The Importance Of Educating Children In Coexistence
The fact that we live in an increasingly individualistic society is not surprising. On the other hand, in contrast, we find that the plurality and diversity of our classrooms is not only a reality but also, today, it is in deep growth. As a result of this, the need arises to adapt to this new social and cultural context, and to educate children in coexistence effectively.
¿ Why educate children living and how to do it?
Today, it could well be said that there are fewer barriers between us than ever before. The globalization process, the evolution of communication and transportation and social networks, among others, could greatly facilitate contact and understanding both between the different societies and cultures of the planet, as well as among the members of a small community, such as It could well be, for example, an educational center.
However, conflicts are a latent element in human history. As a good reflection of societies, in schools and institutes, confrontations and misunderstandings are common every day. For this reason, it is overwhelmingly evident the need for action by the educational center in the face of coexistence problems.
Thus, responding to the question of why educate in coexistence, we point out that, in order to build societies from the perspective of a culture of dialogue and peace, educational centers must assume the responsibility of teaching the adults of tomorrow to live together between them from the value of respect and enrichment.
From UNICEF, the need to educate children to live with others is understood and, for this, it is essential to establish a series of rules of coexistence in educational centers. These rules must be established in a clear and coherent way, both in school routines and in family life, to achieve setting limits.
However, specifying the how to educate in coexistence , UNICEF throws the idea of h abilitar spaces where conflicts are explicit and the response to them is constructed so collectively, as one of the best central strategies must submit any proposed coexistence.
To learn to live together
Jacques Delors, in his report Education contains a treasure , formulated his four pillars of education. Among them is the so-called learning to live together, learning to live with others.
Despite the fact that the history of humanity has always been marked by conflict, Jacques Delors wonders if it is possible to conceive an education that would allow avoiding conflicts or solving them peacefully, promoting knowledge of others, their cultures and spirituality .
Based on this, he reflects that in order to educate in coexistence, it is not enough to organize contact and communication between members of different groups, such as, for example, in educational centers attended by children of different ethnicities or religions.
For Delors, the key lies in educating under the criteria of equality. In other words, we must encourage children to interact in a context of equality in which common goals are set.
From the social and educational sciences, it is known that conflict and hatred arise naturally when two or more differentiated groups compete with each other. That said, if we encourage the participation of students in projects with common objectives, we will be able to avoid conflicts, teaching them, in this way, to work together and, ultimately, to live together.
