{{DISPLAYTITLE:HR!Day269 - <small>Relational Path to Regenerating Education</small>}}
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= Relational Path to Regenerating Education =
:::::--- Humanity Rising Day 269 - Monday June 14, 2021{{NBS}}{{NBS}}{{NBS}}{{NBS}}<sub>[[#Categories| (GoTo Bottom)]]</sub>
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----<blockquote>[[File:HR Presenters Day 269.png|thumb|569x569px]]The landscapes of knowledge and learning have shifted hugely in recent years, with the development of technology, digital media, and more importantly, the enlivened human consciousness of our connections with each other, and our relations with the planet. Yet, practices of public education largely remain fixed to a model of a century's duration, unresponsive to the emerging conditions and perilous in terms of preparation for the future. If regenerative practices in education are imperative, what is the most promising direction for transformation? Deeply immersed in the exploration of regenerative education are collaborators and co-authors Kenneth Gergen and Scherto Gill. Gergen's writing on relational being lays an important conceptual foundation for educational transformation, while Gill's work on deep dialogue and well-being offers insights into viable practice. Together they will discuss and illustrate the potentials of a relational vision for regenerating education. Favoured by this vision is the thriving of innovation, co-inquiry, inclusion and collaboration for the global good.
The landscapes of knowledge and learning have shifted hugely in recent years, with the development of technology, digital media, and more importantly, the enlivened human consciousness of our connections with each other, and our relations with the planet. Yet, practices of public education largely remain fixed to a model of a century's duration, unresponsive to the emerging conditions and perilous in terms of preparation for the future. If regenerative practices in education are imperative, what is the most promising direction for transformation? Deeply immersed in the exploration of regenerative education are collaborators and co-authors Kenneth Gergen and Scherto Gill. Gergen's writing on relational being lays an important conceptual foundation for educational transformation, while Gill's work on deep dialogue and well-being offers insights into viable practice. Together they will discuss and illustrate the potentials of a relational vision for regenerating education. Favoured by this vision is the thriving of innovation, co-inquiry, inclusion and collaboration for the global good.
</blockquote>'''Presenters:'''
</blockquote>'''Presenters:'''
* '''Kenneth J. Gergen''' (PhD) is President of the Taos Institute and Senior Research Professor at Swarthmore College. Ken is internationally known as a major figure in the development of social constructionist and relational theory and its applications to practices of social change. His major writings include Realities and Relationships: Soundings in Social Construction (Harvard University Press), The Saturated Self: Dilemmas of Identity in Contemporary Life (Basic Books), and the award-winning Relational Being: Beyond Self and Community (Oxford University Press). Ken lectures throughout the world on contemporary issues in cultural life, including the self, technology, civil society, organizational change, educational practices, global governance, and political conflict. Gergen and has received numerous awards for his work, including honorary degrees in both the U.S. and Europe.
* '''[[Kenneth J. Gergen]]''' (PhD) is President of the Taos Institute and Senior Research Professor at Swarthmore College. Ken is internationally known as a major figure in the development of social constructionist and relational theory and its applications to practices of social change. His major writings include Realities and Relationships: Soundings in Social Construction (Harvard University Press), The Saturated Self: Dilemmas of Identity in Contemporary Life (Basic Books), and the award-winning Relational Being: Beyond Self and Community (Oxford University Press). Ken lectures throughout the world on contemporary issues in cultural life, including the self, technology, civil society, organizational change, educational practices, global governance, and political conflict. Gergen and has received numerous awards for his work, including honorary degrees in both the U.S. and Europe.
* '''S'''<strong>Presenters:</strong>'''cherto R. Gill'''(PhD) is Senior Fellow at the Guerrand-Hermès Foundation for Peace (GHFP) Research Institute, Associate Professor at the University of Sussex, and Fellow of the Royal Society of the Arts (FRSA). She directs a UNESCO Initiative on Educational Transformation and Collective Healing, and leads the G20 Interfaith Forum‘s Education Working Group. Through research, grassroots projects and published work, Scherto actively explores ways to implement innovative ideas, such as deep dialogue, ethics of caring, positive peace and holistic well-being, in social transformation. Her most recent publications include: Happiness, Flourishing and the Good Life: A Transformative Vision of Human Well-Being (Routledge), Ethical Education (Cambridge University Press), Education as Humanisation (Routledge); and Critical Narrative as Pedagogy (Bloomsbury). Most recently, Ken and Scherto published the co-authored book Beyond the Tyranny of Testing: Relational Evaluation in Education (Oxford University Press).
* '''[[Scherto R. Gill]]''' (PhD) is Senior Fellow at the Guerrand-Hermès Foundation for Peace (GHFP) Research Institute, Associate Professor at the University of Sussex, and Fellow of the Royal Society of the Arts (FRSA). She directs a UNESCO Initiative on Educational Transformation and Collective Healing, and leads the G20 Interfaith Forum‘s Education Working Group. Through research, grassroots projects and published work, Scherto actively explores ways to implement innovative ideas, such as deep dialogue, ethics of caring, positive peace and holistic well-being, in social transformation. Her most recent publications include: Happiness, Flourishing and the Good Life: A Transformative Vision of Human Well-Being (Routledge), Ethical Education (Cambridge University Press), Education as Humanisation (Routledge); and Critical Narrative as Pedagogy (Bloomsbury). Most recently, Ken and Scherto published the co-authored book Beyond the Tyranny of Testing: Relational Evaluation in Education (Oxford University Press).
==== Convener: ====
==== Convener: ====
* '''Jim Garrison,''' President, Ubiquity University
* '''[[Jim Garrison]],''' President, Ubiquity University
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Each Zoom live webinar will have a maximum capacity of 500 participants. If you are not able to join on Zoom, we will be live streaming here on the UbiVerse and on:
Each Zoom live webinar will have a maximum capacity of 500 participants. If you are not able to join on Zoom, we will be live streaming here on the UbiVerse and on:
The landscapes of knowledge and learning have shifted hugely in recent years, with the development of technology, digital media, and more importantly, the enlivened human consciousness of our connections with each other, and our relations with the planet. Yet, practices of public education largely remain fixed to a model of a century's duration, unresponsive to the emerging conditions and perilous in terms of preparation for the future. If regenerative practices in education are imperative, what is the most promising direction for transformation? Deeply immersed in the exploration of regenerative education are collaborators and co-authors Kenneth Gergen and Scherto Gill. Gergen's writing on relational being lays an important conceptual foundation for educational transformation, while Gill's work on deep dialogue and well-being offers insights into viable practice. Together they will discuss and illustrate the potentials of a relational vision for regenerating education. Favoured by this vision is the thriving of innovation, co-inquiry, inclusion and collaboration for the global good.
Presenters:
Kenneth J. Gergen (PhD) is President of the Taos Institute and Senior Research Professor at Swarthmore College. Ken is internationally known as a major figure in the development of social constructionist and relational theory and its applications to practices of social change. His major writings include Realities and Relationships: Soundings in Social Construction (Harvard University Press), The Saturated Self: Dilemmas of Identity in Contemporary Life (Basic Books), and the award-winning Relational Being: Beyond Self and Community (Oxford University Press). Ken lectures throughout the world on contemporary issues in cultural life, including the self, technology, civil society, organizational change, educational practices, global governance, and political conflict. Gergen and has received numerous awards for his work, including honorary degrees in both the U.S. and Europe.
Scherto R. Gill (PhD) is Senior Fellow at the Guerrand-Hermès Foundation for Peace (GHFP) Research Institute, Associate Professor at the University of Sussex, and Fellow of the Royal Society of the Arts (FRSA). She directs a UNESCO Initiative on Educational Transformation and Collective Healing, and leads the G20 Interfaith Forum‘s Education Working Group. Through research, grassroots projects and published work, Scherto actively explores ways to implement innovative ideas, such as deep dialogue, ethics of caring, positive peace and holistic well-being, in social transformation. Her most recent publications include: Happiness, Flourishing and the Good Life: A Transformative Vision of Human Well-Being (Routledge), Ethical Education (Cambridge University Press), Education as Humanisation (Routledge); and Critical Narrative as Pedagogy (Bloomsbury). Most recently, Ken and Scherto published the co-authored book Beyond the Tyranny of Testing: Relational Evaluation in Education (Oxford University Press).
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Each Zoom live webinar will have a maximum capacity of 500 participants. If you are not able to join on Zoom, we will be live streaming here on the UbiVerse and on:
