4.b.1) The Glass-bubble concept
A sample-mini lesson plan to assist Elementary School Teachers to demonstrate
the concept
of Global Community to children.
To experience the concept of "global community" walk outdoors in a location
with as many natural elements as possible - city, park, river, mountains
- be prepared
to really look, to really see whatever surrounds you.
Look up, look down, to the right, to the left, in front and behind you.
Imagine all this space is inside a giant clear glass bubble.
This is "a global community."
Wherever you go, you are inside a "global" community. Every thing, every
living creature there,
interacts one upon the other. Influences inter-weave and are responsible
for causes and effects.
Worlds within worlds orbiting in and out of one another's space, having
their being.
Your presence has influence on everything else inside your immediate
global community.
Learn to be aware of that and act accordingly, to create good or destroy,
to help or to hurt.
Your choice.
Now let us explore this Global Community that we have visited
and discover why each
member is important ~ each bird, each tree, each little animal, each
insect, plant and
human being ~ and how all work together to create a good place to live.
You walk like a giant in this Global Community. To all the tiny
members you are so big, so
powerful, even scary…
You can make or break their world. But by knowing their needs, and taking
care,
you can help your whole Global Community be a good one.
Why are you important to this "Global Community"?
Why is it important to you?
What do you like about it?
What bothers you about it?
Anything need to be done?
* What is really good there?
* What is very very important?
* What is not so important?
* What is not good?
* What is needed to keep the good things?
* What could make them even better?
* What do they do to keep the good things good?
* Could they help get rid of bad things?
* What unimportant things need to go?
* How could they help get rid of these things?
Let each child be aware he either grows up to be a person who helps
or a person who destorys.
Each child makes his own choice. He creates his own future in this
way.
This may or may not inspire some sort of creative project, of what "could
be" to aid this Global
Community to remain healthy.
There are many environmental projects for children to help create. For
examples:
1. A POOCH-PARK where apartment-dwelling pets
can go to do all sorts of doggy things,
unleashed; and a doggy-walk service.
2. A SKATE-BOARD RUN that is free of pedestrians
and traffic.
3. ADOPT-A-PARK to over-see to curb bullying
of small children. To act as protectors for
birds, frogs, and other wildlife.
4. ESCORT SERVICE to take small children safely
to school and back.
5. DE-LITTER A LOT for baseball, soccer, outdoor
rink in winter. Create your own play
field.
4.b.2) Ricochet responses to family
trauma
Suggested ideas for discussion in Junior High School Classes,
from which an imaginative creative
teacher can form deep learning experiences.
An important issue for our age, and one we should consider. We question
"Is it possible
to impose behaviour responses so there is less stress damage when
a family suffers
trauma."
Death
Fire
Divorce
Job loss
Over-population
Epidemic
War and invasion
Missing child
Amputation
Poverty
|
Children suffer from panic attacks,
stress syndrome anxiety disorders, and compulsive behaviour.
How does age contribute?
Is this an emotional or a physical re-action?
What social interactions cause these
conditions?
What hinders healing?
What helps?
Do children from all countries suffer in the
same way? |
Flood
Tornado
Forest fire
Land-slide
Volcano eruption
Tsunami
Drought
Famine
Murder
Forced moving |
We invite your input on Ricochet responses to family trauma.
4.b.3) TIMSHEL - The
right to make choices:
Personal
Sustainable Development for Children
Suggested ideas upon which a creative teacher may build a program
in Personal
Sustainable Development for Children, which develops
their ability to make decisions.
Most of us have been brought up with the knowledge adults make their
own choices ~ and
pay the price. Could children not be made aware of this as well?
Even a child could see if he acts in certain ways, things can backfire
and cause harm. And also
that he can act in ways that attracts good things ~ even over a period
of time.
If a child has the habit of reacting to unpleasant life events in knee-jerk
revenge or angry
responses, sparks fly and nasty side-effects flare up all around him.
Such action causes
memories that rankle for years.
It is very important for children to have experience in choosing
to react well, even in little
things.
It is not so important that one agree with other children all
the time. One obeys parents and
teachers. But a child has to be taught it is not required of him to
be somebody's victim; that
is o.k. to disagree with a course of action.
What must be let go is the uncontrolled way some children react
to the troubles of their lives.
Let us teach them making unproductive choices attracts even more trouble
and frustration.
Reacting in inappropriate ways in time of conflict must stop.
Teaching a child how to sustain the development of his own life toward
happy solutions calls
for a series of small victories, each one easily achieved.
Perhaps the best place to start is care and management of the child's
own room at home,
and his own personal care. Once the child feels he has his personal
space just the way he
wants it, he can advance to dealing one by one with family members,
later on, school-mates.
Older children could be encouraged to keep a journal about incidents,
and how things happened
and were worked out.
Referring back to these records, a child gains a sense of mastery, and
quickly builds up finesse
with successful ways and means, good phrases to use and so on.
It won't take long before a child has solid evidence that bad luck and
tough breaks were only
wrong moves that could have been avoided.
He'll get the conviction it is not people or "things" that makes him
happy. He is making himself
happy ~ it is a state of mind he has created for himself.
This self-improvement journey will sustain him for as long as
he uses it, the results to be
enjoyed for ever.
4.b.4) The need to change the "who cares?"
attitude in children.
Human beings and other life species need oxygen to live. Trees, plants
and growing things
provide oxygen. Therefore we destroy the source of oxygen at our peril.
The above is a vitally important fact. It is very important
to have many areas of healthy
green growth. It is not so important that every person owns
his own green area.
But what has to go is the "who cares?" attitude which stems from ignorance
about the
importance of green growing areas.
Everyone who wants a life has to take responsibility for it.
Just an idea
Russia, particularly, is working on environmental education which
is so much fun because
children actually get to conduct experiments on their own, in the wild,
that I would like to
collect a body of unusual environmental lesson plans. Interested?
4.b.5) Humanistic research needed
on the subject of children.
As a former teacher I am convinced children, going into a classroom
filled with too
many other children, frantically do whatever they can to attract the
adult re-assurance
they crave.
Since they have not yet developed a sense of who they are, what they
are, what they
want out of life, they seek personal attention for re-assurance, hugs,
verbal "stroking"
in the form of compliments, and concentrated adult individual help
with things they
do not understand. Adult company is vital to children. (Even household
pets left alone
go a little crazy. Pets need the company of their own species.)
Ignoring these natural needs will cost us dearly, not only in this generation,
but in the ones
which follow.
4.c) Summer call for abstracts
to be published in February 2000
Preliminary Program of the World Congress
Three roundtable sessions have been suggested by groups of people
and are now in the process of being organized:
a) On well-being, the healthy
family and the community
b) Measurement of indicators of
Sustainable
Development
c) The Global Community:
its objectives, the grassroots process and the organization
Details will be given in the late Summer Newsletter.
If someone is interested in being part of one or all of the above rountable
discussions let us know. Groups are welcome to join in on any topic
or issue or to help create other rountable discussions described under
ISSUES in the website.
We hope you have decided to join all the others who are preparing abstracts
and papers.
Remember, if you cannot attend in person, someone will read
it for you, and your paper will
still be accepted and published in the Proceedings of the World
Congress if it meets with our scientific requirements (see Call for
Papers and part 5. Letter sent June 99).
4.d) Criteria for Student Submissions
to the World Congress Contest.
Students of all levels (school, college,
technical, university) are invited to participate in the World Congress.
Students presenting a creative work (see Criteria and Guidelines) about
their visions of what Global Community Action 1 can accomplish with
respect to the ISSUES
(see file
listing all issues) will not have to pay a registration fee and also
will be given each Free Life Membership in Global Communityand the
Global
Community WebNet. They are asked to produce any creative work of their
vision of what Global Community Action 1 can
accomplish ~ in the fields of zoology, biology, on history, on geography,
on social and political sciences, on agriculture, energy, earth sciences,
communications, wilderness, pollution, on the water supplies of the world,
poverty, employment, social justice, human rights, business and economy,
availability of resources and so on. Read the file on ISSUES to
obtain the complete listing of topics. Prizes will be presented at the
World
Congress Friday, August 18, 2000 during the Awards Ceremony and the
Chairman’s Address.
The special factor in their work is that all are evaluating impacts
with respect to four interacting
concerns (people's lives, resources, business and the environment)
based on a new scale of
values. The scale of values is about establishing what is
very important to ensure a sound future for
earth, and to keep our planet healthy, productive and hospitable for
all people and living things,
what is important, what is not so important,
and what should be let go.
Criteria are:
ORIGINAL
Your idea. No "help" from adults. NO COPYING the work of others.
WORKMANSHIP
Make it strong enough to be moved out to Kananaskis without things
falling off.
SENSIBLE
Be serious! It must work. It must really help.
BEFORE AND AFTER
For science projects only…
Try to prove it helps, or works. You can do this with photographs if
need be.
Prizes to students for making the best art work or project or program
that would represent what they think a Global Community would include
or be like will be awarded during the Friday, August 18, 2000, during the
Awards Ceremony.
Different categories:
A) Junior School
B) Junior High School
C) High School
D) College
E) Technical
F) University
4.e) Money Crunch and Hanging in there
The World Congress is all about little people with no money taking
a stand, ready to do what
they can with what is available to help change the force of the tide
of self-interest,
materialism, and waste. We are not interested in upsetting governments
or creating revolutions.
Just people quietly working to do what people need and want.
It is a constant struggle with money to put on this Congress. We, ourselves,
have given
everything we have to promote it. There are no sponsors. But that is
how it appears it has
to be. A group of people so committed to changing behaviour patterns
and attitudes that
they accept sacrifice and uncertainty as just part of the winning game.
Comme ca!
If you know what you have to say is right, and you feel it ought to
have the respect of others,
press on, for when you say "I WILL do this," ways and means become
apparent to you. Just
believe in your message, keep on, step by step, one at a time, and
you certainly will
achieve your goal!
4.f) Volunteering for The
Global Community and the World Congress
Several have come forward and offered to volunteer at the World Congress
and
for The
Global Community.
There is still an urgent need for more volunteers.
See our website for criteria to become a volunteer. There is work you
can do wherever you are!
5. Letter sent June99
World Congress and The Global Community now
have a website
The World Congress
and
The Global Community
now have a website
Global Community and the World Congress now have a website
and can be visited. The webpage of The Global Community, is
found at:
http://globalcommunitywebnet.com/global2000
The website contains information about:
* The Global Community organization
* The World Congress on Managing and Measuring Sustainable Development
to
be held in
August 17-22 year 2000
* The Global Community Assessment Centre (GCAC) for discussion
and joint action on
issues of local and global concerns
* The Global Community (Global Community)
* Proceedings of the World Congress
* Sponsorship Opportunity and Professional Qualifications
* Lesson Plans for Schools
* Newsletters
To get acquainted with the latest news, read June 1999 Newsletter
to
be published later on this month. Each Newsletter will contain articles
written by interested people and members of Global Community. Send your article to
the Editor at the address given below.
All activities related to Global Community and the World Congress
are conducted on a volunteer basis.
Volunteering can be a challenging and rewarding experience in many
ways. Let us know if you do wish to volunteer and be part of the Organizing
Committee for the World Congress. The Global Committee
organization also needs volunteers.
Three roundtable sessions have been suggested by groups of people
and are now in the process of being organized:
a) On well-being, the healthy family
and the community
b) Measurement of indicators of
Sustainable
Development
c) The Global Community:
its objectives, the grassroots process and the organization
Details will be given in the Summer Newsletter.
If someone is interested in being part of one or all of the above rountable
discussions let us know. Groups are welcome to join in on any topic
or issue described under ISSUES in the
website.
We hope you have decided to join all the others who are preparing abstracts
and papers.
Remember, if you cannot attend in person, your paper will still be
accepted and published in the Proceedings of the World Congress
if it meets with our scientific requirements ~ as follows.
Criteria for a Scientific Record of Original Research
1. The research work includes an introduction.
2. It includes an hypothesis followed by a record
of original scientific research and
observational activities over
a period of time as well as relevant references which led to
the development of the work.
3. A summary.
4. A clear conclusion which should have a positive
effect on life on Earth.
5. Three professional references verifying the work
is valid.
If received by September 21, 1999, your abstract(s) will be included
in the February 2000 Newsletters and Preliminary Program for the
World
Congress.
If you come to the World Congress and present your Paper(s) or
video in person, or creative work prepared with students, you will not
have to pay the registration fees to the World Congress.
The final deadline for submission of individual abstracts and
papers, videos, presentations, panel discussions and workshop proposals,
facilitated groups, and of photographic, poster and dramatic displays dealing
with pertinent themes,and students'creative work is March 24,
year 2000.
It is important for all of us to make available sound workable solutions
to The Global Community.
Make sure you include recommendations, policies or workable sound solutions
in your abstract and Paper. Read the criteria for submission in the Call
for Paper and the Guidelines.
To establish the scale of values (as explained in the Invitation
previously sent to you), your abstract and Paper should indicate what
is very important to ensure a sound future for Earth, what is important,
what
is not so important, and
what should be let go. The scale of
values is needed to evaluate indicators and sustainable development, and
to establish a universal benchmark.
Your field of interest will have been thought through on four (4) levels
(see the file on ISSUES):
1. How does it affect the lives of people?
2. How does it impact upon the availability of resources?
3. What will it do to the environment?
4. How will economic development be affected?
The reason for these statements lies in the fact we must be ready to
abandon traditional ways of dealing with things to achieve a sustainable
future. Getting rich at the expense of everything else is no longer
the acceptable way to go. Over the decades, projects and actions
which ignored everything except their own interests have a history of failure
and human misery. If possible try to show how your field of interest
influences all four areas and develop policies (workable sound solutions)
to submit to The Global Community. Your Paper will likely be followed
by discussion as delegates seek ideas they can use in their own countries.
Please note below the new address of Global Community and the World
Congress. The email addresses are the same:
Germain Dufour, Chaurman: gdufour@globalcommunitywebnet.com
Virginie Dufour, Secretary General: vdufour@globalcommunitywebnet.com
If you did not get a reply ( by email ) from us within a month of sending
your abstract through the post office mail, please resend it at the new
address given here.
Cordially,
Germain Dufour, Chairman and
Organizing Committee
The Global Community
World Congress on Managing and Measuring Sustainable Development
17-A Quebec Street, Guelph,Ontario, Canada
6. Summer holiday wishes
We heartily wish all our abstract and paper contributors and Global Community
members a most happy
and enjoyable summer holiday.