Marlene de Beer

13 Wittgenstein in van der Merwe, http://www.polylog.org/them/1.1/asp1-en.htm

Also see: Mogobe B. Ramose (1999) African Philosophy Through Ubuntu Harare: Mond Books; http://home.concepts-ict.nl/~kimmerle/Text4.htm ; http://www.polylog.org/them/2/fcs6-en.htm ; http://www.bu.edu/wcp/Papers/Afri/AfriLouw.htm ; http://www.arts.uwa.edu.au/MotsPluriels/MP798gb.html

14 Italics - verbatim quotations from transcribed interview with Prof Catherine Odora Hoppers, 28 November 2001, at the Project Literacy/ National Department of Education/ USAID Conference on the role of adult education in sustainable development: 27-29 November 2001, Johannesburg, South Africa.

15 de Beer, Marlene (12-13 June 2002). Methodology, Voice & Ownership in Qualitative PhD Research at the Irish Social Policy Association Postgraduate Conference, Jordanstown, University of Ulster, Northern Ireland.

de Beer, Marlene. (10-13 September 2003). A Seventh Moment Bricoleurship and Narrative Turn To Poetics in Educational Research. Paper presented at the British Educational Research Association, Research Student Symposium, Edinburgh, UK.

de Beer, Marlene (2003). Echoes of a Wounded African Healer, Journal of Critical Inquiry into Curriculum & Instruction (JCICI) special issue on Data Poems / Poetic Representation of Data. 5(2), 20-27.

16 de Beer, Marlene. (21 September 2002). In search of a heart for the complicated beast and his feastings: International organisations intervention in developing social cohesion through education--using poetry in qualitative education research. Paper presented at the 15th annual Conference on Women’s Studies: Beyond Sex and Gender? Centre for Women’s Studies, Queen’s University, Belfast, Northern Ireland.

17 This subtitle has been inspired by the following source: Emperors and Gladiator: Contenders in the new arena of Globilasation – a Global Symphony… www.upe.ac.za/faculties/economic/files/inaugural.doc

18 de Beer, Marlene. (9-10 May 2003) The Rhetoric & Politics of Social Cohesion Discourses. Presentation at the Fourth Essex Graduate Conference in Political Theory - ‘Rhetoric and Politics’, University of Essex, Colchester, UK.

19 de Beer, Marlene. (14-16 February 2003). Social cohesion and education: Reflections and implications for the lesbian community. Paper presented at the Lesbian Lives X Conference, Women's Education, Research and Resource Centre, University College Dublin, Ireland.

For example: Negotiations during 2001 with Citizenship education in Northern Ireland (NI) lead to the removal of the module on sexual orientation from the proposed curriculum. Integrating the responses of two respondents that has been involved with the CE curriculum process; the rationale seems to have been:

• 
  the confusion and misunderstanding surrounding interpreting /implementing Section 28 (a section retrospectively inserted in clause 28 of the UK local government act of 1986) (teaching about homosexuality in the classroom);
  
• 
  the general conservative nature of the Christian heterosexual community; and
  
• 
  the heterosexist and homophobic sentiments of influential political leaders.
  

Sexual orientation has consequently been removed from the proposed curriculum without 'any resistance' and without taking into account that sexual orientation is a Section 75 category within the NI Equality Scheme (NI Act 1998, Statutory Equality Obligations).

de Beer, Marlene (28-29 Nov 2003). A Personal & Political Bricolage of Poetics on Sexuality, Law & Policy, at the Thirty Years On: Sexuality, Law & Policy on the Island of Ireland. University of Ulster, Belfast.

20 www.waraffectedchildren.com ; also see Alan Smith & Tony, Vaux (2003). Education, Conflict and International Development. DFID Issues Paper. London: Department for International Development.

21 This also relates to the work of Catherine Odora Hoppers (2002), calling for the recognition of Indigenous knowledge and the integration of knowledge systems.

22 “Although precise links might be hard to demonstrate conclusively, arguably the logic of competitive individualism in the market could encourage greater violence, criminality, and family breakdown where neoliberal policies have prevailed.”

23 de beer, Marlene (23 March 2003). The Role of Women in Major World Organisations. Paper for the Association of Bahá'í Women’s International Women’s Day Celebrations at the Coleraine Leisure Centre, Northern Ireland.

de beer, Marlene (27 October 2002). The UN & You! What & How… . Presentation for the Association of Bahá'í Women’s UN day celebrations at the Coleraine Leisure Centre, Northern Ireland.

24 de beer, Marlene (10-12 April 2003). Education for Diversity: the Social Cohesion Challenge at the Educational Studies Association Ireland (ESAI) Annual Conference, St. Mary’s University College, Belfast, Northern Ireland.

25 Though, they do not specify these educational mechanisms and empirical evidence to support their claim is missing or weak, as we know education can, and as history has indicated, also work against these ideals...

26 see http://goto.bilkent.edu.tr/gunes/yinyang.htm

27 see http://www.un.org/WCAR/forlogo.htm

28 Reflected and integrated from: Stephen Heyneman, 2002, Marlene de Beer, 2001; Stephen Heyneman, 2000; Stephen Heyneman & Sonja Todoric-Bebic, 2000; European Committee for Social Cohesion, 2000; Heydt, 1999; UN Research Institute for Social Development, 1995; Fieldwork, observations and interviews (over an hundred) in South Africa, Bosnia and Herzegovina, Northern Ireland and UNESCO Paris.

29 Sharon Jeannotte (1997), Jane Jenson (1998), Paul Bernard (1999), Sharon Jeannotte (2000), Maureen Williams (2001), Dick Stanley (2002), Jane Jenson (2002) and Sharon Jeannotte, Dick Stanley, Ravi Pendakur, Bruce Jamieson, Maureen Williams, and Amanda Aizlewood (2002).

30 de Beer, Marlene (2003). Echoes of a Wounded African Healer, Journal of Critical Inquiry into Curriculum & Instruction (JCICI) special issue on Data Poems / Poetic Representation of Data. 5(2), 20-27

31 Adapted from Umberto Eco (1989, 3-4) ‘Foucault’s pendulum’. First taken out of the EdD thesis of Maria van Loggerenberg (1990) ‘The School in the tension-field between commonality and diversity’ [translation from Afrikaans])

32 also see http://www.oikos.org/mind&nature.htm

33 James Lovelock (2000)( 2nd ed.). The ages of Gaia: a biography of our living Earth. Oxford: Oxford University Press.

Mary Midgley (2001). Gaia: The next big idea.

http://www.morrigan.net/gaia-intl/mission.htm (15 Oct 2002) The Gaian movement is also deeply committed to communication and education or sustainable livelihood and quality of life.

34 New Renaissance magazine, 6(3): http://www.ru.org/artmulti.html

35 (1954/9) by William Golding. The moral is that the shape of a society must depend on the ethical nature of the individual and not on any political system however apparently logical or respectable.

36 (1945) by George Orwell

37 (1989), a film about Prof John Keating and his students. He urges them to "seize the day!"; to seek out their dreams and to believe in themselves. His teaching techniques are unconventional and appeal to the boys' imaginations.

38 (2001) with the leading character and Nobel Prize winner, John Nash.

39 (1995), Dangerous Minds is based on a true story (My Posse Don't Do Homework (Louanne Johnson) and cast included Michelle Pfeiffer.

40 Frank Hutchinson (1998) Education, Foresight and Global Citizenship: valuing the needs of present and future generations. New Renaissance magazine Vol. 8, No. 3: http://www.ru.org/83hutchi.html , [e-mail]

41 New Renaissance magazine Vol.1, No.4: http://www.ru.org/14educat.html

42 http://www.gurukul.edu/pubs_journal_homotantricus.php

43 http://www.unesco.org/education/wche/declaration.shtml

44 New Renaissance magazine Vol.6 No.3: http://www.ru.org/artquest.html

45 de Beer, Marlene. (18 October 2002). Spirituality, Sustainability and Education. Presentation for the Bahá'í Society at the University of Ulster.

46 Integrated from: Marcus Bussey (1998) Tantra as episteme: A pedagogy of the future, Futures, 30(8):815-29; http://nhe.gurukul.edu/education.html ; http://nhe.gurukul.edu/what.html ; http://nhe.gurukul.edu/arts.html ; http://www.kakapu.net/kids/neohumanism.htm ; http://nhe.gurukul.edu/values.html ; http://nhe.gurukul.edu/applied.htm ; http://nhe.gurukul.edu/magiccircle.html ; Marcus Bussey, A Trans-Disciplinary Approach http://nhe.gurukul.edu/trans.html; Marcus Bussey, Neo-Humanist Philosophy; Marcus Bussey; Homo Tantricus: Tantra as an Episteme for Future Generations http://www.gurukul.edu/pubs_journal_homotantricus.php ; Marcus Bussey is a writer and teacher who has taught for ten years in Neo-Humanist and alternative schools, he is currently coordinator of Neo-Humanist Education Australia. [e-mail] ; Example of a NHE Preschool Teacher's Training Programme In South Africa, by Erin Peterson, see http://www.kakapu.net/kids/reesearchintro.htm

47 They had several initiatives at the World Summit for Sustainable Development (2002) that I attended / observed, eg: UBUNTU: Awakening the Spirit of Humanity Project; a UBUNTUScope game; Living Values Educational Programme supported by UNESCO and funded by UNICEF; workshops on Spirituality and Valued Education for Sustainable Development; also see www.bkwsu.com

48 Focuses on values, ethics and loving education. Their main theme is Unity in Diversity and they also have a Social Cohesion Institute (27 Rutland Gate, London SW1 1PD. t: 020-7584 2566. f: 020-7584 9402. Email: [e-mail] , Daniel Wheatly; also see http://www.bahai.org.

49 www.wfdd.org.uk

50 www.templeofunderstanding.org / Tiffany Puett [e-mail]

51 Diana Williams - [e-mail] / [e-mail] /

52 www.homeforall.org.za/ Claire Wilson

53 de Beer, Marlene. (22-24 July 2002). Transpersonal Realities & New Leadership in Developing Social Cohesion Through Education: A South African Perspective. Paper presented at the First International Conference on Organisational Spirituality (2002). Theme: “Living Spirit: New Dimensions in Work and Learning”, University of Surrey, Guildford, UK.

54 For CBE see:

• 
  Schmidt-Wilk, J., Heaton, D. P., and Steingard. D. (2000). Higher Education for Higher Consciousness: Maharishi University of Management as a Model for Spirituality in Management Education. Journal of Management Education, Special Issue on Spirituality in Contemporary Work: Its Place, Space, and Role in Management Education, 24(5): 580–611.
  
• 
  Maharishi University Of Management. (1997). Summary of Scientific Research on the Transcendental Meditation® Programme Relevant to Education http://www.mum.edu/ed_dept/papers/ressum_frm.html
  
• 
  Grant, J.D., & Jones, H.J. (1998). The Significance of Pure Consciousness for Education. Modern Science Vedic Science, 8(1). http://www.mum.edu/ed_dept/papers/sigofpc_frm.html
  
• 
  Grant, J.D. (1998). A new educational paradigm for the new millennium – Consciousness-based education. Futures, 30(7):717-724.
  
• 
  Grant, J.D. (1999). Consciousness-Based Education: A Future of Higher Education in the New Millennium. University in Transformation: Global Perspectives on the Futures of the University, published by Greenwood Publishing Group. http://www.mum.edu/ed_dept/papers/cbe_grant.htm ^{(1 December 2001)}
  
• 
  Dillbeck, S.L. & Dillbeck, M.C. (1987). Consciousness-Based Education: Principles, Practice, and Research. Modern Science and Vedic Science, 1(4): 383–431. http://www.mum.edu/ed_dept/papers/cbeppr_all.html

  For ABLE activities see: www.able.org ; www.criminon.org ; www.narconon.org ; www.thewaytohappiness.org ; www.appliedscholastics.org ; www.studytechnology.org ; The Progressive Dismantling of a Workable Education System - Psychiatry Betraying & Drugging Children for Profit - http://www.cchr.org/children/eng/page07.htm

  
  

55 also see Marcus Bussey, Homo Tantricus: Tantra as an Episteme for Future Generations http://www.gurukul.edu/pubs_journal_homotantricus.php