The Paris Agreement was a milestone in international climate negotiations, and an important step towards limiting global greenhouse gas emissions. Greenland, as part of wealthy Denmark, would be considered under the Paris Agreement obligations of the European Union and Denmark. The central conflict explored in this case is whether Greenland should participate in the Paris Agreement or request a territorial exclusion from Denmark. Greenland should participate in the Paris Agreement to demonstrate its active participation in global efforts against climate change. Greenland has an opportunity to pursue economic development by tapping into its abundant natural resources, including minerals, oil, and gas. This development is seen as the key to Greenland`s economic growth.
illing members of their staffs… there is not enough actual teaching and far too much messing about in many primary schools today, and at tremendous and wasteful expense.
Peel suggests here that progressive, active/object based learning is ‘digressive’ and that schools are just messing about wasting money. However, as educators, we are aware of the diverse skills applied to multi-disciplines/professions outside of the school environment and can use this knowledge to our advantage, implementing learning that actively involves pupils in the learning of a concept. This allows them to take on information via multidisciplinary roles within their groups for example, ‘project leader’ and managers covering ‘designer’, ‘resource’, ‘risk’ and ‘quality’ to name some. Knowing they will have to share it to the rest of the group/class, pupils will create an understanding in order to teach others, developing increased conceptual thinking and learning. ‘’Those who learn in order to teach show more intrinsic motivation, and demonstrate higher conceptual learning.’’ Watkins (2008, p.47) here supports the above view, which slightly shifts the ‘teaching’ dynamic from the ‘doing and teaching’ of the teacher, to the ‘doing and learning via teaching’ of the pupils.
It’s important to note that active/object based learning has specific time set out for the reflection and application of the learning experienced. It is true that the learning and teaching taking place through active/object based learning needs to be made sense of to make sure the learning is being retained. Watkins (2007, p.70) states, ‘’Indeed, classroom life can sometimes feel like ‘Do, Do, Do’ – and when you’ve finished that, do some more! We need to examine how the doing leads to learning.’’ Leading on from having structured lessons, it is essential for pupils to have reflection time on what was being asked from them, exploring the reasons behind it. This allows pupils to be able to transfer ideas on paper and to even have an increased ability in verbally explaining the doing aspects of the lesson, creating multi-skilled pupils.
On the other hand, Christodoulou, (2014, p.102) suggests, ‘’If you waste class time on tangential and distracting activities, then pupils will end up rote learning – and probably rote mislearning – the important knowledge and skills that they should have been taught meaningfully.’’ Her statement disapproves activities enabling digression of the task at hand, going onto mention how this learning becomes repetitive promoting incorrect learning. However, to have an understanding of the relationship between the learning and doing, the reflective/evaluative part of the lesson allows for pupil feedback to come to light and to be guided in the desired direction for the required learning to take place. Watkins (2008, p.45) explain
