Showing posts with label Education. Show all posts
Showing posts with label Education. Show all posts

Sunday, December 10, 2023

Feed the soil and let the soil feed the plant

A video summarizing VCIL Community's and The Soil Project's journey of learning about the Sufficiency Economy Philosophy in Thailand this September. Thanks to the members of Pudalay Mahavijalaya for producing the video and supporting the training program. Thanks to P'Tang and P'Bouquet for accompanying and coordinating the program, and thanks to the hosting and facilitation of Mab Ueang Agri-Nature Center, Agri-Nature Network, Ecovillage Arsa Shaona Mahanakorn, Arsomsilp Institute of The Arts. Thank you VCIL and our friends! 💗

Text by VCIL Community

"As a part of “Module 2 of The Soil Project: Hands Education - Sustainable Living & Development'' and in collaboration with the Mab Eaung Agrinature Center, The Soil Project is organizing an international training program with the theme “Sufficiency Economy Philosophy for Sustainable Development Goals.” This program is scheduled to take place from September 18th to September 30th, 2023, in Thailand. Our mission is to work towards a regenerative and sustainable world while also sharing and spreading the wisdom and vision of the Late King Bhumibol Adulyadej (King Rama IX).

Our diverse group of 25 participants includes individuals working in or related to agriculture. We have 1 participant from Taiwan, 2 from Laos, and 22 from Vietnam. This group boasts a wide range of backgrounds and interests, with some participants owning their own land and striving for self-sufficiency, while others are transitioning into agriculture. Some are farmers, some focus on research related to waste management, and others are involved in community development in the central highlands. This diversity of backgrounds and interests makes our group vibrant and fascinating.

Despite a tight schedule that mirrored the daily routines of farmers, our days began promptly at 6 am and concluded around 10 pm, packed with valuable interactions, learning experiences, and unforgettable moments.

Prior to arriving at Mab Ueang, we explored two remarkable projects initiated to address local challenges. Our first stop was Chak Daeng Temple, a place dedicated to controlling waste entering the Chao Phraya River, which flows south to the Gulf of Thailand in the Western Pacific Ocean. This initiative was spearheaded by Pra Maha Pranom monk. During our visit, we engaged in meaningful conversations with the monk, listened to his inspiring story, and had the opportunity to ask questions related to the project. We also toured the temple, witnessing the recycling systems in place that transform trash into valuable resources, including oil, compost, and textiles. The temple also serves as an educational center for local communities to learn about waste management.

Another inspiring visit was to Pathom Asoke, a Buddhist group in Thailand dedicated to practicing self-sufficiency at the village community level, where everything is self-produced within the community. Our interactions with the residents provided deep insights into this self-sufficiency movement. We explored various places within the community, including a medical center (which was a surprise due to the lack of patients!), a medicine production center, and a school.

Following these enlightening visits, we embarked on a 7-day training program with Mab Ueang Agri-nature Center, with assistance from Pudalay Mahavijalaya school (āļĢāļĢ. āļ›ูāļ—āļ°āđ€āļĨāļĒ์āļĄāļŦāļēāļ§ิāļŠāļŠāļēāļĨัāļĒ - āļĻูāļ™āļĒ์āļāļēāļĢāđ€āļĢีāļĒāļ™āļāļŠิāļāļĢāļĢāļĄāļ˜āļĢāļĢāļĄāļŠāļēāļ•ิāļĄāļēāļšāđ€āļ­ื้āļ­āļ‡). To truly understand the Sufficiency Economy, we didn't just talk and imagine it; we immersed ourselves in various initiatives, social movements, communities, and engaged in community activities to gain practical insights.

We had the privilege of meeting Dr. Wiwat Salyakamthorn, known as Ajarn Yak, who shared the inspiring journey of Mab Ueang, from an idea on paper to a tangible center open for everyone to visit. We also engaged with Ajarn Thor to learn about social movements and the 5P framework, as well as the collaboration mechanisms known as 3-5-7. We developed a deeper understanding of the AgriNature Network. Additionally, we interacted with Buddhist monk Phra Sangkom Thanapanyo, who introduced us to the concept of “New Theory Agriculture” (Kok Nong Na model) for Sufficiency Economy. We met Vorakhet, a billionaire inspired by the Sufficient Economy philosophy initiated by the king, and we witnessed the process of building an ecovillage. We also had the privilege of a session with Prapapat Niyom, director of Arsom Silp Institute of the Arts, where we explored Social Entrepreneurship & Social Enterprise.

Furthermore, we dedicated time to learn about Sufficiency Economy, Agri-Nature Principles, the concept of 3 plantations for 4 Benefits, the 4P framework along with marketing strategies, and the 5 levels of Tree. We witnessed the practical implementation of these concepts at various locations we visited, especially at Mab Ueang Agri-Nature Center in Chon Buri and Arsa Shaona Mahanakhon in Bangkok.

In addition to theoretical knowledge, we had the opportunity to visit various projects and initiatives to witness how these concepts are applied in real-life scenarios. These visits included the Grandpa Market, Arsa Shaona Mahanakhon, and the alternative university - Arsom Silp Institute of the Arts.

Moreover, we acquired various techniques and management skills that we can take back to Vietnam and apply in our respective areas. These included water treatment, water system management (rainwater harvesting), soil management, the Social Entrepreneurship model canvas, landscape design, and more.

One of the most captivating sessions was about the Social Movement Iceberg model, presented by Mrs. Aeumporn Loypradit (aka Ajarn Nui), director of Social Entrepreneurship department at Arsom Silp Institute of the Arts. This session highlighted that the global issues we face today, such as global warming, deforestation, inequality, the COVID-19 pandemic, war, unemployment, lack of livelihood, ineffective policies, flooding, and more, are merely the visible tip of an iceberg. Below the surface lies the way of life and societal patterns, followed by the structures and systems we live within (socialism, capitalism, etc.). At the core of it all is a mindset driven by greed, forming the mental model. To address these pressing challenges, we must adopt a new paradigm, and that paradigm is the Sufficiency Economy.

This program extends beyond our time together in Thailand. Together, we have initiated discussions about continued collaboration upon returning home. VCIL Community and Mab Ueang Agri-Nature Center are exploring the possibility of further training in Vietnam, aimed at capacity building and supporting individuals during their own projects. Inspired by the Arsom Silp Institute of the Arts, one participant is motivated to establish a similar initiative in Vietnam. Participants with their own lands plan to apply the knowledge gained, particularly in soil management, water system management, and landscape design, with support from Mab Ueang experts. Some participants are in the process of creating a book documenting everyone's learning journey, serving as a valuable resource for those interested in learning about the Sufficiency Economy. Many participants are also forming connections and collaborations for future endeavors. Beyond mere projects, these initiatives are deepening and strengthening the relationship between Thailand and Vietnam, while also expanding the network of the Sufficiency Economy.

This training program represents a significant milestone for the VCIL community and its network in advocating for a paradigm shift towards Wellbeing and Sustainable Development. The success of this program is attributed to the volunteers from Pudalay Mahavijalaya school (āļĢāļĢ. āļ›ูāļ—āļ°āđ€āļĨāļĒ์āļĄāļŦāļēāļ§ิāļŠāļŠāļēāļĨัāļĒ - āļĻูāļ™āļĒ์āļāļēāļĢāđ€āļĢีāļĒāļ™āļāļŠิāļāļĢāļĢāļĄāļ˜āļĢāļĢāļĄāļŠāļēāļ•ิāļĄāļēāļšāđ€āļ­ื้āļ­āļ‡), the dedicated individuals at Mab Ueang Agri-Nature Center, and the support from the Agri-Nature Network who work tirelessly to design and facilitate such a holistic and invaluable program for us. This program has been successful thanks to all the participants who brought their authenticity, uniqueness, curiosity, and good intention to build a better world. As we move forward, we anticipate greater cooperation and collaboration among us to collectively contribute to cooling the earth and creating a sustainable future together."


Saturday, October 28, 2023

Circle of connecting education community

Organized by Teach for Vietnam on Saturday, October 28, 2023.

Reflection by Julie:

"Common theme:

1/ We built different “lego serious play” models but all models are humanized: think for people, build for people , become the capsule for people to grow at their fullest.

2/ Changes made by invisible individuals who normally don’t have much time to go online because they’re too busy to fight for real battles in life.

3/ Find or Create a safe place for people to share their perspectives without being judged.

How to make sustainable impact like Teach For Vietnam:

1/ need to be slow sometime because people have different grow speed.

2/ TRUST is a must to influence the changes. Need to Trust people first, then Empower them so that they can be the Captain of Changes.

3/ Learn to speak languages of the ones you want to influence."







Sunday, March 13, 2022

Teaching on Death

Lecture on Death from D.K's teaching, by Ms. Nicole Resciniti, Faculty of Esoteric Healing, Morya Federation Esoteric School, on 12.03.2022 for Vietnamese audience.







Wednesday, January 26, 2022

Flashback - VCIL Travel School 2019

Our VCIL Travel School in December 2019 in India and Thailand with the theme "Paradigm Shift towards New Stories". Wish I can write a whole book about it someday... 💖


Friday, January 14, 2022

Joining Peace Practice Alliance 2022 Cohort

After the interview in December, I am happy to be accepted and ready to join the Peace Practice Alliance 2022 Cohort!

"The Peace Practice Alliance holds space for emerging peacebuilders to deeply connect, learn, reflect, and gain resources and certification with similarly visionary leaders around the world to further their peace leadership practices. Organized by Euphrates Institute, the Peace Practice Alliance program cultivates and nourishes communities of peace leaders."


PPA, transparent, no noise.png

Announcing the Peace Practice Alliance 2022 Cohort!

"We are excited to announce our new cohort of peace leaders for the 2022 Peace Practice Alliance (PPA)! We have 30 participants joining us from 17 countries around the world from Afghanistan to Vietnam, Nigeria to Palestine, and so many more. This cohort will once again be supported by a group we call our Learning Committee, six global thought leaders and the Euphrates team.

Over the next six months the 2022 cohort will join together heart to heart, cultivating and nourishing this community of peace leaders. Rich in resources and deep connection, the PPA deepens the practice of peace leadership within ourselves and in our relationships with each other. We look forward to learning, growing, and practicing together.

We invite you to get to know these beautiful leaders by visiting our site to read short bios on each participant."

~ Euphrates Institute ~

More about the program: https://www.euphrates.org/peacepracticealliance 

Here is our 2022 cohort: https://www.euphrates.org/ppa-2022 Can you find me there? I am listed as "ThÃđy" (Thuy Duong Pham), though it is not really my given name (Thuy Duong as it should be, but it's ok). ;)

Completed the South and Southeast Asian Green Leaders Academy program

Just received the certificate of completion signed by Patrick Arnold (CEO and Founder of 10 billion strong) for the South and Southeast Asian Green Leaders Academy program (October - December 2021). https://www.tenbillionstrong.org Love their Leadership Philosophy and Theory of Change, which really resonate with the leadership development fellowship journey that I have been through at Teach for Vietnam. Just would like to quote them here as a reminder for myself.

10 Billion Strong - Theory of Change

We work for long-term sustainability through a portfolio of programs which create opportunities for young people across the world to learn, connect, and act on critical environmental issues.

Our short-term goals are to educate youth and to drive immediate impact in communities through sustainability-focused action and policy changes at the community level. By harnessing the power of networks and collective action to share information, ideas, support, and best practices can flow from community to community.

Our longer impact will be achieved by developing leaders who can champion sustainability efforts, no matter what career track they take or location they live in. By investing in youth, and creating lifelong support networks, our community will have sustained impact across all sectors, including business, government, labor, and nonprofit organizations.


Leadership Philosophy

At 10 Billion Strong, we have three core pillars that define our leadership philosophy. First, we believe that anyone can be a leader and that leadership isn’t a position, but rather a set of actions. Second, we believe that the best leaders are those that work to create other leaders. Finally, we believe that leadership is a life-long process of constant improvement and self-reflection.

Culture Manifesto

Collective Action - We believe that our work is amplified through collaboration with others and that with a shared vision, we can create change at scale. 

Everyone a Leader - Our community supports all people to develop the belief and ability that leadership can be initiated by anyone, regardless of title or position. We also believe that everyone can and should teach and share. 

Systems Practice - We know that understanding and leveraging systems is the key to effecting meaningful changes. We actively work to think "big picture" and find the most effective methods for impact.

Strength Through Diversity - Our shared challenges cannot be solved by a small group speaking and acting for the rest of the world. We value and insist on authentic inclusion, which acknowledges historical legacies of power and privilege, for a new vision of true collaboration. 

​Imagine the Potential - Too many environmental movements focus on doom and gloom, fire and floods. Instead, we seek to imagine a bright and bold future that is uplifting and inspiring. 

Nothing for Us, Without Us - This simple statement carries a lot of weight. Embedded in it are the values of inclusion, humility, respect for local input, and authentic collaboration.

Monday, July 12, 2021

Cultivating Harmlessness

Part I: Introduction - from DK - those foundational concepts/requirements and methods for Esoteric Healing

In this Introduction to the Series: Cultivating Positive Harmlessness, the members of the Global Esoteric Healing Circle are sounding the foundations that Master DK has given and his emphasis on the need for positive harmlessness as part of the study and practice of Esoteric Healing.

 


Part II: Finding Inspiration to Cultivate Positive Harmlessness

It was my honor to join the international group of readers with Part II, in which I read 3 slides in English and sounded the Great Invocation in Vietnamese at the end. 





Part Three: Cultivating Positive Harmlessness - The Path to Utter Harmlessness (updated on July 23, 2021)






Monday, June 17, 2019

Asian Youth Empowerment 2019 - Holistic Leadership Facilitation




“I’ve heard that we are born alone and we die alone. But one thing I’ve learned from here is that, we don’t have to live alone.” (Pann)

Yes, we did everything together, participatory decision-making, having lots of fun, and winning collaborative games with no one left behind. Our powerful mantram was “Connect, connect, connect!” And it was amazing how we could connect to each other in such a short time!

Connection and trust are the foundation of any relationship, as well as leadership. I’ve learned that trust is empowerment and real power comes by empowering people. As trust is based on integrity, the leadership development journey is an individual quest for inner transformation, of self-discipline and character building. Thus, leadership is not a position but rather a way of living, leading one’s own life with vision and purpose, manifesting love through selfless-service. And we can help each other along the way.

Thank you all for the happy and inspiring time we had together!

With Love and Gratitude. 
Daisy 
17.6.2019

Sunday, October 28, 2018

Design your dream life


Some short notes from the workshop "Design your Dream Life", co-organized by Bright and One Life Connection on 27.10.2018 at Toong.

The 5 Rules for Optimal State of Being

1. Be honest: build trust, and inner confidence by sincerity and speaking the truth.
2. Speak up: open and love yourself enough.
3. Be engaged: focus and committed to your goal.
4. Be interested rather than interesting.
5. Be social: proactively engage, be connected, not socially influenced.

Think about these questions:
- If tomorrow was your last day, what would you do?
- Spend time with family (soul family).

Finding your life's purpose through analyzing your Ikigai - the reason you want to wake up every morning. Write one thing for each sentence:
- What you love doing.
- What the world needs.
- What you are good at.
- What you can be paid for.
Are they the same? Even if there is nobody pay you, you still do it. "This is what I want." Then, you are all in.

Our well-being includes Body, Emotions, Mind and Ikigai. Body energy comes from a healthy lifestyle. Controlled emotions. Calm, clear and strong Mind that can transform the negative patterns.

Ask yourself:
- Are you doing what you want to do or what others want you to do?

When you are true to yourself, then your life is your dream life.

Be yourself.
Be grateful for all the good things in your life.








Sunday, September 16, 2018

6 Habits of highly effective teachers


The group photo that we put right at the first page of our folder.

On September 15th, we were lucky again to have Natalie Pham with us for a whole day training on Multiple Intelligences and especially the "6 Habits of Highly Effective Teachers", which is also the name of her debut book. She was lively and wonderful as always, full of positive energy. Love her teaching and love her generosity. 

MULTIPLE INTELLIGENCES
(actually there are 9 types, including the existential one)





LEFT BRAIN AND RIGHT BRAIN TEST



My result: 50% Left and 50% Right Brain.







*****

BLOOM'S REVISED TAXONOMY



*****

6 HABITS OF HIGHLY EFFECTIVE TEACHERS


Habit 1. Lesson is focused on objective

Highly effective teachers have a clear plan of what they want to do.

SMART Objectives
Specific: State what exactly what you want to accomplish (Who, What, Where, Why)
Measurable: How will you demonstrate and evaluate the extent to which the goal has been met?
Achievable: Stretch and challenging goals within ability to achieve outcome. What is the action-oriented verb?
Realistic (Relevant): How does the goal tie into your key responsibilities? How is it aligned to objectives?
Time-bound: deadlines, dates, time, frequency...

Criteria: Students can explain what they are learning.

Habit 2. Delivering content clearly

- Emphasizing keypoints
- Dynamic presence (voice, walking around, clarity, enthusiasm)
- Tools to organize the content: vocabulary chart, venn diagram, mind map, analogy...

Criteria: Explanations are short and thoroughly explaining concepts in a direct and efficient way.
The teacher makes connections with other content areas, students' experiences and interests, or current events in order to make the content connected to build student understanding and interest.
Students ask higher-order questions and make connections by themselves...

Habit 3. Teaching Time is maximized

All the time in class is used effectively. 
- Think of procedure to minimize time wasted (step 1, step 2...)
- Timer, time keeper (can be student), agenda: set and reinforce time limits
- Classroom management, action plan...

Criteria: Routines and procedures run smoothly and students generally know their responsibilities and do not have to ask questions. 
Transitions are orderly and efficient.
No idle time.
Students share responsibilities for the routines in the class.
The lesson progresses at a fast pace, such that students are never disengaged and students who finish early have something else meaningful to do.

Habit 4. Engage ALL students

Strategies:
- Consider Multiple Intelligences, Left-Right Brain...
- Ask students to write questions.
- Think - Pair - Share (Think - Write - Pair - Share)
- KWL (What you know, What you want to know, What you've learned)
- Kahoot, Quizziz...
- Small boards
- A-B-C-D
- 5 Fingers
- Brain break: Go noodles...

Criteria: The teacher provides students more than one way to engage with content, as appropriate, and all ways are matched to the lesson objective (ex: a Socratic seminar might involve verbal/linguistic and interpersonal ways). 
Students respond positively and are actively involved in the work.

Habit 5. Check for understanding
  • Asking clarifying questions
  • Asking reading comprehension questions
  • Asking students to rephrase material
  • Conferencing with individual students
  • Drawing upon peer conversation/explanations
  • Having students respond on the boards
  • Having students vote on answer choices
  • Moving around to look at each group's work
  • Observing student work in a structured manner
  • Scanning progress of students working independently

- Exit slips
- A-B-C-D
- Five fingers
- Kahoot, Quizziz...
- Thumb up/down
- Small boards

Criteria: The teacher checks for understanding at all key moments. 
Every check gets an accurate "pulse" of the class's understanding.
The teacher uses a variety of methods of checking for understanding.
The teacher seamlessly integrates information gained from the checks by adjusting the content or delivery of the lesson, as appropriate.

Habit 6. Positive interactions

Love is natural.

Modelling, for more compassionate and kind kids, who are willing to help others.

The I message: "I feel.....
When you....
and I want....."

Positive comments, praise and compliments
- Good job!
- Well done!
- Awesome!
- Close enough.
- Almost there.
- Nice try
- Excellent...
- Amazing!
- I love it.

Personalized handshakes....

Criteria: Students are invested in the success of their peers (collaborating with and helping each other...) and may demonstrate frequent positive engagement with their peers.
Students may give unsolicited praise or encouragement to their peers for good work.
There is evidence that the teacher has strong, individualized relationships with students in the class (the teacher might demonstrate personal knowledge of student's lives, interests, and preferences.

Feedback

  • 3 things I liked / and / or learned
  • 2 questions I still have
  • One strategy I will use in my class
  • Feedback for Presenter





Saturday, March 7, 2009

Education for Sustainability

I. Introduction

Climate change, environmental destructions, pollution, energy crisis… are hard problems of our world today. The pro-material but not pro-human economy where people are in chase of benefit, would result in a world of competition and increasing injustice, poverty, ignorance and violent conflicts. Reflecting carefully our way of life, we need to change, to get away from an energy- and waste-intensive lifestyle and live more in concert with the production and assimilation capacities of the Earth. We must recognize the fact that we cannot live alone in the planet but we are interdependent to each other and other species in the larger nature. We should reawake ourselves the important role of nature, human relationship and community values in our lives. Ultimately, the main cause that underpinning all is the present mindset or set of values in our convention societies. Therefore, as education is the key to tackle these global challenges, its vision should be revised in order to create enthusiastic agents of change of today and thoughtful leaders of tomorrow. Education is the most important and effective investment for future.

II. Vision and Philosophy

Since our problems are complex and interrelated, they require systems thinking as well as an integrated and interdisciplinary knowledge to manage. Thus, a creative and holistic approach to education for sustainability is what we are searching for. The new vision should embrace sustainability in all aspects of life, environmental, economic, cultural, social and spiritual, as described beautifully in the Earth Charterii. Moreover, education for sustainability should be integrated at all levels of education systems, from as simply as teaching the love of nature and human to children, up to community level as raising public awareness. Actually, most of our actions are induced by our subconscious, which has been formed from very early ages. And the main educational goal is the development of human beings in the fullest meaning, not only providing skills but also nurturing the compassion of life in their hearts and inspiring their minds positively.

Capra saidiii, ecoliteracy - the understanding of the principles of organisation that ecosystems have evolved to sustain the web of life – is the first step on the road to sustainability. The core philosophy of sustainability lies in the appreciation of nature as the symbol of integrity, stability and beauty. Sustainability holds a philosophy of respect and caring, cooperation rather than competition with nature and with each other, as we can see in permaculture ethicsiv: (i) care for the Earth, including all living and non-living things, such as animals, plants, land, water and air, (ii) care for people, (iii) share resources and surplus (labour, money, information, knowledge) to help others achieve their needs - our relationship with others becomes the basis of community caring, (iv) reducing and taking responsibility on consumption.

III. Practical Approach

1. Creative Education: Education for Sustainability should recognize and integrate many interesting ways of learning besides the conventional teaching:

- Teaching by being examples: green teachers
- Group work/team work to teach cooperative spirit
- Experience-based learning, through school gardens, working in the field, helping other people in need, voluntary services in local community..
- Visual learning: with the help of movies, audio, documentaries, internet…
- Project-based learning, problem-based learning
- Excursions to natural sites, forests, national parks…
- Learning through Art…

2. Green Science and Technology

Curriculum should integrate ecoliteracy in all level of education system. These principles of sustainability would become guiding lines of green-living for a sustainable future. Green science, eco-designs and appropriate technologies should be taught in universities.

3. Education for Global Citizenship and Social Responsibility

- Education for Peace, teaching of living-values
-Teaching of respecting and celebrating diversity, multicultures, equality, social responsibility and global citizenship

4. Raising public awareness, integrated community-based solutions

- Enhancing local community living through cultural change, recycling, sharing, “grow, shop and eat local”…
- Strategies for livable and green cities, eco-villages: urban agriculture?, bicycling, public transportation, green building (making improvement in energy efficiency, using renewable energy, solar roof, green roof)…

IV. Conclusion

As the crisis we face is first and foremost the crisis in perception and values, education for sustainability is essential for society in shifting from our present way of being, thinking and relating that is separated, reductionist and linear to a more holistic, ecological worldview. This is a necessary perceptual shift for humanity to live sustainably by understanding of our co-existence on this planet, how we are systemically interconnected and mutually interdependent in the web of life. That vision leads us to cooperate with all other humans and other living beings, and encourages a meaningful lifestyle in which we live more close to nature, more simply but healthily and richly. It encourages a culture of mutual respect, solidarity and love that nurtures the human spirit. A sustainable society should be the community where people living harmoniously with the Earth and its inhabitants, then it is sustainable in all aspects, economically, socially, culturally and ecologically. There are cooperative, caring relationships that cultivate inner peace and spread a friendly, reliable atmosphere around. Sustainability vision recognizes what is deeply and fundamentally important to us – our connection with each other and with the natural world.

References

iCapra F. The Turning Point: Science, Society, and the Rising Culture. Simon and Schuster, 1982.
iiEarth Charter: http://www.earthcharter.org/
iiiCapra F. The Hidden Connections – A Science for Sustainable Living. Anchor Books, 2004.
ivPermaculture Ethics: http://www.seedinternational.com.au/pc_ethics.html
v Cull J. The Circularity of Life – A Shift in Worldview for Sustainability. Ebook on
http://www.lifesnaturalsolutions.com.au/