Gandhi-Mandela-Freire Fellowship Programme
Self and Eco-Socio-Spiritual Transformation.
The Grounding of Peace, Reconciliation, Civic Engagement, Sustainability, Social Communication, Creative Regeneration and Engaged Spirituality in Compassion . Fostering Dialogical and Inclusive Community, Common Good and Eco-Socio-Spiritual Futures in Public and Private Spaces.
Jointly initiated by the Indian Social Institute, New Delhi, India and the Loyola Institute of Peace and International Relations, Kochi, India. The Indian Social Institute holds a Special Consultative Status with the Economic and Social Council of the United Nations. The fellowship has been further developed, nurtured and now based at the Multiversity Platform, Loyola Extension Services, a registered charity as well as the social lab and incubation centre of Loyola College of Social Sciences (LCSS), Thiruvananthapuram (Trivandrum), India. A (growing) number of like-minded institutions have offered moral support for this effort. (Note: This website belongs to the Multiversity Platform, Loyola Extension Services/LES Multiversity, Loyola College of Social Sciences, Thiruvananthapuram, India.)



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All of us are learners. (We 'learn' as we "teach". We "teach" as we 'learn'.)
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The whole world/universe is a 'learning field' and offer 'unstratified learning spaces'.
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The world world/universe is made up many learning ecologies. And In the ecology, there are numerous 'learning journeys'. They offer many 'learning encounters' (opportunities for learning). There is a level of indeterminacy in this, opening up opportunities for co-creation as well as alternative learning journeys.
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The learning ecology is a 'deeply interconnected/interdependent totality' and knowing/engaging it needs 'deep social immersion'.
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The learning ecologies, learning journeys and learning encounters offer many pathways to learn. (It cannot be totally captured by packaging knowledge as unilinear, silos in terms of 'courses' or disciplines. There are no disciplines in Nature.)
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All learning is co-creation between learners (learners appearing as learners, learners appearing as 'teachers').
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All learning space/process is an accompaniment and regenerative co-creation between learners.
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Learning ecologies offer many learning journeys or pathways. It offers the possibility and opportunity for innovative re-wiring, reaching marginalised, submerged, neglected, unknown realities (Encourages 'new neural pathways' too.)
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The above approach also critically focusses on the neglected/marginalised/forgotten/demonised foundational "roots education" of a 'eco-socio-spiritual being' -- the educational immersion covering such aspects philosophy, spirituality, meanings, virtues, values, peace, dialogue, art, compassion, and being.
