8/9/2019 Values for the Yatra August 2010
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In this ISSUE
Freedom 1
Caring Teachers 2
Education
Liberates
3
India, I Cry 5
Motivational Post-
ers
6
News & Views 7
AVEC Seminars 8
Fr eedom: t h e Ri g h t t o Ch oose"What is freedom? Freedom is the right to choose: the right to create for oneself
the alternatives of choice. Without the possibility of choice and the exercise of
choice a man is not a man but a member, an instrument, a thing."
~ Thomas Jefferson
This whole process begins with the simple understanding that you have a choice,that you can improve your ability to respond in any situation, and then making a
commitment that whatever choice you make will be in harmony with what you value
most!
Once upon a time in a remote village there existed a beautiful garden full of lovely
flowers, butterflies, birds etc. Children visited it and were very happy when they
were there. One day a selfish group came and chased away the children. They also
built a wall around the garden to prevent them from entering it again. In a fewdays flowers and fruits perished and birds and butterflies left the garden. What-
ever the selfish group did the garden did not achieve its former beauty. One day
however a small boy slipped through a small hole in the wall of the garden and
started playing in it without the knowledge of the selfish group.
After some time the birds and butterflies came back. Flowers and fruits filled
the trees once again. The group having noticed this learned their lesson and imme-
diately demolished the wall and welcomed children to the garden. A price has to bepaid, nothing comes free. In the not too distant past the people of this country
too were afraid to travel due to the Terrorism and their freedom of movement
were self restricted? We all have to take the responsibility in protecting this
freedom won at great cost and as the future flag bearers of this country you have
a great responsibility in this regard. Children should be allowed to express their
talents, creativeness and imagination freely without imposing undue pressure on
them.
The first step in experiencing the
freedom you crave is to start respond-
ing to life's situations in ways that are
in harmony with your values. And the
ability to respond in harmony with your
values starts redefining your relation-
ship with "responsibility".
Archdiocesan Value Education Centre (AVEC ) E-Letter August 2010
ValuesValuesValues for thefor thefor theYatraYatraYatra
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En cou r ag i n g Car i n g TEACH ERSCaring Teachers possess a caring vocabulary. Such vocabulary creates an enabling environment.
Students feel liberated and learning becomes a happy experience...
You do a good job of Students should be encouraged when they do not expect it, when they are
not asking for it. It is possible to point out some useful act or contribution in each student. Even a
comment about something small and insignificant to us may have great importance to a student.
You have improved in Growth and improvement is something we should expect from all stu-
dents. They may not be where we would like them to be, but if there is progress, there is less chancefor discouragement. If they can see some improvement, students will usually continue to try.
W e love you, but we don t like what you do . After a student makes a mistake or misbehaves,
he/she feels not liked. A student should never be made to think that way. It is important to distinguish
between the person and his/her behaviour, between the act and the actor.
You can help me (us, the others, etc. ) by To feel useful and helpful is important to everyone.
Students want to be helpful; we have to give them the opportunity.
Let s try it together . Students who think they have to do things perfectly, are often afraid to
attempt something alone or new, for fear of making a mistake or failing. They are likely to feel more
secure with a group project.So you made a mistake? Now, what can you learn from your mistake? There is nothing that can
be done about what has happened, but a person can always do something about the future. Mistakes
can teach young students much and they will learn if they are made not to feel embarrassed for
having made one.
You would like us to think you can t do it, but we think you can . This approach could be used
when the student says or conveys that something is too difficult for him/her. But if he/she tries and
fails, one has at least had the courage to try. Our expectations should be consistent with the students
ability and maturity.
Keep trying. Don t give up .When a student is trying, but not meeting much success, a comment
like this might be helpful.
I m sure you can straighten this out, ( solve this problem, etc. ) but if you need
any help, you know where to find me .Teachers need to express confidence that stu-
dents are able to resolve their own conflicts.
I can understand how you feel ( not sympathy; but empathy ) but I m sure you ll
be able to handle it . Sympathising with another person seldom helps him, rather it
conveys that life has been unfair to him. Understanding the situation (empathising )
and believing in the student s ability to adjust to it is of much greater help.
Archdiocesan Value Education Centre (AVEC ) E-Letter August 2010
ValuesValuesValues for thefor thefor theYatraYatraYatraArchdiocesan Value Education Centre (AVEC ) E-Letter August 2010
ValuesValuesValues for thefor thefor theYatraYatraYatra
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Edu c at i on : A Li ber a t i n g Tool Education is a constant process for the liberation of human beings."
Pablo Freire(192197)
Pablo Freire was Brazilian educator whose ideas on the roleof education for the poor, proved to be tremendously influen-tial. After training as a lawyer, he decided to become a sec-ondary school teacher, rising to become Director of the De-partment of Education and Culture in the Brazilian State ofPernambuco. He later worked in various Brazilian universi-ties, developing adult literacy programs. After a militarycoup in Brazil in 1964, he lived and worked in Chile for fiveyears, then with the World Council of Churches in Geneva,not returning to Brazil until 1980. During his time of exile,he developed his ideas further and published a number ofbooks, the most renowned of which was Pedagogy of theOppressed (1972): Freire saw the moral potential in atransformative educationthe potential to liberate:
A paradigm shift for all EducatorsA careful analysis of the teacher-student relationship at any level, inside or outside
the school, reveals its fundamentally narrative character. The relationship involvesa narrating Subject (the teacher) and patient, listening objects (the students) Narration (with the teacher as narrator) leads the students to memorize mechani-cally the narrated content. Worse still, it turns them into containers, into recepta-cles to be filled by the teacher. The more completely he fills the receptacles, thebetter a teacher he is. The more meekly the receptacles permit themselves to be
filled, the better students they are.
Education becomes an act of depositing, in which the students are the depositar-ies and the teacher is the depositor. Instead of communicating, the teacher issuescommunicates and makes deposits which the students patiently receive, memo-rize and repeat. This is the banking concept of education, in which the scope ofa c t i o n allowed to the students only as far as receiving, filing, and storingthe deposits. They do, it is true, have the opportunity to become
collectors or cataloguers of the things they store. But in thelast analysis, it is [people] themselves who are filed awaythrough the lack of creativity, transformation and knowl-edge in this (at best) misguided system. For apart frominquiry, part from the praxis, [people] cannot be trulyhuman. Knowledge emerges only through invention andre-invention, through the restless, impatient, continuing,
hopeful inquiry men pursue in the world, with the world,
and with each other
Archdiocesan Value Education Centre (AVEC ) E-Letter August 2010
ValuesValuesValues for thefor thefor theYatraYatraYatra
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The truly committed must reject the banking concept in its entirety, adoptinginstead a concept of [people] as conscious beings, and consciousness as conscious-ness directed towards the world. They must abandon the educational goal ofdeposit-making and replace it with the posing of the problems of [people] in theirrelations with the world. Problem-posing education, responding to the essence ofconsciousnessintentionalityrejects communiqus and embodies communica-tion. It epitomizes the special characteristic of consciousness: being conscious of,not only as intent on objects but as turned in upon itself as consciousness of
consciousness.
Liberating education consists in acts of cognition, not transferrals of information Problem-posing education, breaking the vertical patterns characteristic of bank-ing education, can fulfill its function of being the practice of freedom Throughdialogue, the teacher-of-the-students and the students of the teacher cease to exist The teacher is no longer merely the-one-who-teaches, but one who is him [orher]self taught in dialogue with the students, who in their turn while being taught
also teach. They becomejointly responsible for a process in which all grow
Banking education attempts, by mythicizing reality, to conceal certain facts
which explain the way [people] exist in the world [such as the facts of power and
inequality]; problem-posing education sets itself the task of de-mythologizing.
Banking education resists dialogue; problem-posing education regards dialogue as
indispensable to the act of cognition which unveils reality. Banking education
treats students as objects of assistance; problem-posing education makes them
critical thinkers. Banking education inhibits creativity and domesticates (although
it may not completely destroy) the intentionality of consciousness by isolating
consciousness from the world, thereby denying [people] their ontological and his-
torical vocation of becoming more fully human. Problem-posing education bases
itself on creativity and stimulates true reflection and action upon reality, thereby
responding to the vocation of [people] as beings who are authentic only when en-
gaged in inquiry and creative transformation Problem-posing education affirmsmen as beings in the process of becomingas unfinished, uncompleted beings in
and with a likewise unfinished reality.
Freire, Paulo. 1972. Pedagogy of the Oppressed. Harmonsdworth UK: Penguin. pp. 4546, 5253, 56
57. http://newlearningonline.com/new-learning/chapter-2-life-in-schools/paulo-freire-
Archdiocesan Value Education Centre (AVEC ) E-Letter August 2010
ValuesValuesValues for thefor thefor theYatraYatraYatra
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I n di a , I Cr y by Mr . Remo Fer n an des
India, I cry
I cry, India
You were the worlds spiritual flower,
Now youre just a starving nuclear power.
Weve built the tall, ivory tower
While the slums outside, grow by the hour.
Your ministers rape you,
Your neighbours love to hate you
You people forsake youYour movies stagnate you
You gods divide you
Your god men misguide you.
Your devils in disguise,
are on the rise!
India, I cry I cry, India
Goa, I cry I cry, Goa
Paradise of sea and skyHow we suck and bleed you dry
We cant look you in the eye
As we watch you slowly die.
Your miners corrode you
Your Princess erodes you
Your builders dig your grave
Your protectors just the slave
Your sons fight each others
They have no unity
They have no guts to move their butts
Against the enemy
India, I cry I cry, India
Goa, I cry I cry, Goa
India, I cry I cry, India
Archdiocesan Value Education Centre (AVEC ) E-Letter August 2010
ValuesValuesValues for thefor thefor theYatraYatraYatra
India, I Cry A very good song and Video by Mr. Remo Fernandes
can be downloaded from the youtube.
An excellent song for reflection as we celebrate our Independence Day
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Archdiocesan Value Education Centre (AVEC ) E-Letter August
ValuesValuesValues for thefor thefor theYatraYatraYatra
36 Motivational Posters have been designed by AVEC not just to color
the walls and boards of the classroom but to inspire, motivate and lead
the students to live Value-centered lives.
3 Dozen Posters will be available for sale at Rs 350/ at the coming seminars.
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Archdiocesan Value Education Centre (AVEC ) E-Letter August 2010
ValuesValuesValues for thefor thefor theYatraYatraYatra
05.07.10 Victoria School
Holy Cross
Mahim
Lower Parel
15.07.10 ABE Meeting Mahim
12.07.10 St. John the Baptist
St. Francis Xavier
Fatima High
School
Dominic Savio
Thane
Bhandup
Ghatkopar
Ghatkopar
Kurla
16.07.10 St. Judes High
School
St. Anthonys
St. Josephs
Jeri-Meri
Saki Naka
Kurla
13.07.10 Convent of Jesus
and Mary
Holy Name
St. Xaviers Fort
St. Annes
Fort
Fort
Fort
Dabul
17.07.10 O.L P.S.H
St. Anthonys
Loretto Convent
St. Sebastians
Chembur
Chembur
Chembur
Marouli
14 07.10 Antonio De Souza
Gloria Convent
St. Marys
Rosary High
school
St. Josephs Con-
vent
Sacred Heart High
Byculla
Byculla
Mazagaon
Dockyard
Agripada
Sankli street
19.07.10 Sacred Hearts
Convent of Jesus
and Mary
Fr. Agnels
Don Bosco
Vashi
Kharghar
Vashi
Nerul
Celebr at i ng Fr eedom Responsi bl y
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09.30 am: Arrival Registration
10.00 am 11.15 am: Session I Introduction / Asha Book House
11.15 am 11.45 pm: Break ( Snacks )
11.45 am 0.1.00 pm: Session II: AVEC Way Forward - Fr. Glenford Lowe
AVEC E-Letter Values for the Yatra is an initiative to provideAnimation Resources for Teachers involved in Value Education in the ABE schools/ Jr. Colleges of the
Archdiocese of Bombay .
Values for the Yatrais published every month and is for private circulation.Your valuable suggestions are most welcome to assist us in making Values for the Yatra a
useful tool of animation and bonding among the Principals, Teachers and Students of the ABE schools.
CONTACT:
Fr. Glenford Lowe SDB / Rochwyn Fernandes / Michelle D SouzaArchdiocesan Value Education Centre (AVEC ) Don Bosco Youth Services,
Matunga 400019 , MUMBAI Ph: 24154477 e-mail: [email protected]
Archdiocesan Value Education Centre (AVEC ) E-Letter August 2010
ValuesValuesValues for thefor thefor theYatraYatraYatra
Deanery Date Venue: School
Andheri Deanery 04/08/10 St. Dominic Savio High School,
Andheri
Bandra Deanery 06/08/10 St. Andrews High School,
Bandra
Borivili Deanery & Bhayandar
Deanery
11/08/10 Don Bosco High School,
Borivili
Central Suburbs Deanery 13/08/10 Sacred Heart High School,
Santacruz
North Bombay Deanery 18/08/10 Don Bosco Youth Services,
Matunga
Thane Deanery 20/08/10 St. John the Baptist, Thane
South Bombay Deanery 25/08/10 St. Annes Girls, Fort
Kurla Deanery &
Navi Mumbai Deanery
27/08/10 Don Bosco Youth Services,
Matunga
Deanery Level
meetings for Value
Coordinators. For fur-
ther details, please
contact the office
mailto:[email protected]:[email protected]Top Related