ENABLING TRAUMATIZED CHILDREN IN GREEK REFUGEE CAMPS TO DESIGN THE FUTURE OF EDUCATION: UPDATE OF A PROJECT IN PROGRESS
Peter Pohl
Strony: 196-213
Opublikowano: 1 Oct 2022
Wyświetlenia: 1,279
Pobrania: 152
Streszczenie: If it were possible to demonstrate that severely traumatized children in refugee camps could be enabled to design the future of education, it would empower children worldwide to follow them. This is the rationale that guides the project described here in a situation which couldn’t be more dramatic: on the one hand, we now know that education will determine the destiny of humankind, but on the other, given a future that is becoming increasingly unimaginable, we don’t have the slightest clue as to what the future of education should contain. This paradox has characterized the state of education globally for decades and all attempts at reviving it have amounted to little more than kicking a dead horse. The present article leads the reader into a methodology and ethos which together show a way out of this dilemma along empirically proven principles.
Słowa kluczowe: developmental neuroscience, self-organized learning, physical and virtual reality, community learning utility and the integration of refugees, mothers
Cytowanie artykułu: Peter Pohl. ENABLING TRAUMATIZED CHILDREN IN GREEK REFUGEE CAMPS TO DESIGN THE FUTURE OF EDUCATION: UPDATE OF A PROJECT IN PROGRESS. Journal of International Scientific Publications: Educational Alternatives 20, 196-213 (2022). https://www.scientific-publications.net/en/article/1002386/
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