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EI at school - Instructions for the use
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LETHE project developed some tools to foster the introduction of an Emotional Intelligence approach in schools.
In particular, you can find Emotional Land and the On-line Leaning Paths
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Emotional Land tools acts as:
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a) | Tool of on-line spreading about the theme of the Emotional Intelligence
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b) | Means of training and diffusion of the basic elements available (literature, bibliography and examples of experimentation carried out)
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c) | Heart of proposals of deepening, checking and practice activities
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It is a composed of three environments, linked to the three typologies of users that enter the environment:
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1) | kindergarten and primary school (from 6 to 13 years)
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2) | secondary school (from 14 to 25 years)
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3) | educators (teachers, parents, trainers, psychologists)
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The Environment for the secondary school is composed of graphic plays which will help to give a name to the various nuances of the emotions (complex emotive literacy); graphic adventures which will encourage the youngsters to think about the role of the emotions in learning contexts and in everyday social contexts.
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The Environment for the educators is composed of tests and questionnaires to give to the youngsters (for the school and the family); materials for plays to be realized in room, to understand the impact of the emotions in the learning processes (cooperation, understanding of the other, decentralization, empathy, self-control).
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Try and visit Emotional Land, which is reachable through the site homepage
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On-line Leaning Paths (or simply curricula) are the operational part of LETHE. They are meant to be study/learning active paths that will be developed by the classes that will test the Lethe project. They have not to directly deal with IE theme but two themes through the IE METHOD.
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The curricula are based on the didactic approach of the emotional learning. According to some experts, we do not learn only from contents but also from perceptions and feelings, perhaps unconscious. So, employing emotionally involving situations is not only a method useful to make learning faster and more pleasant, but above all a process necessary to produce effective learning. For this reason the learning process that the curricula try to develop does not start from the contents but from the emotions that the contents arouse. So we try to develop the EI but applying it to didactic contexts.
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The curricula will be about:
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1) | Intercultural Understanding
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2) | Evolutions, History and Misbelieves of the religious thoughts and ritual behaviours in Europe
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The didactic objectives of the curricula are various:
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1) | to approach a subject (literature, art, history) in a new way
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2) | to deal with an issue starting not from the context usually explained by the teacher but from that issue adding the link with the emotional aspect that it arouses (Emotional Based Learning)
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3) | to start from an emotional datum in order to subsequently approach the subject in a traditional way.
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The project concentrates also on the transversal objectives, besides the disciplinary ones. In particular it tries to:
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1) | diffuse technologies in order to express all the kinds of intelligence (e.g. musical, creative intelligence)
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2) | let understand how technologies could be a strong, and sometimes irreplaceable, support for the traditional study
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3) | to favour, through interculture and misbelieves theme, a wider view of the European cultural dimension
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© Centro Studi e Formazione Villa Montesca
Soc. Consortile a. r. l.
Villa Montesca - Città di Castello CAP 06012 - P. IVA: 02513400545
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The action has received funding from the European Community.
The contents reflect the partners’ views and the sole responsibility lies with the author. The European Agency is not responsible for any use that may be made of the information contained therein.
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