Phase One

Engaging schools, teachers and students prior to the Heart-Mind Youth Dialogue on Oct 21.
1. Some Inquiry questions for educators to think about as you begin your work in this school year:
  • Imagine a school and classroom environment where everyone is happy, engaged and successful. What does that look like? 
  • What does it mean to educate the heart?
  • Why is this important? 
  • How can we balance educating the heart and mind throughout our schools, classrooms and communities? 
  • What will create classrooms and schools that will ensure all members of the school community are secure, engaged and kind?
  • How do we create a culture of trust that results in caring and secure relationships in our classrooms, schools and communities?  
  • Who needs to be involved in this work?
2. Inquiry questions to consider and study with students in September and early October:
  • Who is the Dalai Lama?
  • What are his universal values?
  • Why would you want to meet him?
  • What does it mean to educate the mind and the heart?
  • Why should I study the science of educating the heart?
  • What information might I need to study this?
  • How has kindness and compassion affected my life?
  • How has my heart been educated in school?
  • If I were to meet the Dalai Lama, what questions would I ask him?
To activate these questions in the classroom, use the resources found in Phase Three. Included are classroom strategies, research articles, stories, blogs and projects, and videos that can be used to at intermediate, middle and secondary levels. 

This resource is built around an inquiry model and represents the following broad definition of inquiry.

What is inquiry learning? 

Inquiry is more than just asking questions. Inquiry-based learning is a complex process where learners formulate questions, investigate to find answers, build new understandings, meanings and knowledge, and then communicate their learnings to others.

In schools and classrooms where educators emphasize inquiry-based learning, all learners are actively involved in solving authentic (real-life) problems within the context of the curriculum and/or community.

These powerful learning experiences engage both teachers and students deeply. Research suggests that inquiry-based learning increases learner creativity, independence, and problem solving skills, enhances teacher understanding and student achievement and through this, a sense of individual and group well being is created.