Teacher Training for Learning to Live Together – A Training Manual


The 21st century is even more overtly political and networked, with global communications meaning that conflicts‘elsewhere’ often play themselves out at home and need to be tackled, but also meaning that networks of  individuals, groups and schools can potentially be a force for change. This requires two roles for teachers: a knowledge role – of international affairs and of rights; and a modelling role – that they know how action can be taken, whether joining a protest group such as Amnesty International or participating in some way to improve the rights of others. To provide teachers with motivations for their subsequent work: commitment to the ethics of human rights and to the aim of changing society, so that human rights are applied in practice, five themes are developed:.

– Globalization and Social Justice
– Cultural Diversity and Respect
– Sustainability
– Human Rights, and
– Peace and Equity


About Giorgio Bertini

Research Professor. Founder Director at Learning Change Project - Research on society, culture, art, neuroscience, cognition, critical thinking, intelligence, creativity, autopoiesis, self-organization, rhizomes, complexity, systems, networks, leadership, sustainability, thinkers, futures ++
This entry was posted in Change agents, Community development, Critical pedagogy, Indigenous knowledge, Participatory learning and tagged , , . Bookmark the permalink.

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