Fernando M. Reimers

Este libro examina diversas formas de entender la relaci n entre la investigaci n educativa y la formulaci n de pol ticas educativas. A partir de un an lisis del campo de la planificaci n educativa, los autores problematizan las formas tradicionales de conceptualizar la planificaci n como distinta a la implementaci n de pol ticas y programas, y proponen tres maneras de teorizar la relaci n entre estos dos procesos como parte de un ciclo mas amplio de aprendizaje organizacional en el cual los diversos interlocutores que participan en el cambio educativo aprenden colectivamente como resultado de un Dialogo Informado tanto por la investigaci n como por la evaluaci n continua de los programas educativos que resultan de decisiones de pol tica. Los autores examinan estas tres formas de conceptualizar la relaci n entre investigaci n y pol tica educativa a la luz de una serie de casos en los que tuvieron participaci n directa como investigadores y analistas de pol ticas educativas asesorando a gobiernos en diversas partes del mundo. El Dialogo Informado que proponen Reimers y McGinn es una metodolog a para desarrollar investigaci n educativa aplicada que apoye el liderazgo colectivo necesario para que los diversos interlocutores del proceso educativo desarrollen una visi n compartida sobre la direcci n de ese cambio asi como sobre las tareas concretas para avanzar una educaci n relevante para todos.

This open access book offers a comparative study of eight ambitious national reforms that sought to create opportunities for students to gain the necessary breath of skills to thrive in a rapidly changing world. It examines how national governments transform education systems to provide students opportunities to develop such skills. It analyses comprehensive education reforms in Brazil, Finland, Japan, Mexico, Peru, Poland, Portugal and Russia and yields original and important insights on the process of educational change. The analysis of these 21st century skills reforms shows that reformers followed approaches which are based on the five perspectives: cultural, psychological, professional, institutional and political. Most reforms relied on institutional and political perspectives. They highlight the systemic nature of the process of educational change, and the need for alignment and coherence among the various elements of the system in order. They underscore the importance of addressing the interests of various stakeholders of the education system in obtaining the necessary impetus to initiate and sustain change. In contrast, as the book shows, the use of a cultural and psychological frame proved rarer, missing important opportunities to draw on systematic analysis of emerging demands for schools and on cognitive science to inform the changes in the organization of instruction. Drawing on a rich array of sources and evidence the book provides a careful account of how education reform works in practice. This work was published by Saint Philip Street Press pursuant to a Creative Commons license permitting commercial use. All rights not granted by the work's license are retained by the author or authors.

This open access book presents a comparative study on how large-scale professional development programs for teachers are designed and implemented. Around the world, governments and educators are recognizing the need to educate students in a broad range of higher order cognitive skills and socio-emotional competencies, and providing effective opportunities for teachers to develop the expertise needed to teach these skills is a crucial aspect of effective implementation of curricula which include those goals. This study examines how large-scale efforts to empower teachers for deeper instruction have been designed, how they have been implemented, and their outcomes. To do so, it investigates six programs from England, Colombia, Mexico, India, and the United States. Though all six are intended to broaden and deepen students' curricular aspirations, each takes this expansion of curricular goals in a different direction. The ambitious education reforms studied here explicitly focus on building teachers' capacity to teach on a broader set of goals. Through a discerning analysis of program documents, evaluations, and interviews with senior leaders and participants in the programs, the book identifies the various theories of action used in these programs, examines how they were implemented, and discusses what they achieved. As such, it offers an indispensable resource for education leaders interested in designing and implementing professional development programs for teachers that are aligned with ambitious instructional goals. This work was published by Saint Philip Street Press pursuant to a Creative Commons license permitting commercial use. All rights not granted by the work's license are retained by the author or authors.

This open access book offers a comparative study of eight ambitious national reforms that sought to create opportunities for students to gain the necessary breath of skills to thrive in a rapidly changing world. It examines how national governments transform education systems to provide students opportunities to develop such skills. It analyses comprehensive education reforms in Brazil, Finland, Japan, Mexico, Peru, Poland, Portugal and Russia and yields original and important insights on the process of educational change. The analysis of these 21st century skills reforms shows that reformers followed approaches which are based on the five perspectives: cultural, psychological, professional, institutional and political. Most reforms relied on institutional and political perspectives. They highlight the systemic nature of the process of educational change, and the need for alignment and coherence among the various elements of the system in order. They underscore the importance of addressing the interests of various stakeholders of the education system in obtaining the necessary impetus to initiate and sustain change. In contrast, as the book shows, the use of a cultural and psychological frame proved rarer, missing important opportunities to draw on systematic analysis of emerging demands for schools and on cognitive science to inform the changes in the organization of instruction. Drawing on a rich array of sources and evidence the book provides a careful account of how education reform works in practice. This work was published by Saint Philip Street Press pursuant to a Creative Commons license permitting commercial use. All rights not granted by the work's license are retained by the author or authors.

This open access book presents a comparative study on how large-scale professional development programs for teachers are designed and implemented. Around the world, governments and educators are recognizing the need to educate students in a broad range of higher order cognitive skills and socio-emotional competencies, and providing effective opportunities for teachers to develop the expertise needed to teach these skills is a crucial aspect of effective implementation of curricula which include those goals. This study examines how large-scale efforts to empower teachers for deeper instruction have been designed, how they have been implemented, and their outcomes. To do so, it investigates six programs from England, Colombia, Mexico, India, and the United States. Though all six are intended to broaden and deepen students' curricular aspirations, each takes this expansion of curricular goals in a different direction. The ambitious education reforms studied here explicitly focus on building teachers' capacity to teach on a broader set of goals. Through a discerning analysis of program documents, evaluations, and interviews with senior leaders and participants in the programs, the book identifies the various theories of action used in these programs, examines how they were implemented, and discusses what they achieved. As such, it offers an indispensable resource for education leaders interested in designing and implementing professional development programs for teachers that are aligned with ambitious instructional goals. This work was published by Saint Philip Street Press pursuant to a Creative Commons license permitting commercial use. All rights not granted by the work's license are retained by the author or authors.

This open access book addresses how to help students find purpose in a rapidly changing world. In a probing and visionary analysis of the field of global education Fernando Reimers explains how to lead the transformation of schools and school systems in order to more effectively prepare students to address today's' most urgent challenges and to invent a better future. Offering a comprehensive and multidimensional framework for designing and implementing a global education program that combines cultural, psychological, professional, institutional and political perspectives the book integrates an extensive body of empirical literature on the practice of global education. It discusses several global citizenship curricula that have been adopted by schools and school networks, and ties them into an approach to lead school change into the uncharted territory of the future. Given its scope, the book will help teachers, school and district leaders tackle the change management needed in order to introduce global education, and more generally increase the relevancy of education. In addition, the book offers a "bridge" for more productive collaboration and communication between those who lead the process of educational change, and those who study and theorize this important work. At a time when the urgency of our shared global challenges calls for more understanding and collaboration and when the rapid transformation of societies requires that we help students develop a clear sense of relevancy and purpose, this book offers a way to pursue deep and sustainable change in instruction and school culture, so that students learn that nothing human is foreign and that they can find meaning in lives aligned with audacious purposes to make the world better. This work was published by Saint Philip Street Press pursuant to a Creative Commons license permitting commercial use. All rights not granted by the work's license are retained by the author or authors.

This open access book addresses how to help students find purpose in a rapidly changing world. In a probing and visionary analysis of the field of global education Fernando Reimers explains how to lead the transformation of schools and school systems in order to more effectively prepare students to address today's' most urgent challenges and to invent a better future. Offering a comprehensive and multidimensional framework for designing and implementing a global education program that combines cultural, psychological, professional, institutional and political perspectives the book integrates an extensive body of empirical literature on the practice of global education. It discusses several global citizenship curricula that have been adopted by schools and school networks, and ties them into an approach to lead school change into the uncharted territory of the future. Given its scope, the book will help teachers, school and district leaders tackle the change management needed in order to introduce global education, and more generally increase the relevancy of education. In addition, the book offers a "bridge" for more productive collaboration and communication between those who lead the process of educational change, and those who study and theorize this important work. At a time when the urgency of our shared global challenges calls for more understanding and collaboration and when the rapid transformation of societies requires that we help students develop a clear sense of relevancy and purpose, this book offers a way to pursue deep and sustainable change in instruction and school culture, so that students learn that nothing human is foreign and that they can find meaning in lives aligned with audacious purposes to make the world better. This work was published by Saint Philip Street Press pursuant to a Creative Commons license permitting commercial use. All rights not granted by the work's license are retained by the author or authors.

This open access book addresses how to help students find purpose in a rapidly changing world. In a probing and visionary analysis of the field of global education Fernando Reimers explains how to lead the transformation of schools and school systems in order to more effectively prepare students to address today’s’ most urgent challenges and to invent a better future. Offering a comprehensive and multidimensional framework for designing and implementing a global education program that combines cultural, psychological, professional, institutional and political perspectives the book integrates an extensive body of empirical literature on the practice of global education. It discusses several global citizenship curricula that have been adopted by schools and school networks, and ties them into an approach to lead school change into the uncharted territory of the future. Given its scope, the book will help teachers, school and district leaders tackle the change management needed inorder to introduce global education, and more generally increase the relevancy of education. In addition, the book offers a “bridge” for more productive collaboration and communication between those who lead the process of educational change, and those who study and theorize this important work.At a time when the urgency of our shared global challenges calls for more understanding and collaboration and when the rapid transformation of societies requires that we help students develop a clear sense of relevancy and purpose, this book offers a way to pursue deep and sustainable change in instruction and school culture, so that students learn that nothing human is foreign and that they can find meaning in lives aligned with audacious purposes to make the world better.

O convite para servir como Ministro da Educa o e liderar uma reforma ousada e significativa de um sistema educacional nunca vem com um manual de instru es. Liderar essa oportunidade de forma eficaz requer acesso ao melhor conhecimento sobre como fazer essa transforma o acontecer. Neste livro, Ministros da Educa o e l deres de sistemas educacionais de dez pa ses compartilham o que aprenderam enquanto promoviam reformas audaciosas destinadas a transformar a educa o p blica e assim equipar melhor os alunos com as habilidades necess rias para participar civicamente e economicamente em um mundo em r pida transforma o. Um livro da Iniciativa Global de Inova o Educacional de Harvard (GEII) - um cons rcio de pesquisa e pr tica composto por l deres e institui es que promovem o conhecimento para apoiar a transforma o dos sistemas de educa o p blica objetivando o aumento de sua relev ncia -, o livro est ancorado na proposi o de que uma mudan a educacional bem sucedida requer a combina o apropriada de conhecimento baseado na pr tica com o conhecimento baseado em pesquisa. Os participantes deste volume incorporam as melhores qualidades de l deres reflexivos que podem tornar vis vel o que aprenderam com sua pr tica. Ao compartilhar o que aprenderam com os outros, eles demonstram tamb m a generosidade e o compromisso daqueles que entendem que todos n s compartilhamos a responsabilidade pela educa o de todas as crian as do mundo.Neste livro, o leitor encontrar relatos perspicazes e ntimos de como transformar a maior organiza o na sociedade, de modo que fa a um melhor trabalho educando todas as crian as. Os temas que ressoam nestas cartas, em sistemas t o diversos quanto Austr lia, Brasil, Col mbia, ndia, M xico, Peru, Pol nia, Portugal, R ssia e Cingapura, s o fascinantes, surpreendentes e valiosos para aqueles que esperam deixar um legado como Ministros da Educa o.Fernando M. Reimers professor da Funda o Ford de Pr tica Internacional de Educa o e Diretor da Iniciativa Global de Inova o Educacional e do Programa de Mestrado em Pol ticas Educacionais Internacionais da Universidade de Harvard. Sua pesquisa e ensino se concentram em compreender como educar crian as e jovens para que possam prosperar no s culo XXI. Ao longo de mais de tr s d cadas, ele assessorou Ministros da Educa o e outros l deres de institui es educacionais na frica, sia, Am ricas, Europa e Oriente M dio.

La invitaci n a ocupar el cargo de ministro de educaci n y a liderar una reforma ambiciosa del sistema educativo nunca llega con un manual de instrucciones. Para acometer una tarea de este tipo es necesario tener acceso a los mejores conocimientos sobre c mo implantar cambios educativos con la profundidad necesaria. En este libro, los ministros de educaci n y m ximos responsables de los sistemas educativos de quince pa ses comparten los conocimientos que han adquirido a trav s de las audaces reformas adoptadas para transformar la educaci n p blica en sus pa ses y para que sus centros educativos prepararen mejor a los alumnos, aport ndoles las habilidades necesarias para participar de forma c vica y econ mica en un entorno tan cambiante como el actual.La presente obra es un proyecto de la Iniciativa Global de Innovaci n en Educaci n, un consorcio de investigaci n y practica formado por l deres e instituciones con el fin de generar conocimiento que permita apoyar la transformaci n de los sistemas de educaci n p blica y aumentar su relevancia. El libro se basa en la premisa de que, para conseguir cambios educativos significativos, es necesaria una combinaci n adecuada de conocimientos pr cticos y cientificos. Las personas que han contribuido a esta publicaci n demuestran como extraer conocimientos a trav s de la reflexi n sobre la practica. Al compartir sus conocimientos, demuestran adem s la generosidad y el compromiso de quienes son conscientes de que todos compartimos la responsabilidad por la educaci n de todos los ni os en el mundo actual, no importa donde esten. En este libro, el lector se encontrar con testimonios inteligentes y profundos sobre lo que de verdad se necesita para transformar la mayor organizaci n de la sociedad y conseguir que mejore la educaci n de los m s j venes. Estos relatos de lideres del cambio educativo en sistemas tan diversos como los de Australia, Brasil, Colombia, Ghana, India, Liberia, M xico, Per , Polonia, Portugal, Rusia, Singapur, Sudafrica y Yemen le resultar n fascinantes y sorprendentes al lector y ser n de gran valor para quienes deseen dejar un verdadero legado como ministros de educaci n.Fernando M. Reimers es catedr tico de educaci n internacional y pol ticas educativas y director de la Iniciativa Global de Innovaci n en Educaci n y del m ster internacional de pol ticas educativas de la Universidad de Harvard. Su investigaci n y su labor docente se centran en c mo educar a los ni os y j venes para que puedan participar c vica y econ micamente en el siglo XXI. Lleva m s de tres d cadas asesorando a ministros de educaci n y otros responsables de instituciones educativas de frica, Am rica, Asia, Europa y Oriente Medio. Ha escrito y coordinado 35 libros sobre reformas educativas para aumentar la relevancia de la educacion y su eficacia en preparar a los estudiantes para convertirse en arquitectos de sus propias vidas, capaces de colaborar para hacer un mundo mejor.

Dans une petite ville pr s de la ville de Boston vit Filomena, une perruche de douze ans. Dans le premier livre de cette s rie, Filomena d couvre que nous observons le monde dans un cadre psychologique et que l'observation est un outil puissant pour nous aider comprendre comment les autres per oivent le monde. Dans le deuxi me livre de la s rie, Filomena passe de nombreuses journ es dans le jardin pendant l' t avec un groupe diversifi d'amis qui enrichissent sa vie. Ils d couvrent ensemble tout ce que les amis, en travaillant ensemble, peuvent accomplir. Dans ce troisi me livre de la s rie, au moment o l' t se termine, Filomena r fl chit sur le passage des saisons et r alise comment elles rythment nos vies. Pendant qu'elle se souvient de son amie Winter, elle d couvre qu'en passant du temps avec les autres, nous devenons une partie de ce qu'ils sont et ils deviennent une partie de ce que nous sommes. Fernando M. Reimers est professeur de la Fondation Ford pour la pratique de l' ducation internationale et directeur de l'initiative pour l'innovation dans l' ducation mondiale. Il est galement directeur du programme de ma trise en politique ducative internationale l'Universit Harvard. Lorsqu'il ne fait pas de recherche, n' crit pas sur la fa on d' duquer les enfants et les jeunes au XXIe si cle, n'enseigne pas et ne conseille pas ses tudiants, il crit " Les Aventures of Filomena ", une collection de livres pour encourager des conversations entre g n rations au sujet du bien- tre. Ce livre est le troisi me de cette s rie d ouvrages.

En un peque o pueblo cerca de la ciudad de Boston vive Filomena, una periquita de doce a os de edad. En el primer libro de esta serie, Filomena descubre que todos vemos el mundo desde una perspectiva y que la observaci n es una herramienta poderosa para ayudarnos a comprender c mo otros ven el mundo. En el segundo libro de la serie, Filomena pasa muchos d as en el jard n durante el verano con un grupo diverso de amigos que enriquecen su vida. Filomena y sus amigos descubren juntos cu nto pueden lograr colaborando. En el tercer libro de la serie Filomena descubre que hay estaciones en el ano y en la vida, y nos da una lecci n en compasi n. Al recordar a su amigo Invierno se da cuenta que al pasar tiempo con otros se vuelven parte de nuestras vidas. En este cuarto libro en la serie, Filomena conoce a Andria, una maestra que ensena a estudiantes que han salido de sus pa ses y son refugiados. Andria les ensena a expresarse a trav s del arte, ella y Filomena descubren cuanto pueden aprender de estos estudiantes.Fernando M. Reimers es Profesor de Educaci n Internacional y Director de la Iniciativa de Innovaci n de Educaci n Global y del Programa Internacional de Maestr a en Pol ticas de Educaci n de la Universidad de Harvard. Cuando no est investigando y escribiendo sobre c mo educar a ni os y j venes en el siglo veintiuno, o ense ando y asesorando a sus estudiantes de postgrado, escribe 'Las aventuras de Filomena' una serie de libros para apoyar conversaciones intergeneracionales sobre c mo vivir bien, de la cual este libro es el cuarto.

Em uma pequena cidade perto da cidade de Boston, nos Estados Unidos, vive Filomena, uma periquita de doze anos de idade. No primeiro livro desta s rie Filomena descobre o poder da empatia para nos ajudar a entender como os outros enxergam o mundo. No segundo livro da s rie, Filomena descobre o poder e a tica das amizades e o quanto amigos podem alcan ar trabalhando juntos. No terceiro livro da s rie, Filomena percebe que h esta es do ano e da vida e ensina uma li o de compaix o. Ao se lembrar de seu amigo Inverno ela descobre que, quando passamos tempo com outras pessoas, nos tornamos parte de quem elas s o e elas se tornam parte de quem somos. Neste quarto livro da s rie, Filomena se encontra com Andria, uma professora que ensina estudantes que deixaram seus pa ses de origem e se tornaram refugiados. medida que ela os ensina a ganhar voz atrav s das artes, Andria e Filomena descobrem o quanto esses alunos podem ensin -los. Fernando M. Reimers professor da Pr tica Internacional de Educa o da Funda o Ford, Diretor da Iniciativa de Inova o Educacional Global e do Programa de Mestrado em Pol ticas Educacionais Internacionais da Universidade de Harvard. Quando ele n o est pesquisando e escrevendo sobre como educar crian as e jovens no s culo XXI, ou ensinando e aconselhando seus alunos de p s-gradua o, ele escreve "As Aventuras de Filomena", uma s rie de livros para encorajar conversas entre gera es sobre como viver bem, do qual este livro o quarto

Em uma pequena cidade perto da cidade de Boston, nos Estados Unidos, vive Filomena, um periquito de doze anos de idade. No primeiro livro desta s rie, Filomena descobre que todos n s vemos o mundo de uma perspectiva e que a observa o uma ferramenta poderosa para nos ajudar a entender como os outros v em o mundo. No segundo livro da s rie, Filomena passa muitos dias no jardim durante o ver o com um grupo diverso de amigos que d o um significado a sua vida. Filomena e suas amigas descobrem o quanto podem conseguir juntos por meio da colabora o. Neste terceiro livro da s rie, medida que o ver o avan a, Filomena reflete sobre a passagem das esta es e percebe como elas marcam nossas vidas. Quando ela se lembra de seu amigo Inverno, ela descobre que, quando passamos tempo com outras criaturas, nos tornamos parte de quem elas s o e elas se tornam parte de quem somos.Fernando M. Reimers Professor de Educa o Internacional e Diretor da Iniciativa de Inova o Educacional Global e do Programa Internacional de Mestrado em Pol tica Educacional da Universidade de Harvard. Quando n o est pesquisando e escrevendo sobre como educar as crian as e jovens do s culo XXI, ou ensinando e aconselhando os alunos de p s-gradua o, escreve As Aventuras de Filomena , uma s rie de livros para fomentar conversas intergeracionais sobre como viver bem, do qual este livro faz parte e o terceiro.

In a small town near the city of Boston lives Filomena, a twelve year old parakeet. In the first book in this series Filomena discovers the power of empathy to help us understand how others see the world. In the second book in the series, Filomena discovers the power and ethics of friendships and how much friends, working together, can achieve. In the third book in the series, Filomena realizes there are seasons of the year and of life, and teaches a lesson in compassion. As she remembers her friend Winter, she discovers that as we spend time with others we become a part of who they are, and they become a part of who we are. In this fourth book in the series, Filomena meets Andria, a teacher who teaches students who have left their home countries and become refugees. As the teaches them how to gain voice through the arts, Andria and Filomena discover how much these students can teach them.Fernando M. Reimers is the Ford Foundation Professor of the Practice of International Education and Director of the Global Education Innovation Initiative and of the International Education Policy Masters Program at Harvard University. When he is not researching and writing about how to educate children and youth in the twenty first century, or teaching and advising his graduate students, he writes 'The Adventures of Filomena' a series of books to encourage intergenerational conversations about living well of which this book is the fourth.

In a small town near the city of Boston lives Filomena, a twelve year old parakeet. In the first book in this series Filomena discovers that we all see the world through a frame of mind and that observation is a powerful tool to help us understand how others see the world. In the second book in the series, Filomena spends many days in the garden during the summer with a diverse group of friends who enrich her life. They discover together how much friends, working together, can achieve. In this third book in the series, as the summer winds down, Filomena reflects on the passage of the seasons, and realizes how they punctuate our lives. As she remembers her friend Winter, she discovers that as we spend time with others we become a part of who they are, and they become a part of who we are. Fernando M. Reimers is the Ford Foundation Professor of the Practice of International Education and Director of the Global Education Innovation Initiative and of the International Education Policy Masters Program at Harvard University. When he is not researching and writing about how to educate children and youth in the twenty first century, or teaching and advising his graduate students, he writes 'The Adventures of Filomena' a series of books to encourage intergenerational conversations about living well of which this book is the third.

En un peque o pueblo cerca de la ciudad de Boston vive Filomena, una periquita de doce a os de edad. En el primer libro de esta serie, Filomena descubre que todos vemos el mundo desde una perspectiva y que la observaci n es una herramienta poderosa para ayudarnos a comprender c mo otros ven el mundo. En el segundo libro de la serie, Filomena pasa muchos d as en el jard n durante el verano con un grupo diverso de amigos que enriquecen su vida. Filomena y sus amigos descubren juntos cu nto pueden lograr colaborando. En este tercer libro de la serie, a medida que avanza el verano, Filomena reflexiona sobre el paso de las estaciones y se da cuenta de c mo marcan nuestras vidas. Cuando recuerda a su amigo Invierno, descubre que a medida que pasamos tiempo con otras criaturas, nos convertimos en parte de lo que son y ellos se convierten en parte de lo que somos. Fernando M. Reimers es Profesor de Educaci n Internacional y Director de la Iniciativa de Innovaci n de Educaci n Global y del Programa Internacional de Maestr a en Pol ticas de Educaci n de la Universidad de Harvard. Cuando no est investigando y escribiendo sobre c mo educar a ni os y j venes en el siglo veintiuno, o ense ando y asesorando a sus estudiantes de postgrado, escribe 'Las aventuras de Filomena' una serie de libros para apoyar conversaciones intergeneracionales sobre c mo vivir bien, de la cual este libro es el tercero.

This is the Russian edition of 'The Story of Filomena': In a small town near the city of Boston lives Filomena, a twelve year old parakeet. As she pays close attention to the people and to the world around her, Filomena discovers that her universe is much bigger than the cage in which she lives and that life can be a wonderful adventure if we choose to make it so. Join Filomena in her adventures as she fights a pirate in an imaginary ship, remembers growing up with two children and helps us see the world through her small eyes and her big heart. Filomena has learned that asking questions and talking with others helps to observe and understand the world. She has included some questions in the book to help you think about the story, or to discuss the story with someone else, so you too can understand the world 'the Filomena way'.

This is the Urdu edition of 'The Story of Filomena': In a small town near the city of Boston lives Filomena, a twelve year old parakeet. As she pays close attention to the people and to the world around her, Filomena discovers that her universe is much bigger than the cage in which she lives and that life can be a wonderful adventure if we choose to make it so. Join Filomena in her adventures as she fights a pirate in an imaginary ship, remembers growing up with two children and helps us see the world through her small eyes and her big heart. Filomena has learned that asking questions and talking with others helps to observe and understand the world. She has included some questions in the book to help you think about the story, or to discuss the story with someone else, so you too can understand the world 'the Filomena way'.