Select a set of opinion-texts that argue around the question: “Is water a global common good or an economic product?”
Students explain each author’s point of view and then critically analyse it on the basis of scientific sources.
Students discuss which perspective contributes most to guarantee access to water for all and justify their opinion with scientific arguments.
A discussion takes place in plenary around what makes a text a scientific text (difference between fact-based processes in texts that are peer-reviewed vs opinions/perspectives on a question).
Students are given various case studies from different countries representing data, assumptions and opinions relating to gender issues. Students analyse and identify examples of each.
Watch films that give insight into education around the world. See, for example:
Discuss differences and what they show about education e.g. opportunities it provides, challenges it presents, differences in access.
Small groups study different strategies for health promotion and illness prevention and consider which they prefer discussing any limitations/criticisms and trying to create alternative models/ strategies.
Game-example: The 2030 SDGs Game
The 2030 SDGs Game is a multiplayer, in-person, card-based game that simulates taking the “real world” into the year 2030.
Designed in Japan in 2016, this experience has become a powerful and impactful social phenomenon in Japan, earning extensive media coverage and reaching over 100,000 participants.
2030 SDGs Game events are held in corporate, governmental, educational, and community settings. We currently have over 600 certified facilitators in Japan and around 50 globally.
The game is designed to be played with anywhere from 5 to 50 players. (That number can be expanded to a maximum of around 200 with multiple parallel ‘worlds’ operating at the same time.)
Play time is approximately 1 hour; with the necessary explanation and reflection afterward, it requires a minimum of 2 hours, and generally works best in a 2 ½ hour time frame.
Students research the purpose and focus of education in their country and consider its impact on various social groups, e.g. gendered, ethnic, class-based.
Students complete an essay critically evaluating purpose and structure of the educational system and provide suggestions for improvements.
Useful text: Pirbhai-Illich & Martin in Bamber & Bullivant, 2015 Teesnet Conference papers, Liverpool Hope 2015.
- Suggested duration: 2 hours x 2
- Technique used: Collaborative research methods (micro-research, conversations, discussions, co-production)
- Aim of activity: Learning to know how to identify and explain theories for the interpretation of a phenomenon/“real world” problem
- Underpinning components: UC4.1a; UC4.3a; UC4.3b
- Connection with other competences: Attentiveness; Action; Transdisciplinarity
Starting with a “real-world” problem of unsustainability (also in continuity with the two previous activities), make a micro background research (explorative) divided by small groups which apply different disciplinary point of views and produce a brief report and PowerPoint to illustrate the main features of the problem. Presentation of PowerPoint. Discuss the specific point of view used by each group and the partial and specific analysis of the problem. Identify elements of contradiction, overlapping, and complementarity. Establish collectively a report structure that takes into account all disciplinary contributions and acknowledge the value of the interpretative inputs that have arisen from the discussion.
- Suggested duration: 30 mins
- Technique used: Observation, outdoor education, cooperative learning
- Aim of activity: Understand the need to change the perspective to get a complete view of a phenomenon/“real world” problem
- Underpinning components: UC4.3a ; UC4.3b
- Connection with other competences: Transdisicplinarity
The activity takes place outdoors. Locate a path or a space with trees or other lateral supports of varying height, possibly even with cover (e.g. a pergola). Distribute different kinds of small objects (small toys, coloured papers, small non-organic waste items) into partially hidden but visible areas at different heights. Divide students into small groups, invite them to walk through space once and finding objects as they go. Make a ranking of the groups based on the items they have collected. Ask the groups to discuss how objects have been found and which one were most easily found (looking up, down, side, coloured, strange ones, etc.). Ask them to plan a new observation by assigning roles within the group and repeating it. Identify the difference in results achieved.
Group discussion and substantiate the need for more people collaborating and taking different points of view.
- Suggested duration: 15 mins
- Technique used: Small group discussion
- Materials required: Examples of different models of sustainable development e.g. pillars, Venn diagram, nested systems
- Aim of activity: To encourage critical thought
- Underpinning components: UC4.1b; UC4.3a; UC4.3b
- Connection with other competences: Systems
Small groups study different models of sustainable development and consider which they prefer, any limitations/criticisms and try to create an alternative model. Plenary – short presentation on knowledge and how it is provisional, contingent and contestable.
- Suggested duration: 20 mins
- Technique used (e.g. simulation, debate): Small group analysis of material presented
- Materials required: Material on sustainability issues that contain facts, assumptions and opinion
- Aim of activity: To encourage learners to look carefully at language used to identify facts, assumptions and opinions. To encourage learners to reflect on their own bias and receptiveness to new ideas.
- Underpinning components: UC4.2a; UC4.2b; UC4.3a
- Connection with other competences: Attentiveness
Pairs/small groups analyse texts underlining examples of facts, opinions and assumptions. Whole group share and discuss. Reflect on own responses to texts e.g. do we look for things that confirm our opinions?