Amin Neghavati: Good morning, everyone is checking. If you can hear me. If you can, please show me a thumbs up. Really? Good morning. I'm head of professional learning and development and I'm speaking to you today from our Dover campus. I'd like to welcome you all to the Transformative Peace Education Session at our 50th UWCSEA Forum. Thank you so much for joining us online.

A few reminders before we begin. Please refresh the Socio App if you haven't done it in the next in the last couple of days. This is just to make sure you have the latest updates and announcements on the app. If you have any trouble with the app or the forum in general, you can always email forum@uwcsea.edu.sg.

or just pop a question and chat during this session and we will try and connect with you to answer your questions for our session today. Please use the chat function if you have any questions for Q and Louie and feel free to unmute yourself and talk during the breakout activity we have with everybody on mute at the moment.

But you can tell your camera on and that would be a great thing to do. So we can see you if you can. So our speakers today are Q Amir and Louis Barnett, who most people in our community know very well, Q graduated from UWC in 1992 and taught at UWC Southeast Asia from 2013 to 2015.

He was involved in the IFP the whole time and it's quite interesting to know that his Viber on Transformative Peace Education will begin just 3 hours after this session. So good luck Q on that. Louis taught at UWC Southeast Asia between 2013 and 2019 as well, and was also heavily involved with the IFP, the toolkits. And he supported the development of the toolkit there at UWC as well.

He's currently the education lead at Amala. Q and Louis it's a pleasure to have you here with us today. Over to you.

Q: Thanks for that. I mean, I graduated from UWCPC, the one in Canada back in 1992. Yeah. And just to share with everyone, I'm actually more nervous and excited about this session than I am about my Viva this afternoon. I'm going to type into my internet chat now, my email address, so you can just kind of like copy and paste it so that afterwards, after this session, you know, and well, we'd like to continue our conversation more than happy to do so.

I'm going to share my screen now. Please give me a sec. Okay. Let's begin first by centering ourselves, we are going to take three deep breaths. And when we take those three deep breaths now, we are very mindful, very aware of the floor that we feel against our feet. The chair supporting us, supporting our bodies, and we focus on the breath, let our mind wander.

And as it wanders. It's about what Malala has said here about education. Our session today over the next one hour and a half, approximately, it's broken up into four components, less about 20 minutes each. We're going to break out rooms. We'll have a pull. And we shall also be sharing when a chat. It's too large a group of us to have a group sharing, so to speak.

But, you know, break out rooms. Please have the conversation. So we'll begin first with the IfP toolkit and then we'll explore transformative learning theory. What exactly is transformative? Learning a bit about this education and we'll end off with my sharing with you where I am currently. Right now, when I think about peace, education that is transformative. So IFP Initiative for Peace is an illustrative example of peace education.

I actually experienced my first peace education when I was a student at UWCPC Canada, when I joined an activity called Conflict Resolution and because there are so many of us who are not familiar with IFP, we thought we would begin with a no. And if you have not, you know, a short three minute intro that is available on YouTube, which would.

Speaker 3: So now in Timor a school has been coming here for seven years, so we are running a peace conference here called Initiative for Peace. So it's about connecting youth from Singapore to youth in Timor-Leste. The initiative of this conference last for a week and the conference is about learning and sharing ideas to come together in order to change people's opinions or their thoughts in a positive way so that they can actually do something in order to create peace and sustainable teacher for their people in their communities.

The best part of my IFP experience was when I finished IFP conference in 2010 and then in that time I also learned about UWC I applied to United World College Scholarship and I think IFP was one of the greatest point for me to be able to get into university schools.

IFP has broke into me and.

International understanding about the global concern and how I see young people to start shaping.

The sustainable.

Future and sustainable peace.

In Timor-Leste.

The I think Initiative for Peace is really an extension of the very core UWC idea of bringing together people from different countries and cultures and backgrounds. And it takes it to another level by looking at by bringing together young people from regions that are in conflict. But initiative for peace always struck me as a very an extremely powerful idea, this this notion of bringing people face to face and focusing on the the common humanity.

If you want to make an impact in the world, you were to view this chance. If you want to change yourself, as IFP would also give you this chance. So come and join us.

Q: I'm going to stop sharing screen now. So we can share with us the IFP toolkit that has put together.

Louis Barnett: We thank you. And yeah, and this would be really quick for me and then we'll get back to. Q And this is just to say, you know, this example initiative piece that you will use throughout this presentation is a programme at UWCSEA starting 2001. And what we've done over the past couple of years is try to bring some of the resource is in the estimates and the things we do in that programme into a toolkit that we can share with the educators and the students that the reason for that is because we always got a lot of requests about IFP, that we wanted something that we could share with people so that they can explore

and think about what they can take and put into their own context. And knowing that IFP will never be the same in every single place and there will be education programmes. And and the other reason was also to support our own students who were increasingly starting to run their own and peace education programmes when they returned home, when they went to university, when they went on that gap years.

So, you know, really sort of multifaceted reason for developing this. The toolkit is designed to, I think, act as a seed for a place of reflection where you can look and you can think, I like that. I don't like that bit so much. And take what you think will work for you. And when you sign up, if you sign up, I'll share the link in the chat.

And now, so just let me grab that link. You will then receive an email from the IP toolkit coordinator and you know, and I will then add you into the shared drive. So it's a Google shared drive and there's a kind of a main index, Google Docs, and then you can begin to explore the IFP toolkit, lots of resources, lots of thinking, lots of ideas, and it's definitely a starting point.

And you'll then three in the email to arrange a call with me and, and I can sort of help you answer any questions you have about the toolkit and explore a little bit or even connect you to people like you and other people. You have a IFP and students who can do it and so I can connect you to the right people.

And so nothing more to say than that. Please do sign up. And when you sign up I will start adding you through the presentation. And after this I will be available. I think we've got about 15 minutes where you will be available and jump to any questions, but then he's got to run off and do this small thing pulled out a vibrator and after that I will then be available in the virtual do on that and then the platform where also I can answer any questions.

So that's the toolkit. And we also have this site. So before you decide for you like the email address and then start getting emails from me, if you want to just have a little bit more of a look around as well. So that site, so it's two links left for you to explore. Thank you. You okay?

Q: Thanks. Right. A few gentle remind us before we get into the session. Many of us are familiar with this as educators. And for those of us who aren't educators or participants who are not UWC students, I'm sure we are learning about assuming positive intent. And then we listen to understand, not to reply and I encourage all of us to speak our minds and always remember to let our hearts to do the talking.

These are just some, you know, remind us, gently remind us, especially when we get into our break rooms, what I would like for all of us to do, unless you really cannot, I would like you to please turn on your camera so we can see everybody. I have two screens, so when I'm not looking at you, I'm actually looking at you, and I'm going to stop showing my screen.

So we are now in and I hope you are in gallery view. If you can please put yourself in gallery view, not speak of you, but gallery view. And as you look at the gallery I went in, I'm inviting all of us to focus on just that one person. But I want us to become aware of this person in front of us, a fellow human being just like you.

And as I say, the following phrases I'm inviting all of us to give our full attention to that person in front of us who's just like you. This person has feeling emotions, thoughts just like me. This person has in his or her life, experienced physical and emotional pain and suffering just like me. This person is learning about life just like me.

This person wants to be caring and kind to others just like me. And this person wishes to be loved just like me. Now, as you focus on that one person, I'm inviting you to invite wishes for well-being for the person that you're focusing on to arise in your hearts. I wish that this person in front of me be free from pain and suffering.

I wish that this person be peaceful and happy, and I wish that this person be loved because this person is a fellow human being just like me.

It's about 20 minutes now. We've been on the screen, so 20 seconds. Just let's look away. Something, what, 20 meters away? I think we tend to forget, especially in online setting, that it's not like a physical setting and a screen really gets in the way of our brain function fitness. So we have to work, learn how to work with it.

This is the intention of our session. We'll make time later to have a conversation, a group chat about peace, education and educating for peace. Right. We will be touching that later. I want to make it clear that this session is not my sharing of what I feel and what makes it transformative. That is my dissertation, but this session is not focused on that.
However, it is informed by that by the last six years of study and since we have a range of participants through this session, I'm pitching it to non educators and and we will be touching briefly on a handful of big ideas is just touching things that I think are necessary for peace, education and educating for peace to be transformative.

So I would like for us to think of this session as an invitation for further exploration and for the educators among us. Please observe my session with a critical lens and over the critical eye. And then later on you can pick apart the principles that I use to design the session. And this is essentially how I facilitate online lessons that invite transformative learning experiences.

We are going to break up into groups of four or five. Sure, we will be setting us up. Right. And when we are in our the groups will be created. You can turn on your video, of course, so you can have an authentic conversation. And what I would like for us to have a conversation about for about 8 minutes is the first is the first question why?

Why do we have formal education? Let's have a really, really good think about that. Why do we have schools? And if we have time, what is the product of formal education? And I would encourage us to talk about what you think as opposed to what the system is. So on that note, I'm going to stop showing my screen and then we can we go into our breakout rooms now?

Louis Barnett: I am working on it.

Q: Okay. That and I use a stopwatch. So it's 8 minutes, it's.

Louis Barnett: Not much longer.

Q: Through stopwatch is one stopwatch for me to remind myself to not speak too long and another stopwatch for the breakout room. So things like that. Yeah. No pressure.

Louis Barnett: Okay, ready? All right. If you end up not going to room, I will get you into a room.

Q: Yeah, I'll. I'll still. Yeah, because I had issues in the class when I did that and then Zoom collapsed on me.

Louis Barnett: Okay. Opening frames now.

Q: Okay. See you all in 10 minutes. As long as we have one. Then as soon as you have two people in a room. That's cool. Yeah.

Louis Barnett: I think we do. Yeah, I'm just trying to, like, move people.

Q: Yeah, you'll have to do that, I think, because some of us are the hosts.

Amin Neghavati: You don't have to worry about it. Supporting support. Yeah, I'm leaving. I just want to assign. Okay, great. I just want to make sure that at least two people have joined each room. We have at least two people in each room. There is one room with zero people, which is fine. So there is at least have two in them.

I just need to make sure that they actually joined people.

Q: So how many participants do we have right now?

Amin Neghavati: 30 something around 14.

Q: Okay, great. Because I'm just thinking about.

Amin Neghavati: Okay, there is one unassigned and that's New York. Okay, good.

Q: I'm meeting my, my, my.

Amin Neghavati: I'm going to go in a breakout if everything's okay. I'm just joining a room because one person. Q Are you able to control the breakout rooms? Just because I, I think I need to get to another breakout room where somebody on the floor has gone in right now.

Q: Okay. Yeah, I can control the breakout room to actually. Yeah. So I just broadcasted a message for a couple of minutes ago that we have 4 minutes left so I think some groups have completed the composition. This are still all right engaged.

Amin Neghavati: You've got track of time right. I brilliant. There was somebody on their own. I'm with them now. Everything else is all right.

Q: I'm okay.

Amin Neghavati: I'm muting. Do you want them to talk when they're back?

Q: No. The blocking is just waiting to break out.

Amin Neghavati: Okay, good. So when they're back out, everybody again?

Q: Yeah. Thank you. I'm closing the room. So this is my apologies for pulling you under the break. Our rooms like that for those of us who are still up, it pains me every single time that's I'm still trying to figure out how to look around that, you know, for the non educators among us the next the next few slides are actually primarily for the non educators among us and for the educators.

And we just serve as a reminder for the composition and the frameworks that we need to have for the conversations we'll be having the next, you know, cuts in the next parts of this session, human education really occurs and we've defined it to occur in three learning spaces. And what we'll focus on today is formal education, right? In a school setting, of course, all the other informal and non-formal s important.

We need all three for hanging. Okay. I'm very proud to say actually that my fellow UW graduates, the founders of amateur education, were part of this collaborative that contributed to the OECD's learning campus 2030 formal education, conventionally focuses on cognitive education, knowledge, content, knowledge and physical skills, education and skills. It's not just physical, of course, it's cognitive. Very rarely do formal education systems, mass formal education systems engage with the effective component, the attitudes and values.

And most formal education systems have valued cognitive education above the others. I am sharing this now, especially for the non educators among us, for us to understand that the OECD learning complex has been published and it is gaining traction. And when I think about formal education systems, mass formal education systems, the OECD, I mean, there's going to be a seachange.

I believe. The OECD, of course, administers the PSA test, which kind of like studies various formal education systems around the world, and for ministries of education, for governments like Singapore, that take that very seriously, there is going to be a change when the testing, so to speak, the assessment of education systems are based on this learning complex 2030, as opposed to the conventional manner that we, many of us, tend to think about formal education.

And if you can, you know, focus just transformative competencies. What does it really mean? Transformative. We use the word transformative in a throwaway manner. It's like, oh, it's changing, but what are we changing into formal education? Again, just focus on formal education, even though human education has three learning spaces, it's primarily usually think of it as having three roles to play the economic growth, the internal purpose, and the role and the interpersonal role.

Unfortunately, I see that that's my value judgment we have conventionally prioritized the economic role and if interpersonal is not even in the picture in most formal education systems, the interpersonal role, if it is in a formal education, tends to seek to strengthen the status quo. It's not about the critical lens. It's about state and state centric. It's economic driven.

We can have a whole conversation about this right? So while we'd like for us to do not exactly to type into the chat right over the next 5 minutes, actually, because all the time let's just would do like 5 minutes, just think. And then to share what I'm going to do a day on the session is to collate all the contributions.

I'm going to actually do a coding on it and I'm going to study it. Please feel free to share. Right? And then if anyone is interested, I'll share what we all think I want to learn from you too. What? So this is the question I'm posing here. What do I think learners should be transformed into? Whether you're an educator or not a formal educator, what do I think learners should be transforming to think about it over the next 4 minutes and then just type it in checklists?

You thank you for all the sharing you guys are giving me goosebumps, man, you know, and I fourth tips comment but read this please feel free as thoughts come in if you want to continue adding right to the chat. What you think we should be cancelling now check may zero is the was the initial architect of transformative learning theory and this is what his definition and this definition is constitutes the still though one of the foundational ideas of transformative learning theory.

He first published the first paper. He published a spec in 1975, and a lot has changed since then. Of course, more inclusive, discriminating, self-reflective and integrative of experience, you know, echoed in many of our comments. Manafort sharing this is the most comprehensive, transformative learning theory framework. That framework right now authored by these three scholars on Transformative Learning. If we want an education programme, if you want to educate for peace in a transformative manner, if you want peace, education to be transformative, I believe we need to identify what is it you want to have our learners transform into.

And so starting point and this is a starting point, let's say that this is the one. But this fall at the end of the presentation, not at the end of the session, I'll share with you what I discover by Steve and that to get there are three processes that we can tap into now. The cognitive process is logic heavy.

It's about action, it's about critical reflection, it's about discourse with others. It's about experience, especially experience that is of a disorienting dilemma kind of nature. The beyond rational approach, the beyond rational process is it's about engaging the other ways of knowing, right. Until she teaches me love that and the other ways of knowing, not just logic. It's about engaging through the spiritual esthetic.

No, it's working on our soul. It's emotions driven, it's emotion space, and it's dialog with others, but different from cognitive is dialog with others in a supportive manner. The social critic process is the empowerment of the learner social action that the learner is taking through which we arrive at the transformative learning pop come. It's the unveiling of oppression and critiquing ideology.

And I love I love what we've done here in the WCC because we actually have a group of graduates, UWCSEA graduates who are asking that question, How do we decolonise UWC Right. Are we inclusive? So in just one minute because this perhaps quite a few things, right? So we're going to take a one minute pause and I want us to just sit back, close our eyes and just ask ourselves in whatever we are doing, in everything that we've discussed and explored.

And I've said, how is this relevant to my current context? So just one minute of personal introspection. I have just sent the file on the chair. If you can please open it and read it. And the question here is which one do you think is the most important for learning expressive potentiality? So there are six they can choose from and we will begin to pull.

And once you have chosen, after you've read history, the pull. And initially I wanted to do this on mental meters so everyone could see how it's changing, but we wanted to keep it tight on Zoom. I'm looking at this and it's fascinating to see how it's shifting in one more minute. We have about eight of us who are still deciding no rush.

You said one more minute, Louie, can you please share the results now? My apologies to those of us who are still undecided. We interesting. Interesting, isn't it? Let's look at this for another 30 seconds and I invite all of us to kind of think about this. What does this mean? The six actually are all core elements for transformative learning.

And it's interesting that most of us think of critical reflection as most important, but not. And there are so many of us who are looking who and the others, of course, would think that that is the point I'm trying to be here is Taylor has had reviewed the literature over the last 30, 40, 50 years or so, and he's discovered this, that these are the six things that we need to have before we go for our five minute digital wellbeing break.

Right. This is a I would like to end this first half of the session with this quote from one of the most influential piece, Education's Call List. Now we are moving to a specification and this is what she had to say. This is what she wrote back in 1988. It's a very bold claim to make variable nation state system has been existence for about 200 odd years.

And if we consider the invention of agriculture as the start of human settlements, then human settlements have been around for 11,000 years. Five minute, please walk away from the screen. Walk around. I'm going to pick up one of my guitars, actually, and I'll see you all in like 5 minutes and we are back if anyone is interested. The piece of music for the digital wellbeing break is called piece piece by Bill Evans, if I remember correctly, and during our reflection, I like to what's the word for it?

Played a piece of music by Arvo Part. It's called SPIEGEL in SPIEGEL Reflection Mirror in Mirror. I find that piece of music, I think it contributes to this. And so and you may be wondering, why do I turn off as I walk around picking up my guitar and things like that? It's a choice to be vulnerable with my loneliness.

I mean, we are not you're not my aloneness. I mean, you're having a conversation, but with my undergraduates for example or anything, what show that I'm setting up if it's going to be online, because this is who I am, I don't use the virtual background. Well, we can talk about this on and on, separate composition, mindfulness just I get so excited talking about education and all that.

Right. Okay. Well, something's hanging to discuss. All right. So we begin our next session with you having a conversation with each other again in our breakout rooms. I've been using these two phrases educating for peace and peace, education. They're different and they're the same. I'll share with you in a bit after your composition. What? How I use the systems, I would like for us to go into our breakout rooms and then have a composition for about 8 minutes again and just share with each other what we understand by these two phrases.

Louis, can we get. Oh, break up rooms again? Thanks, man.

Amin Neghavati: Yep. And you will most likely be with different people at this time as well. If anybody is alone, I will come in and rescue you.

Q: Louis, I can't hear you. So, Louis, can you check your audio with me?

Amin Neghavati: Yep. Can you hear me?

Q: If I'm not hearing you, maybe it's me. All right.

Amin Neghavati: I can hear you, but it might. It's working at our end, Louis. And keep.

Q: On climbing. But you can hear me. Yes, you can say something and I.

Amin Neghavati: Oh.

Q: Okay. Got it. All right. So. Okay, now the queue.

Amin Neghavati: How long have we got left?

Q: About 35 minutes. Well, we actually have until 1250.

Amin Neghavati: It's time for the break.

Q: But I said four more minutes. Let me focus the message to all. Now, this is the one thing about online sessions that I don't like, which is like break room because I'm not there. Like when in person you can be in the middle, make it feel the energy. Like, I don't know what's being discussed. I can, I can't pick up on anything.

I don't know when to stop, when it's right, you know, if I want to cut it out later on a bit longer and what's important, go.

Amin Neghavati: Into the break at early, if you.

Q: Like. Yeah, yeah. That's the disruptive part. The company can't come in and all this like that. Yeah, that's true. And then now what I'm about to do, which is I'm going to close all rooms and then they see, you know, we all get pulled out. Oh, it's horrible.

Amin Neghavati: Another double take. Is anybody talking after the break out?

Q: I know. Yeah. You just keep doing this. Yeah. Thanks. I'm closing rooms now.

Amin Neghavati: All right.

Q: It's the countdown set. 13 seconds. No, it's my apologies. Jenny, could. Anthony, can you. Clayton, I think you guys are still like we have the last minutes in our own break rooms, been asking each other to share our understanding of these two phrases, educating for peace and peace. That occasion. For me, these two phrases really came into stark relief when I was part of when I was moderating session involving educators, school administrators, and I'm sorry I'm brought back to that.

We can policy design this educational policy designed this in regions of violent conflict over lunch. One of them turned to me and said, How do we teach peace when our youth just want to pick up a rifle and fight? They're not going to listen to me when I talk about peace, education, because they just want to kill. They want to defend.

And in another I'm sorry, I'm getting a bit not no, I'm not sorry. It's not I think and this shared with me that she's in charge of 700 teachers. Half of them are blacklisted by the security forces of her country. And more than 100 have disappeared. But peace, education, we are very fortunate to be where we are right now.

And we can pontificate and talk about peace, education and education for peace. And I would like to just take this time for us to remember many of our fellow human beings, our comrades, some of our fellow educators, for those of us who are educators who are trying to deliver education in a in circumstances where their own their very lives are at stake.

And a dilemma to this I learned from them is to really make a distinction between peace, education and advocating for peace. We'll come to this again at the end and the way in our more privileged situation. I would like to suggest that the UWC movement, the UWC and UWCSEA, which is part of that, that is educating for peace and it's our curriculum for the non educators, the technical well that's the curriculum of our formerly IB provides that the UWCSEA provides the curriculum and IFP is a peace education syllabus.

So that's the distinction that I make, because when I was talking to these amazing educators who literally put their lives on the line every single freaking day to deliver formal education, they say, Thank you, we can't talk peace education. I know, but we can educate for peace. So it's the the weekend was quite recent. I just need to recollect myself.

So then the question that asks that I'm asking us to then time into the again in our foreign education programme to be considered peace. Education, what should be in it? What must be president? Please Share your thoughts and I'll play SPIEGEL in SPIEGEL and will enjoy reading the contributions from his again. Thank you number one for and keep it coming.

You're not the wealth of wisdom. I call it wisdom, not knowledge. The wealth of wisdom that I see here. It's goosebump ing right now. Thank you. Thank you for sharing. And I look forward to really going through this with Fine Lens over this weekend. 30 minutes now again, 20 seconds, 20 meters down as much as possible. Okay. My after six years of studying my eyeball, my eyes have deteriorated tremendously.

Well, it could be because I'm 40 years old now. So we are entering our final stage in the in the first bid we looked at Astrometric lens theory and then we looked at peace, education. And now I'm sharing with you to end off our session and share with you what I've discovered. And I would like to just, you know, say that what I'm going to share here is based on the 11 years I had been involved with IFP, I'm still involved with I actually won't be the last six years of study.

And most importantly, the 92 UWCSEA graduates, the oldest graduated in 2007 and youngest graduated in 2018, who were kind enough to share with me the life significant experiences during that UWSEA years 48 of this 92 were IFP members, and those conversations were the ones that I've quoted. And now I'm with you. The what I discovered based on their meaning making of the IFP experience.

My next paper will be on the UWCSEA graduates were not IFP members. And then I'll share that with the community too. Like what have we, you know, this club and my data collection is still ongoing and then it's a great excuse to catch up former students to, you know, and our fellow UWC graduates. So I'm doing my best to refrain from going into detail.

I'll do this in my academic defence later this afternoon. So when we use the most comprehensive, transformative learning framework that I shared at the start for the 48 IFP members who shared with me what they remember as life significant outcomes, that they link the connect to IFP shift in WORLDVIEW is the most privileged I so 39 or 40 and in the 39 compositions there were 104 different instances in our compositions that was mentioned.

If anyone is interested in the research, the literature, this everything right, please feel free to email me and I say I enjoyed about this and I'll share with you the articles, the books, you know, electronic vision, PDF version, so you don't have to do the research. You know, I have it. So I just dump on you all the relevant ones that may interest and then we can have a composition when we look at what are the transformative learning processes, 48 out of 48 505 times it was mentioned in the composition.

So the process was very important. And just a reminder, cognitive processes encompasses action, critical reflection, discourse with others and experience, especially expenses that, are of a disorienting nature. But I did not expect social critique to be this low, right? Because my hidden by design of the syllabus, together with all the AI features and the way we deliver it, was actually this was quite a bit of social.

However, several years down the road as graduates, when they look back and they see where they are right now. Yeah, I'm not saying that it's not unimportant that 42 of them who did mention it, but it is far less so, or the curriculum or the syllabus as experienced by learners. This is an illustration. What is experienced by our learners can be very different from what how we design and how we implement, how we deliver.

That's fascinating in that sense. I'm not surprised about this. Right, how low the national is. And that is something which is lacking in my opinion. And I love that someone had mentioned I think I can't remember who what song I mentioned, but arts music to the puzzle. Yeah, no, we need that more. That man. There's a there are five common threads that emerge from the data and this whenever I look at this, I'm like, we've done our jobs.

My social impact emerged strongly at 45 to 48 and what are talking what this I for my few members was saying was that it's what is my social impact now I have been asking myself this question since I left you WCC. What is my social impact? What can I do to make the world a better place? Wherever we are, whatever we do, whatever I become?

The other four, I believe, are facilitating conditions for transformative learning processes to be encouraged to. And then we arrive at transformative learning outcomes. Let's just focus on my social impact. How is that possible? What did we do in IFP? Because my conversation with a few members was about IFP. I'm looking forward to really studying my conversations with the UWC.

CSU graduates who are not part of a peace education programme but have been part of a educating for peace curriculum, which is UWCSEA. I don't know the results. I mean, I'll share later on once I find out what that is with, you guys, and then we can have a, have a study of it. We reflect on our practices and improve on it.

I believe that this my social impact is a transformative outcome occurs because of our heated assumption of building. Building is a German one is a philosophy for education as opposed to what I call utilitarian pragmatism. Right. Okay. Sorry, sorry. No academy staff. Yeah. So building is allowed to cultivation of the human being rather than the human doing. Besides explicitly defining what we want our learners to transform into now.

Because if you are clear on that, then I think we can get education programmes, peace, education, or educating for peace to be transformative. But we need to be clear what do we want them to to transform into? Again, I'm suggesting this five, right? The four which I read in the literature and the one that is emerging that has emerged from my data.

What we need to think about when we think about peace, education is to act to, you know, be clear that peace education is part of peace building, that it lies squarely in this realm. And because we are contributing to the emergence of cultures of peace, so we are addressing cultural violence. If you are if if that is clear as a hidden assumption, conventionally, one of the frameworks of peace.

I love this framework. When we think about to peace, it has three dimensions and based on the 92 conversations I've had, well, about 100 always. And not just talking and then actually studying it. And I've studied 48 of them and starting to see this framework in this manner that inner peace is foundational. Quite a number of us share that.

What should be inner peace, education, peace, that loving ourselves, not saying that is the most important, it's just foundational. And it is impacted, of course, by environmental peace and social peace, and they are interdependent. The contribute to each other. Perhaps this is a suggestion educating for peace curriculum. All three should be in there somewhere. A peace education syllabus like Ice-T, I think should focus on one to make it effective.

It's not saying that we ignore the others, but focus on one and IFP, for example, as a peace education programme, been focusing on social dimension increasingly in the last handful of years especially, and also because of my own evolution as a peace educator, we are bringing in inner peace to the inner peace dimension. And I believe strongly that and this is like a blue sky kind of like dream, right?

But I believe strongly that for peace, education or educating for peace to be effective, we need to design it with the understanding that the larger the learning that occurs in that programme or in that school is transformative. We want to make it transformative. Transformative is not or it happens. No, we work towards it. We design, we deliver it to encourage, to invite our learners to experience transformative learning.

And when we talk about emancipation, it is the ability to critically reflect on the shackles that do not allow individuals and some parts of society to flourish and to have the knowledge, skills, values, attitudes, to engage constructively with conflict, to engage with conflict in a nonviolent manner. This is an example of not perhaps this right. I wrote here, peace, education, not educating for peace.

But I would say that curricula, curricula can be designed and in my opinion should be designed if you want curricula that educate for peace, how do we do it? So just as an example, this is a I'm a physics geek. Physics, okay. Einstein's equation this is expected for I.B. exam and that is school learning is superficial superficial learning.

If we connect it to enhanced global warming, renewable sources of energy, so on and so forth, it becomes like relevant learning. How do we bring up to transformative learning? Perhaps this is a letter, the verse, the letter written by Einstein in 1939, when he asked Roosevelt, President Roosevelt, then to begin nuclear weapons research. Einstein. And then in 1955, together with Bertrand Russell and a handful of other thinkers, they are asking for nuclear disarmament.

So Einstein changed. Then we can have in this class about equals NC squared have a discussion. Why did Einstein wrote that? Why did Einstein write this? In 1939? What caused the change of heart? What will one work? His attitudes? What are all of us? What values do I need to have? One minute stay away from the screen. How is this relevant to my current context?

To end our session, I like to share a few more things. Some special mention what I I'm working on and what I hope to work on. More. When I think of peace, education, syllabus design, I believe strongly that educating for peace and peace education need to look at the biographical structure that occurs during our childhood. We need to, in my opinion, write as part of the programme, as part of the learning.

This are the adverse childhood experiences. And I say this not just from an academic perspective, ice core eight out of ten on this. So it's a personal journey that I've had that has lasted a lifetime, social emotional learning. And this is the Castle Framework, wonderful website. Please go to Castle Cecil for social emotional learning and the competencies. Of course there are other frameworks and this is the framework that I use that I appreciate most I think should be part of any education programme that it's looking at specifically in a piece.

Where do we begin when it comes to social peace as well as environmental peace? The Institute for economics and peace based in Australia, I believe it's Sydney, I think has wonderful resources. Now I do not use that state centric, economic focused approach. I actually don't like it. I told them. And which is great. Oh, they're, they're very open to that.

So we've had a conversation and they are. And the change that you improve, of course, you know, and they evolve and it's highly, highly recommended. So for any of us who are kind of like, okay, how do you and gives you specification, what about negative, peaceful or positive peace? Well, go to Institute for Economics and Peace. The Global Peace Index studies negative peace and they have that positive peace.

These are two specific reports that are and they have environmental to it. They have global terrorism report, so on and so forth. So I would like to end off with just this question, a set of questions here. Could IFP, a peace education programme, B.C., factual as it has been without being part of your WCC? You know what if and that's what I'm trying to do now with a university in Singapore study trying to start a programme.

Well, not me, but I've been asked by a particular department to engage in conversations that contribute to inner peace. And it is in a school that is focused on the economic role of formal education. We'll find out in the next few years. And one thing that I have learned is that the outcomes that I've shared with you just know that IFP members have have shared with us also echoed by you.

WCC graduates would not be members. And the question that I have is, are there differences between having had an explicit peace education experience and learning in a system, in an education system that educates for peace? I don't know yet. And I hope to find out in the next few months. And I would like to leave with this slide of the ultimate goal of peace, education.

And we'll take two deep breaths and we'll take all the first breaths. Capcom my cup. And to make I see somebody crawling to sell them when they come from Chiang Mai, Thailand. And let me type in my email address again. So please feel free to email me the copy. And this and I look forward to more conversations. I'll be in the networking.

Amin Neghavati: Thank you so much Q&A we thank you really interesting just session.

Q: It's yes.

Amin Neghavati: Thank you so much Q&A for a really interesting session that's close to our hearts and it's getting even more important these days. Thanks, everyone, for joining us today and for sharing your thoughts and questions in chat. I'm sure you all have your favorite bits from today and you have questions you would like to discuss further. If you would like to engage with Q and Louie in a more interactive space, you can join the online networking section either on the app, on your browser.

It appears right under this session and you can just click on it and join. It has a maximum of 13 people. So if you would like to be there and catch queue before it goes for Viber join soon we will be there to helping you afterwards. We also have an IFP tool toolkit virtual booth where we consider tool kit and also chat with you directly or even ask for a follow up meeting on this.

You can also connect with our speakers and participants on the on the profiles, on the events app. If you would like to add one last point before we go. If you're over, go for some face to face networking at the Heritage Cafe. And if you're online, join any of our online networking sessions that you're interested in. Next session.

On the agenda is a keynote speech after lunch by Andrew Schleicher, Director of Education and Skills. That's OECD. He will be talking about holistic education in a high tech era. Thank you so much for joining again and I hope to see you face to face or online during the forum today and tomorrow. Have a great day, everyone.

Q: Thanks. Thanks, Louis.

Amin Neghavati: Thanks. Q Thank you so much, Louis. Enjoy the rest of your day. The online networking. I'm going to go click on it and see you in that space that's on Zoom. So I'll see you there.

Q: And agree with that, too.

Amin Neghavati: All right, Adam, yet again on the forum app. Yeah, on the under your session, you will see if you can't find it, just send me a message. I'll close the session now. Thank you.