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The report also spoke about 7 over-arching tensions, these being:1.    The tension between the global and the local.2.    The tension between the universal and the individual.3.    The tension between tradition and modernity.4.    The tension between long term and short term considerations.5.    The tension between competition and concern for equality of opportunity.6.    The tension between expansion of knowledge and our capacity to assimilate it.7.    The tension between the spiritual and the material.

proposed the promotion of citizenship values, respect for others’ cultures, appreciation of differences, creating awareness of commonalities leading to resolving conflicts through dialogues and working peace and development.

He made a spirited plea for making concerted efforts to ensure that Learning To Live Together (LTLT) is universally accepted as an educational response to resolving of differences and conflicts.

Pakistan today is a frightfully faction-and-conflict-ridden society. We have to reckon with a daily toll of a number of innocent lives all over the country.

More than perhaps, any other country, Pakistan needs to take up without delay, besides other necessary measures, well-devised educational programmes aimed at imparting the art and strategies of Learning To Live Together

Perhaps the most strategic option, albeit a long-term one, is to infiltrate schools and colleges of education. Most school administrators and teachers never had to take a course, or even part of a course, that introduced them to what constitutes a high-quality school library program.

Three factors are working against successful advocacy for school libraries: (1) the age demographic of librarians, (2) the lack of institutionalization of librarianship in K–12 schools, and (3) the lack of support from educators due to their lack of education or training about libraries and good experiences with libraries and librarians.

These vacant positions are highly vulnerable to being downgraded or eliminated in these times of tight budgets, not merely because there is less money to go around, but because superintendents, principals, teachers, and other education decision-makers do not understand the role a school librarian can and should play.

If we want the school library to be regarded as a central player in fostering academic success, we must do whatever we can to ensure that school library research is not marginalized by other interests.    

teaching students to understand, analyze, synthesize, evaluate evidence, and so forth.

specific abstract reasoning capacities.

ess telling and more asking.

bring models of knowledge with them to our classes, preconceptions that have a profound influence on what they think they learn and how they react to what we tell them.

Relatively few people have fixed styles of learning in which they can learn from only one kind of experience, but many people do have learning personalities in which they often express preference for one approach or another.

If we provide that diversity, we can speak to different personalities while encouraging everyone to expand their preferences, and to consider the joys of learning in new ways.

feel comfortable,

uneasiness, the tension that stems from intellectual excitement, curiosity, challenge, and intense concern with a particular question, the tension that emerges primarily from the questions that we ask, the challenges that we issue,

provisions an author must make are the ones that lead a student to rectify incorrect responses.

work collaboratively in solving important problems.

Think about uncovering it so your students can better understand it.

sustained, substantial, and positive influence on the way they think, act, or feel)

solve

create

a sense of control over their own education;

work will be considered fairly and honestly

try, fail, and receive feedback from expert learners

Good Practice Emphasizes Time on Task

paradigms of reality are students likely to bring with them that I will want them to challenge

challenge students to rethink their assumptions and examine their mental models of reality?