Page - 85 - in Reflective Cosmopolitanism - Educating towards inclusive communities through Philosophical Enquiry

HANADI (MANUAL) 85 Episode 7: From the pitch to the bridge Leading Idea 1: Reasons You can find resources on the concept of “reasons’ in the manual to Tina & Amir, epi- sode 2, leading idea 1, discussion plan “reasons for decision-making”; in the manual to Ella, episode 2, leading idea 6, which includes several discussion plans and exercises on hypothetical reasoning; in Hanadi, episode 3, leading idea 2 “correlation, causes, rea- sons”, exercises on cause, effect and reasons; and Christian episode 3, leading idea 2 “good reasons”, exercises on judging reasons. Leading Idea 2: Traditions and customs You can find resources on the concept of “traditions” in the manual to Hanadi, episode 5, leading idea 2, discussion plans exercises and activities; and the manual to Christian episode 9, leading idea 1 “Rites, customs and ceremonies”, discussion plans and exer- cise; and in the manual to www.whatsyourname.you, episode 3, leading idea 4 “Loyalty toward traditions”, discussion plan “culture and traditions”. Leading Idea 3: Looking for alternatives In this episode, Jose (and later Hanadi) try to understand the traditions, and then Elena and Danilo start giving alternatives (I’ll take a shower at home; only the captains should jump from the bridge, etc.) The search for alternatives requires an ability related to crea- tive and divergent thinking - thought aimed at new meaning. This new meaning is diffe- rent from the usual, generalized meaning in a given society. For that reason, the search for alternatives is based on imagination and fueled by different points of view and angles within a research community. It is also an ability aimed at looking for new meanings and solutions. It is thus an important tool in the world of education in dealing with themes of diversity and cosmopolitanism because, by recognizing and looking for alternatives to our own way of seeing things and acting, we are more open to the Other’s points of view and behavior (the Other acts and sees things differently due to origin or culture). Being in the position to look for alternatives helps us clarify our own ideas and be more open to other’s ideas. It also helps in stating what we find acceptable or unacceptable in our own behavior and in the Other’s behavior. Exercising this ability aids us not only in fin- ding the best way of doing things, but also in looking for solutions to a problem without using the usual options. Activity/Exercise: What is it used for? There is a classic and very simple game we can play in order to introduce the topic. A member of the group takes an object, a pencil for example and says: “I use the pencil for writing” (and mimes writing). The student then passes the pencil on to the person on his right. This student has to find another use for the pencil without repeating any of the previous uses (e.g. using the pencil as a moustache and putting on his upper lip). The pencil keeps going round and every student must find a new use for it. The game can also be played with other objects.