TASKs for democracy

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SELF Description Response Hot button 1 Hot button 2 Now do the same for somebody who you know closely. What are his/her “hot buttons”? OTHER PERSON Description Response Hot button 1 Hot button 2 Compare the two tables. Reflect on the similarities and differences between them. Tips and potential difficulties Sensitivities are about how participants direct their attention. It is important to know and monitor these. Debriefing/reflecting How did this exercise help you to understand your own sensitivities and those of other people? ACTIVITY 4 “DEVELOPING EMPATHY” – 90 MINUTES Resources Writing paper A handout with a pre-drawn table for guiding reflection Pens and pencils Practical arrangements Participants need space and a stretch of quiet time to collect their thoughts and create their verbal and visual representations. Procedure 1. In this exercise you want to create both visual and verbal representations of how you learned to understand other people better, to see a situation from their point of view, to show your happiness for them, or to speak out and act in their defence when they were hurt or insulted. 2. Think back upon the years of your life and start scanning them for memories that stand out. What types of choices and decisions have you made that led to the building up of empathetic behaviour on your part? 3. You may want to use the following table as a start: Unit 1 – Building empathy Page 299
4. Now write or draw any experiences that may have influenced your development, e.g. important relationships, critical events, activities, organisations, travel, literature, art, media, educational activities. 5. Try to bring to the surface all the details surrounding your memory. This will transform your memory into a story. 6. Examine your story for themes. These are the things you have learned and you need to make yourself aware of these experiences by focusing on them. Story Description – “This happened in (month, year)” 1. Major event Did anything significant happen? 2. Influence What things/people had a formative effect? 3. Decision Did you make any decisions that had an impact on your life or the lives of others? 4. Change What changes occurred? 5. Success What were your strong points? 6. Significant people Who were the key people who affected you? Tips and potential difficulties We are interested in how individuals develop empathetic behaviour. It is important that participants transform their memories into stories so that their richness is retained. Debriefing/reflecting How did this exercise help you to learn more about the way you have managed to build your empathetic skills and behaviour? FURTHER READING This set of activities is inspired by and in part adapted from: Gargiulo T. L. (2006), Stories at work: using stories to improve communication and build relationships, Praeger, Westport, CT. The view of empathy outlined in the “Brief description of the unit” derives from Davis M. H. (1983),“Measuring individual differences in empathy: evidence for a multidimensional approach”, Journal of Personality and Social Psychology Vol. 44, pp. 13-126. TASKs for democracy Page 300
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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
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Step 2 (pair work - 10 minutes) Aft
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Activity 13 Negotiating the meaning
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3. The group’s observer: during t
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Activity 14 Exploring concepts thro
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Não sei quantas almas tenho. Cada
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Formal and informal skills: .......
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Step 4 (debriefing/reflecting - 20
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SITUATION 2 Instructions and materi
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SITUATION 4 Instructions and materi
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Step 4 (debriefing - 10 minutes) Mo
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TASK SHEET 3 Friendly school! Pre-r
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Step 3 (plenary debriefing - 20 min
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Principles Yes No Awareness about t
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Activity 18 The learning suitcase D
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Activity 19 What is education for d
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Activity 20 Little experiments for
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Step 4 (debriefing - 10 minutes) 1.
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Activities 21-26 90 minutes Page 1
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Were you aware of the difficulties/
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Example of a filled-in task sheet K
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Activity 22 In a storm at sea DESCR
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Activity 23 Tell me your story DESC
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Resources and equipment Pictures of
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Sample text and explanation Telling
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Activity 24 What are humans’ basi
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Resources and equipment Copies of J
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TASK SHEET 1B Pour faire le portrai
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Task Complete some of the following
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3. Ask participants to form micro-g
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Maria: You’re joking. My mum said
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3. Show the first post in the blog,
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TASK SHEET 1 Now we’re talking -
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Activities 27-36 120 minutes Page
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2. Participants discuss how they al
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TASK SHEET 3 Before drawing your dr
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Step 2 (acting - 30 minutes) 1. Wit
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Further reading Maley A. and Duff A
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Another text/video/audio should pre
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8. Do you have many identities on t
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Step 3 (conceptualisation - whole g
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Activity 31 Choosing what I can do:
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Tips and potential difficulties If
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Activity 32 Maps: describing our re
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Resources and equipment Task sheet
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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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Page 252 and 253: Activity 45 Media literacy and huma
Page 254 and 255: Write down something you learned ab
Page 256: TASK SHEET 2 theory practice Defini
Page 259 and 260: Step 3 (group work and plenary - 60
Page 261 and 262: TASK SHEET 2 Documents On Internall
Page 263 and 264: 4. Have participants write their gr
Page 265 and 266: Resources and equipment The “squa
Page 267 and 268: Step 2 (Silent debate - group work
Page 269 and 270: PLANNING Preparation Activity 1-4:
Page 272 and 273: Activity 49 Education for preventio
Page 274 and 275: How much do you need to know about
Page 276 and 277: TASK SHEET 2 Cards Murder and exter
Page 278 and 279: Activity 50 Living together in dive
Page 280 and 281: What will be the challenges for you
Page 282 and 283: Basic principles on the rights of m
Page 284: Activities 51-54 Session evaluation
Page 287 and 288: Step 1 (survey - 10 minutes) 1. The
Page 289 and 290: Step 1 (pair work - 15 minutes) 1.
Page 291 and 292: 3. Alternatively, you may want to g
Page 293 and 294: Option 2 1. Divide the group into m
Page 296 and 297: Unit 1 Building empathy Originally
Page 298 and 299: Name Level of empathy (1-7) What is
Page 302 and 303: Unit 2 My backpack for learning, a
Page 304 and 305: Picture 1 Why did I choose this par
Page 306 and 307: Unit 3 Negotiating co-operation Ori
Page 308 and 309: Debriefing/reflecting The groups
Page 310 and 311: Unit 4 Stimulated recall Originally
Page 312: Procedures 1. Displaying the audio/
Page 315 and 316: Tips for trainers This is an acti
Page 317 and 318: 2. The remaining group members (in
Page 320 and 321: Unit 6 My pluri-cultural self Origi
Page 322: My identities Unit 6 - My pluri-cul
Page 326 and 327: About the authors Series editor Cou
Page 328 and 329: Appendix LIST OF TASKS A_DIV_1 A_DI
Page 330 and 331: Time 15-20 minutes Time 30-45 minut
Page 332 and 333: Time 90 minutes Title of activity F
Page 334 and 335: Time 150 minutes Time 180 minutes T
Page 336 and 337: Time Session evaluation activities
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