This paper examines the situation in which students are growing in these years impacted by a global pandemic and climate change’s effects when conspiracy theories and pessimistic views have arisen even stronger. Students are exposed to them, most of all through social media. This study is questioning, which role as teachers we should cover. What is the perimeter in which teachers can act for cultivating hope and empowerment in students’ minds. Considering the priority to teach students how to recognize truth and create value from that, the author suggests how to cultivate this kind of forma mentis in class with the purpose of fostering empowered future global citizens. The Author, speaking to educators, underlines the significance of Value-Creating education. The study takes into consideration students from 7th grade and is developed among Curriculum Studies, specifically linked to Ikeda/Soka studies and Value-Creating education.The study contributes to post-humanistic discussion about “what makes us human?” and “what to include in curriculum in order to foster humans?” through the lens of two interdependences between a) Human and social construct and b) Human and technologies. Findings and conclusion can help designing a specific curriculum for teachers’ education.
This is a conceptual/theoretical study. Methodology: qualitative research based on observation of students’ reactions in Author’s classes. Primary sources are belonging mostly to the corpus of literature in Ikeda/Soka studies, linked to Curriculum Studies. Some predominant literature in the field of post-humanism is considered. The correlation of the three fields is conduct under the lens of interdisciplinarity.

Authors:
Valentina Dughera, De Paul University, United States

About the Presenter(s)
Dr Valentina Dughera is a University Doctoral Student at De Paul University in United States

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