positive education

HANDS UP FOR WOMEN'S RIGHTS! These young boys are speaking up!

IMG_6515.jpg

HANDS UP FOR WOMEN'S RIGHTS! These boys are speaking up!

This was incredibly heart-warming.

Having discussed and shared activities in my Leadership Within workshop, it was time for an Open Space activity. The idea was to allow these Yr 6 Heidelberg Primary students to lead their own discussion groups through topics of their own choosing, and then to create actionable and solution- focussed steps.

Students stepped forward to lead groups on topics such as 'Ending poverty,' 'Raising student voices', 'Equality,' 'World Peace,' 'Reducing bullying,' and 'Animal Rights'.

Then one young boy stood up. 'I want to lead a group on Women's Rights.'

'Excellent', says I, beaming at him.

When we had all the topics sorted - 11 in all, the rest of the year level got to choose which group they would go to.

Six boys joined the Women's Rights group. It became an all boys group, and I wish you could have all been privy to the mature, rational and inspiring conversation that ensued.

Congratulations to the teachers and parents of these boys for raising such consciously aware individuals.

Cheery blessings,

Marg

Margaret Hepworth is the founder of The Gandhi Experiment. Margaret facilitates Global Citizenship and Leadership Within workshops across Melbourne schools and internationally.

'SCENE ONE; SCENE TWO' - A ROLE PLAY TEACHING HOW TO MAKE BETTER CHOICES

‘Scene One; Scene Two’  - a role play about making better choices.

‘Scene One; Scene Two’ - a role play about making better choices.

These young students, Yr 4-6 (age 10-13yrs old) are completely rocking my role play on anger management and the choices we can make when we are upset, frustrated and angry. 
The role play intentionally utilises the learning preferences for audio, visual and kinesthetic learners, so that everyone is readily engaged and learns the messages. 
I crafted this role play to follow a pattern that works:

1. To ‘take them out beyond themselves’ 
2. To bring it back 'to me', to 'my school' and 'my home' environments
3. To understand I might get angry, yet I can calm down and choose a different response
4. To see that both violence and kindness have a ripple effect- and I can be a part of either one.

5. It is a choice. My response is important not just to me but to others around me as well. 

These kids are amazing improvisers, acting completely off the cuff, acting out one scenario and then going into 'rewind' to act out a different response- and having a ball doing so! My heartfelt thanks to them. 

‘Global Citizenship - It starts with us!’ is one of The Gandhi Experiment’s signature student workshops

Feeling great after our workshop

Feeling great after our workshop

COLLABORATIVE DEBATING THE DIGITAL REVOLUTION

Students workshop the topic prior to the Collaborative Debate

Students workshop the topic prior to the Collaborative Debate

Last Friday, I was very excited to be back at Preshil, running a Collaborative Debate with all their Yr 10s. Having studied ethical questions around the Fourth Industrial Revolution - digital revolution - social credit, advanced surveillance technology, facial recognition and more, the topic of our Collaborative Debate was ‘That we need more surveillance strategies.’ Oh yes, it was challenging!

I was impressed at how quickly these Yr 10s learnt to shift to this new framework of collaborative conversation, not trying to point score or denigrate, but to open the topic up to further examination. 

In Collaborative Debating we learn that we may need to pose new questions - create a question chain that will then take us closer to the answers we are seeking. One such question raised by one of the Preshil Yr 10s in relation to new surveillance strategies was ‘What are the outcomes we would be seeking?’ It helped to clarify the purpose and intent of our debate. 

And as much as we were talking about 'screens' here we were fully engaged in face-to-face conversations, in deep learning. Love it!

WILL YOU WHISPER PEACE WITH ME?

Part One:

Are Gandhi's teachings still relevant in today's world?

William Ricketts Sanctuary Vic - Photo taken by Margaret Hepworth

William Ricketts Sanctuary Vic - Photo taken by Margaret Hepworth

‘Too many people are experimenting with war and violence. We need more people experimenting with peace and non-violence.’ This clear thought came to me when visiting Gandhi’s Sabarmati Ashram (memorial) a few years ago. Gandhi had a workable methodology for countering violence with non-violence. Today, we need to teach solution focused activities for positive change. So now I experiment with lessons in peace-building – through The Gandhi Experiment.

In my student workshop, Global Citizenship – it starts with us! I ask my teenage participants, ‘What are our current big global issues?’ It doesn’t matter which country I am in, Australia, India, Pakistan, Indonesia – or wherever these participants are from – Kashmir, Timor Leste, Vietnam, Malaysia, Afghanistan -  they name the same things: war and conflict; poverty; domestic violence; asylum seekers and displaced peoples; global warming; greed; over-competitiveness; terrorism; inequality; corruption; discrimination – religious, gender-based, Islamophobia. On occasion they even name a world leader as a global issue!

Every item in their list is a form of violence – violence to others and violence to our planet. And then comes the realization – at a deep and intrinsic level, these all pertain to violence to ourselves.

At The Gandhi Experiment, we don’t study Gandhi, the man himself, per se. What we do examine is the essence of his messages. To keep it simple, easily learnt and applied, I teach our teenagers what I call the ‘three plus one model’. Essentially, Gandhi stood on three platforms:

1.   In conflict situations, always choose non-violence as a conscious choice.

2.     ‘Satyagraha’, Gandhi’s word for your 'truth-force' or 'soul-force.' Yet when ‘my truth’ does not match ‘your truth’, we always revert to the first platform, to choose a non-violent method to sort out our differences.

3.     The third one is oh-so-relevant to us all today. Gandhi would sit and pray each morning and night. Thoughts would come in; insights and wisdoms that paved the way forward. Then, Gandhi would get off his backside and take action. There it is, the third platform - action. How often do we sit around the dinner table, whinging and whining, blaming the rest of the word for all its problems? Yet we fail to take the actions required to meet real change head on.

And the ‘Plus one’? The over-arching theme that encompasses all three of the ‘platforms’ is to profoundly understand that ‘Change begins with me.’

Gandhi is often quoted as having said the famous line, ‘Be the change you want to see in this world.’ Now a little digging research will tell you, he didn’t say exactly that. To paraphrase, what he did say was, ‘If you can change yourself, the world around you will change.’

Sit for a moment and breath that thought in to your being. If, in mid-screaming match with your teenager or in a heated dispute with a co-worker - what is the change that you can make to effect the change you want to see in this world? If you can change your own behavior, then the world around you will change as well.

What is the change that you can make to effect the change you want to see in this world?
 

It doesn’t mean giving in, or giving up. But it does mean giving – respect, understanding and listening – even at your most troublesome times. And sometimes it means giving all of these things to yourself – respect, understanding and deep listening.

I apply the learning through Gandhian philosophy, making it relevant to today’s context. Here are just a few examples:

1.     ‘Forgiveness is the attribute of the strong’ underpins The Best Forgiveness Role Play Ever.

2.     ‘The world has enough for everyone’s need, but not enough for everyone’s greed’ underpins the Dinner Party to Save the World.

3.     Respect at all times – even for your enemy. ‘It’s always been a mystery to me how people can respect themselves when they humiliate other humans’ underpins Collaborative Debating. I once had a young man, 15 years old, who said to me, ‘We should ask your enemy, what is your truth?’ A young Gandhi in the making.

4.     ‘The enemy is fear. We think it is hate, but it is fear,’ underpins a break-out workshop I run with adults: ‘Why should you never use fear to control a classroom? Why should you never use fear to control your home? Why should you never use fear to control a country?’

And so, so much more.

I often ask myself, why is it that our kids seem to know more about Adolph Hitler and Saddam Hussein than they do about Mohandas Gandhi? Why aren’t we taking the lessons of Gandhi, Mandela and King and using them more effectively in our classrooms? Let’s don’t study them as people of history; let’s study them as lessons for the present. It’s time for us to put these lessons into action.

Peace building is an attribute of the strong.

Will you whisper peace with me?

20160814_090700-1.jpg

 

www.thegandhiexperiment.com     margaret@margarethepworth.com