WMG STATEMENT at the 7th Multi-stakeholder Forum on Science, Technology and Innovation for SDGs

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7th Multi-stakeholder Forum on Science, Technology and Innovation for the Sustainable Development Goals

Thu 05 May 2022, 9.00 am — Fri 06 May 2022, 6.00 pm

Friday, May 6th

Special Event 3: Supporting national capacities and the Partnership in Action for STI4SDG roadmaps

SPECIAL EVENT

12:15 PM-1:15 PM

[STATEMENT}

WMG Statement 

Gihan Soliman, BA, PGCE, MSc, RSci, Soil Sci

International-Curricula Educators Association

Presented at the 7th Multi-stakeholder Forum on Science, Technology and Innovation for the Sustainable Development Goals

www.icea-global.org

03/05/22

As we look forward to fully recover from COVID 19; thanks to the advances in science, technology, and innovation (STI), we also worry about the injustice STI brings to the table. Technology has surely enhanced human performance to an unprecedented level yet intensified inequality among individuals and nations. The pandemic exposed such paradoxes in the uneven distribution of vaccine and medication, for one. In fact, the year 2021, witnessed three STI paradigm shifts in the human history, introducing boundless opportunities as well as fears for the future beyond Covid 19; 1) the STI-triggered emergence of a self-replicating xenobot [1], 2) the ‘Human Augmentation’ thinkpiece [2] published by the UK Defence and Military, accepting that technology is a form of evolutionary Selection resulting in an ‘augmented’ existence of the human kind comprising physical, biological as well as socioeconomic dimensions [3][4][5]; 3) and finally, the issuance of the first 1-12 AI curriculum by the UNESCO [6], marking a significant adjustment of the educational system to accommodate our relationship to machines. Despite the improved overall capacity [7], our interaction with technology is generally mediated by a global economic system deeply rooted in Neoliberalism: cut-throat competition and inequality among people, genders, age-groups, and nations. Responses [8] include, but not limited to, a) Transformative education and interdisciplinary research, assessing the environmental and socioeconomic implications of the ever-evolving human-machine symbiosis; b) Media literacy (and indeed democracy). c) Incentivising STIs solutions that boost synergies among people, species, genders, and nations and empowering indigenous women, in harmony with the dynamics of nature. d) Weighing opportunities against risks as we evaluate nature-based solutions against massive-scale industrialisation and reliance on automation. Without systemic change and active involvement of all stakeholders, structural inequalities and human rights violations will continue to shape our post-pandemic world.

Full document and Reference List

Soil Solutions for Climate Change - Workshop

Scientist, Permaculture Association Trustee and an award-winning educator Gihan Soliman presents a fascinating workshop entitled Soil Solutions to Climate Change: The Systematic links between Food Production and Climate Change.


The workshop will explore the systematic and historic links between agriculture and the current crisis of biodiversity loss and climate change. Individual and community solutions for growing the future - in abundance, will be explored with a practical guide to soil fertility for food production and conservation of nature. The workshop will tap on some case studies for further illustration and will be concluded by a call for joint action.






Permaculture Scotland Gathering 2019

The magic of a "frozen heart"! - an educational perspective

I'm writing today about the influential/educational messages in "Frozen"; the Disney animation which has captivated the hearts of little girls all around the world. Those who became infatuated by the magical powers of ice-manipulation; the "..beautiful, powerful, dangerous and cold"!

The story is of two little princesses born to the noble king and queen of Arendelle. The elder princess Elsa is born with the amazing power of manipulating ice. Elsa doesn't know how to control such power and finds herself hurting her sister, so she gets instructed by her parents and the forest "trolls" to conceal those powers, forget about them, and somehow, to stay away from Anna, who has magically been made to forget those powers, while holding on to the good memories of playing in ice and building a "snowman" with Elsa! As Elsa tries to conceal the powers, she locks her sister out in agony. They both suffer the loneliness for years, especially when the mom and dad have died in the sea. Desperate for light, love, and attention, Anna breaks free on the day of coronation and falls foolishly for Prince Hans who turned out later to be a psychopath. The situation explodes in few hours after Elsa manages - with great difficulty, to keep her powers concealed, and she eventually sets her magic free to the astonishment of everyone, and mostly of her sister. Elsa runs away thinking she's saving the kingdom but Anna doesn't give up on her sister and goes out bravely to find her. Anna gets hurt again by her sister's powers and had to be saved by an "act of true love". The act of true love was not a unilateral kissing action of some male prince, as would traditionally be expected, but an interactive glowing flame of love between the two amazing sisters. Some suggested it's some sort of "self-salvation" (and it surely is in a sense) but limiting it to that is missing a point. The final embrace between Elsa and the frozen body of Anna is an illustration of what they've actually done for each other throughout the story. Hasn't Elsa sacrificed herself and happiness for Anna by the very act of alienation?

An unusual pattern of "true love" which saves the 'beautiful princess' from the curse of death by a frozen heart, and brings her back to life. The act of true love here is not like the one 'performed on' Snowhite or the Sleeping Beauty. It seems rather than a spiritual flame linking the two sisters all throughout the story even during the long period of estrangement imposed by Elsa's "fear" and Anna's unawareness of the reason of fear. The act of rejection itself was obviously an act of abundant love. It might seem that Anna was the one who sacrificed herself to save her sister Elsa at the end of the story, but hasn't Elsa endured the torture of having to shut beloved sister out for years and for what she thought would be forever, just to protect her and everybody else? This story, unlike all the traditional fairy tales, shows love as an act of mutual compassion and sacrifice, whether between the two sisters or between Anna and Kristoff! 

Magical messages:

1- A woman is not her skin and hair

Kristoph did not seem 'struck' by the beauty of Anna at first sight, but his love to her grew as the drama of the story heightened. They were a good company for each other and took turns in saving each other! Could Anna have survived the frozen path to her Elsa on her own? The answer is probably not. Kristoph would't have made it on his own either if he wanted to. He was almost devoured by the hungry wolves if it wasn't for Anna's wit and bravery.

Moreover, when Elsa let go of her powers, she somehow transformed her looks as well. Her dress became more revealing and even her walking pattern changed into one resembling catwalks'. Her hair changed into a more liberated style. When Anna saw her later, she didn't say if she thought Elsa looked more beautiful or less beautiful this way. There was no judgment at all. To Ann, Elsa just looked "different".

In another instance, the rather realistic image of Anna, as she tries to wake up, is really remarkable - with her untidy hair and messy morning face; so distant from the typical "sleeping beauty" image. Every person can relate to Anna and be inspired by her because she seems real.

In most traditional love stories, it's the male who initiates the physical encounter (symbolised in the kiss), sometimes even when his lady is unconscious! It's been supposed that if "Mr Right" advances, then it's unquestionably lucky for the girl! But in this case, we hear Kristoph stating excitedly that he "can" kiss Anna, but then (realising the inconvenience of such a statement), he changes it to "may I", and then again - more remarkably, it finally ends up into "may we?".

A modern perspective of the traditional "kiss of true love" versus the one presented in "Frozen"

A fabulous adjustment of perspective to how women are generally regarded and appreciated.

3- One's own sexuality is no one else's business!

Is Elsa gay, asexual, queer, heterosexual, etc.? Well, if you try to answer this question, then you might have really missed the point. Elsa's sexuality - in my opinion, was not addressed in this fairy tale in any way: Any! She is a traumatised individual who has imposed a total isolation on herself so as to protect everyone she loved. She begins to behave normally only at the last seen of the story, and we cannot predict how will she approach or be approached by a lover - if any. It's just out of the film's scope. Elsa is presented as beautiful, powerful and complete; with or without a mate. Given the popularity of the message sent and received by this film, this is another form of inspiration and community healing. 

4 - The "action" of true love

What exactly would be the "action of true love" that saved Anna? I didn't see one particular action but rather a dynamic ongoing relationship! The loving embrace between the two sisters has only crowned that relationship in its climax. But isn't this how "true love" really works?  Anna has done her part of the "embrace" already by sacrificing herself and standing between her sister Elsa and the evil Hans, then it was Elsa's turn to show the love she's always hidden. A love concealed for the sake of love. It was a dynamic two-ways true love, not a unilateral momentous gesture of affection.

5- The power of resilience

The moment Anna stands on her sister's ice door and hesitates to knock was breathtaking! A girl like her, wouldn't realistically knock the door, after years and years of rejection. Has she had a flash-back of all the long hours she spent as a child knocking on Elsa's door in vain? How could she overcome the trauma of such persistent rejection? What kind of self-healing produced that moment of bravery as she decided to go on and knock the ice door? How many of us fail in forming healthy, relationship because of the previous failures? The moment Anna overcomes her fear of rejection and knocks the door again as the circumstances changed, is a moment of fascinating resilience, emotional power, and intelligence. If I were a guardian - whether a parent or a teacher, I'd encourage my kids to watch this film and discuss it with them more than once. 

This resilience heightens when Anna seeks whom (she thought) would be her savior; her hero, "the one"! Once and twice. In both occasions, she was not a "sleeping beauty"; she was not dead, sleeping or unconscious as she sought Hans' (or Kristoph's) "restorative" kiss. Anna moved towards her potential salvation with remarkable strength and resilience. She was certainly saddened, but not 'broken' by Hans' gruesome change-of-heart towards her. Hasn't she learnt, since childhood, to adapt to the vehement change of hearts! Her soul, then, keeps reaching out for the light relentlessly, and her mind stays as sharp as ever, so as to find other ways and to survive.

7- The power of true  love

Amazingly, though, when she had to make a decision on whether to keep advancing towards her personal salvation or her sister's, she chose Elsa's; the loving choice of  "laying down one's life for one's friends."John 15:3. It's important to note here that the true love in this story extends beyond sex and reproduction but does not, by any means, exclude them - as the love between Anna and Kristoph confirms.

To wrap up, the story of Anna and Elsa, is a story of true love, bravery and resilience. The dynamics of the relationships among the story characters make the true magic of the fairy tale. The magic in Anna's beyond-fear bravery and intelligence is rather more fascinating - for a 45 years old "little girl" as myself than the magic of manipulating ice. 

Elsa's magic of creation and manipulation of ice, is not actually as magical as it may seem. Manipulation of ice, wood, steel or any matter is actually attainable through quality education and vocational training! Girls, and women in general, need to turn to more coding, engineering and science education to do that trick. 

Finally, it is true that artworks don't have to be educational, but this Disney product has become unintentionally so, by communicating such powerful and reformative values on such a massive scale. Well done! 

"Think about my future"

• Climate Change
• Conservation
• Sustainability
• Justice
• Love & Peace

Photo via @WWF Scotland

Education and Sustainable Development Goals - Notes on the HLPF

Notes on the HLPF *

Gihan Sami Soliman 

Having been there; participating in the High Level Political Forum (HLPG) [1], while the world is about to enter a voluntary commitment towards the conservation of life, equality for all and sustainable development is a breath-taking life experience.

In spite of the glory of the historic moments, and the utopic 17 proposed goals, I must say that I had the impression that the Sustainable Development Goals (SDGs) needed to have been more interrelated, and that they do not automatically link to the common stakeholders/right holders; perhaps due - on one dimension, to the sophisticated nature and language of the UN documents (as well as processes). It was the smartest intervention of all (proposed by the Women's Major Group) that women’s rights for equality must cut across all goals, in addition to standing alone in Goal 5. Actually with a broader vision, all goals need to cut across all other goals and relate meaningfully to the current social structures (and concepts). Life is a complex multidimensional phenomenon and so must be our solutions to conserve it.

On Education and Communication 

In relation to Goal 4 – that is “ensuring inclusive and equitable quality education”, as it related to all the rest of the seventeen goals.” 

• While ensuring the “appreciation of cultural diversity” (4.7), priority must be given to promoting the human rights of girls and women, in case values conflict. So much of the violence against women - including the horrific FGM, is culturally sanctioned and reinforced. This corona of sacredness we set around cultures must fall off. We surely need to keep respecting all people (i.e. each other) in their diverse beliefs, but not  necessarily sanctify all cultures or beliefs as a result. Cultures need to evolve; take the good sides and leave the maladaptive ones as we grow and advance in civilization. Quality education must promote, above all, values of justice and stresses a sort of beyond-cultural-diversity approach to human rights. 

• My major concern is that social sciences have been (almost totally) disregarded in the GSDR 2015 (Global Sustainable Development Report 2015). The need for aligning objectives among stakeholders has been overlooked as a result. The SDGs, as they are, will conflict not only with the current economic structures, but also many of the concepts steering our life organisation. How is this going to be addressed in terms of education and communication? Giving in to the dynamics of free market, and neo-liberalism, shifts the power from politicians to businessmen, and the later would continue to act based on a distorted interpretation of the "survival of the fittest" paradigm.* That's not because they are evil, but because this is how things seem to have been working well for decades. Have you ever heard a liberalist calling equality among people “immoral”? I have. Whether such a view is valid or invalid, how come that it has never been tackled in the GSDR 2015? Because social sciences are not science enough?                                                                                                                                                

• Education in the GSDR 2015 seems to be only about development rather than sustainable development; tackling skills rather than ethics. What skills do we need to teach our children to stop violence against women or embrace the values of equality, tolerance  or diversity? The term ethics does not even occur (significantly) throughout the report. Without communicating the evolutionary ethics behind the SDGs (which actually link them together) to all stakeholders, the SDGs might remain unattainable. 

-       This is also significant while addressing Goal 10: 

While working to reduce inequality within and among countries (G10), It would be useful to acknowledge the fact that much of today’s poverty is not a result of lacking resources, but rather links to existing (well-established) cultural, economic and political structures dominating our life organisation(s). It is important for the purposes of education and communication to clearly identify a new era of a global solidarity for conservation of life and survival of our human kind, so as to advise all stakeholders of the significant transformation in case it conflicts with any existing systems or concepts.

Addressing such cognitive gaps, does not have to be all the role of the HLPF, but it requires –at least, acknowledgement and extra support to educational organisations working to promote the SDGs, and a focus on interdisciplinary holistic scientific research and publication.

                                                                   ~~~~~~~~~~~~~~~~~~~~~  
       
* Although Neo-libralism has not been frankly associated with the so called Social Darwinism – and most of social Darwinists have not frankly called themselves as such. But it was Herbert Spencer, a liberal utilitarian, who established the “survival of the fittest” natural fallacy by trading heavily in the evolution paradigm so as to explain how the liberal utilitarian logic of justice emerges (Stanford Encyclopedia). 

للقراءة باللغة العربية

* Draft shared with several civil society world organisations earlier.

Between the "Conservation of the Homo sapiens" 2014 & BBC 2015's best seller: Sapiens: A Brief History of Mankind

Review:

Although the general framework, findings and the titles of the two books appear to be amazingly close; The prize-winner, in his TV interview with the BBC  oversimplifies the issue of abstraction (what he calls "imagination"), and presents a couple of slightly distorted facts, such as that the difference between our species and the previous human species is not in the "brain"; stating that the most-recent previous human species (Neanderthals) had bigger brains, without any reference to areas of growth, shrinking or development. In all cases, it conflicts with his own findings: If the difference lies only in the faculty of "imagination", as he argues, or in "abstraction, conceptualization and strategic planning" (among other factors) as I argued, then it has - one way or another, to relate to the brain. Here is a quick comparison between the two arguments in six points, listed neatly in one table.

“Everything should be made as simple as possible, but no simpler.”

~ Albert Einstein

Conservation of the Homo sapiens: The survival of the Wise; on the Cybernetics of education;

By

Gihan Sami Soliman

Published April 2014

 (284678811©1/3/2014 UK Copyright Registration Service)
 
&

BBC bestseller

Sapiens: A Brief History of Mankind

 
By

Yuval Noah Harari

Published 4 Sep 2014

 Based on a BBC interview with the author of the latter on what makes us human.

*****

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********     [[[[[[ (READ ONLINE) ]]]]]]  *********

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*******

For those interested in interdisciplinary perspectives. 

My argument on what makes us human.

From the Conservation of the Homo sapiens: The survival of the Wise; on the #Cybernetics of education.

We are not just another species!

#~#~#~# New Concepts #~#~#~#:

* The Real-living-system Theory.* The sociophysiobiological kingom.* The Cybernetic Phylogeny.

More Cybernetics designs and  illustrations on MY Own Education.

Copyrights 2011-2015.

Conservation of the Homo sapiens: The survival of the Wise; on the Cybernetics of education

ON THE SURVIVAL OF HUMAN SPECIES BY MEANS OF CYBERNETIC SELECTION

This book harnesses natural sciences to humanities vigorously through cybernetics, to construct a holistic expression of the Real-living-systems which would work for educators and environmental ethicists

ON INTERNATIONAL_CURRICULA EDUCATORS WEBSITE

All copyrights reserved

Do NOTcopy from this blog without a prior written permission from the author

First published on 4/42014

هوموسيبيان هو الإسم العلمي للبشر كسلالة من ضمن سلالات الكائنات الحية على الأرض. كتاب "الحفاظ على البشرية" يبين أن الإنسان، وإن تشابه عضوياً مع باقي الكائنات، إلا أنه يتميز بالقدرة على السيبرنطيكا. الكتاب يشرح دور هذه القدرة في بناء الهوية البشرية وإعادة صياغة البيئة. وهو يشرح بشكل علمي دور التعليم في صياغة الضمير الإنساني وإعادة صياغة الأشياء. هذا الكتاب في تكامل العلوم والفلسفات.

Science and Theology - A book

This book is on the unity of sciences and people.


All copyrights reserved.
Do NOT copy from this blog without prior permission from the author.
 

التعليم في مصر لا يزال ينتظر الثورة

نشرت في أهرام العلمي بتاريخ 27/8/2011

 نسمع كل يوم عن مبادرات لتطوير التعليم ومقترحات لا نهاية لها ولا أحد يمس جوهر القضية، فالتعليم في مصر يحتاج أن نتوقف عن دفن رؤوسنا في الرمال وأن ننقب عن الأسباب الحقيقة التي أفسدت التعليم لسنوات طويلة، التعليم في مصر لازال يحتاج إلى ثورة!

مشكلة التعليم في مصر انه لا يحتاج فقط لتربويين بل للساسة أيضا ونادرا ما يجتمع العلم والتربية مع السياسة ولذلك فلم يتم طرح رؤية واضحة لإمكانية إصلاح التعليم في مصر وكل يغني على ليلاه . وكلما توفر لي أن اتحدث في قضية إصلاح التعليم في مصر في محفل سياسي اقابل بالصمت اولا ثم بابتسامة على ركن الفم ثم صمت آخر وتغيير لمجرى الحديث وذلك انني دائما أتحدث عن أولوية إصلاح التعليم الدولي في مصر!! فالمتعلمين بالمدارس الدولية في مصر والمعلمين والإداريين معظمهم من المصريين وهو أمر صادم بلاشك إلا انه واقعاً ، والقانون يمنع تشغيل ما يزيد عن 10% من مجموع العاملين بالمدرسة من الأجانب ، فبينما يتحدث الجميع عن تكدس الفصول وعدم كفاية عدد المدارس أو ضعف الإمكانات يتناسون قطاعا هاما من التعليم "المصري " تتوافرمن خلاله جميع إمكانات التعليم الجيد الا انها تكاد تهدر جميعها ليصبح المنتج النهائي تعليم غير جيد .

مشكلة التعليم في مصر كأي مشكلة أخرى في مصر تتلخص في إنعدام الرؤية المتكاملة وضعف القيادات

فلدينا نوعان من التعليم

التعليم القومي : وهو الذي يستخدم المناهج القومية المفروضة من وزارة التربية والتعليم سواء تسمى بالتعليم العام أو الخاص وهو الذي يعاني في شقه العام (المسمى بالمجاني) من ضعف الإمكانات وتكدس الفصول وضعف أداء المعلم أو بالإضافة إلى جميع ذلك (وهنا يشترك التعليم الخاص معه في ذلك) حشو المناهج وعدم التعامل بوعي مع قضية جودة التعليم.

وكنا قد توسمنا خيرا حينما تأسست هيئة مصرية للإعتماد وجودة التعليم "مستقلة" عن وزارتي التربية والتعليم والتعليم العالي منذ سنوات قلائل، إلا أن الهيئة جندت "المتطوعين" الذين جيء بهم من ذات النظام المعيب وتم "إنزالهم "للمدارس قبل إكتمال تدريبهم ثم بعدما عملوا عاما كاملا وأوصوا بإعتماد أو عدم إعتماد المدارس تم إستدعاؤهم للإمتحان !!! ولا أدري معنى أن يمتحن الشخص بعد أن تخرج وانخرط في سلك العمل؟؟ ناهيك عن وجود معيار كامل للمنهج ( المعيار الثامن)ومدة ملائمته لبيئة التعلم وحاجة المتعلمين مع أن المنهج لا تضعه المدرسة بل هو منهج قومي تفرضه وزارة التربية والتعليم وإنما يدلنا ذلك عن أن تلك المعايير قد ترجمت بلا وعي من المعايير الأمريكية والتي تختار فيها المدارس كل منهجها الخاص بحسب رؤيتها ورسالتها وتبعا لمعايير التعلم الدولية التي تختارها!! ولا أنسى الجدل الذي دار بيني وبين الزملاء المراجعين في أحدى المدارس أثناء زيارتنا لها عما إن كانت تلك المدرسة تستوفي معيار"المشاركة المجتمعية" وكانت المدرسة تستضيف عشرة من الأيتام كل عام وتقوم بتعليمهم مجانا ورعايتهم رعاية شاملة ومع ذلك فقد اصر الزملاء على ان هذه ليست المشاركة المجتمعية التي "قالوا لهم عنها في التدريب "!! وكادوا يحرمون المدرسة من تلك النقاط بإصرار عجيب!!و يتحول الامر مرة أخرى الى "تستيف" ملفات الإعتماد و نحن أبرع أهل الأرض في ذلك!

إما النوع الثاني من التعليم في مصر ويفترض انه التعليم "الجيد" الذي يناله الصفوة ، وأتمنى الا تثير هذه الكلمة حفيظة القاريء حتى تظهر أمامه الصورة كاملة ، فهو التعليم الدولي. فإن كنا نشكو من ضعف الإمكانات وننسب لها جميع خطايا التعليم فما بالنا حينما تتوفر الإمكانات لا نزال نحصل على منتج رديء!

أقولها على مسئوليتي الخاصة كمتخصصة في جودة التعليم الدولي و القومي أيضا، أنه حتى مدارس القمة لا تنتج لنا ما يجب أن تنتجه "مواطنا صالحا متعلما تعليما جيدا" والمسألة محسومة بالمنطق إذ أن جميع تلك المدارس تستخدم المناهج الأجنبية والكتب الأجنبية في تدريسها لمعايير التعلم الدولية ولأنه لا يوجد حلقة وصل في تدريب المعلمين في تلك المدارس للموازنة بين متطلبات التعليم الوطني ومتطلبات التعليم الأجنبي إللهم إلا بإقحام مادتي الدراسات الإجتماعية والتربية القومية ( اللتان تدرسان باللغة العربية وبطرق التدريس العقيمة التي لا يعرف معلمو تلك المواد غيرها، مما يجعل تلك المواد جحيما بالنسبة لطلبة المدارس الدولية فلا هم يفهمونها ولا يكترثون بها وهم بالكاد ينجحون فيها)بدلا من تكميل المنهج الدولي للدراسات الإجتماعية و العلوم بما يتناسب مع احتياجات المتعلم كمواطن مصري و كوني والغاء مالا يتناسب منه مع قيمنا.

والحل لا جدال يتمثل في "إدماج" المواطنة والمواطنة الدولية داخل المناهج والانشطة الصفية واللا صفية لتكميلها وهي إمكانية لا يتيحها إلا نظام التعليم الأمريكي فلو أخذنا مادة العلوم كمثال صارخ لتلك المشكلة نجد أن الطلبة يدرسون البيئة الأمريكية فيها مع أن مادة العلوم ليست محلية إلا أنها فيما يختص بالبيئة والحفاظ على التنوع البيولوجي تتعامل مع قضايا محلية مثل المحميات الطبيعية والتلوث والتنوع البيولوجي للكائنات المختلفة في بيئاتها الطبيعية والأبحاث المحلية والخرائط الحيوية المحلية والتي لا يوجد عنها ذكر في الكتب المستوردة التي يستخدمها الطلبة ولا يوجد المدرس المتدرب على تكميل المنهج بتلك الدراسات والمعلومات رغم مرونة النظام الأمريكي في التعامل مع إختيار المناهج ويكتفى بمليء رفوف المكتبات بكتب "الركن الأخضر" التي يكاد لا يمسها أحد إلا أمين المكتبة عند ترتيبها لأول مرة ثم عامل النظافة عند إزالة التراب عنها دوريا. ولذلك فقد قمت بعدة مبادرات كناشطة مجتمع مدني ومتخصصة في التعليم الدولي في ذات الوقت في محاولة لرأب ذلك الصدع وإدماج الثقافة البيئية داخل المناهج والانشطة الصفية واللاصفية بالمدارس الأمريكية كانت آخرها في مدرسة بورسعيد الأمريكية بالزمالك بالإشتراك مع د.أحمد عبد العظيم وقمنا بمبادرة العلوم عبر مصر Science Across Egypt© بعمل منهج تكميلي متخصص للعلوم وخرائطا للمناهج لتدريسها بالمدارس مع الرحلات العلمية الإستكشافية للمحميات الطبيعية وتنظيم حملات الحفاظ على البيئة التي يقوم بها الطلبة مع معلميهم والندوات التوعوية وتصميم الحدائق المنتجة للغذاء بالمدرسة وتحقيق متطلبات المدرسة الصديقة للبيئة كما قمت بعمل مسابقة ©Egypt's Got Talents لإكتشاف المواهب المصرية المختلفة بما فيها العلوم والتدريس الإبتكاري لمادة العلوم والرسم العلمي والتي أقيمت على مدى عامين متتاليين.




ومع ذلك وبسبب عدم وجود إتساق في الرؤية بين مؤسسات الدولة المختلفة في التعامل مع هذا النوع من التعليم ( الأمريكي بصفة خاصة ) فقد تضاربت محاولة الإصلاح حتى أفسدت هذا النظام بما لا يمكن إصلاحه إلا بمعجزة فمن يصدق أن تقسم درجات الطالب المؤهلة للتسجيل في الجامعات المصرية إلى 60 % لما يعرف بإمتحان "السات " أو الـ SAT و 40 % لدرجات المدرسة وهو إهدار مخيف لطاقات أبنائنا الدارسين في تلك المدارس ولأموال ذويهم حيث أن ذلك الإمتحان ليس إمتحانا تحصيليا وانما هو اختبار "تنبؤي" قياسي لا يناسب إطلاقا دارسين اللغة الانجليزية كلغة أجنبية ولا يفيدهم شيئا وهو تجارة رابحة لمن يسمون انفسهم بمدربين السات الذين يستغلون عدم معرفة الطلبة واولياء الامور بطبيعة تلك الامتحان ويبيعون لهم "الهواء" . فستين في المائة إذا من طاقة ابنائنا الدارسين بتلك المدارس مهدرة والكثير من الاموال تنفق على تدريب وهمي على امتحان لا يقيس تحصيل الطالب ولا إجادته للغة وغير مصمم ليناسب طلبة مدارسنا.