Curriculum · Bachelor of PedagogyDescription of academic subjects
Fighting shoulder to shoulder with the Poor
[FWP] Hours: 400 ECTS: 16 Exam: in 1st Yr
Study modules in the 1st year (400 hours).
Why we study this subject
The reason for this subject, or anchor theme, is the ACHILLES’ HEEL. The Earth is one of more planets in this solar system. It is habitable for our species and many more. The history of mankind has reached a state which looks and feels like a critical mass of massive problems.
Among these, “The Poor” – people who are forced to live under the poverty line, due to circumstances beyond their control – occupy a kind of prominent position, meaning that without reorganising the global society so as to include The Poor into a state of prosperity, the critical mass of massive problems might threaten the whole of mankind.
We are talking extinction here. That is what “Fighting with The Poor”, unveiled and frankly spoken, means to our species. It is certainly not the Earth that is threatened with extinction. Mankind is.
“Fighting with The Poor” means to win. There is no alternative. The teacher, fresh from DNS, will have learned about this matter, maybe taken their stand, and will as a consequence probably bring it on. The clash of futures between the rich and the poor is the true Achilles’ heel of mankind, and thus a justified reason for this anchor theme.
In the modules, students will:
- learn about economic development, community work, social work and different methods of organising people
- put into practice community work, social work and social justice work as an active partner
- respond to the needs in unison with the Poor
More about the subject
The conditions of The Poor amount to a destructive force, creating more Poor, while reasons for this are recreated daily by global marauders. The core subject which has social justice at its heart, is what we call the anchor theme “Fighting Shoulder to Shoulder with The Poor”.
In spite of efforts from many institutions (which will also be studied), lack of nutrition, lots of disease and constant conflicts remain the order of the day for The Poor.
Designing a new strategy, including fresh running water, nutritious food, basic security, true housing, waste systems, quality transport systems and free and universal healthcare, has become a must. Creating a commercial sector which produces all essential goods and services must become an infrastructural part of developing nations, nations that house The Poor.
Nothing to lose
The Poor have nothing, and have nothing to lose; The Poor have no visible possibilities for a future, often resulting in no concern for the present. The core subject allows for investigations into terrorism, possibly caused in part by belonging to The Poor (No Future, No Concern); into the theories of Free Trade, Free Enterprise for Freedom, the three sisters of capitalism, and into the idea that the true battle for the future of mankind is the fight of The Poor.
Thus, the anchor theme is concerned with The Poor as a political entity or, to phrase it with unusual clarity, with The Poor without a future as being the most dangerous people of the world.
The concerns center around the question of whether The Poor will do something, nothing or anything to get a future. The Poor of course consists of many youth. Youth without a future experience a robbery of what they hold dearest: liberty, freedom, work, training, funding for financing its future. The anchor theme will allow for studying the issues of a disenfranchised youth. The Poor youth probably does not speculate in free trade and open markets, or does it?
This anchor theme takes on Fighting with The Poor from a political angle; as a part of a globalisation run amok, or as a part of another kind of globalisation that alone can provide for prosperity, also for The Poor.
Epistemology is one of the subject our students come across at our Teacher Training College. Why should a teacher learn about Epistemology, and what is the connection between this discipline and education?
The Earth is changing; our environment is dying. If one of the primary roles of education is to equip people with the knowledge to make a positive difference in society, why is Planet Protection most often not included in schools’ curricula? Why is it regarded as something individual activists need to take care of?
is blended with hands-on experiences.
We emphasise a learning by doing approach
and practice community living.
Our aim is to train progressive teachers who can respond to the challenges of our time.
- The Teacher and the School of the 21st Century
- The Pedagogy of OWU and DNS
- The Science of the Doctrine of the Modern Method
- Open Future
- Teaching Practice
- The African Continent
- Contemporary Europe
- Big issues of Our Time
- The Future of Europe
- Fighting With the Poor
- The World of Politics
Nature & Technique
- Mastering the Material World
- Horticulture · Good cooking
- Lifestyle Sustainability
- The History of the World
- The World of Arts
- Mastering Languages
Media & Communication
- Bringing it to the Public
- Bachelor Monograph