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1974 25 Oct FUNDAEC (A Spanish acronym for Foundation for the Application and Teaching of the Sciences) was founded by a group of scientists and professionals led by Farzam Arbab, a renowned physicist who had arrived as a visiting professor to the University of Valle in 1970. The non-profit, non-governmental organization focused on training and development in the rural areas of Colombia and other countries in Latin America. [FUNDAEC website]
  • They would go on to establish SAT (Sistema de Aprendizaje Tutorial) which expanded across Latin America to reach more than 300,000 students, and become accredited and recognized by a number of governments.
  • The Brookings Institution, a major think tank in the United States, described SAT as "catalyzing an education revolution" by "transforming how education is conceptualized, designed, and delivered." It does this by focusing on skills that are beyond the traditional academic skills, such as moral and character development, and it conceives of learning as something much broader. The philosophy is one of nurturing socially minded young people who can support and sustain development in their own communities. It bridges theory with practice by linking classroom work with practical projects, like encouraging students to learn mathematics and science in the context of growing vegetables or using their language abilities to start small study groups to promote literacy.
  • One difference between SAT and other widely accepted classroom models is the concept of "tutors." Teachers working with SAT are referred to as tutors, and their role is defined as guiding and facilitating the learning process, rather than only imparting information. The lack of hierarchy is "an important distinction", wrote Brookings, "as it creates a culture of mutual respect and trust between tutors and students". [BWN1155]
  • Colombia FUNDAEC; SAT

    from the main catalogue

    1. Baha'i Faith and Marxism: Foreword, Introduction, Bios, in The Bahá'í Faith and Marxism (1987). In 1986, with the encouragement of the Universal House of Justice, the Association for Bahá'í Studies initiated a dialogue between a number of Bahá'ís and Marxists focussing on three themes. [about]
    2. El proyecto educacional Bahá'í hacia un sistema universal de educacion, by Wm. Keith Bookwalter, in Principios para una educación del siglo XXI (2000). Las principales tareas que enfrentan hoy los educadores baha'is y que constituyen lo que he denominado como "El proyecto educacional baha'i", y los obstaculos como las oportunidades frente a la generación actual de escolares y educadores baha'is. [about]
    3. FUNDAEC and Fragmentation, by Thaddeus Benjamin Herman (2014). The Foundation for the Application and Teaching of the Sciences, with a conceptual framework inspired by Bahá’í principles that views reality as essentially spiritual, can address the fragmentation of unity. [about]
    4. Learning About Growth: The Story of the Ruhi Institute and Large-scale Expansion of the Bahá'í Faith in Colombia, by Farzam Arbab (1991). On the formation and development of the Ruhi Institute in Colombia; difficulties Bahá'ís faced in developing ​​a large-scale teaching project; analysis of all the measures taken and the degree of their success. [about]
    5. One Concern with the Notion of Power as an Element of the Conceptual Framework Guiding the Activities of the Bahá'í Community, by Filip Boicu (2022-04). Power can be defined in negative or positive ways, as either adversarialism (oppressive power dominance) or mutualism (emancipatory egalitarian empowerment). Anti-foundationalism argues that injustice must be challenged at the individual, micro-level. [about]
    6. Paying Special Regard to Agriculture: Collective Action-Research in Africa, by Sanem Kavrul, in Bahá'í World (2021-05-07). On Bahá’í-inspired agricultural social action initiatives in Africa. Includes photo gallery of development and agricultural projects. [about]
    7. Principle of the Oneness of Humankind, The: Strong Foundationalism, Non-Adversarialism, and the Imperatives of Our Time, by Filip Boicu (2022). Some of the ways in which the concept of globalization has been framed in the recent past; the vision of Shoghi Effendi; The Seven Valleys and social change; moral codes and ethical living; the oneness of humankind and non-adversarialism. [about]
    8. Sistema de Aprendizaje Tutorial: Redefining Rural Secondary Education in Latin America, by Christina Kwauk and Jenny Perlman Robinson, in Millions Learning Case Studies (2016). A series on educational interventions where not only access to schools was improving, but also learning itself; a look at Colombia's Bahá'í-inspired initiative Sistema de Aprendizaje Tutorial ("Tutorial Learning System"). [about]
    9. Social Responsibility and Community Development: Lessons from the Sistema de Aprendizaje Tutorial in Honduras, by Catherine A. Honeyman, in International Journal of Educational Development, 30:6 (2010). Exploration of the connections between education, social capital, and development through a mixed-methods case study of Colombia's Sistema de Aprendizaje Tutorial, an innovative secondary-level education system. [about]
    10. What Is Bahá'í Education?, by Filip Boicu (2022-08). different current expectations about what should fall under the topic of "Bahá’í education"; three types of curricula (FUNDAEC, Anisa, BIHE) and their theoretical sources; these must be drawn together into a field of study; the importance of universities. [about]
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