{"id":467,"date":"2021-06-17T22:35:57","date_gmt":"2021-06-17T21:35:57","guid":{"rendered":"https:\/\/www.open.ac.uk\/blogs\/rumpus\/?page_id=467"},"modified":"2021-08-05T00:58:03","modified_gmt":"2021-08-04T23:58:03","slug":"emancipatory-fun-in-education-for-sustainability","status":"publish","type":"page","link":"https:\/\/www.open.ac.uk\/blogs\/rumpus\/index.php\/emancipatory-fun-in-education-for-sustainability\/","title":{"rendered":"Emancipatory fun in education for sustainability"},"content":{"rendered":"<h1>Why is an enjoyable responsible dialogue between science, arts and religion relevant for students?<\/h1>\n<p style=\"text-align: right;\">By Alexandra Okada<\/p>\n<p><iframe loading=\"lazy\" style=\"border: 1px solid #CCC; border-width: 1px; margin-bottom: 5px; max-width: 100%;\" src=\"\/\/www.slideshare.net\/slideshow\/embed_code\/key\/BunYZylpcPN6H1\" width=\"595\" height=\"485\" frameborder=\"0\" marginwidth=\"0\" marginheight=\"0\" scrolling=\"no\" allowfullscreen=\"allowfullscreen\"> <\/iframe><\/p>\n<div style=\"margin-bottom: 5px;\"><strong> <a href=\"\/\/www.slideshare.net\/alexandraokada\/open-schooling-conference\"title=\"Open Schooling conference\"  target=\"_blank\" rel=\"noopener\" onclick=\"javascript:urchinTracker ('\/outbound\/article\/www.slideshare.net');\">Open Schooling conference<\/a> <\/strong> from <strong><a href=\"https:\/\/www.slideshare.net\/alexandraokada\" target=\"_blank\" rel=\"noopener\" onclick=\"javascript:urchinTracker ('\/outbound\/article\/www.slideshare.net');\">Alexandra Okada<\/a><\/strong><\/div>\n<p>&nbsp;<\/p>\n<h3>This dialogue starts with the\u00a0most\u00a0influential\u00a0scientist\u00a0of the 20th century who highlighted that \u2026.<\/h3>\n<pre>\u201c<em>All religions, arts and sciences \r\n<\/em><em style=\"font-size: 0.9375rem;\">are branches of the same tree.\r\n<\/em><em style=\"font-size: 0.9375rem;\"><em>All these aspirations are directed \r\ntoward ennobling (hu)man's life, \r\nlifting it from the sphere of mere physical existence \r\nand leading the individual toward freedom<\/em>.\"<\/em><\/pre>\n<p>A tree won\u2019t be enough. The 21<sup>st<\/sup> century needs fruitful forestry to lift the world toward delightful freedom that is responsibly sustainable.<\/p>\n<p>This new decade 2030 is marked by the pandemic and its devastating impact on all corners of the globe. Some of the key issues highlighted by UNESCO (2021), World bank (2021) and European Commission (2021) in Education are learning disruption with increased dropout rates; large number of students with mental, physical, and emotional health problems; teachers\u2019 workload with more stress and pressure; as well increased inequality gap among students \u2013 in particular, disadvantaged learners.<\/p>\n<p>\u201cResponsible Research and Innovation\u201d became the key\u00a0 for aligning scientific and technology developments with societal needs, priorities and expectations without compromising the future of the next generations that were deeply aggravated by current adversities (Di Pietro et. al 2021).This alignment requires educate youth with knowledge, skills, attitudes and values to solve issues at local and global levels towards sustainable life for all people as well as those to come.<\/p>\n<p>Education for responsible research and innovation involves equality, diversity and inclusion which are key components not only for educational communities, but also industry, civil society organisations and policy makers. Youth \u2013 future citizens, entrepreneurs, employers and employees must be prepared to understand &#8211; and be sensitive to &#8211; people\u2019s cultures (distinctive languages, arts, social habits and religions).<\/p>\n<p>Science Technology Engineering and Maths (STEM) became very relevant in national curriculum across the world dominated by technoscientific advancements. Recently it has expanded into STEAM by integrating Arts for students to learn in a way that is more creative, enjoyable, and approachable.<\/p>\n<p>\u201cFun\u201d in Education is vital for students to enjoy developing competences that includes hard skills (writing, reading, math, computing) and soft skills (e.g., listening and getting along with multi-cultural people). So, the awareness about socio-cultural diversity is necessary for understanding different principles, beliefs and faiths that influences one\u2019s choices, judgements, behaviours and actions (Okada &amp; Sheehy, 2020).<\/p>\n<p>Contemporary societies are multicultural where people of many different faiths live side by side.\u00a0 Yet, literature is limited about pedagogical practices that articulate sciences, arts and religion for diversity and inclusion to support global citizenship education that enhance individual, societal and environmental well-being.<\/p>\n<p>To support the sustainable development goal\u00a0\u00a0 Peace, justice &amp; strong institutions\u00a0(UNESCO SDG 16) students must be educated to take action for inclusive, fair and peaceful societies.<\/p>\n<p>Under the lenses of Education for Responsible Research and Innovation,<\/p>\n<p>At Primary Education, pupils should be exposed to the vast diversity of religious and ethnic identities, to develop mutual respect. Enjoyable discussions about science, arts and religion for pupils to reflect about different perspectives and express their informed views respectfully will help them participate interactively and responsibly in the school, local community and also on the web.<\/p>\n<p>At Secondary Education, students should experience a variety of single-multi-inter-trans- disciplinary activities. They should be involved to expand their understanding of Sciences and Humanities knowledge with joy supported by technologies and networks. And further, be prepared to reflect on the nuances of disciplinary knowledge including independence, overlaps, conflicts and limits with enthusiasm. Critical and creative inquiry thinking is vital for students to distinguish unreliable sources, fake news and research bias; and be more confident to communicate their own informed views and make evidence-based decisions. These activities become then richer and more realistic with real-life problems for students to solve with experts from education, research, industry, civil society and policy that may have different cultures and worldviews. These activities are part of the &#8220;open schooling&#8221; approach that provides precious opportunities for students to learn willing to learn more. This intrinsically motivating learning with more purposeful, innovative pedagogies &#8220;that is fun&#8221; is essential for this generation to develop competencies necessary for tertiary education and work in the 21st century.<\/p>\n<p>At Higher Education, undergraduates and postgraduates should expand metacognitive knowledge, skills, and awareness. Intrinsic engagement is vital for self-regulated lifelong learners to more autonomously and effectively read\/identify the world issues to intervene\/produce their own research, novel technologies, methodologies, frameworks that meet societal needs. Deep fun with deep responsible research and innovation will guide them to expand the limit of knowledge in direction to a sustainable enjoyable planet.<\/p>\n<p>This discussion can be explored in practical ways through two cross-continental projects: CONNECT students and scientists to solve real-world issues (<a href=\"http:\/\/connect-science.net\/\" onclick=\"javascript:urchinTracker ('\/outbound\/article\/connect-science.net');\">http:\/\/connect-science.net<\/a>) and OLAF online learning and fun (<a href=\"https:\/\/www.open.ac.uk\/blogs\/rumpus\" >https:\/\/www.open.ac.uk\/blogs\/rumpus<\/a>).<\/p>\n<p>These projects are inspired by the Emancipatory fun in education.<\/p>\n<p>Emancipatory Education is presented by the renowned Paulo Freire to empower learners to develop to their full capacities and capabilities connected to the world with social, political freedom and rights.<\/p>\n<p>These capabilities include critical thinking, critical awareness, and critical action that enable learners to identify issues, barriers, and risks. They can then look for optimal alternatives to face\/improve\/cocreate systems, face adversities and go beyond in order to change the limits of knowledge (and systems) responsibly with purposeful joy.<\/p>\n<p>The framework \u2018Butterfly of fun\u2019 (Figure 1) including four types of fun in online learning was developed underpinned by\u00a0<a href=\"https:\/\/www.frontiersin.org\/articles\/10.3389\/feduc.2020.584351\/full#B54\" onclick=\"javascript:urchinTracker ('\/outbound\/article\/www.frontiersin.org');\">Piaget and Inhelder (1969)<\/a>,\u00a0<a href=\"https:\/\/www.frontiersin.org\/articles\/10.3389\/feduc.2020.584351\/full#B74\" onclick=\"javascript:urchinTracker ('\/outbound\/article\/www.frontiersin.org');\">Vygotsky et al. (1978)<\/a>,\u00a0<a href=\"https:\/\/www.frontiersin.org\/articles\/10.3389\/feduc.2020.584351\/full#B13\" onclick=\"javascript:urchinTracker ('\/outbound\/article\/www.frontiersin.org');\">Csikszentmihalyi (2020)<\/a>, and\u00a0<a href=\"https:\/\/www.frontiersin.org\/articles\/10.3389\/feduc.2020.584351\/full#B26\" onclick=\"javascript:urchinTracker ('\/outbound\/article\/www.frontiersin.org');\">Freire (1967<\/a>,\u00a0<a href=\"https:\/\/www.frontiersin.org\/articles\/10.3389\/feduc.2020.584351\/full#B27\" onclick=\"javascript:urchinTracker ('\/outbound\/article\/www.frontiersin.org');\">1984<\/a>,\u00a0<a href=\"https:\/\/www.frontiersin.org\/articles\/10.3389\/feduc.2020.584351\/full#B29\" onclick=\"javascript:urchinTracker ('\/outbound\/article\/www.frontiersin.org');\">1996<\/a>,\u00a0<a href=\"https:\/\/www.frontiersin.org\/articles\/10.3389\/feduc.2020.584351\/full#B31\" onclick=\"javascript:urchinTracker ('\/outbound\/article\/www.frontiersin.org');\">2009)<\/a>\u00a0and supported by students\u2019 views.\u00a0Optimal fun\u00a0is the joy of being fully involved in learning, moving toward full capability and creativity.\u00a0Individual fun\u00a0is the happiness of fulfilling accomplishments, supported by clear goals and strategies.\u00a0Collaborative fun\u00a0is the happiness of making connections with others, creating social bonding and developing group identity.\u00a0Emancipatory fun\u00a0is the joy of being curious, able to search and discover whilst being critically aware (<a href=\"https:\/\/www.frontiersin.org\/articles\/10.3389\/feduc.2020.584351\/full#B49\" onclick=\"javascript:urchinTracker ('\/outbound\/article\/www.frontiersin.org');\">Okada and Sheehy, 2020<\/a>).<\/p>\n<p><img loading=\"lazy\" decoding=\"async\" class=\"aligncenter wp-image-468 size-large\" src=\"https:\/\/www.open.ac.uk\/blogs\/rumpus\/wp-content\/uploads\/2021\/06\/Screenshot-2021-06-17-at-21.52.32-1024x931.png\" alt=\"\" width=\"525\" height=\"477\" srcset=\"https:\/\/www.open.ac.uk\/blogs\/rumpus\/wp-content\/uploads\/2021\/06\/Screenshot-2021-06-17-at-21.52.32-1024x931.png 1024w, https:\/\/www.open.ac.uk\/blogs\/rumpus\/wp-content\/uploads\/2021\/06\/Screenshot-2021-06-17-at-21.52.32-300x273.png 300w, https:\/\/www.open.ac.uk\/blogs\/rumpus\/wp-content\/uploads\/2021\/06\/Screenshot-2021-06-17-at-21.52.32-768x699.png 768w, https:\/\/www.open.ac.uk\/blogs\/rumpus\/wp-content\/uploads\/2021\/06\/Screenshot-2021-06-17-at-21.52.32.png 1040w\" sizes=\"auto, (max-width: 525px) 100vw, 525px\" \/><\/p>\n<p><em>This dialogue started with Einstein&#8217;s (1937)\u00a0 thoughts (see Koh, 2013) and now opens up for further discussion with Freire (1996).\u00a0<\/em><\/p>\n<p><em>\u00a0\u201cThe more methodically rigorous I become in my search and teaching, the happier I feel and hopeful too. Joy does not only come to discovery but is part of the search process. And teaching and learning cannot take place outside of search, outside of beauty and joy.\u201d <\/em>\u00a0<em>\u00a0<\/em><\/p>\n<pre><\/pre>\n<p>&nbsp;<\/p>\n<p>Citation:<br \/>\nOkada A. (2021). Emancipatory fun in education for sustainability: why is an enjoyable responsible dialogue between science, arts and religion relevant for students? The 6th International Multidisciplinary Scientific Conference on the Dialogue between Sciences &amp; Arts, Religion &amp; Education, <a href=\"https:\/\/ifiasa.org\/en\/MCDSARE-2021\/\" onclick=\"javascript:urchinTracker ('\/outbound\/article\/ifiasa.org');\">MCDSARE- THE LIMITS OF SCIENCE AND HUMAN KNOWLEDGE<\/a>, held at IFIASA, ONLINE (ROMANIA), 17-18 June\u00a02021.<\/p>\n<p>References:<\/p>\n<p>European Commission JRC (2021) Coronavirus: online learning resources <a href=\"https:\/\/ec.europa.eu\/education\/resources-and-tools\/coronavirus-online-learning-resources_en\" onclick=\"javascript:urchinTracker ('\/outbound\/article\/ec.europa.eu');\">https:\/\/ec.europa.eu\/education\/resources-and-tools\/coronavirus-online-learning-resources_en<\/a><\/p>\n<p>Di Pietro, G., Biagi, F., Dinis Mota Da Costa, P., Karpinski, Z. and Mazza, J., The likely impact of COVID-19 on education: Reflections based on the existing literature and recent international datasets, EUR 30275 EN, Publications Office of the European Union, Luxembourg, 2020, ISBN 978-92-76-19937-3, doi:10.2760\/126686, JRC121071. \u00a0[<a href=\"https:\/\/publications.jrc.ec.europa.eu\/repository\/handle\/JRC121071\" onclick=\"javascript:urchinTracker ('\/outbound\/article\/publications.jrc.ec.europa.eu');\">https:\/\/publications.jrc.ec.europa.eu\/repository\/handle\/JRC121071<\/a>]<\/p>\n<p>UNESCO (2021). Supporting learning recovery one year into COVID-19 The Global Education Coalition in action [<a href=\"https:\/\/unesdoc.unesco.org\/ark:\/48223\/pf0000376061\" onclick=\"javascript:urchinTracker ('\/outbound\/article\/unesdoc.unesco.org');\">https:\/\/unesdoc.unesco.org\/ark:\/48223\/pf0000376061<\/a>]<\/p>\n<p>WORLD BANK (2021). COVID-19 (Coronavirus) Response [<a href=\"https:\/\/www.worldbank.org\/en\/topic\/education\/coronavirus\" onclick=\"javascript:urchinTracker ('\/outbound\/article\/www.worldbank.org');\">https:\/\/www.worldbank.org\/en\/topic\/education\/coronavirus<\/a>]<\/p>\n<p>Koh, D. (2013) Creativity and Innovation in Medical Education: It\u2019s Time to Let the Trees Grow Freely URL [<a href=\"https:\/\/www.annals.edu.sg\/pdf\/42VolNo11Nov2013\/V42N11p557.pdf\" onclick=\"javascript:urchinTracker ('\/outbound\/article\/www.annals.edu.sg');\">https:\/\/www.annals.edu.sg\/pdf\/42VolNo11Nov2013\/V42N11p557.pdf<\/a>]<\/p>\n<p>Okada, A., &amp; Sheehy, K. (2020, December). Factors and Recommendations to Support Students\u2019 Enjoyment of Online Learning With Fun: A Mixed Method Study During COVID-19. In\u00a0Frontiers in Education\u00a0(Vol. 5, No. 1).<\/p>\n<p>&nbsp;<\/p>\n<p>&nbsp;<\/p>\n<p>&nbsp;<\/p>\n","protected":false},"excerpt":{"rendered":"<p>Why is an enjoyable responsible dialogue between science, arts and religion relevant for students? By Alexandra Okada Open Schooling conference from Alexandra Okada &nbsp; This dialogue starts with the\u00a0most\u00a0influential\u00a0scientist\u00a0of the 20th century who highlighted that \u2026. \u201cAll religions, arts and sciences are branches of the same tree. All these aspirations are directed toward ennobling (hu)man&#8217;s &hellip; <\/p>\n<p class=\"link-more\"><a href=\"https:\/\/www.open.ac.uk\/blogs\/rumpus\/index.php\/emancipatory-fun-in-education-for-sustainability\/\" class=\"more-link\" >Continue reading<span class=\"screen-reader-text\"> &#8220;Emancipatory fun in education for sustainability&#8221;<\/span><\/a><\/p>\n","protected":false},"author":1,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"footnotes":""},"class_list":["post-467","page","type-page","status-publish","hentry"],"_links":{"self":[{"href":"https:\/\/www.open.ac.uk\/blogs\/rumpus\/index.php\/wp-json\/wp\/v2\/pages\/467","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/www.open.ac.uk\/blogs\/rumpus\/index.php\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/www.open.ac.uk\/blogs\/rumpus\/index.php\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/www.open.ac.uk\/blogs\/rumpus\/index.php\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/www.open.ac.uk\/blogs\/rumpus\/index.php\/wp-json\/wp\/v2\/comments?post=467"}],"version-history":[{"count":8,"href":"https:\/\/www.open.ac.uk\/blogs\/rumpus\/index.php\/wp-json\/wp\/v2\/pages\/467\/revisions"}],"predecessor-version":[{"id":493,"href":"https:\/\/www.open.ac.uk\/blogs\/rumpus\/index.php\/wp-json\/wp\/v2\/pages\/467\/revisions\/493"}],"wp:attachment":[{"href":"https:\/\/www.open.ac.uk\/blogs\/rumpus\/index.php\/wp-json\/wp\/v2\/media?parent=467"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}