IC WORKSHOP CONTENT

One key aspect of perception is:

The Process of a person's Understanding

and Expectation.

PERCEPTION

Our perception is shaped by:

PERCEPTION

Our Conditioning: our personality, our past experiences, our story

Our Intention: our attitudes, motives, and expectations*

*All of which can be playing out consciously or unconsciously

The term perception is used confusingly in English language and can be used for opposing concepts, such as:

PERCEPTION

Thought - Opinion

Knowledge - Judgement

Viewpoint - Consciousness

We have more conveniences, but less time.

We have more degrees but less sense;
more knowledge but less (wise) judgment;
more experts, but more problems.

The Paradox of our Age

We’ve been all the way to the moon and back,
but have trouble in crossing the street to meet our new neighbour.

We built more computers, but have less real communication.

These are times of fast foods but slow digestion;
tall men but short characters;
steep profits but shallow relationships.

It’s a time when there is much in the window but nothing in the room.

- Dalai Lama -

If someone is stereotyped, people form a fixed image of them,

which make assumptions* about the ways they will behave.

*Note: these assumptions can be extremely painful

STEREOTYPING

CONSCIOUS DESCRIPTIONS

An awareness process of three steps:

1.Observing a complex situation

2.Making objective descriptions* to navigate complexities

3.Remembering that individuals are more than our observations

(*Staying conscious that our descriptions are never 100% objective)

The CBE methodology responds to challenges with elements such as:

RESPONSES

Peer led processes to strengthen motivation

Consistent small groups to build relationships

Group agreements to support trust building and safety

Emotional prompts to inspire personal involvement

Awareness activities to sensitize for self and other

Additional responses to challenges include:

RESPONSES II

Participatory Culture to continue engagement

Peer videos to model empathic dialogue

Reflection moments to prepare contributions

Practical design to support the communication process

Open spaces to harvest insights

PEER

MENTORING

MODEL

UNESCO

UNESCO: Education for Sustainable Development (Civic Networks)

PURDUE

NYFA

?

PURDUE: Intercultural Learning and Transformative Education (Higher Ed)

NGE

NEW YORK FILM ACADEMY: Pressing Social Issues (Filmmakers + Artists)

NATIONAL GEOGRAPHIC EDUCATION: Global Education K12 (High School Systems)

OU?: Wellbeing and Mental Health support online (Higher Ed + Public Health)

SCALABLE APPLICATIONS

PRODUCTION

FISHBOWL RECORDING

 

 

Edit Peer Videos that model empathic dialogue for the large group.

Facilitate a small group in their trust building process.

Record their group process around inspiring course content.

PEER

VIDEOS

Apply an interactive Peer-to-Peer Methodology

where marginalised students are supported to:

 

Project Goals

Be successful in the online space

 

Provide safe spaces to model well-being support

 

Cultivate their 21st century employable skill-set

 

 

 

 

 

Foster deep social connections and purposeful action

Enable direct feedback loops to respond to changing needs

 

Providing a scaffolded structure through which students

grow skills to support each other as prevention:

 

Peer Support Services

Peer Story Workshops

Peer Listening Benches

Peer Group Sessions

Simultaneously students can lower stigma  

and encourage peers to look for Staff Interventions when needed.

 

CBE suggests to build on both organisations expertise

and enter collaboration phases such as:

 

OU-CBE Collaboration

I. DEMO:   12 students

II. PILOT:    200 students

III. SCALING: 2000+ students

Each phase will be shaped by practical application, assessment and adaptation to students' changing needs.

 

We co-facilitate dialogue processes through which participants:

Initiating Dialogues

deepen mutual understandings that support safe spaces

in which building trust and joined actions can become reality.

We affirm that we are living at a time

Integrating Knowledge

in which human capacities enabled an explosion of knowledge

while lacking the space to reflect, connect and integrate those human gifts.

We believe that our world needs nurturing spaces

to move from theoretical knowledge to practical integration (=wisdom).

(Inspired by Yuval Noah Harari)

In our experience:

Balancing Technology

Technology can isolate, traumatize, and mindlessly distract people.

Yet, when used intentionally it can also

inspire, nurture, and deeply connect people.

We empower each other by co-creating

caring, supportive, and collaborative Virtual Spaces.

Through Social Learning we grow through another person.

Inspiring Learning

Through Experiential Learning we grow by doing.

Through Transformative Learning we grow by changing our perspective.

We nurture a Culture of Dialogue across Differences

by intentionally engaging curiosity, empathy, and emotional intelligence.

Learning through Difference

We support each other to respond actively

to oversimplifications and divisions within society.

We grow awareness that Dialogue is an Art

which must be cultivated to span division.

We affirm that conflict is naturally frightening

Transforming Conflict

as it can be the death of relationship.

Yet, we belief that conflict can be the rebirth of relationship,

when we learn to process it constructively.

We believe that everyone has strengths and qualities.

Co-creating Participatory Culture

We witness, validate, and support individuals:

To Move Beyond passive observation and isolation with courage.

And to Overcome apathy and division with integrity

through the healing power of creativity.

We believe that:

Nurturing Community

Many of us together

are smarter, wiser and more original

than Any of us alone.

(Inspired by Seth Godin)

IC Workshop Content

By crossingborderseducation

IC Workshop Content

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