Eric Schneider > FAIR GLOBAL CITIZENSHIP > Global Democracy & Sustainability Literacy Learning: Why they must go hand-in-hand

The first part of this paper looks at democracy not merely on the level of a particular form of decision-making structures but on the level of "democracy-literate citizens"; citizens that do not understand only the ABC of democracy - legislative bodies, parliaments and voting methods, but more importantly: dialogue and decision-making formats and their contextual adaptation and application on any level of communal interrelation - for co-creative decision-finding and: consequent action. See also "Dialogues and Conversations" Heiner Benking, 2006, http://benking.de/dialog/dialogues-conversations. Of course, this requires sound awareness of priority issues appropriate of our times: the Greater Common Good.

The second part of the paper looks at what kind of education / learning / experience environments applicable in schools, youth environments and public nurture the creative, active democratic competence and mindset of a Fair Global Citizen.

The third part describes and links to outstanding learning programs / instruments for easy application in schools and public spaces.

PART 2. ENABLING LEARNING ENVIRONMENTS FOR DEMOCRACY LITERACY & SUSTAINABILITY LITERACY Democracy & Learning : The Need for Self-organised, Informal Learning Environments "No changemaker has learned his / her transformation and innovation skills in formal learning in the classroom. Changemaking competence of e.g. a social entrepreneur evolves over time in self-organised, experimental, cross-sectorial projecteering and collaboration." En de Raedder There has been extensive writing on the conventional teaching model of One-Authority-Tells-All-what-to-Do-and-Think-and-Reiterate fitting a dictatorship interested in citizen passiveness and the coining of Lower Order Cognitive Skills, - and impending all social and emotional skills and competences that are essential of democratic citizenship: experimental self-thinking and -learning, the development of Higher Order Cognitive Skills, of intelligence, of individual, creative, imaginative, project-oriented learning, of team work, co-creative decision-making. This need not be repeated here. Yet, our learning environments need more innovative decision-making procedures than a student council discussing whether students may put up posters of pop stars in school. Keep in mind: Democracy = Participation = Decision-making for Positive Action! This implies a process of informal learning, nurtured by inspiration, project examples, people examples, dialogue, sharing of experience, structured approaches. Beyond the school-fence! And with societal effect and relevance (unlike common, artificial, insignificant, invisible students projects). The approach is reflected in some recognised and successful learning concepts. For the full texts and websites, see the APPENDIX I. INFORMAL SELF-LEARNING CONCEPTS.
Informal Self-Learning Concepts
MINIMALLY INVASIVE EDUCATION : MIE Hole-in-the-Wall Education Ltd. (India) The central idea behind Hole-in-the-Wall is that groups of children learn on their own without any direct intervention. Children using Learning Stations required little or no inputs from teachers and learnt on their own by the process of exploration, discovery and peer coaching. MIE uses children's natural curiosity and focuses on providing an enabling environment where they can learn on their own. MIE thus complements the formal schooling system by providing a much needed balance for a child to learn on her own and provides for a holistic learning experience.
SERVICE-LEARNING SL means giving time to a good cause, learning about social issues, developing social and organisational skills. Faculty have taken seriously the possibility that their students are not wrong when they insist that much of their most profound learning is happening outside the classroom. Educating Citizens, one product of this focus, documents the kinds of influence undergraduate education can have on students' development as ethical, committed, and engaged human beings and citizens.
LEARNSCAPES The School LearnScapes Trust (Australia) The LearnScapes program involves the entire school community in usefully co-designing and co-transforming the school ground; with buildings, artwork, ponds and vegetation. This has strong aspects of democracy, science-and sustainability learning, beauty, care-taking and stakeholdership.
And a very special LearnScape: INTERNATIONAL SCHOOL PEACE GARDENS - ISPG & VARIOUS HOLISTIC LIFE-ZONE RELATED LEARNING PROGRAMS FOR GLOBAL SUSTAINABILITY EDUCATION GSE The International Holistic Tourism Education Centre - IHTEC (Canada) The ISPG pivot curriculum is similar to the LearnScape program. It includes additional dimensions of meaning by focussing on the themes of peace, global sustainability and local life-zones. It embraces, culture, traditions and spirituality, like peace groves, song, dance, prayer, meditation and involving the local community: parents, organisations and spiritual groups, administration, the mayor and the media. In addition, the Peace Garden serves for various learning programs, each combining various disciplines. The program encourages the connection with scientific institutions and offers high level scientific papers. Using multimedia online conferencing, the organisation trains teaching staff and students on implementing the program activities.
ISLEs: Informal Sustainability Learning Environments
These examples of self-organised Informal Learning Environments show us the way for the optimal learning environmental for Sustainability Learning and Democracy Learning: a self-co-created, enabling environment that manifests the learning topics visibly and makes them permanently accessible. They belong to the student community and allow for various self-organised activities. Let us begin with the vision of an ISLE, proceed with the pedagogical concepts of ISLEs, and finish with concrete examples of activities. Imagine - in school … a space with a wall news paper with positive news from around the world. Computer screens with video clips and audio clips: interviews, project features, global issue features - all available free on the internet. Students watching live and recorded sessions at the United Nations and at international conferences and summits. Discussing global issues and joining work groups in youth online communities. Reading success stories of people making a positive change. Young people, old people that have affected millions and brought forward fundamental political frameworks. Good Practice Projects that have made a big different in one place and could be adapted elsewhere to solve a problem. Toolkits for action, learning tools, manuals for holding open forums, joining global campaigns, starting local campaigns, starting a youth club or local chapter of a global organisation. Reports by scientific institutions on the status quo of the planet and our societies. Posters and brochures of organisations, presentations of local positive actors and activities to join. Well, so many things, but how get the resources? They are the key, and actually they are all available free on the internet - it is only necessary to find them, and fortunately, there are online environments that gather them - make them visible, accessible and applicable for all.
The Pedagogical Approach Back to the pedagogical backup. It is worth reflecting on the educational concept explaining the learning potentials of such an experimental, self-organised learning environment. The basic approach is to provide insight and experience of the wide spectrum of options and choices and their particular fascination. This enables the learner to make their individual choice according to their passion and talents. What are the effects of such a space? Knowledge transfer, practical examples of what small people have achieved, projects to join, ideas and support to get started on projects… building the bridge, narrowing the gap between invisible sustainability institutions, tidal wave knowledge, organisations. Is such a space congruent with current learning concepts? Yes, here is an equivalent from state school teaching. Notably, it is from Physical Education - a discipline combining practical action and theoretical reflection for understanding and enhancing the quality of practical exercise. And a discipline that had to re-invent itself every two decades since 1930 to justify its societal relevance. In Lower Saxony, Germany, Physical Education, a new curriculum was introduced in 1998. It has reduced the traditional teaching of professional versions of sports and competition to only 10%. 90% of school teaching shall now enable the experience, reflection, adaptation, self-organisation of physical activities to (a) realise the purpose of school - which is to provide life-skills (general knowledge, coordination, health, social) and prepare for active participation in a libertarian, democratic society (freiheitlich-demokratische Gesellschaft) (develop and adapt rules in context of space and group, skill level and aims), by (b) inspiring (experience each specific magic of different physical activities) and (c) empowering for self-organisation in real life (yard, beach, forest…). Because the real effect can only be achieved in wider time frame of real life outside school hours: the afternoon, the evening, the week-end, the holidays, - individually, with friends, in a group or club. School is the right place for nurturing these insights and competences because it can provide the necessary infrastructure for a multitude of experiences and activities: hall, materials, group size, knowledge that individual learners do not have at home. For more please see APPENDIX II: PEDAGOGICAL EQUIVALENTS TO INFORMAL SUSTAINABILITY LEARNING ENVIRONMENTS (ISLEs) IN AVANTGARDE STATE SCHOOL CURRICULA. Much of this empowering learning takes place in the classroom but just as much by an according school-ground with hills, tree trunks, goals, basketball poles, plants, lawns, decoration, balls, skateboards, materials, that enable and motivate for self-organised physical activities. And an experienced coach available for consultation and support. OK - now how transfer this to democracy learning (co-creating a good future, which means - improving the status quo, overcoming challenges, co-inventing and co-creating new societal models) and sustainability learning (for the greater common good). We can agree on the purpose of school: understanding and empowerment for dealing with the multiple challenges of life in these times and for actively moving society forward. For a healthy, responsible lifestyle and sound, effective, active participation in co-shaping a society / future in tune with the Greater Common Good. We can also agree that the real action effect takes place outside classroom hours. Also, that deep expert knowledge will only be relevant to a maximum of 2% of students for making a living. School can offer the necessary environment: computers, materials, community. Finally, permanent exposure and permanent access to specific energies naturally triggers higher effect in people. So, let us introduce students to a wide variety of issues, let them experience their feelings and activities, and empower for self-organisation and implementation in real life - after school. And, of course, in project groups in whole day schools! The Lesson for Sustainability Learning Discussion of water issues in class, of energy issues in class is fine. Learning life system cycles is fine. But this is only a beginning in raising awareness of global issues. It is only the theory. Starting a student cooperation / firm on producing and selling honey on the market is fine. But this is only a very small windows into the world of complex, interrelated problems, issues and solutions. And - what is the follow up? What is the step towards - and verifiable learning goal(!) - learning the lifestyle of a Fair Global Citizen, of adapting one's lifestyle? And transforming one's community towards a sustainable model, peaceful, just, sustainable, globally connected? It appears to me that competence for action and implementation and participation and living the knowledge would be THE thing to test at the end of the learning period. Ability to start addressing issues locally and internationally and making a positive impact. Let's remember: Not only the theory of physical activities I useful but the real thing is the action and experience. The theoretical reflection serves the refinement. So, we need real project action, not only study and assessment of water quality. And we must enable access to the very wide spectrum of sustainability issues, of involvement, of action. There are so many activities!!! Just look at the many issues involved from biodiversity to whale protection, health, HIV, literacy, development, energy, intercultural learning, human rights, gender issues, new democracy, information society, youth leadership training, energy efficient technologies, legislation, laws and taxes …! Let students explore the real world of changemakers and civil society worldwide and find their personal field of engagement. And support them in applying their knowledge - there are so many projects, youth organisations, projects on-site and international, local and online, campaigns, art, media … let them take action! These are the learning environments that changemakers and social entrepreneurs have spent time in. The Lesson for Democracy Learning Theory is fine. Voting on things is fine. But what about different dialogue formats adapted to different environments, groups, cultures and aims? What about co-inventive and co-creative decision-finding? What do we wish for, where do we want to go and what do we want to achieve - how will we get there? As a group of individuals, as a society? Learning how to address a local river water issue or greening a neighbourhood is not only about voting. It is not only about signing a petition. It is drafting the petition, launching it through local media, connecting with groups, animating citizens, and then - not only wait for money or for someone to do it, but start the work. Create your future, impact your generation, shape your world. And it requires skills for adapting a variety of dialogue and discussion formats. Not for manipulation but for enabling the identification, involvement and creative potentials of a broad public. Global Democracy Literacy, ISLEs, IDLEs & IGLEs As we talk about Sustainability Literacy as the implementation of knowledge, it may make excellent sense to also differentiate between Democracy ABC and Democracy Literacy. Reeling off current institutions is only the ABC, meaningfully understanding and adapting dialogue and discussion formats in context to local situations, groups and purposes is literacy. Looking at ISLE activities, they offer excellent opportunity for nurturing Global Democracy Literacy : initialisation, development, implementation, orchestration and completion of a democratic process for the Greater Common Good. So, for another wordplay, ISLE is also an IDLE, an Informal Democracy Learning Environment. However, it offers dimensions of exercising democracy beyond drafting and agreeing on rules on which and how many plants to stand in the lobby, beyond deciding on how much money to spend on computers and how much on hockey sticks. Shaping the world we want to live in, the society - with global scope - takes democracy learning and active participation beyond the school fence. Beyond the personal well-being to the well-being of all, from the desirable individual comfort to the indispensable foundation to all - global sustainability of life systems; - the Greater Common Good. This would make the ISLE an IDLE, even an IGLE - an Informal Global Democracy Learning Environment. Global Democracy Learning requires understanding of complex, global issues that are mostly beyond our mental grasp. However, without overview of the real macro-challenges, there can be no effective decision-making. Again, sustainability matters are fundamental (see Handbook on Global Issues, Global Action Priorities) and also new cognitive means. So, Global Democracy Literacy also requires map and model literacy in the context of earth-literacy. Also thinking beyond paradigms, switching viewpoints beyond cultural borders and also very critically reflecting about the validity of one's own culture in terms of sustainability compared to other, more sustainable cultures (see Omnicultural Learning and Old and New Learning for a Culture of Sustainability, presentation at The Unifying Aspects of Cultures, Vienna, 2003; german: http://inst.at/trans/15Nr/08_3/schneider15.htm and english: http://cafeweltgeist.org/omniculturallearning.html)

PART 3 : A LOOK AT INFORMAL LEARNING ENVIRONMENTS This part of the paper begins with presentations of outstanding learning programs focussing on enabling environments. The Appendix offers complementary information and builds bridges to the programs' websites for further study and action. The latter part presents a lot of features of PNYV! Positive News Youth Views E-zine : Instrument and Amplifier for New Learning & Positive Changemaking. PNYV! has been conceived as an instrument for evolving the full spectrum of the ISLE concept : building the missing link between the very best of the worldwide sustainability movement and institutions into schools and empowering young people for positive action. Let's start with some outstanding project examples fit for application around the world:
LEARNSCAPES The School LearnScapes Trust (Australia) The LearnScapes program involves the entire school community in usefully co-designing and co-transforming the school ground; with buildings, artwork, ponds, vegetation. This has strong aspects of democracy, science-and sustainability learning, beauty, care-taking and stakeholdership. Website: http://learnscapes.org	image: http://learnscapes.org
INTERNATIONAL SCHOOL PEACE GARDENS - ISPG & HOLISTIC GLOBAL SUSTAINABILITY EDUCATION GSE CURRICULA The International Holistic Tourism Education Centre - IHTEC (Canada) The ISPG pivot curriculum is similar to the LearnScape program. It includes additional dimensions of meaning by focussing on the themes of peace, global sustainability and local life-zones. It embraces, culture, traditions and spirituality, like peace groves, song, dance, prayer, meditation and involving the local community: parents, organisations and spiritual groups, administration, the mayor and the media. In addition, the Peace Garden serves for various learning programs, each combining various disciplines. The program encourages the connection with scientific institutions and offers high level scientific papers. Using multimedia online conferencing, the organisation trains teaching staff and students on implementing the program activities. Website: http://ihtec.org	image: http://ihtec.org
SERVICE-LEARNING SL means giving time to a good cause, learning about social issues, developing social and organisational skills. Faculty have taken seriously the possibility that their students are not wrong when they insist that much of their most profound learning is happening outside the classroom. Educating Citizens, one product of this focus, documents the kinds of influence undergraduate education can have on students' development as ethical, committed, and engaged human beings and citizens. One of many resources: "Trustworthy Leadership : Can we Be the Leaders We Need Our Students to Become?", Diana Chapman Walsh, sponsored by the Fetzer Institute, order brochure at http://fetzer.org/HardCopyOrders.aspx?PageID=Resources&HardCopyID=29
HOLE IN THE WALL PROJECT : MINIMALLY INVASIVE EDUCATION : MIE Hole-in-the-Wall Education Ltd. (India) This project is not related to sustainability learning per se, but is an excellent example of an informal learning environment. The central idea behind Hole-in-the-Wall is that groups of children learn on their own without any direct intervention. Dr Sugata Mitra, Chief Scientist of NIIT, found that children using Learning Stations required little or no inputs from teachers and learnt on their own by the process of exploration, discovery and peer coaching. Minimally Invasive Education is defined as a pedagogic method that uses the learning environment to generate an adequate level of motivation to induce learning in groups of children, with minimal, or no, intervention by a teacher. MIE uses children's natural curiosity and focuses on providing an enabling environment where they can learn on their own. MIE thus complements the formal schooling system by providing a much needed balance for a child to learn on her own and provides for a holistic learning experience. Website and full text: http://hole-in-the-wall.com/MIE.html	Image: http://hole-in-the-wall.com
YOUTH ACTION FOR CHANGE YAC offers an online community for young people interested in positive change. It facilitates young people offering online courses on global issues to other young people, using online tools like internet-based classrooms, discussion groups and mailing lists. Informal youth-to-youth training, building on youth leader experiences and voluntary commitment. Website: http://www.youthactionforchange.org	image: http://www.youthactionforchange.org
TAKING IT GLOBAL TIG is an online community of young people interested in positive change. It offers information and discussions of global issues, resources for self-organising forums, workshops and projects. Many interactive applications facilitate communication and nurture intercultural exchange, global awareness and community-building. All these splendid examples have aspects of what makes - in combination - a multi-faceted Informal Sustainability Learning Environment: ISLE. The vision of an ISLE has been explained above. Here are specific elements of the PNYV! project that shall illustrate the available resources and opportunities for application in school environments - without stress on teachers or classroom hours! Website: http://takingitglobal.org	image: http://takingitglobal.org

PNYV! INSTRUMENT AND AMPLIFIER FOR NEW LEARNING & POSITIVE CHANGEMAKING
PNYV! POSITIVE NEWS E-ZINE at http://pnyv.org The concept of Giving Sustainability and Positive Change Living Faces, Voices and Hands - for Action was inspired by the multitude of solutions available and the Spreading Good Examples via good practice storytelling, which has evolved around Future Studies since the early Fifties. http://pnyv.org/index.php?id=53. !PNYV! is an Official Project of the United Nations Decade of Education for Sustainable Development 2005-2014, and it is more than just an Online Magazine. It is a way of taking practical action to make a difference, sharing and learning good ideas and methods on the full spectrum of sustainability and changemaking. Some of these are: inspiring personal portraits, successful good practice model projects, lots of free multimedia content, guides on personal lifestyle, communities and organisations to join, tools for online participation and youth empowerment, for old and new learning in the 21st century, examples of avantgarde schools, curricula, programs and lesson plans for integrating new, important learning into school, classroom and individual learning environments, for inspiring and transforming the school community, online training opportunities, insight into global issues and tidal wave sciences, valuable resources supporting university studies, frameworks for a culture of sustainability, contacts and perspectives, vision, inspiration and bridges for living your life to the fullest, living dreams while living the most magical and important adventure: creating a better world: a global, peaceful, just and sustainable civilisation. Trusting in the project's inspirational quality for online volunteers, http://pnyv.org/index.php?id=214, PNYV! has set out to evolve in 25 languages, exclusively working with volunteer writers, translators, coordinators, web editors, graphic designers and layouters. Today, there are more than 400 from 70 countries, speaking more than 30 languages http://pnyv.org/index.php?id=71. While various language editions are surfacing in the summer of 2006, Continental and National Editions are already under construction. Downloadable PDF Print Editions serve to beam the magazine into schools, at minimum printing costs. One printed edition posted in the school hallway reaches the entire school community.	screen: http://pnyv.org/index.php?id=182
POSITIVE NEWS BOARDS Positive News Boards make PNYV available to the entire school community, at a glance, every day, at minimal cost and time. It only requires two square meters of wall space, a little printer ink, and just 15 minutes every two weeks. In educational terms, we call this an ISLE: an Informal Sustainability Learning Environment: Students will have daily access to inspiring portraits, solution-oriented thinking, good practice projects, pacemaking organisations, youth communities and useful tools for meaningful participation. Moreover, PNYV's Global Edition displayed on a Positive News Board provides an excellent backdrop for posting local content: reports on positive projects and activities, innovation and initiatives in the local community and home region as well as information on local organisations, youth projects and opportunities for positive engagement and volunteering. The local dimension is put in global context, which inspires knowledge transfer, communication and networking with partners worldwide. More	image: http://pnyv.org/index.php?id=58
YOUTH GROUPS IN SCHOOL The Positive News Board and ISLE is a perfect space for community-building and exchange between young people interested in positive change. More	image: http://pnyv.org/index.php?id=137
POSITIVE NEWS LESSON PLAN PNYV!'s Print Editions are a good stimulus for analytic discussion of the conventional media landscape. PNYV!'s example helps at analysing the media's role in society, and at the role of information and knowledge transfer in achieving humankind's priorities - global peace, justice, ecological, societal and cultural integrity - in other words: achieving a global, peaceful, just and sustainable civilisation. Researching and/or creating a Local Edition is a fabulous class activity in media education. It can be done in the classroom, but can also involve researching and visiting local positive actors, documenting projects and making interviews. A playful way of gathering materials that is also perfectly suited for children is the 'Treasure Mapping Adventure'. More	image: http://pnyv.org/index.php?id=86
TREASURE MAPPING ADVENTURE The Treasure Mapping Adventure is a great class activity for playfully exploring, getting to know and visualising the many positive actors and 'treasures' in one's local community. Treasures include everything that enriches life in one's home city from the perspective of sustainability. Such as organic farms, environmental youth clubs, recycling projects by kindergartens, businesses using solar power, beautiful river banks, nice public places, artist and culture centres, adventure playgrounds, the city's environmental office, a research centre on global peace and stability and so on. Students not only learn about the pacemaking positive actors in their region but make them visible to a large public. They raise public awareness and amplify networking and collaboration between organisations and citizens! The connection with PNYV!'s Global Edition introduces good practice knowledge from around the world and stimulates innovative action. More	image: http://pnyv.org/index.php?id=85
PNYV! LOCAL EDITION The results of a Treasure Mapping Expedition can be turned into a Positive News Paper, Local Edition, a flyer to be distributed free of cost via the school board. And students can take it further. They can create a professional online version on PNYV!'s server. They can create Print Versions for PDF download and posting on Positive News Boards. By being connected to PNYV!'s internet-based, global content & contact network, youth can pepper up their Local Edition (normally not that very exciting content) by adding global content and make their Local Edition a Glocal Edition with impressive projects, outstanding youth and adult changemaker portraits and interviews in text, audio and video etc. This means that young people in school can produce a high level product that is not only completely innovative in their city but also of particular practical value for inspiring, motivating and empowering people for positive action. How exciting! Excitement, Inspiration, Hope, Action is what works, also the global and dynamic and effect and potential.- This is why PNYV!'s slogan is to give Sustainability / Positive Changemaking Living Faces, Voices and Hands - for Action! More	image: http://pnyv.org/index.php?id=57
PNYV! LOCAL EDITION IN RADIO or TELEVISION FORMAT Students can use public or school equipment for recording interviews. They can read out their articles and create a PNYV! Positive News radio program, even a television program on free community stations. Of course, this is high value for the education sector, and students can communicate their activities via the school boards and youth media to evolve their audience. More	image: http://pnyv.org/index.php?id=56
By playing PNYV! to the fullest, children and youth do not only learn about global issues and positive changemaking, but they take a driver's seat of innovation. They create a new, common public sphere for the transfer of good practice knowledge, for communication, collaboration and transformation. Young people are in the perfect position to do so: they are dynamic, creative, open-minded, can learn and - have the time! - in school media groups, youth groups or a loose network of individuals associated to the PNYV! online team. A team, that is rapidly growing every day. As Treasure Maps, Local Editions, Positive News Boards and Local Editions connect for involvement with local organisations, there are also ISLEs in the sense of an Informal Service-Learning Environment. With many potentials beyond sending students to a service learning activity in ONE organisation during ONE specific time-period, dealing with ONE specific topic, - often only running along as a helper; instead of thinking, creatively co-creating and implementing the undertaking. So, in many aspects and environments, an ISLE is a treasure box and amplifier of additional opportunities.
ISLEs, IDLEs, IGLEs in Public Spaces and New Agoras Of course, all this can be done in public spaces, like markets or squares. Put up a table and Positive News Board, serve coffee and cookies and feature local and global petitions and campaigns, on paper and digital, by using a laptop with WIFI; for example in San Francisco, which expects to offer free WIFI for all by the end of 2006 http://www.sfgate.com/cgi-bin/article.cgi?f=/c/a/2006/04/06/GOOGLE.TMP&type=tech. This example of a public ISLE shows best the fantastic opportunities of electronic communication for setting a missing link between the public and knowledge bases and political decision-makers. Maybe ISLEs in Public Spaces would be part of New Agoras of the 21st Century; see Benking / Lenser / Stalinski: Constructing Agoras of the Global Village - Towards a New Covenant http://open-forum.de/Dialogue_and_Decision-Culture.htm, New Agoras IFSR Fuschl Conversations 2000-2004 http://open-forum.de/fuschl-conversations/ http://open-forum.de/AGORA-Fuschl2002-lenser-benking.htm und Discussion Paper and Contribution for the Fuschl Conversations 2004 Team 1: "New Agoras need to be additionally rooted in New Spaces (Arenas) and require new & old ways of Thinking & Embodiment" and "Sharing &Modelling, New Agoras for the 21st Century:Building a knowledge-based society Requirements for Shared Orientations, Understanding, and Actions in New Agoras for the 21st Centrury", see also see: IFSR - Fuschl Conversations : http://go.just.to/fuschl and the Synopsis Page of the Fuschl Conversations at http://benking.de/dialog/Fuschl-Agora/	image: http://open-forum.de
Closing Remarks This is a challenging matter but also highly exciting. In particular, because solutions are there. For a change, they cannot be fuelled by money in the first place but by commitment. So, it is a matter of consciousness, recognition of priorities and of access to solutions. All of these are growing. It is on all of us to learn to apply them and amplify positive change. Bon Courage and - Enjoy!
About the author: *ERIC NICOLAS SCHNEIDER, 1971 lives in Berlin / Germany. He is committed to supporting positive change and focuses on creating 'missing links' between tidal wave knowledge environments and society, especially young people in schools.** He designs instruments that empower young people and citizens to effectively shape our societies and actively co-create our future. His flagship PNYV (Positive News + Youth Views) globally maps and visualises positive actors, good practice projects and tidal wave knowledge, makes them applicable in schools and empowers young people to become culturally creative and join the worldwide movement for creating a global, peaceful, just and sustainable civilisation. As a contribution to the Evolution of World Order Conference 2004, he has developed the concept of ISLEs : Informal Sustainability Learning Environments for facilitating the easy introduction of self-guided sustainability learning in schools. Eric was the designated Berlin Captain of the Future-raft / Swimming Future-classroom project until its dramatic ending. Since, Eric has re-shifted his focus to developing, visualising and coordinating the World Future School project, an online based Online Learning Environment or Virtual Campus. PNYV! E-Zine is the first activated element of the WFS. Being an advocate of omnicultural dialogue, Eric is involved in realising further projects that combine holistic education, youth leadership, social entrepreneurship, authentic intercultural learning, responsible travelling and inter/national sustainability cooperation between tribal, rural and urban communities. Eric likes this quote: "And do not look outside yourself for the leader. We are the ones we have been waiting for." The Elders, Oraibi, Hopi Nation

APPENDIX:

I. Informal Self-Learning Concepts

II. Pedagogical Equivalents to Informal Sustainabilty Learning Environments (ISLEs) in avantgare state school curricula

III. Recommended Reading

APPENDIX I.
INFORMAL SELF-LEARNING CONCEPTS

LEARNSCAPES
The School LearnScapes Trust (Australia)
The LearnScapes program involves the entire school community in usefully co-designing and co-transforming the school ground; with buildings, artwork, ponds, vegetation. This has strong aspects of democracy, science-and sustainability learning, beauty, care-taking and stakeholdership.

Philosophy:
1.) Curricula related: The school grounds are a valuable resource to enhance learning and foster concern and responsibility for our natural and cultural heritage. 2.) Collaborative process: The learnscape collaborative planning and design process is instrumental in the development of the school learnscape. 3.) Dynamic development: The school as a learnscape will evolve to respond to changes in educational, cultural and environmental requirements and desires. 4.) Unique product: Each design facilitated through the School Learnscapes Trust incorporates the desired educational, environmental and social outcomes particular to each unique school site and community.

Objectives:
To promote and extend environmental awareness, knowledge and understanding within schools and their communities with an emphasis on: 1.) conservation principles, concepts and values; 2.) biodiversity and ecologically sustainable development; 3.) sustainable management principles and the development of commitment to action and lifestyle change; 4.) by assisting communities in partnership with their schools to plan and initiate appropriate environmental and educational improvements to their school grounds. 5.) To develop school based curriculum which will more easily allow students to interact meaningfully with their surrounding environment. 6.) To improve the health of school grounds by restoring functional Australian native eco-systems as models for the wider community.
Website: http://learnscapes.org

INTERNATIONAL SCHOOL PEACE GARDENS - ISPG & HOLISTIC GLOBAL SUSTAINABILITY EDUCATION GSE CURRICULA
The International Holistic Tourism Education Centre - IHTEC (Canada)

IHTEC is dedicated to developing Global Sustainability Education programs that educate young people through "Tourism as a Vital Force for Peace". Innovative and realistic, IHTEC has become an acclaimed vehicle of peace- building and protecting the environment within communities around the world.

The ISPG pivot curriculum is similar to the LearnScape program. It involves the entire school community in usefully co-designing and co-transforming the school ground; with buildings, artwork, ponds, vegetation. This has strong aspects of democracy, science-and sustainability learning, beauty, care-taking and stakeholdership. Furthermore, it adds additional dimensions of meaning by focussing on the themes of peace, global sustainability and local life-zones. It embraces, culture, traditions and spirituality, like peace groves, song, dance, prayer, meditation and involving the local community: parents, organisations and spiritual groups, administration, the mayor and the media. In addition, the Peace Garden serves for various learning programs, each combining various disciplines. The program encourages the connection with scientific institutions and offers high level scientific papers. Using multimedia online conferencing, the organisation trains teaching staff and students on implementing the program activities.

IHTEC'S Implementation Strategies:
- Participation in Global Community Building, with a message of hope for humankind, who may not have the knowledge tools that will reduce current visitor impacts on the global systems.
- Thoroughly discusses with each participating country, community and schools, their concerns prior to program implementation. IHTEC researches relevant documents prior to developing local programs which focus on positive interactions to improve local problems.
- Encourages local innovations in each community, so they meet their own needs for future generations. IHTEC partners with many organizations and the private sector on an individual basis.
- Holistic Tourism Education (H.T.Ed.) involves curriculum development which includes cross-cultural understanding, environmental studies and alternative conflict resolution. H.T.Ed. supports existing science curriculum, and is further developed and supported by knowledge gained from Systems Scientists.
- Supports each country's Environmental Law, through shared knowledge to achieve excellence in protecting soil, water, air, marine and species. Food security for all species including humans is included based on humankind's needs.
- Because of the major increase of global tourism by 2004, H.T.Ed. teaches young people to attain peace and sustainability in their schools and communities, prior to any global travel. This awareness building hopes to reduce future tourism impacts on other countries.
- Encourages the use of the peace garden for the celebration of successful peace and environmental achievements, through awards to students and teachers. Resource depletion already indicates increasing violence in communities around the world.
- Links schools to achieve problem solving research and innovation.
- Twinning of schools encourages sharing of educational knowledge and teaching resources.
- Celebrates achievements through music, dance, language arts, sculpture, symbols, design and other art forms.
- Encourages participation with local Tourism, Recreation and Leisure organizations locally.
- Travels internationally and works virtually as a mobile school of volunteer teachers.
- Consults many organizations, speaks to students, teachers, scientists, high governmental officials, and organizations at many levels of society. Continues to develop and produce teaching resources as needed, for various speaking engagements on many different and integrated topics.
Website: http://ihtec.org

HOLE IN THE WALL PROJECT : MINIMALLY INVASIVE EDUCATION : MIE
Hole-in-the-Wall Education Ltd. (India)
The central idea behind Hole-in-the-Wall is that groups of children learn on their own without any direct intervention. This was conceptually explained by Dr Sugata Mitra, Chief Scientist of NIIT, as Minimally Invasive Education (MIE). He found that children using Learning Stations required little or no inputs from teachers and learnt on their own by the process of exploration, discovery and peer coaching. The idea of MIE has crystallized over a period of time based on observations and educational experiments conducted at NIIT.
Minimally Invasive Education is defined as a pedagogic method that uses the learning environment to generate an adequate level of motivation to induce learning in groups of children, with minimal, or no, intervention by a teacher.
MIE uses children's natural curiosity and focuses on providing an enabling environment where they can learn on their own. Children, in the process of freely experimenting with the Learning Station, pick up critical problem solving skills. It also provides a collaborative setting where children can share their knowledge and in the process, develop better group dynamics, all in a highly natural environment.
MIE's uniqueness is its ability to attract children towards the Learning Station driven purely by their own interests. Conventional pedagogy, on the other hand, focuses on the teacher's ability to disseminate information in a classroom setting. MIE thus complements the formal schooling system by providing a much needed balance for a child to learn on her own and provides for a holistic learning experience.
Website and full text: http://hole-in-the-wall.com/MIE.html

SERVICE-LEARNING
SL means giving time to a good cause, learning about social issues, developing social and organisational skills.
"Over the past decade or two, many institutions of higher learning have been strengthening support systems for internships, volunteerism and service-learning. Faculty have taken seriously the possibility that their students are not wrong when they insist that much of their most profound learning is happening outside the classroom. Campus Compact http://campuscompact.org is a national collaborative that has done much to advance the cause of service-based learning. Principals at the Carnegie Foundation for the Advancement of Teaching, too, have persistently been asking questions about the way education can contribute to preparing people for lives of moral and civic responsibility. Educating Citizens, one product of this focus, documents the kinds of influence undergraduate education can have on students' development as ethical, committed, and engaged human beings and citizens.
And when we hear students describe their commitments to a wider community, it is evident that their motivations go far beyond a sense of obligation or a desire to garner practical experience and build a résumé.
In a document titled Learning Reconsidered, two leading student affairs organisations lay out a practical and theoretical rationale and a blueprint for a more unified approach to higher education that gives students opportunities to learn through action, contemplation, reflection, and emotional engagement, as well as information acquisition."
Trustworthy Leadership : Can we Be the Leaders We Need Our Students to Become?, Diana Chapman Walsh, sponsored by the Fetzer Institute, order brochure at http://fetzer.org/HardCopyOrders.aspx?PageID=Resources&HardCopyID=29

YOUTH ACTION FOR CHANGE
YAC offers an online community for young people interested in positive change. It facilitates young people offering online courses on global issues to other young people, using online tools like internet-based classrooms, discussion groups and mailing lists. Informal youth-to-youth training, building on youth leader experiences and voluntary commitment.
Website: http://www.youthactionforchange.org

TAKING IT GLOBAL
TIG is an online community of young people interested in positive change. It offers information and discussions of global issues, resources for self-organising forums, workshops and projects. Many interactive applications facilitate communication and nurture intercultural exchange, global awareness and community-building.
Website: http://takingitglobal.org

APPENDIX II.

PEDAGOGICAL EQUIVALENTS TO INFORMAL SUSTAINABILITY LEARNING ENVIRONMENTS (ISLEs) IN AVANTGARDE STATE SCHOOL CURRICULA

The basic approach for an Informal Sustainability Learning Environment is to provide insight and experience of the wide spectrum of options and choices and their particular fascination. This enables the learner to make their individual choice according to their passion and talents.

What are the effects of such a space? Knowledge transfer, practical examples of what small people have achieved, projects to join, ideas and support to get started on projects… building the bridge, narrowing the gap between invisible sustainability institutions, tidal wave knowledge, organisations.

Is such a space congruent with current learning concepts? Yes, here is an example. Notably, it is from Physical Education - a discipline combining practical action and theoretical reflection for understanding and enhancing the quality of practical exercise. Physical Education in Germany had to justify its existence over the past 80 years - and adapt to societal priorities. From military exercise to physical fitness to system competition (competitive sport) during the Cold War ear today's education for health, for social competence and benefits, for self-organisation and democratic cooperation.

In Lower Saxony, Germany, Physical Education has reduced the traditional teaching of professional versions of sports and competition to only 10%. 90% of school teaching shall now enable the experience, reflection, adaptation, self-organisation of physical activities to (a) realise the purpose of school - which is to provide life-skills (general knowledge, coordination, health, social) and prepare for active participation in a libertarian, democratic society (develop and adapt rules in context of space and group, skill level and aims), by (b) inspiring (experience each specific magic of different physical activities) and (c) empowering for self-organisation in real life (yard, beach, forest…). Because the real effect can only be achieved in wider time frame of real life outside school hours: the afternoon, the evening, the week-end, the holidays, - individually, with friends, in a group or club. School is the right place for nurturing these insights and competences because it can provide the necessary infrastructure for a multitude of experiences and activities: hall, materials, group size, knowledge that individual learners do not have at home. For more see APPENDIX

Much of this empowering learning takes place in the classroom but just as much by an according school-ground with hills, tree trunks, goals, basketball poles, plants, lawns, decoration, balls, skateboards, materials, that enable and motivate for self-organised physical activities. And an experienced coach available for consultation and support.

First of all, what is school for? How can one justify that young people must spend several hours a week in my Phys. Ed. Classes? For less than 2% of students the pro version ever has relevance for their life or income. As a consequence, there the pro version of excellence and competition is considered as one meaning orientation of sports beyond many -accordingly, it shall only be present for about 10%. The preference shall be given to experience, contextual adaptation, joy, health, and - to educate for active participation in a free-democratic society : co-creative decision-making, rule design, rule adaptation and reflection.

What is the aim of classroom teaching? Classroom hours cannot significantly affect constitution, endurance, condition. So why make them a tour de force in training? Why spend a year on specialising on standardised execution particular skills from a particular sport that some already mastered, others hardly will or need or enjoy? Every student logically has a different inclination towards his / her specific sport or physical activities - from a variety of a hundred or more physical activities one person generally focuses on a maximum of 4 different activities they love and pursue and self-organise, e.g.: roller blading, beach volleyball, snorkelling and skiing. Or handball, tennis, soccer and mountain-biking.

Therefore, Physical Education in school shall offer the frameworks (space, tools, knowledge, groupsize) for displaying , making possible a maximum spectrum of different varieties of physical activities nurturing the curriculum aims - health, social relations, self-organisation, insights and experiences of the words of sort.

This means that it is not optimal to focus on the standardised professional version of the particular activity, and frighten off the majority of amateur students. For example, - hiking is fine and healthy etc., so why start with extreme mountaineering? Cycling is fine, so why focus on the high end pro version of Tour de France hill races or mountain-biking? Usually, this pro approach scares and turns down the majority of students. This is exactly what many people experience from swimming, gymnastics, athletics, soccer, volleyball…

Instead of starting(!) with and examining results on the pro target version one should focus on making students experience the specific magic of each sport - its very special experience quality! - and thereby trigger inspiration, pleasure and motivation for follow up after school in their free time, in sports club or in nature. And empower for self-organisation - just like with soccer, we do not need to play on a 100 yard field, 11-11 with a rock hard ball. The game's spirit and health effects are just as much (or more) achieved in 3 on 3 on the lawn next door with a beach volleyball. So - why not make them take turns in adapting rules in soccer to their group and skills, take turns in being referee and asking why we do not a referee at all? Why swim lanes on speed instead of daring, exploring and enjoying the full wealth of water experiences in and above and below the surface individually and collectively in water rugby and making elegant choreographies in water ballet? Why run lanes and jump unpractical flops if we can run cross-country and jump from rock to rock, jump across gullies using a pole? Why stiffly copy world class athletes in gymnastics if we can play improvise and experience body movement along axis and space in creative gymnastic jungle arrangements? All these excite more, motivate more for application on week-ends and clubs, in real life. With more effect on health, condition and social relations!

Part 3 of this paper offers comprehensive practical insights into this approach's adaptation for SUSTAINABILITY LEARNING and DEMOCRACY LEARNING. Visit also http://pnyv.org, which puts the ISLE concept into practice with a variety of resources, projects and support measures evolving in 25 languages.

APPENDIX III.

RECOMMENDED READING:

BENKING, HEINER : Dialogues and Conversations : Participation and Moderation/Mediation ways and means towards re-inventing Democracy and Good-Governance, Paper for 1st Virtual Congress on World Citizenship and Democratic Global Governance, 1-31 July 2006, (COMPLETE PAPER ONLINE) http://benking.de/dialog/dialogues-conversations/

BENKING, HEINER : Earth-Literacy, http://in-betweener.org/flatworlds and http://in-betweener.org/flatworlds/maps/earth-literacy.html (WEBSITE)

BROWN, LESTER, R. : Plan B 2.0: Rescuing a Planet Under Stress and a Civilization in Trouble, 2006, (COMPLETE BOOK ONLINE) http://earth-policy.org/Books/PB2/Contents.htm

BURKHARDT, HELMUT : Handbook on Global Issues & Viable Solutions, presented at World Peace Forum in Vancouver Canada, 23-28 June 2006, (COMPLETE BOOK ONLINE) http://pnyv.org/idec2006/HB/index.htm

EARTH CHARTER INITIATIVE : The Earth Charter in Action - Towards a Sustainable World, (COMPLETE BOOK ONLINE) http://earthcharterinaction.org/eci_book.html

EARTH CHARTER INITIATIVE : THE EARTH CHARTER, in 32 languages (COMPLETE TEXT ONLINE) http://www.earthcharter.org/innerpg.cfm?id_menu=19

FULLER, R. BUCKMINSTER - VARIOUS WORKS

FULLER, R. BUCKMINSTER : Humanity's Option for Success, R. Buckminster Fuller, 1980. (COMPLETE BOOK ONLINE) http://bfi.org/?q=node/130

incl. Humanity's Option for Success, Operating Manual for Spaceship Earth, Big Picuture Thinking, Education Automation (COMPLETE BOOKS & ARTICLES ONLINE) http://bfi.org/taxonomy/term/32

JOHANSEN, BRUCE E. : Forgotten Founders : Benjamin Franklin, the Iroquois and the Rationale for the American Revolution (COMPLETE BOOK ONLINE) http://www.ratical.org/many_worlds/6Nations/FF.html

MORTON-MARR, JULIA : Sustainability Literacy, presented at World Peace Forum in Vancouver Canada, 23-28 June 2006 http://pnyv.org/idec2006/JMM/index.htm

SCHNEIDER, ERIC : "Learning How and What we Want or Learning for what we Care for?" On Democratic Education & Sustainability Learning (COMPLETE ARTICLE ONLINE) http://pnyv.org/idec2006/LearningForWhatWeCareFor.html

TRANSPARENCY INTERNATIONAL : Corruption Fighters' Tool Kit (COMPLETE BOOKS ONLINE) http://transparency.org/publications/toolkit

TRANSPARENCY INTERNATIONAL : Stealing the Future - Corruption in the Classroom 2005, Ten Examples from Ten Countries, 88 pages (COMPLETE BOOK ONLINE), http://transparency.org/global_priorities/education/corruption_education

TRANSPARENCY INTERNATIONAL : Teaching Integrity to Youth - special edition tool kit 2004, Experiences and emerging strategies from civil society, Examples from 11 Countries (COMPLETE BOOK ONLINE) http://transparency.org/tools/e_toolkit/corruption_fighters_tool_kit_special_edition_2004

VARIOUS SCIENTIFIC PAPERS ON GLOBAL ISSUES (COMPLETE WORKS ONLINE) http://ihtec.org/index.php?id=208

WEATHERFORD, JACK : Indian Givers: How the Indians of the Americas Transformed the World, Crown Publishers, New York, 1988., http://amazon.com/gp/product/0449904962/104-4887411-4558336?v=glance&n=283155

WORLD WILDLIFE FUND : Living Planet Report 2004, Living Planet Report, 44 pages with illustrations (COMPLETE REPORT ONLINE) http://panda.org/news_facts/publications/key_publications/living_planet_report/lpr04/index.cfm, document: http://panda.org/downloads/general/lpr2004.pdf

Fair Global Citizenship in the Culture of Democracy "Culture is like an iceberg. It has seen aspects and unseen aspects. It is the unseen aspects that give birth to and influence the seen ones." World Wise School of the Peace Corps This deeper look at the invisible, intangible roots of culture, helps us understand that there cannot be a Change of Lifestyle, of Decision-making, of Ethical Values without a corresponding worldview that gives birth to all of these. No matter how well designed the institutions, they can only help moderate a little bit people's intentions, in our case: to keep in BOUNDS the aggressive interest groups with their obvious or hidden agendas. So far, this has helped, but a look at the global crisis shows that it has not been enough. There is need for change in the worldview and priorities and behaviours of the people constituting political decision-making: politicians, voters, citizens, corporations, scientific advisors, religious and spiritual leaders. The people achieving, supporting, exercising and living a global culture of democracy can logically be nothing but what I use to call "Fair Global Citizens" and Fair Global Decision-Makers". They must have a Worldview of global connectedness and appreciation - we are all one, members of a global family (a matter of culture, spirituality) that determines corresponding Ethical Values, which manifest in Priorities, Decision-making and Lifestyle. The Members of a Culture of Culture of Democracy, - of a global, peaceful, just and sustainable civilisation - can / must necessarily share this mindset of Universal Values, a common, global worldview like Sharing an extra Skin, Benking, http://benking.de/extra_skin.html. This includes ALL members on every level : decision-makers in the global institutions (e.g. the United Nations), in national and regional governments, in corporations, by citizens, consumers, family - educators!
A side-note on Worldview, Spirituality and Ethical Values "This requires a change of mind and heart." The Earth Charter Just a side-note, in case that readers feel uncomfortable because they hold negative connotations about the terms worldview, ethics or values. Misunderstanding usually arise from negative historic or political connotations on abused and misused terminology. A result for example, of European historical struggles. The author is not demanding his or someone's visions for a strict, new global panacea or doctrine. It is far from that! "There cannot be a sustainable society without a profound change of ethical values" Herbert Girardet, Schumacher Society, Global 500 Award Fortunately, it has been found that all cultures share the same 12 (twelve) ethical values: Simplicity, Responsibility, Happiness, Humility, Honesty, Respect, Peace, Love, Tolerance, Cooperation, Freedom. Of course, it is about living those values. This is not about dogma. "It is true that fundamentalist religious teachings contribute to people's problems. Each religion is presented to believers as the absolute truth; unfortunately, this plants the seed of intolerance against other religions with different views. A religion telling its believers that they are god's chosen people is as dangerous as the master race syndrome. A set of universal values is missing." Helmut Burkhardt Universal Values like seeing commonalities and similarities above differences, experiencing our individual innate connectedness with the life-system of the planet, the deep feeling of its beauty exactly have something to do with worldview and spirituality. And the ethical values of cooperation, love etc. consequently result in responsible production and consumption patterns. In February 2006, when on three days 2,5 million people from 150 countries came to meditate together along with over 1000 spiritual leaders from across the world on occasion of the Silver Jubilee http://artofliving.org/silverjubilee/interview.htm Sri Sri Ravi Shankar was asked: "What exactly is spirituality?": "Spirit represents love, compassion and service. It is all those things that you can't hold on to… which (are not) concrete. Spirituality is that which enhances this understanding, brings you peace of mind, makes you happier, more compassionate, awakens a want to serve etc. It makes you realize that your life is much more than what you think it is." Living the values depends on an underlying worldview giving birth and meaning to those values, so they are not just words. Such a worldview needs to be experienced. "A revelation that has not gone through the senses can be nothing but a harmful one." Leonardo da Vinci The old cultures have a lot of wisdom in this. "Le mot religion [chez les anciens] ne signifiait pas ce qu'il signifie pour nous; sous ce mot nous entendons un corps de dogmes, une doctrine sur Dieu, un symbole de foi sur les mystères qui sont en nous et autour de nous; ce même mot, chez les anciens, signifiait rites, cérémonies, actes de culte extérieur. La doctrine était peu de chose; c'étaient les pratiques qui étaient l'important; c'étaient elles qui étaient obligatoires et qui liaient l'homme (ligare, religio)." Le Trésor de la Langue Francaise
All these issues have already been approved by UNESCO and are being introduced into schools and treated with young people through Global Learning, UNESCO's Living Values program http://livingvalues.net, Intercultural Learning, Nature Schools, Vision Quests, Earth-literacy, Sustainability Literacy etc. Some argue that these values and skills are things to learn in everyday life, but this is obviously not the case! There is the problem of violent and dumb media programs, of eco- and health-illiterate parents, of emotionally dysfunctional families in which children grow up under traumatising conditions. Traumas ranging from brutalised ghetto children, racist attitudes to grade pressure resulting in suicides.	image: http://livingvalues.net
And if you look at the daily life of children and young people, most spend the majority of their time (approximately 8 a.m. - 4 p.m.) in the education system. Logically, this is a most potent environment for experiencing many facets of learning, and also in large groups. Therefore, the author focuses his work and this paper on Education & Democracy, or Learning & Democracy.