Forum Speaker #1

• Ethics Education for Children - Fostering Learning to Live Together to contribute to Sustainable Peace

• Maria Lucia Uribe • Arigatou International • ml.uribe@arigatouinternational.org • Discussion Panel: 1

1

ETHICS EDUCATION FOR CHILDREN

Children learn to live in solidarity with people of different religions, cultures, and

ethnicity; are empowered to make ethical decisions, nurture their

spirituality; and to enhance their innate ability to make positive contributions to transform their communities based on values that promote respect for their own culture and beliefs and for those of

others.

Learning to Live Together Programme

• An intercultural and interfaith framework for ethics education for children

• A pedagogical approach to learning

• An educational manual with tools and resources for educators

•  Become a model for values-based education to address issues of violence in schools and communities fostering interfaith learning;

•  Helped address a wide range of themes: prevention of violence, racism, discrimination or exclusion;

•  Empowered children and youth from different faiths to work collaboratively with others.

Learning to Live Together has

Human Dignity

• Human life is sacred •  Fulfillment of basic

necessities • Capacity for people

to choose and make decisions freely

•  Possibilities to develop their own identity/ies

Child-centred Approach

Spirituality

Interfaith and Intercultural learning

Ethics and Ethics Education

LTLT Ethics Education Conceptual Underpinnings

!  Learning Environments •  Participatory and

Collaborative Learning

•  Safe Learning Environments

•  Context-sensitivity

!  Transformations •  Critical thinking •  Conscientization •  Imagination •  Self-driven Learning

!  Collective Action !  Interconnectedness !  Role - modelling

Ethics Education Approach

Tana River County - Kenya

Conclusions

•  Education needs to be reimagined and reinvented to respond to the multiple ethical challenges but also to the globalized nature of our daily interactions

•  Education needs to understand itself as part of a community and as a key actor in fostering social cohesion and building peace

•  Education should be sensitive to cultural and religious differences; ensure spaces are safe for children to strengthen their sense of belonging, inclusive identities, and allow them to become who they want to become, connect with others and transform themselves and the world around them.

اً د ��� merci (Shokran Gidan) شكراً ج thank you thank you ngiyabonga

baie dankie kealeboga diolch yn fawr धन्यव ाद (Danyavad) 謝謝 (xiexie)

asante gracias asante Спа с ибо (spacibo) danke grazie

todah rabah oshe todah rabah a dankjewel obriga do/a obriga do obriga do/