Summary of "ACEI Presentation by Dr. Nandini Chatterjee Singh"

Dr. Nandini Chatterjee Singh (UNESCO MGIEP) argues that social‑emotional learning (SEL) is essential for building global citizenship and human well‑being. MGIEP developed a neuroscience‑informed whole‑brain curriculum called Libre (four competencies: critical inquiry, mindfulness, empathy, compassion) and plans to deliver it via an interactive digital platform called Chi (Collective Human Intelligence). The program responds to worrying youth attitudes identified in a 2016 survey and aligns with SDG 4.7 (education for sustainable development and global citizenship).

Main ideas and concepts

Education that focuses only on material or economic outcomes has contributed to insecurity, poor interpersonal relationships, and attitudes that tolerate inequality and violence. Education should instead aim to promote human well‑being and global citizenship.
Social‑emotional learning (SEL) can be taught and trained because learning depends on neuroplasticity; therefore well‑being and prosocial competencies can be deliberately developed within education systems.
A whole‑brain approach is required: integrate the thinking brain (neocortex, prefrontal cortex) and the emotional brain (limbic system) rather than privileging only cognitive skills.
The Libre curriculum targets competencies rooted in neural circuitry that are essential for peaceful, sustainable societies.
Digital pedagogy can scale SEL and create experiential learning (games, dialogues, journaling, mindfulness practice) to reach youth globally.

Methodology, curriculum and implementation

Rationale and foundation

Grounded in education neuroscience and contemplative neuroscience: neuroplasticity supports the teachability and reinforcement of social‑emotional skills.
Aligns with United Nations Sustainable Development Goal 4.7: education for sustainable development and global citizenship.
Responds to MGIEP’s 2016 “Youth Speak” survey (126 countries), which revealed acceptance of unequal opportunities, tolerance for force in insecurity, and fixed gender roles—signals a need for SEL interventions.

Libre curriculum — four core competencies

Each competency is linked to neural circuits and framed as teachable skills.

Critical inquiry
- Teach the art of questioning, analytical and rational reasoning.
- Train students to resolve cognitive dissonance through inquiry and to use rational deliberation for personal and social choices.
- Exercises develop brain regions involved in reasoning, decision‑making and conflict resolution.
Mindfulness (attention regulation)
- Teach voluntary attention control: bringing wandering attention back repeatedly to the task or lesson.
- Aim to increase classroom engagement and present‑moment focus (e.g., mindful eating, focused listening).
- Exercises: attention training practices integrated into lessons to improve learning readiness.
Empathy (perspective‑taking)
- Teach understanding of others’ feelings and the ability to adopt others’ perspectives without becoming emotionally overwhelmed.
- Emphasize perspective exercises (e.g., role/embodiment tasks) while cautioning against “empathetic distress,” which can be maladaptive.
Compassion (actionable concern)
- Teach motivation to act on concern for others’ suffering; link compassion practice to prosocial behavior and individual well‑being.
- Encourage deliberate choices to help and alleviate suffering, not just feeling others’ pain.

Global citizenship curriculum modules (examples)

Distinguishing political violence: terrorism versus struggles for freedom
Human migration and its global implications
Democracy: meaning, participation and responsibilities
Nationhood, entitlement and critical examination of identity
Building healthy personal identities and moving away from stereotypes
Embracing cultural diversity
Understanding causes and types of violence

Delivery and digital pedagogy — the Chi platform

Platform: Chi (Collective Human Intelligence), built indigenously by MGIEP.
Interactive features planned: games, discussions, dialogues, “body chats,” journaling, guided mindfulness and empathy activities.
Purpose: create experiential, scalable SEL learning and community building among youth.
Implementation note: the platform was reported under development with an expected rollout around January (as referenced in the talk).

Practical lessons and implications

SEL should be mainstreamed into formal education systems rather than treated as an add‑on.
Teaching should balance cognitive skills with emotional and social competencies to produce well‑rounded global citizens.
Programs must include reflection and practice (journaling, dialogues, repeated exercises) to consolidate neural and behavioral change.
Mindful design is required to teach empathy safely—pair empathy training with compassion and healthy boundaries to avoid harm.

Speakers, sources and projects referenced

Speaker: Dr. Nandini Chatterjee Singh — neuroscientist; representative of UNESCO Mahatma Gandhi Institute of Education for Peace and Sustainable Development (MGIEP), New Delhi.
Organization/source: UNESCO MGIEP (Mahatma Gandhi Institute of Education for Peace and Sustainable Development).
Data/source: MGIEP “Youth Speak” survey (2016; 126 countries).
Policy reference: United Nations Sustainable Development Goal 4.7 (education for sustainable development and global citizenship).
Scientific fields cited: education neuroscience and contemplative neuroscience.
Projects named: Libre (whole‑brain SEL curriculum) and Chi (Collective Human Intelligence — digital learning platform).