Census of the Heart

An alternative census that gets to the heart of our population. By asking deeper questions, we’ll find meaningful answers to who we are and what we feel as people alive in Ireland in 2016…

Dear Friends,

We have been busy at The Trailblazery HQ and are delighted to launch the next thing from us to you – Census of the Heart.

On the night of April 24, coinciding with the precise anniversary of the 1916 Easter Rising, the 2016 National Census takes place in Ireland. To mark this occasion, The Trailblazery is launching an alternative census – Census of the Heart. This is a national enquiry that aims to capture the deeper dimension of people’s lived experience and find out what it really means to be alive in Ireland exactly 100 years after the Rebellion. The National Census will enable future generations to find out about us, their ancestors. On technology we have yet to dream of, they will discover who was where, how many rooms were in the house we were in, if there was a peat fire, a septic tank and Wi-Fi and other stuff like that. This is important, but Census of the Heart delves a little deeper into the psyche and soul of the people in Ireland. Responding to the general categories of the census, we have come up with questions that explore other ways of knowing and understanding what it means to be alive in Ireland in 2016.

Why an alternative census? We have all been immersed in the story of Ireland’s past with the centenary commemorations, remembering the lives of the men and women on this island 100 years ago. Census of the Heart aims to excavate and preserve the state of our nation in 2016 for future generations. According to the literature, “Census 2016 will give a comprehensive picture of the social and living conditions of our people”. So, on the 24th of April every person on the island of Ireland will become a statistic. While the official census provides valuable data on a broad range of social and economic infrastructure, we’re upgrading and augmenting that knowledge by asking deeper questions that accesses people’s inner worlds. We want to know what matters to you in 2016.

The Ask: Tell us how you feel: Our mission is to connect with a broad section of people across the island of Ireland so we can get straight to the heart of things. We believe that all voices are important. We’re asking you to help us achieve our vision by completing Census of the Heart and then sharing it with friends, family, colleagues and even random strangers via your personal and professional social networks. The Census of the Heart survey will run for 4 weeks from April 24 – May 22 onhttp://www.censusoftheheart.com

Below you’ll find some sample posts for your Facebook and Twitter pages, an image to share via social channels and links to The Trailblazery social accounts. Feel free to copy and paste these or come up with your own.

Sample Tweets:

The Trailblazery present Census of the Heart – Tell us how it feels to be alive in Ireland 2016? http://www.censusoftheheart.com/ #censusoftheheart

Census of the Heart – an alternative census that conects with the heart of Irish people in 2016. http://www.censusoftheheart.com/ #censusoftheheart

Census of the Heart: an alternative Irish census connecting with the heart of our population. http://www.censusoftheheart.com/ #censusoftheheart

Census of the Heart – an alternative Census. Tell future generations how Ireland feels in 2016. http://www.censusoftheheart.com/ #censusoftheheart

Léiríonn An Trailblazery Daonáireamh an Chroí – Inis dúinn conas a mhothaíonn sé bheith beo in Éirinn i 2016? http://www.censusoftheheart.com/ #daonaireamhanchroi

Daonáireamh an Chroí: Daonáireamh difriúil a dheanann ceangailt le dlúthchroí muintir na hÉireann i 2016 http://www.censusoftheheart.com/ #daonaireamhanchroi

Daonáireamh an Chroí: Daonáireamh difriúil adgceangailt le croí an phobail http://www.censusoftheheart.com/ #daonaireamhanchroi

Daonáireamh an Chroí: Daonáireamh difriúil. Inis do ghluainte an todhchaí conas a mhothaíonn Éire i 2016 http://www.censusoftheheart.com/ #daonaireamhanchroi

Facebook:

The Trailblazery brings you Census of the Heart – an alternative census that gets to the heart of our population in 2016. By asking deeper questions, we’ll find meaningful answers so that future generations will know how it feels to be alive in Ireland right now. We are asking you to contribute to this snapshot in time and maybe even influence future history.

Léiríonn An Trailblazery Daonáireamh an Chroí – Daonáireamh difriúil a dheanann ceangailt le dlúthchroí muintir na hÉireann i 2016. Tríd ceisteanna domhain a chur, aimseoimid freagraí tábhachtacha do ghluainte an todhchaí ar chonas a mhothaí Éire inniu. Fiafraímid duit páirt a ghlacadh le go mbeimid in ann an am áirithe seo i ndáimh na hÉireann a léiriú agus, seans, an todhchaí romhainn a athrú.

The Trailblazery Links:

Facebook – https://www.facebook.com/TheTrailblazery

Twitter – @trailblazery

Hashtag – #censusoftheheart

Facebook Event Page – https://www.facebook.com/events/234329116925618/

Kathy Scott
Independent Creative Producer
The Trailblazery | the ireland : iceland project | Wonderlust

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Global Education Summit, 26-27 March
SMARTlab is proud to participate in the inaugural meeting of the Global Education Summit in Istanbul, with the President of Turkey and senior Ministers, the Education Director of the OECD, Director of Intel EMEA, et al: http://ges.world/speakers/

ASSISTID SUMMIT at RCSI, 21-23 March
21st: Dr David Prendergast of Intel on Lizbeth Goodman and Nicola Herbertson lead the hands-on training session on Communicating for Indsutry Impact, Virtual Worlds by and for People with Autism and Intellectual Disabilities – with participants including the six new SMARTlab-IDRC Marie Curie Fellows: Dr Cathy Dalton, Dr Kenn Kerr, Dr Yugos Politis, Dr Anita Yakkundi, Dr Aviva Cohen and Dr Nigel Robb
http://www.assistid.eu/

TED, 7-8 March
Valencia Spain- inTED: SMARTlab chairs the Panel with speakers including Prof Lizbeth Goodman (chair), Dr Joe Eyerman, Dr Jacki Morie, Camille Baker, Dr Ken Kerr, Prof Jutta Treviranus, Dr Eva de Lera, Nicola Herbertson, Laura Screpanti, Bo Zhang, Cagir Cubukcu, on VIRTUAL WORLDS & ROBOTICS FOR INCLUSIVE LEARNING
https://iated.org/inted/announcement

Profesor Lizbeth Goodman to speak on Innovation at the Leadership Forum, Croke Park Stadium, Dublin this Thursday 3rd March:
http://www.innovateireland.ie/speaker/professor-lizbeth-goodman-nclusive-design-for-education-and-chair-of-creative-technology-innovation-ucd/

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SMARTlab Winter Wonderland- Spring Forward: 2016 PhD Seminar!

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DANCE ABILITY IS BACK!


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Lynne Heller: “Avatar Daughters: Envisioning a Spectrum between the Material/Virtual Through Feminist Theory”#

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Open education and technology

In 2012, the modern use of electronic educational technology (also called e-learning) had grown at 14 times the rate of traditional learning. Open education is fast growing to become the dominant form of education, for many reasons such as its efficiency and results compared to traditional methods. Cost of education has been an issue throughout history, and a major political issue in most countries today. Online courses often can be more expensive than face-to-face classes. Out of 182 colleges surveyed in 2009 nearly half said tuition for online courses was higher than for campus based ones. Many large university institutions are now starting to offer free or almost free full courses such as Harvard, MIT and Berkeley teaming up to form edX. Other universities offering open education are Stanford, Princeton, Duke, Johns Hopkins, Edinburgh, U. Penn, U. Michigan, U. Virginia, U. Washington, and Caltech. It has been called the biggest change in the way we learn since the printing press. Despite favorable studies on effectiveness, many people may still desire to choose traditional campus education for social and cultural reasons.

The conventional merit-system degree is currently not as common in open education as it is in campus universities, although some open universities do already offer conventional degrees such as the Open University in the United Kingdom. Presently, many of the major open education sources offer their own form of certificate. Due to the popularity of open education, these new kind of academic certificates are gaining more respect and equal “academic value” to traditional degrees. Many open universities are working to have the ability to offer students standardized testing and traditional degrees and credentials. A culture is beginning to form around distance learning for people who are looking to social connections enjoyed on traditional campuses. For example, students may create study groups, meetups and movements such as UnCollege.

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Purpose of schools

Individual purposes for pursuing education can vary. Understanding the goals and means of educational socialization processes may also differ according to the sociological paradigm used.

The early years of schooling generally focus around developing basic interpersonal communication and literacy skills. This lays a foundation for more complex skills and subjects. Later, education usually turns toward gaining the knowledge and skills needed to create value and establish a livelihood.

People also pursue education for its own sake to satisfy innate curiosity, out of interest in a specific subject or skill, or for overall personal development.

Education is often understood as a means of overcoming handicaps, achieving greater equality, and acquiring wealth and status for all (Sargent 1994). Education is also often perceived as a place where children can develop according to their unique needs and potentials, with the purpose of developing every individual to their full potential.

Some claim that there is education inequality because children did not exceed the education of their parents. This education inequality is then associated with income inequality. Although critical thinking is a goal of education, criticism and blame are often the unintended by products of our current educational process. Students often blame their teachers and their textbooks, despite the availability of libraries and the internet. When someone tries to improve education, the educational establishment itself occasionally showers the person with criticism rather than gratitude. Better by products of an educational system would be gratitude and determination.

Developed countries have people with more resources (housing, food, transportation, water and sewage treatment, hospitals, health care, libraries, books, media, schools, the internet, education, etc.) than most of the world’s population. One merely needs to see through travel or the media how many people in the undeveloped countries live to sense this. However, one can also use economic data to gain some insight into this. Yet criticism and blame are common among people in the developed countries.

Gratitude for all these resources and the determination to develop oneself would be more productive than criticism and blame because the resources are readily available and because, if you blame others, there is no need for you to do something different tomorrow or for you to change and improve. Where there is a will, there is a way. People in developed countries have the will and the way to do many things that they want to do. They sometimes need more determination and will to improve and to educate themselves with the resources that are abundantly available. They occasionally need more gratitude for the resources they have, including their teachers and their textbooks. The entire internet is also available to supplement these teachers and textbooks.

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History of Education

Education began in the earliest prehistory, as adults trained the young in the knowledge and skills deemed necessary in their society. In pre-literate societies this was achieved orally and through imitation. Story-telling passed knowledge, values, and skills from one generation to the next. As cultures began to extend their knowledge beyond skills that could be readily learned through imitation, formal education developed. Schools existed in Egypt at the time of the Middle Kingdom.

Matteo Ricci (left) and Xu Guangqi (right) in the Chinese edition of Euclid’s Elements published in 1607
Plato founded the Academy in Athens, the first institution of higher learning in Europe. The city of Alexandria in Egypt, established in 330 BCE, became the successor to Athens as the intellectual cradle of Ancient Greece. There, mathematician Euclid and anatomist Herophilus constructed the great Library of Alexandria and translated the Hebrew Bible into Greek. European civilizations suffered a collapse of literacy and organization following the fall of Rome in AD 476.

In China, Confucius (551-479 BCE), of the State of Lu, was the country’s most influential ancient philosopher, whose educational outlook continues to influence the societies of China and neighbors like Korea, Japan and Vietnam. Confucius gathered disciples and searched in vain for a ruler who would adopt his ideals for good governance, but his Analects were written down by followers and have continued to influence education in East Asia into the modern era.

After the Fall of Rome, the Catholic Church became the sole preserver of literate scholarship in Western Europe. The church established cathedral schools in the Early Middle Ages as centers of advanced education. Some of these establishments ultimately evolved into medieval universities and forebears of many of Europe’s modern universities. During the High Middle Ages, Chartres Cathedral operated the famous and influential Chartres Cathedral School. The medieval universities of Western Christendom were well-integrated across all of Western Europe, encouraged freedom of inquiry, and produced a great variety of fine scholars and natural philosophers, including Thomas Aquinas of the University of Naples, Robert Grosseteste of the University of Oxford, an early expositor of a systematic method of scientific experimentation, and Saint Albert the Great, a pioneer of biological field research. The University of Bologne is considered the oldest continually operating university.

Elsewhere during the Middle Ages, Islamic science and mathematics flourished under the Islamic caliphate which was established across the Middle East, extending from the Iberian Peninsula in the west to the Indus in the east and to the Almoravid Dynasty and Mali Empire in the south.

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Inventions of writing

Writing numbers for the purpose of record keeping began long before the writing of language. See History of writing ancient numbers for how the writing of numbers began.

It is generally agreed that true writing of language (not only numbers) was invented independently in at least two places: Mesopotamia (specifically, ancient Sumer) around 3200 BC and Mesoamerica around 600 BC. Several Mesoamerican scripts are known, the oldest being from the Olmec or Zapotec of Mexico.

It is debated whether writing systems were developed completely independently in Egypt around 3200 BC and in China around 1200 BC, or whether the appearance of writing in either or both places was due to cultural diffusion (i.e. the concept of representing language using writing, if not the specifics of how such a system worked, was brought by traders from an already-literate civilization).

Chinese characters are probably an independent invention, because there is no evidence of contact between China and the literate civilizations of the Near East, and because of the distinct differences between the Mesopotamian and Chinese approaches to logography and phonetic representation. Egyptian script is dissimilar from Mesopotamian cuneiform, but similarities in concepts and in earliest attestation suggest that the idea of writing may have come to Egypt from Mesopotamia. In 1999, Archaeology Magazine reported that the earliest Egyptian glyphs date back to 3400 BC, which “…challenge the commonly held belief that early logographs, pictographic symbols representing a specific place, object, or quantity, first evolved into more complex phonetic symbols in Mesopotamia.”

Similar debate surrounds the Indus script of the Bronze Age Indus Valley civilization in Ancient India (3200 BC). In addition, the script is still undeciphered and there is debate over whether the script is true writing at all, or instead some kind of proto-writing or non-linguistic sign system.

An additional possibility is the undeciphered Rongorongo script of Easter Island. It is debated whether this is true writing, and if it is, whether it is another case of cultural diffusion of writing. The oldest example is from 1851, 139 years after their first contact with Europeans. One explanation is that the script was inspired by Spain’s written annexation proclamation in 1770.

Various other known cases of cultural diffusion of writing exist, where the general concept of writing was transmitted from one culture to another but the specifics of the system were independently developed. Recent examples are the Cherokee syllabary, invented by Sequoyah, and the Pahawh Hmong system for writing the Hmong language.

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Traditions in education

Idealism – This tradition emerged in Greece and the famous philosophers who introduced this concept were Socrates and his pupil Plato. The basic concept launched was that all the things we see in this world are actually the copy not original. What ever we produce here becomes an idea in our mind. So whatever we work to create something is first takes shape in ideas and minds, so the true reality is Idealism.They both supported an education which provides the opportunity to develop mental faculties and make student think properly to find any reality.

Realism – Aristotle, the pupil of Plato was the person who got the concept of Realism and argued that the Idealism is not the only reality, but there are many natural things which are the part of our atmosphere and we come across those things. Whatever we observe is very important to work on and find the realities using empirical evidences. So the education that is based on experience and observable realities will guide the students to find out the reality. The same has relevance to the philosophy of Positivism.

Perennialism – This concept was introduced by Robert Hutchins who was of a view that the education should have ever-lasting impact on the students and therefore the only ever-last ideas should be taught. for that he supported the religious concepts to be incorporated in the curriculum.

Existentialism – Kierkegaard argued that all the philosophers are of a view to inculcate into the students which is something outdoor with reference to the students. He told that realities are subjective and they are with the individuals themselves. The education should work on individuals to harness the inner realities.

Theism – Thomas Aquinas introduced the church doctrine in education and emphasized that reason and faith are complimentary so the both ideas should be the base of education and the students should go by the reasons introduced by the faith, church or religion.

Essentialism – The education philosophies were taking many turns in the twentieth century when William Bagley raised his voice to attract the attention of the theoreticians telling that the education should have a core basics of the culture and heritage. The students should be given choice of study the said core subject and they should go to the 1930s education where the same was used to teach.

Pragmatism – John Dewey was the person who told that in education a democratic view is to be implemented. Students should be given a chance to explore themselves and they should go by their own instinctive drives.

Critical thinking – There was a team of German theoreticians like Adorno, Horkheimer and Habermas who gave the concept of Critical Theory and argued that the education which provides the students and prepare them to analyze the things under discussion, is the basic requirement of education.

Social education – In his book, Social Education, Applied Perspective, Muhammad Zahid Azeem Zahid has argued that the education which provides the opportunity to the students to find their space in society and the education should be in line with the societal need not only individually but holistically as well. The Social Education Model is to be implemented in the third world countries as there is a big need to join the individual and society. An educated person can become a good professional and can lead a good life individually, but the need of the day is that he or she should keep his profession and the lifestyle favorable to the society as well.

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