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Edu1st, we consider children to be, as any other person, active and thinking citizens of the world
with valid and important thoughts and opinions. It is not enough to think that the child will be an
active citizen one day, the teacher must understand that the child is already a thinking being of
the same social level as anyone else, and treat him accordingly. Only this way will the individual
mental process of each child be given the importance it deserves.
Without a doubt, the children will be at a different cognitive level than their teacher, for
this reason, the teacher should be the guide and facilitator of the class, but social hierarchies, in
which the only valid thinking comes from the teacher, are obsolete in a modern society in which
free thinking is increasingly more essential to thrive and succeed. Children must learn from an
early age that they also have civic rights and responsibilities. This teaches them empowerment
and responsibility over their environment and the world. Every citizen of the world has rights
and responsibilities, but unfortunately we usually forget that being a citizen also means having a
right to voice and vote.
The philosophical pillars are analyzed from their conceptual standpoint, but also in a
concrete manner, searching for evidence of their presence in our culture. What type of evidence
proves that those institutions applying the VESS model are experiencing the previously declared
pillars?
When regarding citizenship of the world, what is the evidence that shows a culture where
the voice of children is taken into account, where they can vote and choose according to their
capabilities, where there is an evident respect for the learning process of teachers and parents?
What can we point to to name and describe our culture and the philosophical pillars that sustain
it?