Worldwide Forum on Education and Culture December 2010

Sessions or Panel Proposals

Conference Theme: Uniting Cultures Through Education: Case Studies and Classroom Curriculum



Worldwide Forum on Education and Culture December 2010





1. No Charge for Extra Pillows: Degenderization and Androgynous Socialization



This could be a panel discussion on the role of professional women globally and the concept "Are Women Persons?"

This could also be a cross cultural curriculum discussion on how women studies are handled cross-culturally, and the challenge of androgynous socialization.

I have started this research and do teach androgynous socialization concept in a Women's Study Course.



Sociologically the gender distinction does not exist, and person is defined as an individual human being with reference to her or his social relationships and behavioral patterns as conditioned by that culture.



The purpose of this paper is to open the door for "Instructional" models for collaboration in virtual worlds. Such a topic would generate interest in virtual collaboration. We would note global diversity, similarity, belief, misconceptions based on culture, language, experience, biblical concepts.



Such a proposal could change the nature of how women's identity courses are taught, and the possible consideration if we should be teaching individual gender descriptive courses. After all, we teach women's courses; should we identify male gender courses globally or should we be teaching "androgynous socialization?" Part of the research and presentation process would be to send a questionnaire to various participants asking their thinking and concerns on the subject.





2. "Heart over Mind" vs Mind over Heart



This is an extension of the presentation at the Forum, December 2009, where the discussion of "Heart over Mind" was well received and mentioned throughout the Forum.



This presentation will focus on the pedagogy of teaching in both dimensions, and take into mind, that many professors are truly regulatory oriented as to requirements for their classes. Is this universal on a global basis? What are the advantages and disadvantages of both concepts? Is one way better than another? How do colleagues view these concepts" Are they action oriented or philosophically oriented - another conference, another "wordy" discussion?" Is this what we should be looking at in higher education? Should students have more free will, more self authority as they handle their individual responsibilities? Should there be a Montessori method to higher education?



I feel this is a topic, continually in-process. Certainly, it does matter when one is discussing physics or another is discussing the state of health care, or does it? Should the issues of ethics, above-board negotiations and under-the-table negotiations be brought into such classroom and online discussions?



Why are there issues of unethical behavior and actions among students as they reach "maturity?" Are we as educators "missing the boat?" Do we need more understanding of "heart over mind," or must we become more authoritarian through mind over heart?



This presentation on a global basis could lead to newer development of such curricula. Part of the research process will include questionnaires sent out to educators on a global basis.



This presenter would welcome panel members who have diverse and challenging views.



Caroline S. Westerhof, Ph.D.