The education system in Redento centers around the life-long process to maximize the self-fulfillment of its citizens through utilizing the institutional structures designed to enrich full potential of Redentorians and bring together the community of which each is a part in the nation. Within Redento, there is only one system of education, that being a formalized public system that ushers in the development of public schools. Children born into Redento are instructed to enroll in their local public school as it is a firm normative value that education is the source of empowerment for all people and regarded as a contingent entitlement. Each distinct groups of residents are encouraged to learn a plethora of subjects pertaining to courses that will allow them to think critically, foster reason, and have a desire for knowledge.
These classes are the instruments to each child’s future freedom. They are not to be limited to specific core classes, but rather the combination of knowledge that is evolved through both experience and acquired resources. Children will be exposed to a diverse range of ideals and backgrounds that even allow them to stress the importance of self-criticism as opposed to an education implemented of imposed innate ideas and principles. These subjects offered to children include the comprehension of the different groups who reside in Rendento, as well as the historical context of Zemia, establishment of various Zemian governments, and any desired vocational trade or attributes. It is through the wholesome educational experience that Redentorians can cultivate personal virtues and qualities that help to build a good and meaningful life.
An issue in Redento the lack of a core curriculum between its populations. This is due to the separation of its residents. These three distinct groups consisting of the Dinuit Tribes, Zemani Pilgrims, and Tempran farmers do not have an inclusive knowledge about one another. There is no common ground for children to undergo equality nor equity within their educational experiences in each group whether that be in the north, east, or west population groups. Our ideology supports the freedom for all people to partake in their regional autonomy. It is acknowledged by all three regional groups that there is room for improvement and that the individual liberties of the children in Redento are still to be protected under the security of the government leader and the Redentorian Council. Redento as a collective nation does not have any unification over civic education and its importance for personal progressions. The education sector will need to pursue to provide a basis for children to learn how to overcome differences, cooperate, and learn to relate to each other without being limited to the reproduction of a particular let of beliefs or set of consumers and workers. Education is the forthright that it is a power vested in all members this society with respect to autonomy that the purpose of education is to create opportunities of comprehension of alternative customs for sustainable development of freedom to apply critical reason and choices.
The Redentorian Council set to establish a policy in which all students from all areas of Redento get an equal opportunity for a proper education that encourages independent and critical thought, through the basis of a shared set of principles that honor the liberal approach to critical thinking and independent understanding. Therefore, the central government seeks to promote this new policy, Redento Renowned Education. This multicultural approach to education includes a mutual respect for everyone’s diverse cultural principles. To reflect the endorsement of these prime liberal principles, children under this policy will adhere to the following:
The curriculum, book information, and teaching methods in all levels of education should highlight the student’s capability to have critical literacy and autonomy to make informed decisions through the academia put forth in schools as a fundamental right to have access to knowledge that goes beyond dictatorship; providing the necessary means to develop a fruitions life that weighs evidence, undergoes enquiry and reason, and achieving an understanding of others.
Public schools in the nation that adopt the Redento Renowed Education policy are guaranteed an equal access to education.
Funding for this policy is provided by the tax revenue that is collected by the Redentorian central government.
The investment of incorporating an inclusive curriculum is to set a reminder to the people of Redento that having a limited central government to prove that the governance enacted is not to infringe on personal liberty, but it’s an expression of an option to encourage the route to have children have quality of education that highly permits the decision to learn and grow.
Each school in the Redento region is facilitated to teach the history of Zemia, the different national structures and their government in Zemia, and also introduce areas of vocation to encourage a full development of self and to live by the pursuit to freedom and desire of contentment.
Children will partake in this curriculum beginning at the age of 5 and ending 9 to go through a full understanding of how each area in Zemia operates and to come to a complete comprehensive knowledge on their various sets of beliefs and accustoms.
From 10 years old to 18 years old, the curriculum then shifts the focus to vocational studies to get students to see the future opportunities that await, that is if they choose to pursue any vocational development.
The Redentorian government offers additional schooling beyond the age of 18 which pertains to engaging in new ideas for the future of energy. This is optional and provides an opportunity for the individual(s) to draft, implement, and express their ideas.
References:
Fernandez, Christian, and Mikael Sundstrom. “Citizenship Education and Liberalism: A State of the Debate Analysis 1990–2010.” Studies in Philosophy and Education, vol. 30, no. 4, Springer Netherlands, 2011, pp. 363–84, https://doi.org/10.1007/s11217-011-9237-8.
Stallman, Janean (2003) "John Dewey's New Humanism and Liberal Education for the 21st Century," Education and Culture: Vol. 19 : Iss. 2, Article 4.
Ward, L.R. (2017, August 7). Theology & Liberal Education in John Dewey. The Imaginative Conservative. https://theimaginativeconservative.org/2017/08/theology-liberal-education-john-dewey-leo-ward.html
Created by: Alexandra Nera