COMMUNITY LEARNING LABS
("EDUCATION FOR THE FUTURE")
("EDUCATION FOR THE FUTURE")
Community Learning Labs (Education for the Future) is a platform for intergenerational dialogue about education, which is necessary for the collective desirable future.
What is the problem?
Challenges of the new time are urgent not only for professional communities and young professionals, they are relevant for all generations, all strata of society. Currently in Russia and the majority of Post-soviet states, intergenerational gap in terms of skill and values is growing dramatically, formal educational institutions do not have time to respond quickly to the demands of new economy, nearly no one is engaged in the preparation and retraining of generations belonging to the previous economic and social order. There is a catastrophic lack of methods and approaches to engage young people in discussions about necessary skills and knowledge of the future. Inside families, the conversation about education often falls into manipulations and extrajections, staying far from a trusting process of family development and mutual assistance in preparing for the challenges of the new time. The dialogue between the family and the school almost doesn't exist , as there is no habit of negotiating, there is no technology to support the peer dialogue.
Challenges of the new time are urgent not only for professional communities and young professionals, they are relevant for all generations, all strata of society. Currently in Russia and the majority of Post-soviet states, intergenerational gap in terms of skill and values is growing dramatically, formal educational institutions do not have time to respond quickly to the demands of new economy, nearly no one is engaged in the preparation and retraining of generations belonging to the previous economic and social order. There is a catastrophic lack of methods and approaches to engage young people in discussions about necessary skills and knowledge of the future. Inside families, the conversation about education often falls into manipulations and extrajections, staying far from a trusting process of family development and mutual assistance in preparing for the challenges of the new time. The dialogue between the family and the school almost doesn't exist , as there is no habit of negotiating, there is no technology to support the peer dialogue.
Laboratory tasks:
- raise of awareness of the current requirements of the modern way of life, formation of the image of basic literacy of the 21st century
- transition of an active family community to subject-to-subject relations, and recognition of what and how can we ourselves do to improve the situation
- co-creation of a conscious order for the content, forms and policies of education
- search and expression of common goals and development objectives for children and parents
- designing of a model "education as a way of life"
- studying the interdisciplinary aspects of basic literacy of the 21st century in a comfortable methodical environment
- personalization of requests and requirements, the formation of the primary order for the development of literacy of the 21st century.
- raise of awareness of the current requirements of the modern way of life, formation of the image of basic literacy of the 21st century
- transition of an active family community to subject-to-subject relations, and recognition of what and how can we ourselves do to improve the situation
- co-creation of a conscious order for the content, forms and policies of education
- search and expression of common goals and development objectives for children and parents
- designing of a model "education as a way of life"
- studying the interdisciplinary aspects of basic literacy of the 21st century in a comfortable methodical environment
- personalization of requests and requirements, the formation of the primary order for the development of literacy of the 21st century.
Laboratory effects:
- for children and parents: awareness of how to become the authors of their development, how to notice and implement educational opportunities in everyday life, how to learn to agree among themselves and act jointly;
- for educators: understanding how the development of metadisciplinary skills is embedded in their daily practice, and what to look for in order for this development to occur - both with students and with them;
- for developers and implementers of educational solutions: nailing the solutions which respond to acute students' demands, which are accepted and motivate to perform better, and where are the most unrgent shortages in terms of working practices.
- for children and parents: awareness of how to become the authors of their development, how to notice and implement educational opportunities in everyday life, how to learn to agree among themselves and act jointly;
- for educators: understanding how the development of metadisciplinary skills is embedded in their daily practice, and what to look for in order for this development to occur - both with students and with them;
- for developers and implementers of educational solutions: nailing the solutions which respond to acute students' demands, which are accepted and motivate to perform better, and where are the most unrgent shortages in terms of working practices.
Laboratories have been conducted since 2016. In January-February 2019, the Wave of laboratories swept through about 30 cities in Russia, Belarus, Latvia, Uzbekistan, totally organized by independent teams of volunteers consisting of people who need to make education a platform for co-creation and cooperation of all stakeholders.
If you want to become a part of the Wave and conduct a laboratory in your city, please fill out the application here
Instructive webinar for lab organizers and moderators is available here
(Russian audio only, English subtitles will be added soon)
You can look into the laboratories of different cities through photostream here
If you want to become a part of the Wave and conduct a laboratory in your city, please fill out the application here
Instructive webinar for lab organizers and moderators is available here
(Russian audio only, English subtitles will be added soon)
You can look into the laboratories of different cities through photostream here
Mission of the laboratories
"One of the key challenges of the Wave of laboratories is the empowerment of social connections and the voluntary intention to make the world a better place."
> The first level is empowerment. The key thought of this level is that the oppressed becomes dehumanized, looses the human identity (personality) and starts thinking that he/she doesn't deserve human rights and liberties. Being raised in the environment full of violence and lacking of personal choice and personal responsibility, a person gradually adjusts to a misconception that freedom, love, personal value and respectful (win-win) communication are the privileges of humankind, which ge/she doesn't belong to. In this situation, empowerment should be basically interpreted as humanization or as giving everybody back the natural right to be an author of his/her own life and power to exercise this right.
> The second level is investigation. Though we observe a huge amount of educational solutions which can be to come extent attributed to human oriented education on the Post-soviet space, we can not define any of them and systemic or effective on a large scale, due to insufficient data gathering and analysis, as educational data science is nearly absent on the territory. Adding the fact that mentality differs significantly from region to region, we end up with rather sad conclusion that nearly not a single innovation can de considered to really have a systemic effect. The Wave is aiming to gather the first bunch of data from different regions' active (ready to accept innovations) societies and to analyze it in order to extract effective innovations and reveal "requests with no answer".
> The third level is connection. Actually speaking, this is also a kind of empowerment, not personal. but social, through revelation of the power of coordinated voluntary action, made not by order or for profit, but for connection and open dialogue. When we use our time and efforts, bearing in mind the value of collective awareness and coordinated collective action, we can really get and, futhermore, bring to life polymorphic yet uncontroversial desirable future. We consider the education to be the starting point or the prototyping ground of this future, so we gather to speak on our collective vision of education.
> The second level is investigation. Though we observe a huge amount of educational solutions which can be to come extent attributed to human oriented education on the Post-soviet space, we can not define any of them and systemic or effective on a large scale, due to insufficient data gathering and analysis, as educational data science is nearly absent on the territory. Adding the fact that mentality differs significantly from region to region, we end up with rather sad conclusion that nearly not a single innovation can de considered to really have a systemic effect. The Wave is aiming to gather the first bunch of data from different regions' active (ready to accept innovations) societies and to analyze it in order to extract effective innovations and reveal "requests with no answer".
> The third level is connection. Actually speaking, this is also a kind of empowerment, not personal. but social, through revelation of the power of coordinated voluntary action, made not by order or for profit, but for connection and open dialogue. When we use our time and efforts, bearing in mind the value of collective awareness and coordinated collective action, we can really get and, futhermore, bring to life polymorphic yet uncontroversial desirable future. We consider the education to be the starting point or the prototyping ground of this future, so we gather to speak on our collective vision of education.
Education is the laboratory of designing and prototyping of our shared desirable future