د. الصايغ في افتتاح أعمال منتدى "الاستثمار في الأطفال الصغار عالميا"
خبراء دوليون: الحروب جعلت 60 مليون إنسان لاجئين 49 % منهم أطفال
19-03-2016
نادين النمري
عمان- ناقش نحو 100 من صانعي القرار والاقتصاديين وخبراء في تنمية الطفولة شاركوا في أعمال "منتدى الاستثمار في الأطفال الصغار عالميا" الذي انطلق الأربعاء تحت رعاية جلالة الملكة رانيا العبدالله وبحضورها، سبل توجيه السياسات المتعلقة بالطفولة المبكرة لتحقيق السلم العالمي والعدالة الاجتماعية.
وقد شارك الوزير السابق د. سليم الصايغ في أعمال المنتدى وأكد خبراء أردنيون وعرب وأجانب خلال الجلسة الافتتاحية التي حضرها كذلك نائب رئيس الوزراء وزير التربية والتعليم الدكتور محمد الذنيبات ووزير العدل، وزير التنمية الاجتماعية بالوكالة الدكتور بسام التلهوني "أن الأطفال هم الأكثر تأثرا بالحروب، لكن المطلوب اليوم ايجاد السبل المبتكرة لتحويلهم من فئات أكثر ضعفا الى أدوات تغيير ايجابي".
Dr. Selim el Sayegh intervention
The Ecology of Peace for Formative Childhoods and Peace Building, a conceptual framework presented by Yale University and Mother Child Education Foundation (ACEV) is inspiring for both research and policy shaping. As a conclusion, I share the following five ideas:
1. Coping. Crisis is congenital to Modernity. Even in so-called peaceful countries, many situations of stability and crisis coexist. Even peace and war coexist. This duality leads to mixed diagnosis of the situations. When there is a crisis, be it local or national, social/economic or political, violent or civil, there is a destabilization of the established modes of reaction and treatment. The decision center quickly shifts from recognized and procedural hierarchy to become more leveled and improvised with greater involvement of and larger initiative to the grassroots stakeholders. It implies that Early Childhood Education should prepare for better coping with crisis with a focus on “Adaptability, Flexibility, and Elasticity” without losing the common shared values.
2. Transforming. Peace-Building is interest-based and favor rationality. Trying to rationalize all human behavior in times of culturally-based conflict is inadequate. There is a need to integrate culture and diversity as vehicles for peace and democracy. It goes beyond peace-building towards global Intercultural Dialogue and local Management of Diversity.
3. Transcending. The basic human rights call for the respect of minimum standards, including social justice, equal opportunities, protection of vulnerable persons and groups. The development of children to face new and complex challenges should go beyond the legal frame of rights and duties. There should be no reciprocity when the issues are of social nature. The principle of solidarity prevails and should continue to prevail over the principle of value sharing and distribution. The call for a culture of Empathy and Love is not only ethical but it is concrete to favor the adequate care giving to children that is a basic requisite for their integral development.
4. Customizing. The paths for development could be different. There should be, next to the common programs for Early Childhood Education, differentiated packages of teaching. Customizing the progress of the child according to his potentialities and needs open the way for more synergies between formal and non-formal education. This individualization of the awareness of each person of his/her limitations and possibilities allows him/her to discover and test new talents and new skills. The way thus becomes paved for innovation through development.
5. Structuring. The Ecology of Peace in formative childhoods invites all actors of the community for the educational process. The parental education goes with peer-to-peer education together with intergenerational education. The purpose is to develop the competencies the child can’t take from school, i.e., the emotional and the social competencies. The early exposure to different types of the traditional activities of the community helps shape the social identity of the child and contributes to better cooperation in the education environment and in life at large. Such a “structuring” of the social environment of the child, from family to the larger community, should be the place of blossoming of the integral personality. As the saying goes: “it takes a village to raise a child”.
خبراء دوليون: الحروب جعلت 60 مليون إنسان لاجئين 49 % منهم أطفال
19-03-2016
نادين النمري
عمان- ناقش نحو 100 من صانعي القرار والاقتصاديين وخبراء في تنمية الطفولة شاركوا في أعمال "منتدى الاستثمار في الأطفال الصغار عالميا" الذي انطلق الأربعاء تحت رعاية جلالة الملكة رانيا العبدالله وبحضورها، سبل توجيه السياسات المتعلقة بالطفولة المبكرة لتحقيق السلم العالمي والعدالة الاجتماعية.
وقد شارك الوزير السابق د. سليم الصايغ في أعمال المنتدى وأكد خبراء أردنيون وعرب وأجانب خلال الجلسة الافتتاحية التي حضرها كذلك نائب رئيس الوزراء وزير التربية والتعليم الدكتور محمد الذنيبات ووزير العدل، وزير التنمية الاجتماعية بالوكالة الدكتور بسام التلهوني "أن الأطفال هم الأكثر تأثرا بالحروب، لكن المطلوب اليوم ايجاد السبل المبتكرة لتحويلهم من فئات أكثر ضعفا الى أدوات تغيير ايجابي".
Dr. Selim el Sayegh intervention
The Ecology of Peace for Formative Childhoods and Peace Building, a conceptual framework presented by Yale University and Mother Child Education Foundation (ACEV) is inspiring for both research and policy shaping. As a conclusion, I share the following five ideas:
1. Coping. Crisis is congenital to Modernity. Even in so-called peaceful countries, many situations of stability and crisis coexist. Even peace and war coexist. This duality leads to mixed diagnosis of the situations. When there is a crisis, be it local or national, social/economic or political, violent or civil, there is a destabilization of the established modes of reaction and treatment. The decision center quickly shifts from recognized and procedural hierarchy to become more leveled and improvised with greater involvement of and larger initiative to the grassroots stakeholders. It implies that Early Childhood Education should prepare for better coping with crisis with a focus on “Adaptability, Flexibility, and Elasticity” without losing the common shared values.
2. Transforming. Peace-Building is interest-based and favor rationality. Trying to rationalize all human behavior in times of culturally-based conflict is inadequate. There is a need to integrate culture and diversity as vehicles for peace and democracy. It goes beyond peace-building towards global Intercultural Dialogue and local Management of Diversity.
3. Transcending. The basic human rights call for the respect of minimum standards, including social justice, equal opportunities, protection of vulnerable persons and groups. The development of children to face new and complex challenges should go beyond the legal frame of rights and duties. There should be no reciprocity when the issues are of social nature. The principle of solidarity prevails and should continue to prevail over the principle of value sharing and distribution. The call for a culture of Empathy and Love is not only ethical but it is concrete to favor the adequate care giving to children that is a basic requisite for their integral development.
4. Customizing. The paths for development could be different. There should be, next to the common programs for Early Childhood Education, differentiated packages of teaching. Customizing the progress of the child according to his potentialities and needs open the way for more synergies between formal and non-formal education. This individualization of the awareness of each person of his/her limitations and possibilities allows him/her to discover and test new talents and new skills. The way thus becomes paved for innovation through development.
5. Structuring. The Ecology of Peace in formative childhoods invites all actors of the community for the educational process. The parental education goes with peer-to-peer education together with intergenerational education. The purpose is to develop the competencies the child can’t take from school, i.e., the emotional and the social competencies. The early exposure to different types of the traditional activities of the community helps shape the social identity of the child and contributes to better cooperation in the education environment and in life at large. Such a “structuring” of the social environment of the child, from family to the larger community, should be the place of blossoming of the integral personality. As the saying goes: “it takes a village to raise a child”.
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