by Kazzandra Ysabel Baysa

I fiddle with the three rings in my hand as three personas grace me with their presence.

“Tell me, what is the kind of learning that you consider as most important?” the words roll of my tongue as the question resonates within the four corners of my cream clad walls.

“What kind of learning must I choose to grow up in the Earth we live in?”

A smooth and formal voice echoes professionalism as my attention falls upon her sturdy frame.

“Intelligence, logic, and mental prowess, nothing beats the power of the mind,” said Knowledge as she lifts her thinly framed glasses. A small smile forms in my lips as I smell the disagreement within the air.

“I beg to differ,” expressed a vibrant voice, it was Feeling, “it is still, and always will be the attitude, the values, and the psychological growth that governs over the co-existence of humans.”

Knowledge furrows her brows in disagreement. But in her silence, Feeling knew he has made a point. It was demeanor against intellect, and they were both standing on even scales. But those scales were tipped off balance as another existence proved its necessity.

“What is intelligence without application, and what is psychosocial growth without engagement?” Action raises both his fist and voice for emphasis, “at the end of the day, performance matters more than Knowledge and Feeling combined.”

“But does it?”

The scales were tipping to his favor – but it was my slender hand that put it back in place.

“And how can you engage when you lack the social capacity?” all eyes were on me as my silk voice makes it through their confusion, “how can you apply the knowledge that you have not learned?”

So what really is the most important learning one can have? Their eyes were begging for the answer, their hearts were begging for acknowledgement.

“So yes, the most important learning one can have is that of the cognitive domain,” I smile at Knowledge as I hand her one of the rings I’ve been toying with as both Feeling and Action reflect hidden frowns.

How clueless of them to think only Knowledge deserves recognition.

“That of the socio-emotional,” I turn to Feeling and hand him my second ring, until finally I meet Action’s eyes and hand him my last symbol of recognition, “and that of the behavioural.”

 I laugh, amused by their shocked and confused expressions.

“You are all necessary, so why must you be ranked when you exist to co-exist?” they look at each other as I smile fondly, emphasizing the importance of not only one, but all of them.

“Why must I only choose one, when I can choose all of you?”

And that is exactly what the Global Citizenship Education (GCED) aims to emphasize in each and every student’s education. GCED targets the empowerment of learners of all ages to identify their duty not only in their community but in this world that they live in. With this insight, the learner will grow up to be a globally aware and globally responsible citizen that will uphold inclusive and secure societies.

With this objective in mind, GCED relies on the three domains of learning. The cognitive, socio-emotional, and behavioural domains serves as the pillars in which the key learning outcomes, attributes, topics and learning objectives are based on.

With the three domains connected and applied altogether, GCED is also guided by the Education 2030 Agenda and Framework for Action. And so I reiterate: there is no such thing as most important in the learning domains. In growth and learning, everything is a necessity and a priority, not just an option.

The backbone of UNESCO’s Education 2030 relies on Target 4.7 of the Sustainable Development Goals. This prioritizes the learners’ provision of “knowledge and skills to promote sustainable development and lifestyles, human rights, gender equality, promotion of peace, global citizenship, and appreciation of cultural diversity.”

With this objective in mind, our youth would grow up to a society with the norms that respects, understands, and values all, regardless of nationality, religion, physical appearance, gender and gender orientation. They will not have to face judgemental eyes that pierce their souls. They will not have to swallow insults and opinions that were made to sound normal and factual. They will wake up to peaceful and tolerant communities that will be open to their strengths and skills and accept their flaws and weaknesses.

And the community that they wake up to, will also be the community that they have built.

According to the UN’s Global Education First Initiative, “it is not enough for education to produce individuals who can read, write, and count.” Education must also account for life skills and lessons, for it is good to be knowledgeable about the pages of our books, but nothing can deny the value about one’s wisdom in handling the experiences life tosses at our feet.

And so I trifle with the plain thread laced around my fingers.

 “You see, Knowledge, Action, and Feeling all stand in a balanced scale,” I unlace the thin thread as all three personas approach me, ring in hand, “Each and every one of you has always been necessary to bring me to my destination.”

They slip each ring to my thread, allowing their weight to fall in my hands.

“Peace, success,” they tie the handmade necklace around my neck as they beam at me with pride, “and equality.”

“Then, you’re ready,” they all say in unison, “we are your tools.”

I feel their hands on my back as I glow, hearing their last words before I soar up and above, further than I ever have.

“Use us wisely.”

And I wake.

I wake to the smell of delicious breakfast and the sound of laughter by the living room. I wake to the singing just outside my house, with clasped colored hands and dancing feet.

I wake to the future that was once implausible, I wake to the future built by steady hands, warm hearts, bright minds, and the change brought by GCED.

Alas, it was a wonderful morning.

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