Luxembourg. The first ten days in August 2018. Twenty-five teachers and youth workers. Project aimed at linking formal and non-formal education. Alias how schools can learn from non-profit organizations and vice versa. Europe, the world. Intercultural learning.
From August 1st to August 9th 2018, I took part in the second part of the InFormal: International Training of Youth Workers and Teachers: Integration of Non-formal Education Approach to the formal education system for youth empowerment at local level. With almost the same group of people I met again in half a year now, that we could continue where we ended. And not only that. Since January, when the first meeting in Hradec Králové in the Czech Republic was held, there was still a local phase and on-line education, during which we took on new knowledge from an online course, then used them in their lessons and lessons with children and youth in common activities. So, after a few months, we could build on what we learned during that time, what we had problems with or just exchange experiences with successful ideas. But it was not the only one. Mainly we could start building on them. And at very rocket speed.
After the initial welcome and acclimatization to the hot climate of Luxembourg this summer (over 36 ° C), we were expected to design the course on our own. Yes, you are reading well. We have been able to build a program according to our preferences from the course objectives. And not only that. We could also take part of the proposed activities to ourselves in order to practice in our lecturing skills. This was an unprecedented and completely new concept of how to teach participants in practice to build a program and implement it. I was overwhelmed by the courage of the organizers, but also by the way we managed to schedule it (only in an hour and a half!). We were, therefore, waiting for some practical training blocks, followed by blocks of theory - the definition of non-formal education, motivation, ethics, critical thinking, safe space, intercultural education, etc. As I have already written, we jumped into the implementation of the project.
Have you ever wondered what the purpose of education is? How could it be defined? What could be defined definitions to meet the needs and individual preferences of each of us? It could, for example, sound like: Revealing the potential for living and understanding the world and the individual in an open environment and in a sustainable way. Or: Addressing challenges (and preparing them) and adapting to a changing life. Whether: Learning people to live in real life. Do you agree? No? How would you define yourself?
In the first half of the training we were waiting for practical activities prepared by groups of three to four people from the participants, where at least one of the groups was a teacher. And it was the rest of the group who helped create the usual lesson they would normally do with their students at school but using non-formal (if possible experiential) methods. So, we got to the themes like the definition of non-formal education, writing a formal letter in English, introduction to intercultural studies, gravitation law, cultural identity and general genetics. Of course, I will not name all the methods and practices we have done. First, because I want to keep a business secret. But also, because I'm not sure how much people are generally interested in (if so, write to me and I will share with you willingly). But I can say one, and that is some of the principles and the subsequent questions from individual sections.
Definition of non-formal education. This brings together volunteering, shared responsibility, focusing on the educated, and the principle of democracy. What exactly is non-formal education - a method, a tool, a system, ... or perhaps a product to deliver? Guarantees the sustainability of non-formal education its quality? How can we be sure that all members of the group will be heard? How can we (self-) educate? What do learners need - how can these personal wishes be reflected / included in "each" activity / theme? Should we stop distributing education to formal, non-formal and informal to avoid creating barriers?
Writing a formal letter in English. Can any method be informal enough? Can we speed up the process of what really matters (give the lesson artificially meaning)? How do we ensure an even distribution of power during an activity? How does the teacher-student/educator-participant relationship affect self-confidence? Is the method of letting other students/groups check the correctness of the answers or the task of another individual/group?
Introduction to intercultural relations. How far can we go about introducing complex themes in the group? How to create a solution for unanswered questions? Does the user-oriented education mean that we allow him to use the brain the way he wants it (do not push him into a method, tools, etc.)? Is it important to use space/music/... to create a "safe environment" or a stimulating atmosphere? Is it possible to use the metaphor theory in the experiential education? Can we use body-related methods as well as verbal, even though we reflect purely mental activity?
The law of gravity. What you can imagine can do. What you can do, you understand. Have you ever tried to pick up your classmate and measure how many Newtons you need to lift him in the air? No? Try it, it's fun!
Cultural Identity. Culture is very complex and complex. That's why it's so hard to describe it. When does the defence of one's own culture change into discrimination? Is there always the best choice waiting for us - does not we miss something important? Stepping out of the crowd is like removing the first sardine from the can - you will never return it as it was before. Where are the limits of politeness? Are we limited by our own culture, for example, in the matter of automatic thinking? Does the horizontal hierarchy create resistance? How is culture related to human rights and what is it about? Where exactly is the boundaries of my culture and how much am I able to maintain my behaviour or adapt to "respected"? Are (not) privileged groups of people present always and everywhere on the planet - why? Can we judge (and condemn) the culture at first glance?
General Genetics. Are the disadvantages resulting from the inclusion of the practical part of the lesson at the beginning behind it? How to recognize the situation when it is better to ask: how do you feel? Instead of what happened? How best to share the joy and pleasure of bringing action/training with participants?
Of course, there should be no time and space for evaluating the activities carried out within the preparatory groups. We asked others and ourselves: Who am I as an educator? What are my values? How do I know these values are still present in what I do? How do I deal with the challenges I face when I maintain my values in my work?
And then followed the theoretical blocks reflecting both the practice and our previous half-year work at home before and what had arisen during the process and needed more discussion. We remained critical thinking, safe space, motivation, conflict management and bullying.
Critical Thinking. Why do we need numbers to understand humanity (do we encounter frequent use of statistics)? Where does the gap between education and reality come from? Can we restart the world and start over again?
Secure space. "Yes, but ..." versus "Yes, and ...". How can we be sure that the created space is truly safe for the participants both physically and mentally? Perhaps nothing like a really safe space does not exist, it is just a "safer space". Is safe space a place where we can test our comfortable zone? Is there a safe space for safety or security? Time and experience = trust. Requires sharing trust (information)? Is the foundation of a safe space of empathy? Work with possible fears. Is it possible to create a fake safe environment by manipulating it so that it is still a safe learning environment (leaving the comfort zone)?
Bullying. Is it possible to overcome this situation as a victim of bullying? When is it safe to post bullying? Can the bullying theme be discussed effectively in youth collectives? Can you start bullying someone who bullies you? To avoid splitting and not creating smaller groups in a classroom or other collectives of multiple children, it is advisable to cancel birthday parties (because there is never the possibility to invite everyone and the non-called always sorry, even if they say no). Is it helpful to have WhatsApp a parent group of pupils at school?
Then we talked for a few moments, according to our own preferences, about powerful questions, materials and sources of information, the principles of active participation, basic human desires, and so on. And it did not seem like we just worked the whole reindeer, so there was time for some fun. So we went to the pool and dinner for one afternoon. And another time for a joint tour of the capital Luxembourg and for the ice cream. And we could not miss the evening dance evenings that we enjoyed very much.
But it was too late to end the training and close it. But not for good. Because we still have another year of implementation phase for each of us at home (i.e. the Czech Republic, Hungary, Poland, Portugal, Luxembourg, Italy, Romania and South Korea). And then mainly because we will meet again next year to see how we have shifted our goal of using non-formal learning. But not just somewhere. It will be far far away, in the South Korea. And I spent my last day by visiting Bruxelles, since it was so close. And they have delicious chocolate pralines, recommend…
I thank for this opportunity to Erasmus+ programme, that supported the project.
