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Methodologyof
HumanRightsEducation
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LewinsField Theory
- If a person is to be understood,
he must be seen in the light of
how he views the world
(subjective reality), not merely in
terms of how the world really is(objective reality)
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Tension System
A person is said to be in a state of tensionwithin himself if an unsatisfied need or an
unfulfilled intention exists.
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Valence
-the quality in an object that makes the
object of special interest to the individual
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Group Dynamics
- the interaction of the forces or energies of the
environment, called process elements, at any given
point of time, which actively influence the individual,
the group, and the situation.
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Who can be a facilitator?
Group-centered Leadership
-requires that the leader, fully
understand the learners
subjective reality as she relatesto the objective reality.
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Distinctive functions of the Group Facilitator
-Active Listening
-Reflecting Back
-Clarifying
-Linking
-Conveying Acceptance
-Achieving Humanness
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ANDRAGOGY: HOW ADULTS LEARN
ProcessingExperiencing
Generalizing
Applying
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Deductive Method v. Inductive Method
Banking Method
According to Paulo Freire, in this system the students are
treated as empty vessels into which knowledge can be
deposited (like deposits in a bank) by the teacher.
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Deductive Method v. Inductive Method
Steps in the Deductive Method
1. Preparation
2. Presentation
3. Clarification
4. Application
5. Recapitulation
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Deductive Method v. Inductive Method
Problem Solving Method
According to Freire, it is an approach to education where
teacher and student approach a problem together. Student-teacher and teacher-students work together to solve the
problem.
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Deductive Method v. Inductive Method
Steps in the Inductive Method
1. Setting the climate
2. Determining the learning objective
3. Doing
4. Looking, Observing,
5. Thinking, Analyzing, Reflecting
6. Generalizing, Looking for Insights
7. Acting
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ExperiencingIntegration
Data
Gathering
Analysis
Back
Home
Application
OrientationInstruction
Synthesis
Generalizing
THE EXPERIENTIAL LEARNING CYCLE
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Step 1: Orientation
The facilitator sets the mood with encouraging words
and eases the participants into the activity
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Step 2: Instructions
The facilitator prepares the instructions and sees to
it that they are clearly heard, understood, and
carried out by the participants.
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Step 3: Experiencing
Almost any activity that involves either self-
assessment or interpersonal interaction can be used
as the doing or experiencing part of experiential
learning.
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Step 4: Data Gathering, Data Analysis
The first part of processing the experience is data
gathering. People have experienced an activity and
now they are presumably ready to share what they
saw and how they felt during the event.
The next step is data analysis, the systematic
examination of commonly shared experiences.
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Step 5: Synthesis and Generalizing
The results of the data analysis are synthesized or
put together so that generalizations can be made
about the relevance of the activity to everyday life of
the individual outside the training session.
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Step 6: Integration
The final stage of the experiential learning cycle is
the purpose for which the whole structured
experience is designed.
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Step 7: Closing Remarks
Brief remarks, as opposed to long lectures, give a
sense of ending to the structured learning
experience.
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Principles of Adult Learning
1. Learn ing is an exper ience wh ich occurs ins ide the
learner and is activ ated by th e learner.
The process of learning is primarily controlled by the learner
and not by the facilitator (group leader). Changes in perception
and behavior are mere products of human meaning and
perceiving rather than any forces exerted upon the individual.Learning is not only a function of what a facilitator does to or says
to or provides for a learner. More significantly, learning has to do
with something which happens in the unique world of the learner.
It flourishes in a situation in which teaching is seen as a facilitating
process that assists people to explore and discover the personalmeaning of events for them.
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2. Learning is th e discovery of the person al meaning andrelevanc e of ideas.
People more readily internalize and implement concepts and
ideas which are relevant to their needs and problems. Learning is
a process which requires the exploration of ideas in relation to selfand community so that people can determine what their needs
are, what goals they would like to formulate, what issues they
would like to discuss, and what content they would like to learn.
Within broad programmatic boundaries, what is relevant and
meaningful is decided by the learner(s), and must be discovered
by the learner.
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3. Learning (behavio ral change) is a consequence of
experience.
People become responsible when they have really
assumed responsibility; they become independent when
they have experienced independent behavior; they
become able when they experienced success; they beginto feel important when they are important to somebody;
they feel liked when someone likes them.
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4. Learning is a cooperat ive and c ol laborat ive proc ess.
Two heads are better than one. People enjoy functioning
independently but they also enjoy functioning interdependently.The interactive process appears to scratch and nick peoples
curiosity, potential and creativity.
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5. Learn ing is an evolut ionary p rocess.
Behavioral changes require time and patience. Learning is not a
revolutionary process. When quick changes in behavior are
demanded, we often resort to highly structured procedures
through which we attempt to impose learning. Whether such
learning is lasting and meaningful to the learner is doubtful.
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7. One of the r ichest resources for learning is the learner
h imsel f .
In a day and age when so much emphasis is being placed upon
instructional media, books, and speakers as resources forlearning, we tend to overlook perhaps the richest source of all -
the learner himself. Each individual has an accumulation of
experiences, ideas, feelings and attitudes which comprise a rich
vein of material for problem solving and learning.
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8. The process o f learning is bo th emo tional as wel l as
intel lectual.
Learning is affected by the total state of the individual. People arefeeling beings as well as thinking beings and when their feelings
and thoughts are in harmony, learning is maximized. To create the
optimal conditions in a group for learning to occur,people must
come before purpose.
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9. The process of problem solv ing and learn ing are highlyunique and indiv idual.
Each person has his own unique style of learning and solving
problems. Some personal styles of learning and problem solving
are highly effective, other styles are not as effective, and stillothers may be ineffective.
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Structu red learning experience (SLE)
- means experiential, supervised, in-depthlearning experiences
- designed as rigorous activities that are integrated
into the curriculum or training program
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http://www.vegetableipmasia.org/docs/Field%20Guide/Resource%
20Material.pdf
Group Process and the Inductive Method, Carmela D. Ortigas,1999
Pedagogy of the Oppressed, Paulo Freire, 1970
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Thank you