Within the framework of the Social Sciences and Humanities 11 subject, the project “Planetary Fractures” marks a significant milestone in TDSers’ journey of exploring the theme “Humanity and Ethics.” The term “fractures” serves as a metaphor for the persistent injustices and societal breakdowns that continue to exist. During the project presentation, three teams from classes 11Sedona and 11Baltimore showcased unique productions that reflected sharp perspectives, critical thinking, and innovative approaches to addressing pressing social issues.
Through the creative lens of Gen Z, planetary fractures were depicted through the most concerning problems in society. Using diverse formats such as short films, documentaries, and music videos, TDSers vividly brought to life thought-provoking realities – from extravagant, wasteful lifestyles to spiritual scams and child labor exploitation. “While producing these films, we wanted to raise our voices against the darkness in society. We realized that we must never stay silent in the face of ethical issues because, ‘The world suffers not only from the cruelty of bad people but also from the silence of good people.’” – Minh Anh (11Baltimore).
During the project presentation, the teams also introduced practical social enterprise models. The 11th-grade TDSers impressed with a project focused on developing a website and an application to teach computer science to children in remote mountainous areas. Another standout initiative involved the business of organic products made from Sapa’s agricultural goods, with profits allocated to funding digital education for children in these regions and supporting farmers in securing stable market access. This project received high praise from the judging panel.
Ms. Dinh Thi Hai Yen, Director of Hoa Binh Security Services Co., Ltd. and a judge for the competition, shared: “For parents who are entrepreneurs, building a sustainable business that creates value for society is a long journey requiring many factors. While these projects still need time to be fully developed, what truly matters is that throughout the process, the students have been proactive, united, and have grown significantly. This is also an opportunity for them to learn about empathy, compassion, and becoming well-rounded global citizens – not only in terms of awareness but also in their sense of responsibility toward the community.”
The most poignant moment of the project was the “Good Deeds Journal,” which documented students’ journey of giving back to the community. Among these stories, “The Golden Pig” from class 11Sedona deeply touched many in the audience. With a heartfelt desire to support students in the flood-affected district of Bo Trach (Quang Binh) and improve their learning conditions, the students collectively “raised” a piggy bank. To fundraise, they baked and sold homemade goods and even willingly cut back on their personal expenses for this meaningful cause. “We believe that even small contributions can lead to great outcomes. This project helped us realize that love and compassion are what truly give life its meaning. And only love has the power to mend the fractures of our planet.” – Le Minh Ngoc, 11Sedona.
The “Planetary Fractures” project once again reinforces John Dewey’s educational philosophy: “Education is not preparation for life; education is life itself.” Each learning project is a real-life reflection, presenting students with practical challenges that encourage critical thinking and problem-solving. Through this process, TDSers not only expand their knowledge and skills but also progressively equip themselves to drive change in the world—emerging as global citizens who make a positive impact on their communities.
