Abstract:

In this presentation I wish to propose an educational-pedagogical model named a “Community of Meaning” (COM). The model, which has theoretical and practical aspects, is a powerful tool for educational leaders (teachers, parents, administrators) to realize the goals of education in the face of the challenges of the twenty-first century.

The model is based on several basic assumptions:
First, educators and teachers are community leaders.
Second, community leaders must design their community, but sometimes they are not aware of it, or they use problematic design language.
Third, from the fact that we belong to a community, it does not follow that it is a meaningful community for us. Most of the educational, social and political problems emerge from this blind spot.
Fourth, in our times, which has unique crises (such as the Loneliness crisis), alongside the characteristics of the information revolution (VUCA, BANI), there is an urgent need for a stable community that provides necessary existential components to its members.
Fifth, meaning and being meaningful are the fundamental elements required for prosperity alongside resilience, and are therefore an important purpose for educational activity.

A community of meaning gives each of its members the constant opportunity to be meaningful, and at the same time allows its members to develop the element of meaning as the leading and dominant element of their lives and identity. The model is based on a concept of meaning named the "the Transcendence Model" (Azulay, S. 2018), And it has six components: Resonance, Ethos, Rituals, Visibility, Attachment and Choice architecture.

Along with the components and their essence, a working method for assimilating the components in the classroom, the school and other communities will be presented. This method begins with a unique diagnosis and ends with a series of practices, regularities and rituals. It is important to emphasize that the model is also fruitful for designing the pedagogical actions. That is, the creation of a community of meaning in a particular discipline.

The model has been implemented in recent years in several schools, educational network (Atid Network) and other institutions in Israel. Aspects of it have been tested and researched and proven to be effective. Recently, following the 7th of October war in Israel and the disintegration of communities and educational systems, the assimilation of the model has proven to be extremely effective in terms of creating resilience and growth in the face of collective trauma. The data is being collected these days, and it may be possible to present preliminary data at the upcoming conference.

Keywords:

Community, Meaning, Pedagogy, Educational Leadership, VUCA, BANI, Meaningful learning.