The Enquiring Classroom Academy

The Enquiring Classroom Academy

Welcome to the Training Academy of The Enquiring Classroom project. Recall that the Enquiring Classroom project seeks to develop strategies to support teachers and students in engaging in difficult ethical conversations about identity, religions and beliefs, democratic values, diversity, belonging and violence, in order to establish a firm foundation for inclusive and tolerant schools and classrooms.

The Academy is divided into seven (7) major sections. Each section consists of a certain number of activities. The activities are presented in a way to facilitate a quick and thorough comprehension by interested teachers who will be guided in their implementation in the classroom. Despite an apparent linearity, activities can be studied individually and do not require knowledge of previous ones or all the sections. Having said that, teachers are obviously encouraged to study the entire repertoire, as the TEC team firmly believes that it offers a holistic approach to contemporary issues in the field. A bibliography is given at the end of the courses.               

Welcome to the Training Academy of The Enquiring Classroom project. Recall that the Enquiring Classroom project seeks to develop strategies to support teachers and students in engaging in difficult ethical conversations about identity, religions and beliefs, democratic values, diversity, belonging and violence, in order to establish a firm foundation for inclusive and tolerant schools and classrooms.

The Academy is divided into seven (7) major sections. Each section consists of a certain number of activities. The activities are presented in a way to facilitate a quick and thorough comprehension by interested teachers who will be guided in their implementation in the classroom. Despite an apparent linearity, activities can be studied individually and do not require knowledge of previous ones or all the sections. Having said that, teachers are obviously encouraged to study the entire repertoire, as the TEC team firmly believes that it offers a holistic approach to contemporary issues in the field. A bibliography is given at the end of the courses.               

Relevant Communities and Learning Resources

Relevant communities: 

Available Courses

Description:

This is an introduction to the Conceptual and Pedagogical Framework of the Enquiring Classroom (TEC) project. It elaborates on the basic principles and rationale of the approach, by discussing matters of context such as the refugee crisis and responses, issues of trust in the communities, challenges to multiculturalism, the role of liberal pluralism, secularist and religious extremism. The course supports teachers in recognising what it is at stake in the contemporary political climate affecting our classrooms. The Conceptual and Pedagogical Framework is informed by a range of theorists and practitioners.

Training Activities: 2
Relevant communities:
Description:

In “Making Democracy” we address questions of democracy, liberalism, pluralism and values in an educational way, maintaining the educational commitment to introduce students to our common world, whilst fostering a sense of the pluralism of the human condition and the dangers of a “single vision” both educationally and politically. By not confusing the formal question of democracy with the substantive, if complex, question of values, we invite an understanding that is premised on negotiation, on pluralism and on renewal, avoiding monolithic claims to “our values”, “core values” or “shared values” that suggest that there are those others who have “other values” and who thus cannot be included in the democratic conversation

Training Activities: 9
Description:

The TEC Living Values course offers teachers in Europe pedagogical strategies for working with the plural meanings of the values associated with liberal democracy, drawing on aesthetical and philosophical resources. This approach is different from traditional citizenship education or character education in the sense that it is primarily content-focused and that it treats the liberal democratic values as a multi faced cultural heritage in need of being retrieved and renewed by the new generations. The strategies presented here, then, seek to open up discussions of values to lived experience, exploring how values are understood and what role they play in the lives of pupils and teachers.

Training Activities: 7
Description:

The religious and the secular are often placed in opposition to one another, as though there is no common ground and no common space in which they might encounter one another. Yet, it is difficult to understand the genesis of even secular liberal values without reference to religious traditions and cultural inheritances. In this project, we refuse to begin with a binary opposition of the religious and the secular, an opposition which increasingly tends towards polarisation, dispute and debate, and which fails to connect with the existential, with stories, with experience, and with the poetic dimension of the human condition. Instead we think about what we hold sacred and what we value, inviting into a space of contiguity a range of positions that might not ordinarily be found alongside one another – the religious, the political, the philosophical, the cultural, the personal. This approach seeks to notice the sacred in everyday life, surveying the long history of humankind, including the faith traditions. It is impossible to understand the history of Europe without a sense of the faith traditions of Islam, Christianity and Judaism. We live within traditions and they live in us, even in ways that we do not acknowledge or understand. However, we are not interested in ‘reifying’ traditions, invoking a return to the ‘past’ where the world was aright. We understand traditions to be living. The ‘Rough Guide to the Sacred’, draws in particular upon dialogic pedagogies and practices of silence and listening. It provides strategies for the making of space and structure where a range of different beliefs, identities, perspectives and traditions can be explored.

Training Activities: 8
Relevant communities:
Description:

Philosophical enquiry is well established as a practice and there is a good deal of literature and support available. In this TEC course we are exploring pluralistic approaches to enquiry in community, supporting philosophical contemplation and dialogue, careful analysis, critical evaluation and exchange of ideas, as well as fostering existential and imaginative relationships to ‘big questions’. A wide range of activities to manifest and explore ideas and concepts is at the heart of this course.

Communities of philosophical enquiry encourage intellectual humility, disagreement, capacity for reasoned argumentation, imagination, listening skills, analytical abilities, fostering the desire to engage in thoughtful and respectful dialogue. They are premised on the principle of collaborative learning – our thinking is enriched by the ideas of others. Like other methodologies discussed in this project, putting a ‘concept’ or question ‘on the table’ allows for a kind of ‘intimate distancing’ that enables a dispassionate, yet interested, engagement with the question.

Training Activities: 9

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Events

2015.09.20

The workshop is organised in the context of the UDLnet Network.

2015.07.12 to 2015.07.17

Join us this Summer in Attica, Greece, to bring and sustain innovation in your school!

2015.04.29

To Tμημα Έρευνας & Ανάπτυξης της Ελληνογερμανικής Αγωγής σε συνεργασία με το εργαστήριο «Φωνής και Προσβασιμότητας», Τμήμα Πληροφορικής και Τηλ

2014.07.17

A training workshop dedicated to engaging parents in school education will be organised during the ODS