Part 1: Philsophical Foundations of Teaching and Learning

Werner explores the concept of “hope” and the importance of understanding worldly issues through emotion, information, vision, and efficacy. Educators have the responsibility to adapt our teaching practices and create a learning environment that allows students to feel their emotions in a healthy manner. In order to do so, teachers must be emotionally aware of their students, specifically those with signs of anxiety or hopelessness in class discussions. In terms of information, we must educate students about global problems, rather than “shielding children” to “preserve their sense of hope” (p. 194). Students must be taught the proper tools, such as making thoughtful inferences to information shared during class discussions. Meaningful connections will help students better understand global issues with a lesser chance of being misinformed. Through discussion, students will be given the opportunity to share “personal visions” of the future and critically think of how the world can be from here. Self-efficacy can be the “driving force” (p. 196) behind the visions of the future. Youth can brainstorm “personal actions” (p. 196) that can be done within their communities and strengthen their self-efficacy by applying what they have learned to the real-world. 

In connection to our working definitions in the glossary, we can observe several different ideas: 

Teaching: As educators, it is important for us to reflect on the roles that “emotion, information, visitation, and efficacy” can have on the children of the world. They are in a vulnerable state of age that requires the proper education of ‘hope’ so they are equipped with the necessary skills to shape the future of the world around them. 

Innovation & Creativity: this reading emphasizes the importance of allowing students to think creatively and innovatively by sharing their ideas and visions for the future of the world. They will “theorize about possibilities” and reimagine the world through their desired futures. This can help students develop a deeper understanding of global challenges while empowering them to be proactive citizens. 

Learning: As educators, we are responsible for learning how to adapt our teaching practices to the world and students around us. Whether that be students with more emotional distress, anxiety, or helplessness, we are given the tools to educate and teach our students the use of learning how to cope with our emotions in a healthy manner while making changes in the world around us. Learning will help shape young minds with the knowledge and skills to actively engage in global issues. 

Questions I have for Werner:

1) What are some ways to create a sense of comfort and ease when discussing sensitive global issues with students?
2) Are there age-appropriate methods for discussing complex global issues to different age groups?
3) How can we empower youth to believe in their abilities and power to make a global difference?

Resources: 
Osborne, K. (2008). The teaching of history and democratic citizenship. In R. Case & P. Clark (Eds.), The anthology of social studies, volume 2: Issues and strategies for secondary teachers (pp. 3–14). Vancouver: Pacific Educational Press.