Today, new hybrid forms of civilisations are emerging from the interaction of peoples & their beliefs from around the world. On a global scene , this offers rich possibilities for encounter, synthesis and new learning. As an example, the hybridity of the term ‘neohumanism’ itself illustrates this process. It has a Greek prefix linked to a Latin root and was devised & popularised by an mysticphilosopher born in a remote village in India. It draws on both critical and post-structural insights into reality while retaining its normative commitment to the social, economic and spiritual growth of all that is on the planet and in the universe.

Spiritual Awareness to Celebrate the Passion for Life WHY WHAT Science and Technology for Universal Welfare HOW Arts and Aesthetics for Blessedness

Technical, Entrepreneurial Interpersonal, Communication Computational Inner and Conscious Outer Ecology Cognitive Abilities Scientific Method Body Subliminal Creativity Past, Present & Future

I Q= Intelligence Quotient PQ= Productivity Quotient EQ= Emotional Quotient

Accelerating Social Change Clarity of Shared Visions | | | Global Agents Local Conscious- ——— of ————— Projects ness Change | | | 18 Common Spiritual Base

Values Rationality Inner Exression Outer Expression Wisdom Justice Modality System Intelligence Quotient Dynamicity Missionary Zeal Abundance Speed Sense of Aesthetics Mysticism Inner Inspiration Beauty Unity in Diversity Productivity Quotient Selfknowledge Equipoise Emotional Quotient Devotion Inner Peace Service Eco-balance Discipline Surrender

PQ= Productivity Quotient IQ=Intelligence Quotient EQ= emotional Quotient IQ= Rationality PQ= Aesthetic Dynamicity EQ= Spiritual Equipoise

Sadvipras- the leaders of tomorrow Five dimensions of a sadvipran leader Knowledgeable, wise and intelligent Dynamic Moral and Virtuous Inspirational Confident and Commanding

Yoga as a Challenge

Brazil

Albania

Haiti

Germany

Yoga as Play (3 -5 years old) as Adventure ( 6 -16 years old) as A Way of Life ( 17 & older)

New Haven

What is Neohumanism?

India

• • Earth Sciences Ecology Physics Biology Geography History Social Science Psychology Supra Aesthetics Music and Arts Language Arts YES-Astaunga Yoga Philosophy Biopsychology Physical Education Communication Sciences Mathematics Physics Economics Technology IT Politics Research etc.

Origins of Gurukul Tradition Vedas Upanishads Tantra Ananda Marga

Gurukuls’

Vistara School, Australia

Curriculum for Neohumanist Studies (CNS) course module 1. Life Styles, Health, Relationships and Personal Development 7. Values, Education and Future course module Service Spirit Elevated Consciousness 6. Legal Systems, Law Value enforcement, Based Justice & Living Security course module Neohumanist Stance Penetrating Microvita Intellect 5. Entertainment, Recreation, Media, Communications & the Cyber World course module Entrepreneurial Spirit & Pragmatism 2. Science, Technology, Arts & Culture course Social Activism 3. Economic module & Systems, Revolutionary Industry/ Zeal Business World Aesthetics, & Economic. Integrative & Empowerment Synthetic Spirit 4. Power, Politics, Public Policy, Government & Sustainable Communities course module

Beer Sheva Declaration • Curriculum is a journey • The 21 st century citizen is a hero on his/her journey, • To be heroic is to become a pluralistic 21 st century citizen • The religious values are distilled in this journey • The school is the dojo (gurukul) of the community within which the citizen get his/her competencies • The sensai (guru/master/teacher) is the embodiment of cardinal values espoused by the school. Citizenship 21 st Consciousness of the “divine” Contemporary Citizenship Spirituality Extraterrestri al &Other worlds including subatomic microvita Planet 21 st curriculum, sequences, rites and passages

Lexicon; democratic thought; sociology; civic knowledge; laws & regulations; forces of change; rights, human rights, animal/plant rights; values of others Actors: students; Values, Knowledge Methods; teachers; parents profiling; active / family; listening; community; multilogue; NGOs; industry; reflection; A model for civic literacy reflective media; army; police. Next steps: Modalities: dilemma community dialogues; it? value What do we need to add to this to complete volunteering; clarification; What resources and case studies exist? civic criticism; debating; Involvement Skills school mediation; democratization futures studies Contexts: Identities; Relevance, consistency, integrity of school climate; Integrated, holistic, cross-disciplinary; Enabled, amplified, extended by interactive technologies

A presentation of : An international network of schools, institutes and research