{"id":3127076,"date":"2015-06-01T00:22:53","date_gmt":"2015-06-01T04:22:53","guid":{"rendered":"https:\/\/www.friendsjournal.org\/book\/mtaala-wa-watu-kwa-dunia\/"},"modified":"2015-06-01T00:22:53","modified_gmt":"2015-06-01T04:22:53","slug":"mtaala-wa-watu-kwa-dunia","status":"publish","type":"fpb_book","link":"https:\/\/www.friendsjournal.org\/sw\/book\/mtaala-wa-watu-kwa-dunia\/","title":{"rendered":"Mtaala wa Watu kwa Dunia"},"content":{"rendered":"<h3><b><i><img loading=\"lazy\" decoding=\"async\" class=\"alignright size-full wp-image-3018634\" src=\"https:\/\/www.friendsjournal.org\/wp-content\/uploads\/2015\/06\/Amazon_com__A_People_s_Curriculum_for_the_Earth__Teaching_About_the_Environmental_Crisis__9780942961577___Rethinking_Schools__Bill_Bigelow__Tim_Swinehart__Books.jpg\" alt=\"Amazon_com__Mtaala_wa_wa_wa_Dunia__Kufundisha_Kuhusu_Mgogoro_wa_Mazingira__9780942961577_Shule_za_Kufikiria_Upya__Bill_Bigelow__Tim_Swinehart__Books\" width=\"259\" height=\"334\" srcset=\"https:\/\/www.friendsjournal.org\/wp-content\/uploads\/2015\/06\/Amazon_com__A_People_s_Curriculum_for_the_Earth__Teaching_About_the_Environmental_Crisis__9780942961577___Rethinking_Schools__Bill_Bigelow__Tim_Swinehart__Books.jpg 259w, https:\/\/www.friendsjournal.org\/wp-content\/uploads\/2015\/06\/Amazon_com__A_People_s_Curriculum_for_the_Earth__Teaching_About_the_Environmental_Crisis__9780942961577___Rethinking_Schools__Bill_Bigelow__Tim_Swinehart__Books-233x300.jpg 233w\" sizes=\"auto, (max-width: 259px) 100vw, 259px\" \/>Imehaririwa na Bill Bigelow na Tim Swinehart. Rethinking Schools, 2014. 397 pages. $ 24.95 \/ karatasi.   <\/i><\/b><\/h3>\n<a href=\"https:\/\/www.amazon.com\/Peoples-Curriculum-Earth-Teaching-Environmental\/dp\/0942961579\/\" class=\"woo-sc-button  custom\" style=\"background:;border-color:\"><span class=\"woo-\">Nunua kwenye FJ Amazon Store<\/span><\/a>\n<p>Nilipokuwa nikizama katika <i>Mtaala wa Watu kwa Dunia<\/i> , nilijiuliza ningepata nini: je, ningesoma kuhusu mipango ya somo la shule ya upili, usemi uliozoeleka wa mabadiliko ya hali ya hewa, au kuhusu mazingira kwa wanafunzi wa shule ya awali? Je, itakuwa ya manufaa kwa Marafiki? <\/p>\n<p>Nilishangazwa, kuguswa moyo, na kufurahishwa na upana na kina cha kitabu hiki, na hazina zilizomo. Imejazwa na sauti za zaidi ya walimu 50 waliojitolea na wenye ari; makala kutoka kwa wanaharakati na wataalam mbalimbali; mawazo ya kufundisha; tani za rasilimali; na uelewa wa wazi wa uhusiano kati ya hali ya hewa, haki, uchumi, nguvu, na elimu. Hapa kuna hazina chache za nasibu: dhana ya &#8221;hatia yenye sumu&#8221; -wakati kemikali huingia kwenye miili yetu bila idhini yetu; alama ya kaboni ya ajabu ya vita vya kisasa; hadithi ya wanafunzi wa Yup&#8217;ik huko Alaska kuunda video fupi za msingi za kuelimisha walimu wa shule ya awali; tafakari ya somo kutoka kwa tasnia ya makaa ya mawe ambapo wanafunzi huchimba chipsi za chokoleti kutoka kwa vidakuzi.  <\/p>\n<p><i>Mtaala wa Watu<\/i> unajumuisha sehemu za kuweka msingi mafundisho yetu, kukabiliana na machafuko ya hali ya hewa, nishati ya visukuku, sumu, nishati ya nyuklia, na chakula na kilimo. Katika kila sehemu, kuna sehemu za usuli, maelezo ya kile walimu wamefanya katika madarasa yao, na nyenzo za kufundishia. Ingawa nyenzo nyingi zinalenga wanafunzi wa shule ya upili, anuwai kamili ya umri inawakilishwa, na madarasa tunayotembelea yanaonyesha safu tofauti za vijana, wengi kutoka kwa familia za kipato cha chini na wachache. Kuna vifungu vya kusaidia watoto wa shule ya mapema kukuza utambulisho wa ikolojia; kutumia buibui bustani badala ya mtaala wa sayansi ya makopo na watoto wahamiaji wa darasa la tatu; kuunda kitengo cha data na takwimu za daraja la tano kuhusu maji, ikijumuisha masuala ya umiliki, ufikiaji na bei; na uchunguzi wa kina wa mzunguko wa kaboni kama njia ya wanafunzi wa shule ya kati katika jumuiya ya kihafidhina kujifunza sayansi inayohusiana na mabadiliko ya hali ya hewa. Ingawa lengo ni shule, maudhui mengi yanaweza kutafsiri kwa kundi lolote la watu wazima wanaotafuta uelewa zaidi wa masuala haya.    <\/p>\n<p>Nilivutiwa na mada kadhaa kubwa zinazojirudia. Kwanza ni dhamira ya wahariri kukumbuka kuwa kila kitu kimeunganishwa. Huwezi kufundisha kuhusu mazingira sawa na sayansi; huwezi kuifundisha kama masomo ya kijamii. Huwezi kutenganisha uharibifu wa ikolojia na mifumo ya kiuchumi au udhalimu. Huwezi kutoa suluhu za kibinafsi kwa tatizo ambalo ni la kijamii sana. Van Jones anazungumzia miunganisho hii katika insha ya ufunguzi: &#8221;Mzizi wa tatizo hili, kwa maoni yangu, ni wazo la utupwaji wenyewe &#8230; Hatuna rasilimali zinazoweza kutupwa. Hatuna spishi zinazoweza kutupwa. Na hatuna watu wa kutupwa. Hatuna sayari ya kutupa, na hatuna watoto wote wa kutupwa.&#8221;     <\/p>\n<p>Nyingine ni jinsi mtaala wetu wa kawaida wa shule unavyotuacha hatujui kusoma na kuandika ikolojia. Mengi ya yale tunayosikia huko ni ukimya wa mwangwi, na kwamba ndani ya madarasa kwa ujumla yamefungwa kutoka kwa mazingira yanayowazunguka. Vitabu vya kiada vya historia havina nyenzo yoyote juu ya uhusiano wetu wa kihistoria na maumbile. Je, anauliza mhariri mwenza Bill Bigelow, tunawezaje kuzungumzia viwanda vilivyokua kando ya mito ya New England kama mifano ya ustadi wa Yankee na ujasiriamali bila hata kutaja jukumu la maji, na jinsi yalivyoboreshwa katika mchakato huo? &#8221;Tunapokosa kufundishwa kuelewa uhusiano wa karibu na wa kimsingi kati ya watu na mazingira katika historia ya taifa letu, haipaswi kushangaza kwamba tunatatizika kufanya miunganisho kama hii leo,&#8221; anaandika. Ujuzi wa ikolojia, kinyume chake, ungetutahadharisha kuhusu muunganisho wa maisha, na kwenda zaidi ya utafiti wa asili hadi kukuza hisia ya mahali na kuhoji baadhi ya dhana za msingi za jamii ya kisasa\u2014maendeleo, uhuru wa mtu binafsi, ukuaji, mali ya kibinafsi.     <\/p>\n<p>Walimu hawa wanajali sana kuwasaidia wanafunzi sio tu kuelewa shida ya mazingira kiakili, lakini kutafuta na kudai nafasi yao kuhusiana nayo. Wamegundua kwamba, ili kuhusiana na jinsi mabadiliko ya hali ya hewa yanavyoathiri watu wengine na viumbe, wanafunzi wanahitaji nafasi ya kusimulia hadithi zao wenyewe za upendo na hasara. \u201cZilikuwa hadithi za maisha yao wenyewe,\u201d asema Bigelow, \u201czilizojenga msingi wa uhusiano wa kina kati ya &#8216;sisi&#8217; na &#8216;wao.&#8217; Ilikuwa kana kwamba, baada ya kusikia hadithi za kila mmoja za uhusiano na hasara, wanafunzi walijisemea, &#8216;Hivi ndivyo inavyopaswa kuwa kupoteza ardhi na njia yako ya maisha.&#8217;  <\/p>\n<p>Ingawa si mtaala wa kawaida, kuna maelezo ya kina ya shughuli kadhaa ambazo kikundi cha wanafunzi kinaweza kuchukua ili kupata uelewa wa kina wa wachezaji wanaounganishwa na nguvu zinazohusika katika mabadiliko ya hali ya hewa. Kipenzi kimoja ni kichanganyaji, ambapo kila mtu hupewa kitambulisho pamoja na maelezo fulani ya usuli, na kupewa maswali ya kuwauliza wengine. Hii ni muhimu sana katika kusikia hadithi za watu kutoka sehemu mbalimbali ambao wanaweza kupata tukio au mwelekeo kwa njia tofauti sana. Nyingine ni igizo dhima la kupanuliwa la kesi au kusikilizwa, ambapo watu hupewa majukumu tofauti na kutakiwa kutetea kundi lao au kueleza msimamo wao. Hii inaruhusu majadiliano ya kuhusika na yenye kuchochea fikira ya maswali kama vile ni nani anayelaumiwa zaidi kwa kumwagika kwa mafuta ya BP, au vyakula vilivyobadilishwa vinasaba vinapaswa kudhibitiwa vipi kimataifa?    <\/p>\n<p>Mojawapo ya nguvu kuu za <i>Mtaala wa Watu kwa Dunia<\/i> ni dirisha ambalo hutoa katika maisha ya vijana wetu. Ni wazi wako tayari kuelewa ulimwengu wao na kujihusisha nao. Lakini shule nyingi huwapa fursa chache sana za kufanya hivi, na ufundishaji wa ubunifu ni muhimu. Katika insha ya mapema, mwanaharakati wa Quaker na mwanasayansi Sandra Steingraber anabainisha sauti ya maangamizi na giza ya vitabu vingi vya watu wazima kuhusu ongezeko la joto duniani, kama inavyotofautishwa na fasihi ya watoto ambapo watu wanafanya kazi kwa bidii pamoja kutatua tatizo kubwa\u2014na kufurahia tukio hilo kuu. Iwe vitabu kama hivyo ni vya kweli, yeye hawezi kutilia shaka kwamba \u201cmawazo yasiyofaa ambayo yanawapata watu wazima wengi lakini karibu hakuna watoto ni sehemu kubwa ya kile kinachotuzuia kuacha treni ya ongezeko la joto duniani ambayo sasa imeondoka kituoni.\u201d Kitabu hiki kinaweza kufanya mengi kutusaidia sisi sote kujifunza kutoka kwa watoto, na kudumisha katika maisha yetu wenyewe uwiano kati ya dhuluma na matumaini ambayo walimu hawa wanajitahidi kuweka katika madarasa yao.     <\/p>\n<p>Hiki ni kitabu ambacho kinahusiana sana na maadili na wasiwasi wa Quaker. Ningependekeza kwa mtu yeyote anayejishughulisha na ufundishaji wa aina yoyote, kwa kila shule ya Marafiki, na kwa watu wa rika zote ambao wangependa kusaidiana kukua katika uwezo wao wa kuelewa mabadiliko ya hali ya hewa na kuchukua hatua mbele yake. <\/p>\n","protected":false},"author":3,"featured_media":3076390,"comment_status":"open","ping_status":"closed","template":"","categories":[9920,9944],"fpb_issue_category":[10190],"class_list":["post-3127076","fpb_book","type-fpb_book","status-publish","has-post-thumbnail","hentry","category-mapitio-ya-kitabu-cha-quaker","category-vitabu-vya-juni-julai-2015","fpb_issue_category-juni-julai-2015-wanaharakati-dhidi-ya-mystics-dhidi-ya-pragmatists"],"yoast_head":"<!-- This site is optimized with the Yoast SEO plugin v27.7 - https:\/\/yoast.com\/product\/yoast-seo-wordpress\/ -->\n<title>Mtaala wa Watu kwa Dunia - Friends Journal<\/title>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/www.friendsjournal.org\/sw\/book\/mtaala-wa-watu-kwa-dunia\/\" \/>\n<meta property=\"og:locale\" content=\"sw_KE\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"Mtaala wa Watu kwa Dunia - Friends Journal\" \/>\n<meta property=\"og:description\" content=\"Imehaririwa na Bill Bigelow na Tim Swinehart. 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