“Education for Life” NGO has a philosophy based to raise awareness to all different educational and social agents through a holistic and internationalist education.
Our team of volunteers teachers are based on different multidisciplinary methodologies to improve consciousness among students, families, teachers, medias and institutions. In this sense, we believe educators should try to help in the process to achieve the Millennium Development Goals of the United Nations, because educational activity is a prospective act which should think about the future and, then, anticipate to him in order to be ready when it arrives. Therefore, education is not only a basic human right, but it is also an essential component of economic and social development, that is, it is the main resort and the greatest wealth that a country can have. It is clear that the sum of educated people in the same values of democracy and solidarity possible will open the possibility for social community changes.
Also, thinking in peace, poverty eradication and sustainable development can only be the result of equity, sprouted from the appreciation and respect for cultural diversity. This diversity is inherent in our holistic and internationalist education. Defining historical features of each one means understand the humanity common past from same ethnocultural trunks. It is urgent to restructure the international community through Global Citizenship Education for development, which supports the source of life and equity, and an antidote for all forms of social exclusion, poverty, racism and economic domination .
Knowing successive migratory flows that have been outlined on the face of the Earth throughout history, Global Citizenship Education should looking for humanist unity in difference, which means the acceptance of trans-culturalism: a phenomenon involving the coexistence of different cultures in one space. This situation demands a new ethic based on respect for different, and involves decision, political will, mobilize and organization of all educational stakeholders to enhance dynamic and critical thinking, which generate new ideas that promote economic and social development, aimed at creating a better world in the future.
The conclusion is clear: in a world where your coffee is Colombian, your beer from Belgium, the movies from United States, your car from Germany, where you listen British music, you have a Swiss Watch, and you use italian clothes, why call “foreign” to your neighbor?