The UNESCO Chair for Humanistic Education
The UNESCO Chair
On the initiative of Daniel Bar Eli, the general secretary of the Israeli committee of UNESCO, an official request to UNESCO International for the recognition of the Institute of Educational Thought, in light of its educational activities, was submitted.
In 2004 the Institute received permission from UNESCO International to activate the UNESCO Chair for Humanistic Education. The mandate calls for the development and diffusion of the values and principles of humanistic education in Israeli society in general and in the institutions for educating teachers in particular. This activity matches exactly those of the Institute of Educational Thought because they are motivated by the same objectives and principles: educational assistance and community building for needy public sectors, development of humanistic educational models in progressive or experimental schools, development of guidance programs and teachers’ training programs in the spirit of humanistic education, creating theoretical and practical study-discussion programs on the subjects, “What is the right education for Israeli society? Can education promote a good neighbor policy and peace in our area?
For a complete list of educational activities under the auspices of UNESCO see all the categories of the active channels of the Institute of Educational Thought.
The Center for Critical Pedagogy
This unit operated for years as one of the specializations in teacher education at Kibbutzim College and in the Informal Community Enrichment Programs. Recently it became a partner in the activity of the Institute for Educational Thought. The team includes Hagit Gur-Ziv, Galit Zalmanson and Gal Hermat. This year the Center for Critical Pedagogy focuses on the following activities: training teachers in elementary school education (in the framework of an oriented training class) in the spirit of critical pedagogy, operating an experimental - democratic kindergarten in Ashdod, developing a program for AKIM (Hebrew initials for Organization for Rehabilitation of the Intellectually Challenged) that includes encouraging people to be sympathetic to the intellectually challenged in the community where the educational activity takes place, guidance for the “Kedma” school in Jerusalem, founding a branch of the Jewish-Arab youth movement in a Jaffa community center, guiding activists for society change and advancing critical pedagogical ideas in various ways, such as the book, “Militarism and Education” and in holding conferences on critical pedagogy in the College.