TASKs for democracy

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Resources and equipment Pictures of works of art and/or texts, passages from novels, newspapers, etc. Scheme (Task sheet 1) Tips and potential difficulties 1. Be ready to reflect on and discuss various situations as well as to make quick on-the-spot decisions with all the moral responsibility that these decisions require. 2. Groups which are too large may interfere with the aims and destroy the dialogical nature of the activity because it is impossible for all the participants to articulate their views and justify them. TASK SHEET 1 Scheme Telling stories in intercultural dialogue Action Right Wrong Intention Positive Negative Positive Negative (Good) (Evil) (Good) (Evil) Result Positive Negative Positive Negative Positive Negative Positive Negative (Outcome) good bad good bad good bad good bad Tell the story anticipating eight versions of possible actions, intentions and various outcomes. Collect examples of “good practice” based on different interpretations from different cultural mentalities. 1. The right action, based on a positive intention, leads to a positive outcome. 2. The right action, based on a positive intention, leads to a negative outcome. 3. The right action, based on a negative intention, leads to a negative outcome. 4. The right action, based on a negative intention, leads to a positive outcome. 5. The wrong action, based on a positive intention, leads to a positive outcome. 6. The wrong action, based on a positive intention, leads to a negative outcome. 7. The wrong action, based on a negative intention, leads to a positive outcome. 8. The wrong action, based on a negative intention, leads to a negative outcome. Activity 23 – Tell me your story Page 127
Sample picture Antonello da Messina: St Sebastian, © Gemäldegalerie Dresden (available at http://commons.wikimedia.org/wiki/Antonello_da_Messina) Sample story The dilemma of the taxi driver A taxi driver finds a suitcase full of money in his car. His father is ill and he has got no resources to save him. Should he return the money? Should he keep the money in the hope of saving his father’s life? TASKs for democracy Page 128
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TASKs for democracy 60 activities t
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The opinions expressed in this work
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Acknowledgements M any people have
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EDUCATION The expansion of the digi
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Introduction Ildikó Lázár and Pa
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the co-operative principles and pra
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The core components or TASKs are il
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mediating in conflict situations. W
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periphery. Looking at old maps in w
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activities help us to respond to qu
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Encouraging constructive interdepen
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Equal participation “What if some
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Co-operative roles rotate and chang
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Table 2: Guiding questions to evalu
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Part two Toolbox TASKS FOR DEMOCRAC
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Diversity and empathy 2 I am intere
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People who develop these skills are
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Knowledge and understanding Diversi
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Diversity and empathy 2 I find ways
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CODING First letter Thematic code N
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The formulation of the question is
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Activities 1-6 15-25 minutes Page
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PLANNING Preparation Ideally, the r
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PLANNING Resources and equipment A2
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PLANNING Preparation Make room for
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PLANNING Preparation The room could
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Activity 6 Pieces of a puzzle DESCR
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Activities 7-11 30-45 minutes Page
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PLANNING Preparation Optional: the
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Step 4 (debriefing - 10 minutes) Di
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Tips and potential difficulties 1.
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PLANNING Preparation Have enough co
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Activity 11 Show me your ID DESCRIP
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Activities 12-20 60 minutes Page 7
Page 79 and 80: Step 2 (pair work - 10 minutes) Aft
Page 82 and 83: Activity 13 Negotiating the meaning
Page 84 and 85: 3. The group’s observer: during t
Page 86 and 87: Activity 14 Exploring concepts thro
Page 88 and 89: Não sei quantas almas tenho. Cada
Page 90: Formal and informal skills: .......
Page 93 and 94: Step 4 (debriefing/reflecting - 20
Page 95 and 96: SITUATION 2 Instructions and materi
Page 97 and 98: SITUATION 4 Instructions and materi
Page 99 and 100: Step 4 (debriefing - 10 minutes) Mo
Page 101 and 102: TASK SHEET 3 Friendly school! Pre-r
Page 103 and 104: Step 3 (plenary debriefing - 20 min
Page 105 and 106: Principles Yes No Awareness about t
Page 108 and 109: Activity 18 The learning suitcase D
Page 110 and 111: Activity 19 What is education for d
Page 112 and 113: Activity 20 Little experiments for
Page 114 and 115: Step 4 (debriefing - 10 minutes) 1.
Page 116: Activities 21-26 90 minutes Page 1
Page 119 and 120: Were you aware of the difficulties/
Page 121 and 122: Example of a filled-in task sheet K
Page 124 and 125: Activity 22 In a storm at sea DESCR
Page 126 and 127: Activity 23 Tell me your story DESC
Page 130 and 131: Sample text and explanation Telling
Page 132 and 133: Activity 24 What are humans’ basi
Page 134 and 135: Resources and equipment Copies of J
Page 136 and 137: TASK SHEET 1B Pour faire le portrai
Page 138: Task Complete some of the following
Page 141 and 142: 3. Ask participants to form micro-g
Page 143 and 144: Maria: You’re joking. My mum said
Page 145 and 146: 3. Show the first post in the blog,
Page 147 and 148: TASK SHEET 1 Now we’re talking -
Page 150: Activities 27-36 120 minutes Page
Page 153 and 154: 2. Participants discuss how they al
Page 155 and 156: TASK SHEET 3 Before drawing your dr
Page 157 and 158: Step 2 (acting - 30 minutes) 1. Wit
Page 159 and 160: Further reading Maley A. and Duff A
Page 161 and 162: Another text/video/audio should pre
Page 163 and 164: 8. Do you have many identities on t
Page 165 and 166: Step 3 (conceptualisation - whole g
Page 168 and 169: Activity 31 Choosing what I can do:
Page 170 and 171: Tips and potential difficulties If
Page 172 and 173: Activity 32 Maps: describing our re
Page 174 and 175: Resources and equipment Task sheet
Page 176 and 177: Activity 33 Communication breakdown
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Tips and potential difficulties 1.
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Communication at its best minimises
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Reflections What is behind avoidanc
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Activity 34 Trading values DESCRIPT
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Can we change values? Is there some
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Activity 35 Change the rules! DESCR
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2. Discuss how the players behaved.
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Activity 36 Fostering understanding
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PLANNING Preparation Take the time
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Activity 37 How well equipped are y
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Tips and potential difficulties Thi
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7. Each member in turn does three t
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than most people. To give it a last
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8. Thinking about encounters with p
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Activity 39 Imagining possible outc
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When the plan is announced, some lo
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Activity 40 Participatory communiti
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TASK SHEET 1 Images of different ge
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TASK SHEET 3 Mapping barriers/const
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TASK SHEET 6 Questionnaire - Partic
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Activity 41 Teaching difficult issu
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argues that we need to focus on the
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2. Show images and discuss the stor
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2. Organise the first set of cards
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Activities 42-50 180 minutes Page
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Step 3 (group work - 50 minutes) 1.
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Activity 43 A shoebox full of memor
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Step 5 (trainer’s evaluation of t
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4. Is one allowed to touch the obje
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Step 2 (individual and group work -
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1. How long have you been using the
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24. Do you use fake information abo
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He has to visit for a video confere
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Activity 45 Media literacy and huma
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Write down something you learned ab
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TASK SHEET 2 theory practice Defini
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Step 3 (group work and plenary - 60
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TASK SHEET 2 Documents On Internall
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4. Have participants write their gr
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Resources and equipment The “squa
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Step 2 (Silent debate - group work
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PLANNING Preparation Activity 1-4:
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Activity 49 Education for preventio
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How much do you need to know about
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TASK SHEET 2 Cards Murder and exter
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Activity 50 Living together in dive
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What will be the challenges for you
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Basic principles on the rights of m
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Activities 51-54 Session evaluation
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Step 1 (survey - 10 minutes) 1. The
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Step 1 (pair work - 15 minutes) 1.
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3. Alternatively, you may want to g
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Option 2 1. Divide the group into m
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Unit 1 Building empathy Originally
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Name Level of empathy (1-7) What is
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SELF Description Response Hot butto
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Unit 2 My backpack for learning, a
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Picture 1 Why did I choose this par
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Unit 3 Negotiating co-operation Ori
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Debriefing/reflecting The groups
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Unit 4 Stimulated recall Originally
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Procedures 1. Displaying the audio/
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Tips for trainers This is an acti
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2. The remaining group members (in
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Unit 6 My pluri-cultural self Origi
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My identities Unit 6 - My pluri-cul
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About the authors Series editor Cou
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Appendix LIST OF TASKS A_DIV_1 A_DI
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Time 15-20 minutes Time 30-45 minut
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Time 90 minutes Title of activity F
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Time 150 minutes Time 180 minutes T
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Time Session evaluation activities
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TASKs for democracy

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