Values for the Yatra August 2010

8/9/2019 Values for the Yatra August 2010

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In this ISSUE

Freedom 1

Caring Teachers 2

Education

Liberates

3

India, I Cry 5

Motivational Post-

ers

6

News & Views 7

AVEC Seminars 8

Fr eedom: t h e Ri g h t t o Ch oose"What is freedom? Freedom is the right to choose: the right to create for oneself

the alternatives of choice. Without the possibility of choice and the exercise of

choice a man is not a man but a member, an instrument, a thing."

~ Thomas Jefferson

This whole process begins with the simple understanding that you have a choice,that you can improve your ability to respond in any situation, and then making a

commitment that whatever choice you make will be in harmony with what you value

most!

Once upon a time in a remote village there existed a beautiful garden full of lovely

flowers, butterflies, birds etc. Children visited it and were very happy when they

were there. One day a selfish group came and chased away the children. They also

built a wall around the garden to prevent them from entering it again. In a fewdays flowers and fruits perished and birds and butterflies left the garden. What-

ever the selfish group did the garden did not achieve its former beauty. One day

however a small boy slipped through a small hole in the wall of the garden and

started playing in it without the knowledge of the selfish group.

After some time the birds and butterflies came back. Flowers and fruits filled

the trees once again. The group having noticed this learned their lesson and imme-

diately demolished the wall and welcomed children to the garden. A price has to bepaid, nothing comes free. In the not too distant past the people of this country

too were afraid to travel due to the Terrorism and their freedom of movement

were self restricted? We all have to take the responsibility in protecting this

freedom won at great cost and as the future flag bearers of this country you have

a great responsibility in this regard. Children should be allowed to express their

talents, creativeness and imagination freely without imposing undue pressure on

them.

The first step in experiencing the

freedom you crave is to start respond-

ing to life's situations in ways that are

in harmony with your values. And the

ability to respond in harmony with your

values starts redefining your relation-

ship with "responsibility".

Archdiocesan Value Education Centre (AVEC ) E-Letter August 2010

ValuesValuesValues for thefor thefor theYatraYatraYatra

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En cou r ag i n g Car i n g TEACH ERSCaring Teachers possess a caring vocabulary. Such vocabulary creates an enabling environment.

Students feel liberated and learning becomes a happy experience...

You do a good job of Students should be encouraged when they do not expect it, when they are

not asking for it. It is possible to point out some useful act or contribution in each student. Even a

comment about something small and insignificant to us may have great importance to a student.

You have improved in Growth and improvement is something we should expect from all stu-

dents. They may not be where we would like them to be, but if there is progress, there is less chancefor discouragement. If they can see some improvement, students will usually continue to try.

W e love you, but we don t like what you do . After a student makes a mistake or misbehaves,

he/she feels not liked. A student should never be made to think that way. It is important to distinguish

between the person and his/her behaviour, between the act and the actor.

You can help me (us, the others, etc. ) by To feel useful and helpful is important to everyone.

Students want to be helpful; we have to give them the opportunity.

Let s try it together . Students who think they have to do things perfectly, are often afraid to

attempt something alone or new, for fear of making a mistake or failing. They are likely to feel more

secure with a group project.So you made a mistake? Now, what can you learn from your mistake? There is nothing that can

be done about what has happened, but a person can always do something about the future. Mistakes

can teach young students much and they will learn if they are made not to feel embarrassed for

having made one.

You would like us to think you can t do it, but we think you can . This approach could be used

when the student says or conveys that something is too difficult for him/her. But if he/she tries and

fails, one has at least had the courage to try. Our expectations should be consistent with the students

ability and maturity.

Keep trying. Don t give up .When a student is trying, but not meeting much success, a comment

like this might be helpful.

I m sure you can straighten this out, ( solve this problem, etc. ) but if you need

any help, you know where to find me .Teachers need to express confidence that stu-

dents are able to resolve their own conflicts.

I can understand how you feel ( not sympathy; but empathy ) but I m sure you ll

be able to handle it . Sympathising with another person seldom helps him, rather it

conveys that life has been unfair to him. Understanding the situation (empathising )

and believing in the student s ability to adjust to it is of much greater help.


ValuesValuesValues for thefor thefor theYatraYatraYatraArchdiocesan Value Education Centre (AVEC ) E-Letter August 2010




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Edu c at i on : A Li ber a t i n g Tool Education is a constant process for the liberation of human beings."

Pablo Freire(192197)

Pablo Freire was Brazilian educator whose ideas on the roleof education for the poor, proved to be tremendously influen-tial. After training as a lawyer, he decided to become a sec-ondary school teacher, rising to become Director of the De-partment of Education and Culture in the Brazilian State ofPernambuco. He later worked in various Brazilian universi-ties, developing adult literacy programs. After a militarycoup in Brazil in 1964, he lived and worked in Chile for fiveyears, then with the World Council of Churches in Geneva,not returning to Brazil until 1980. During his time of exile,he developed his ideas further and published a number ofbooks, the most renowned of which was Pedagogy of theOppressed (1972): Freire saw the moral potential in atransformative educationthe potential to liberate:

A paradigm shift for all EducatorsA careful analysis of the teacher-student relationship at any level, inside or outside

the school, reveals its fundamentally narrative character. The relationship involvesa narrating Subject (the teacher) and patient, listening objects (the students) Narration (with the teacher as narrator) leads the students to memorize mechani-cally the narrated content. Worse still, it turns them into containers, into recepta-cles to be filled by the teacher. The more completely he fills the receptacles, thebetter a teacher he is. The more meekly the receptacles permit themselves to be

filled, the better students they are.

Education becomes an act of depositing, in which the students are the depositar-ies and the teacher is the depositor. Instead of communicating, the teacher issuescommunicates and makes deposits which the students patiently receive, memo-rize and repeat. This is the banking concept of education, in which the scope ofa c t i o n allowed to the students only as far as receiving, filing, and storingthe deposits. They do, it is true, have the opportunity to become

collectors or cataloguers of the things they store. But in thelast analysis, it is [people] themselves who are filed awaythrough the lack of creativity, transformation and knowl-edge in this (at best) misguided system. For apart frominquiry, part from the praxis, [people] cannot be trulyhuman. Knowledge emerges only through invention andre-invention, through the restless, impatient, continuing,

hopeful inquiry men pursue in the world, with the world,

and with each other





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The truly committed must reject the banking concept in its entirety, adoptinginstead a concept of [people] as conscious beings, and consciousness as conscious-ness directed towards the world. They must abandon the educational goal ofdeposit-making and replace it with the posing of the problems of [people] in theirrelations with the world. Problem-posing education, responding to the essence ofconsciousnessintentionalityrejects communiqus and embodies communica-tion. It epitomizes the special characteristic of consciousness: being conscious of,not only as intent on objects but as turned in upon itself as consciousness of

consciousness.

Liberating education consists in acts of cognition, not transferrals of information Problem-posing education, breaking the vertical patterns characteristic of bank-ing education, can fulfill its function of being the practice of freedom Throughdialogue, the teacher-of-the-students and the students of the teacher cease to exist The teacher is no longer merely the-one-who-teaches, but one who is him [orher]self taught in dialogue with the students, who in their turn while being taught

also teach. They becomejointly responsible for a process in which all grow

Banking education attempts, by mythicizing reality, to conceal certain facts

which explain the way [people] exist in the world [such as the facts of power and

inequality]; problem-posing education sets itself the task of de-mythologizing.

Banking education resists dialogue; problem-posing education regards dialogue as

indispensable to the act of cognition which unveils reality. Banking education

treats students as objects of assistance; problem-posing education makes them

critical thinkers. Banking education inhibits creativity and domesticates (although

it may not completely destroy) the intentionality of consciousness by isolating

consciousness from the world, thereby denying [people] their ontological and his-

torical vocation of becoming more fully human. Problem-posing education bases

itself on creativity and stimulates true reflection and action upon reality, thereby

responding to the vocation of [people] as beings who are authentic only when en-

gaged in inquiry and creative transformation Problem-posing education affirmsmen as beings in the process of becomingas unfinished, uncompleted beings in

and with a likewise unfinished reality.

Freire, Paulo. 1972. Pedagogy of the Oppressed. Harmonsdworth UK: Penguin. pp. 4546, 5253, 56

57. http://newlearningonline.com/new-learning/chapter-2-life-in-schools/paulo-freire-



http://newlearningonline.com/new-learning/chapter-2-life-in-schools/paulo-freire-http://www.novapdf.com/http://www.novapdf.com/http://www.novapdf.com/http://www.novapdf.com/http://newlearningonline.com/new-learning/chapter-2-life-in-schools/paulo-freire-


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I n di a , I Cr y by Mr . Remo Fer n an des

India, I cry

I cry, India

You were the worlds spiritual flower,

Now youre just a starving nuclear power.

Weve built the tall, ivory tower

While the slums outside, grow by the hour.

Your ministers rape you,

Your neighbours love to hate you

You people forsake youYour movies stagnate you

You gods divide you

Your god men misguide you.

Your devils in disguise,

are on the rise!

India, I cry I cry, India

Goa, I cry I cry, Goa

Paradise of sea and skyHow we suck and bleed you dry

We cant look you in the eye

As we watch you slowly die.

Your miners corrode you

Your Princess erodes you

Your builders dig your grave

Your protectors just the slave

Your sons fight each others

They have no unity

They have no guts to move their butts

Against the enemy


Goa, I cry I cry, Goa




India, I Cry A very good song and Video by Mr. Remo Fernandes

can be downloaded from the youtube.

An excellent song for reflection as we celebrate our Independence Day



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Archdiocesan Value Education Centre (AVEC ) E-Letter August


36 Motivational Posters have been designed by AVEC not just to color

the walls and boards of the classroom but to inspire, motivate and lead

the students to live Value-centered lives.

3 Dozen Posters will be available for sale at Rs 350/ at the coming seminars.



7/8



05.07.10 Victoria School

Holy Cross

Mahim

Lower Parel

15.07.10 ABE Meeting Mahim

12.07.10 St. John the Baptist

St. Francis Xavier

Fatima High

School

Dominic Savio

Thane

Bhandup

Ghatkopar

Ghatkopar

Kurla

16.07.10 St. Judes High

School

St. Anthonys

St. Josephs

Jeri-Meri

Saki Naka

Kurla

13.07.10 Convent of Jesus

and Mary

Holy Name

St. Xaviers Fort

St. Annes

Fort

Fort

Fort

Dabul

17.07.10 O.L P.S.H

St. Anthonys

Loretto Convent

St. Sebastians

Chembur

Chembur

Chembur

Marouli

14 07.10 Antonio De Souza

Gloria Convent

St. Marys

Rosary High

school

St. Josephs Con-

vent

Sacred Heart High

Byculla

Byculla

Mazagaon

Dockyard

Agripada

Sankli street

19.07.10 Sacred Hearts

Convent of Jesus

and Mary

Fr. Agnels

Don Bosco

Vashi

Kharghar

Vashi

Nerul

Celebr at i ng Fr eedom Responsi bl y



8/8

09.30 am: Arrival Registration

10.00 am 11.15 am: Session I Introduction / Asha Book House

11.15 am 11.45 pm: Break ( Snacks )

11.45 am 0.1.00 pm: Session II: AVEC Way Forward - Fr. Glenford Lowe

AVEC E-Letter Values for the Yatra is an initiative to provideAnimation Resources for Teachers involved in Value Education in the ABE schools/ Jr. Colleges of the

Archdiocese of Bombay .

Values for the Yatrais published every month and is for private circulation.Your valuable suggestions are most welcome to assist us in making Values for the Yatra a

useful tool of animation and bonding among the Principals, Teachers and Students of the ABE schools.

CONTACT:

Fr. Glenford Lowe SDB / Rochwyn Fernandes / Michelle D SouzaArchdiocesan Value Education Centre (AVEC ) Don Bosco Youth Services,

Matunga 400019 , MUMBAI Ph: 24154477 e-mail: [email protected]



Deanery Date Venue: School

Andheri Deanery 04/08/10 St. Dominic Savio High School,

Andheri

Bandra Deanery 06/08/10 St. Andrews High School,

Bandra

Borivili Deanery & Bhayandar

Deanery

11/08/10 Don Bosco High School,

Borivili

Central Suburbs Deanery 13/08/10 Sacred Heart High School,

Santacruz

North Bombay Deanery 18/08/10 Don Bosco Youth Services,

Matunga

Thane Deanery 20/08/10 St. John the Baptist, Thane

South Bombay Deanery 25/08/10 St. Annes Girls, Fort

Kurla Deanery &

Navi Mumbai Deanery

27/08/10 Don Bosco Youth Services,

Matunga

Deanery Level

meetings for Value

Coordinators. For fur-

ther details, please

contact the office
mailto:[email protected]:[email protected]

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Values for the Yatra August 2010

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