PEDAGOGY AND METHODS
As stated on our Why-page, we believe that education should be driven by an urge to know, not by a duty to teach. The participants’ own desire to understand is, without doubt, the strongest factor in motivating them to take on board new knowledge and insights. We have found that the education style that tie in to this urge for knowledge in the best possible way is non-formal…
Non-formal education is unique in its contrast to, and complementary role of, formal education. It is being increasingly accepted as an established form of education. Non-formal education provides learning opportunities such as:
– Learning that take place in parallel with, or out of, the formal educational system.
– Learning that goes on in daily life; the multiple ways we learn to function and interact within our own societies.
– Learning through self-experienced activities, which create learning based on each individual’s level of knowledge.
Within schools, we encourage an approach somewhere between non-formal and formal education, and we offer programs that can be delivered and facilitated within the formal educational system and in a classroom.
Within the sporting world, we encourage a fully non-formal educational approach, and we offer programs that can be facilitated within the sports field, or a gym.
Interaction occurs when two parties meet and share or do something, that has an effect on both of them. It can be a dialogue, game, role-playing, discussion or simply cooperating while figuring out a tricky math problem. Interaction can take place between two or more people, but also between a person and an online source. Studies find that face-to-face teaching can be successfully enhanced with new interactive online teaching.
Using interactive activities taps into the realm of “multiple intelligences”, one of many theories favoring the use of interaction in education, described by psychologist Howard Gardner. Participants are more likely to become engaged through interactive activities, as these call upon their own interests and strengths during the learning process.
Social interaction also lies at the very core of every individual. We are social beings, and we learn about who we are by making sense of our interactions with others. While more formal methods of teaching focus on textbooks, we believe we can achieve more by facilitating interactive activities for the participants, allowing them to obtain knowledge and discover insights from each other, and from within themselves.
We strive to create environments where young people learn by talking, and considering different issues, together. By posing a question, and allowing the group to interact in order to answer it, we create a space where everyone shares their knowledge, learns, and grows.
Creativity is said to be the use of imagination or original ideas to create something new. This inventiveness can result in almost anything – a technical invention, a painting, an idea, a solution, a poem, a relationship or a new dance move. We use creativity to solve a problem, to see and explore new possibilities for expressions, to find new ways of learning and to make decisions.
Our desire is to create learning environments where young people feel safe to explore, to have fun playing with the ideas, to ask questions and not be forced to find only one answer. They don’t even have to find the right answers.
Within our subjects self-esteem, conflict management and non-violence there is seldom only one answer to any question. The answers will be different from each participant, as they are based on individual experiences, and will come from the group member’s interaction, and from within each and every person.
As a result, in our experience, participants feel inspired to engage in the learning process, hopefully with excitement and joy, and with a desire to learn even more.
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