What is The Venus Project?

The Venus Project is an organization that proposes a feasible plan of action for social change, one that works towards a peaceful and sustainable global civilization. It outlines an alternative to strive toward where human rights are no longer paper proclamations but a way of life.

We propose a fresh, holistic approach – one that is dedicated to human and environmental concerns. It is an attainable vision of a bright and better future, one that is appropriate to the times in which we live, and both practical and feasible for a positive future for all the world’s people.

We advocate an alternative vision unlike any social system that has gone before. Our conclusions are based on years of study and experimental research by many people from various scientific disciplines.

We call for a straightforward approach to the redesign of a culture, in which the age-old inadequacies of war, poverty, hunger, debt, environmental degradation and unnecessary human suffering are viewed not only as avoidable, but totally unacceptable.

The Venus Project is a veritable blueprint for the genesis of a new world civilization, one that is based on human concern and environmental reclamation. One fundamental premise is that we work towards having all of the Earth’s resources as the common heritage of all the world’s people.

Anything less will simply result in a continuation of the same catalog of problems inherent in the present system.

Experience tells us that human behavior can be directed, either toward constructive or destructive activity. This is what The Venus Project is all about – directing our technology and resources toward the positive, for the maximum benefit of people and planet, and seeking out new ways of thinking and living that emphasize and celebrate the vast potential of the human spirit. We have the tools at hand to design and build a future that is worthy of the human potential.

The Venus Project presents a bold, new direction for humanity that entails nothing less than the total redesign of our culture. Our proposition is not an attempt to predict what will be done, only what could be done. The responsibility for our future is in our hands, and depends on the decisions that we make today. The greatest resource that is available today is our own ingenuity.

https://www.thevenusproject.com/the-venus-project/

Sofía Grenni

Multiple Intelligences: What Does the Research Say?

Many educators have had the experience of not being able to reach some students until presenting the information in a completely different way or providing new options for student expression. Perhaps it was a student who struggled with writing until the teacher provided the option to create a graphic story, which blossomed into a beautiful and complex narrative. Or maybe it was a student who just couldn't seem to grasp fractions, until he created them by separating oranges into slices. Because of these kinds of experiences, the theory of multiple intelligences resonates with many educators. It supports what we all know to be true: A one-size-fits-all approach to education will invariably leave some students behind. However, the theory is also often misunderstood, which can lead to it being used interchangeably with learning styles or applying it in ways that can limit student potential. While the theory of multiple intelligences is a powerful way to think about learning, it’s also important to understand the research that supports it. Howard Gardner's Eight Intelligences The theory of multiple intelligences challenges the idea of a single IQ, where human beings have one central "computer" where intelligence is housed. Howard Gardner, the Harvard professor who originally proposed the theory, says that there are multiple types of human intelligence, each representing different ways of processing information: Verbal-linguistic intelligence refers to an individual's ability to analyze information and produce work that involves oral and written language, such as speeches, books, and emails. Logical-mathematical intelligence describes the ability to develop equations and proofs, make calculations, and solve abstract problems. Visual-spatial intelligence allows people to comprehend maps and other types of graphical information. Musical intelligence enables individuals to produce and make meaning of different types of sound. Naturalistic intelligence refers to the ability to identify and distinguish among different types of plants, animals, and weather formations found in the natural world. Bodily-kinesthetic intelligence entails using one's own body to create products or solve problems. Interpersonal intelligence reflects an ability to recognize and understand other people's moods, desires, motivations, and intentions. Intrapersonal intelligence refers to people's ability to recognize and assess those same characteristics within themselves. 

Source: www.edutopia.org 

Originally published: March 8, 2013 | Updated: April 9, 2015 

GREEN TEACHER You Can Do It: Taking Kids out of the Classroom

Extraído:http://greenteacher.com/you-can-do-it-taking-kids-out-of-the-classroom/ Danisa Rodríguez Green Teacher Education for Planet Earth Magazine Subscribe Advertise Contribute Books Webinars Contact Español Français You Can Do It: Taking Kids out of the Classroom by Green Teacher on July 5, 2016 MB Envirothon IMG_7240 Originally appears in the Summer 2016 issue After chaperoning the first day of The Wild Society's Young Naturalists Program, in which dozens of Kindergarten and first graders explored the forest around their school – discovering a raccoon latrine site and some stinging nettle – the executive director turned to me and said, “That's the hardest thing I've ever done in my life!” I smiled. While research is plentiful on the proven developmental and brain boosting benefits of play, nature exploration, and place-based education, it can be an intimidating endeavor to take a group of students out of the classroom and set them loose in the world. Opportunities for place-based learning are accessible to every teacher in every community – whether you have access to a multi-acre park or a crack in the sidewalk, an art museum or a grocery store. While educators have legitimate concerns about the logistics of engaging a group of students outside the classroom, this should not act as a deterrent. As a result of facilitating place-based educational experiences for over a decade – on farms, in forests, around town, and even at a wastewater treatment plant – here is my advice for educators who plan to take students out of the classroom. These time-tested strategies can create unforgettable educational experiences for students in a supportive learning environment. Please enter subscriber password to continue reading full article. Enter Password Submit To view the photo-rich magazine version, click here . If you are not already a subscriber, please subscribe to read the full article Mallory Primm is founder of Feather and Bone, LLC, a nature education consultancy, based on the west coast. While she works as a freelance educator during the school year, in the summer, Mallory is a Naturalist-Guide at Camp Denali and the North Face Lodge in Denali National Park in Alaska. Extraído:http://greenteacher.com/you-can-do-it-taking-kids-out-of-the-classroom/ Danisa Rodríguez