What changes when we treat children as knowledgeable partners in educational design? Rather than asking parents or educators what young people need from congregational education, Esther S. Friedman conducted a study that began by asking the students themselves. Their responses challenged many adult assumptions, revealing that belonging, meaningful relationships, autonomy, and opportunities to engage thoughtfully with contemporary issues often mattered more than the curricular priorities adults imagined. In this session, we will explore how listening more carefully to students can reshape not only congregational education but our broader understanding of teaching and learning.
This session will be hosted by Professor Ziva Hassenfeld.
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