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The idea of 'better futures' has puzzled me. 'Better' compared to what? Shouldn't we be imagining the futures we would like to have and work towards designing / achieving those futures? And who is going to be part of this process of 'transformative / future making education'? 

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The idea of 'better futures' has puzzled me. 'Better' compared to what? Shouldn't we be imagining the futures we would like to have and work towards designing / achieving those futures? And who is going to be part of this process of 'transformative / future making education'? 

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So how do we show the complexity of individuals in our research while at the same time being able to "label" or find individuals in the system?

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Better as in more equal, in sync with nature/the world, and less self centered maybe? 

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Better as in more equal, in sync with nature/the world, and less self centered maybe? 

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I like the world and living in it but there is definitely room for improvement [Im not one of the authors, just to be sure]

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The tensions you talk about in the context of utopian methodology are very interesting. For example, we experience the tension between critique and construction ourselves, even in educational design (which is not that utopian, of course). Utopia is complex ;). How can one give students the space to question and reflect?  (not so much q & a, but question for thought) (Alexa)

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A comment concerning the question on transformative education actors: the core issue is to promote a dialogical approach that in principle does not exclude any actor. For the time being the point is: why is formal education so little "situated" in its territorial context? [Alessio Surian]

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A comment concerning the question on transformative education actors: the core issue is to promote a dialogical approach that in principle does not exclude any actor. For the time being the point is: why is formal education so little "situated" in its territorial context? [Alessio Surian]

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Thank you Athina, what can formal education learn from XR approach and activities? [Alessio Surian]

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Thank you Athina, what can formal education learn from XR approach and activities? [Alessio Surian]

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Exactly, I was thinking of the same question (Alfredo)

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Exactly, I was thinking of the same question (Alfredo)

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Let me rephrase an answer to the question of "better futures"; let's start for an education that allows for the possibility of having a future at all! If human civilization continues in the direction it is headed, there may be no future at all! So, let's start for an education that not just "talks" bout what you need to have for a better future, but which engages itself to ensure that there is such a future to begin with (Alfredo)

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Let me rephrase an answer to the question of "better futures"; let's start for an education that allows for the possibility of having a future at all! If human civilization continues in the direction it is headed, there may be no future at all! So, let's start for an education that not just "talks" bout what you need to have for a better future, but which engages itself to ensure that there is such a future to begin with (Alfredo)

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In my view, one thing XR does is act based on the knowledge we have. This is more in line with educative principles than ignoring the knowledge we have (Alfredo)

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In my view, one thing XR does is act based on the knowledge we have. This is more in line with educative principles than ignoring the knowledge we have (Alfredo)

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Future:a way to "monitor" educational approaches to current crises is the capacity of educational programmes to trigger awareness and discussions about probable vs DESIRABLE futures; and to include decision making activities, for example participatory budget process

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Future:a way to "monitor" educational approaches to current crises is the capacity of educational programmes to trigger awareness and discussions about probable vs DESIRABLE futures; and to include decision making activities, for example participatory budget process

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Do I understand correctly that you mean that we are all normative and that we are in a system where we often ignore the norm since we are in it? So that in that sense we could revise the norm only by going back to the question what the norm is at the moment?

For example what Bista is doing at the moment? Where is education for, what is the meaning of a diploma? Shouldn't we be more louder that the societal 'norm' in education should maybe change? Less focus on degree's etc...

Or did I just project all my thought on what you said :)

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I think your take on Sangeeta's line of thought is right, but Sangeeta can react (Alfredo)

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I think your take on Sangeeta's line of thought is right, but Sangeeta can react (Alfredo)