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Journal of the Comenius AssociationJournal de l’Association Comenius

No. 20 – September 2011

Guest EditorsNiomi Kelly, Lia Frederickx & Piet Tutenel

Lessius Mechelen

Responsible EditorsBoard of the Comenius Association,

represented by Geneviève Laloy, President

Language EditorsNiomi Kelly

Lia FrederickxChantal Muller

George CamachoPiet Tutenel

–Lessius Mechelen, Instituto Politécnico de Santarém

Haute École Namur-Liège-Luxembourg

LayoutWim Bruyninckx

[email protected]

The views expressed in this journal are the sole responsibility of the individual authors.

ISSN 2033-4443

journal� de l�’ association comenius

comenius journal�

September 2011

Contents

In Loving Memory 2

Perspectives: Internationalisation of the Curriculum and new technologies 8

Could Facebook be Academic? 8European Public-Private Partnerships on Media Literacy 10E-ntercultural 12Environmental Conscious Education and ICT 14Education and Internationalisation in a Digital Age 17Internationalization and Geography Fieldwork 20

Vision and Practices 26International Learning in the Curriculum of Teacher training 26What´s in our Head? 29Le projet Comenius “Toddler” 32

Travel Experiences 34Building Bridges 34Outdoor Education in Norway 36Life Long Learning is (Individual) Perception 38Une quatrième année superflue? 39Timisoara: A Flower with many Colors 41How to organise an International Seminar in 10 steps 43Philosophy at School 44

Announcements and upcoming events 49

Contributors 51

Institutions 52

Le voilier.

Je suis debout au bord de la plage. Un voilier passe dans la brise du matin et part vers l’océan. Il est la beauté, il est la vie. Je le regarde jusqu’à ce qu’il disparaisse à l’horizon. Quelqu’un à mon coté dit : “Il est parti!“ Parti? Vers où? Parti de mon regard, c’est tout! Son mât est toujours aussi haut, sa coque a toujours la force de porter sa charge humaine. Sa disparition totale de ma vue est en moi, pas en lui. Et juste au moment où quelqu’un près de moi dit : “Il est parti! “ Il y en d’autres qui, le voyant poindre à l’horizon et venir vers eux, s’exclament avec joie : “Le voilà!“ C’est ça la mort.

William Blake

What is Dying?

A ship sails and I stand watching it till it fades on the horizon.

Someone at my side says, “She is gone.”Gone where?

Gone from my sight. That is all.She is just as large as when I saw her.

The diminished size and total loss of sight is in me, not in her.

And just at that moment, when someone at your side says, “She is gone”

There are others who are watching her coming.

And other voices take up the glad shout.“Here she comes!”And that is dying.

Martine Chevalier °20 novembre 1953 – † 3 september 2011

In Loving Memory

Martine CHEVALIER est professeur d’histoire à HELMo Sainte-Croix. Depuis de nombreuses années, elle s’y occupe également du service des relations interna-tionales. Après de nombreuses années pas-sées en classe mais aussi sur le terrain des programmes d’échanges internationaux, elle nous livre ici ses réflexions sur son en-seignement et son rapport avec les futurs enseignants qu’elle forme au quotidien.

P o r t r a i t

Nuances: Quel a été ton parcours aca-démique et professionnel?Martine CHEVALIER: Je suis sortie de l’université avec une licence d’histoire et l’AESS en poche en 1976. J’ai tout de suite commencé par un premier intérim à Hannut dans l’enseignement général et technique. Mais très rapidement, j’ai été appelée à Sainte-Croix pour y exercer un ¾ temps dans le secondaire et aussi dans le normal primaire. C’était un peu de la folie… J’avais face à moi des étudiants qui étaient à peine jeunes que moi et qui étaient beaucoup plus compétents en didactique et en pédagogie. J’avais 22 ans et je me lançais dans l’enseignement!

As-tu, comme beaucoup de profs, été éparpillée dans plusieurs institutions d’enseignement?MC: A un moment donné, j’avais un ho-raire réparti dans cinq écoles! Je donnais des cours dans le supérieur ici à Sainte-Croix mais aussi dans le secondaire à Saint-Louis, à Ferrières, à Visé et à Saint-Barth. J’aurais même dû aller à Stavelot! Il me fallait plus de temps pour aller et revenir que pour donner mes deux heures de cours! Heureusement, dès 1988, je n’ai plus enseigné qu’ici et à Saint-Louis. C’est alors que la formation d’instituteur primaire est passée à trois ans et en 1992 j’étais à plein temps à Sainte-Croix.

Tu es également fortement impliquée, depuis de nombreuses années, dans les relations internationales. Pourquoi cette envie?MC: Dès les années ’80, je me suis lancée là-dedans. J’ai donc accompagné quasi depuis le début le processus d’évolution

des échanges internationaux. Surtout via Comenius, qui est une association qui est née il y a tout juste 20 ans. A Sainte-Croix, je travaille en étroite collaboration avec Martine WILMOTS et nous formons une bonne équipe. Chez nous, les étudiants peuvent s’inscrire dans différentes activi-tés. Dès le 2 ème bac, ils peuvent partir en programmes courts. C’est maximum 15 jours et c’est soit en programme intensif ou en semaine internationale. Ensuite, en 3 ème bac, il y a différents types de pro-grammes. C’est très spécifique à Sainte-Croix, ça. Il y a bien sûr les tradition-nels échanges Erasmus avec lesquels les étudiants peuvent partir de 3 mois à 1 an. Chez nous, les régents en langues doivent obligatoirement partir à l’étranger.

A Sainte-Croix, les étudiants ont-ils la possibilité de partir au-delà des frontières européennes?MC: Oui, exactement, car outre Erasmus, nous avons aussi des programmes qui per-mettent aux étudiants de s’envoler pour le Québec, le Bénin ou le Sénégal. Dans ces cas-là, il s’agit d’un véritable projet péda-gogique qui est mené, dès septembre, avec les étudiants. Ce n’est donc pas du clé sur porte. Il y a donc toute une préparation interculturelle pour tous ceux qui partent. Nous avons plusieurs réunions avec eux. On y évoque leurs craintes et leurs peurs face à l’inconnu, les chocs culturels qu’ils peuvent subir. On y évoque aussi les buts d’un voyage à l’étranger dans le cadre d’une formation pédagogique.

Pour en revenir au cours d’histoire que tu donnes, quels en sont les spéci-ficités?MC: Pour moi, il est important d’apprendre aux étudiants la rigueur dans le travail. Je donne aussi une grande importance à l’institutionnel, au rôle de l’étudiant dans la société mais aussi dans sa classe. Lorsqu’on est enseignant, on défend un certain nombre de valeurs et le cours d’histoire prend ici une place toute particulière. Car l’histoire, ce n’est pas seulement retenir des dates! Il faut donner un sens aux choses. Expliquer pourquoi elles se passent, rechercher les origines et le lien qui existent entre les événements.

Je m’intéresse tout particulièrement aux périodes révolutionnaires parce qu’il s’agit de moments charnières de l’histoire.

Comment travailles-tu avec tes étudi-ants?MC: En 3 ème bac instituteur primaire, je fais un jeu de rôles. Je monte cela comme un vrai projet. Généralement, on part d’un film: « Daens » par exemple. Les étudi-ants identifient les acteurs historiques et ils doivent ensuite adopter l’un des rôles observés. Je leur distribue des dossiers avec des sources et ils doivent entamer des recherches pour construire leur rôle: un patron, un ouvrier, un évêque… Je leur donne ensuite une fourchette de dates et un fait historique. Après avoir cherché eux-mêmes leurs costumes, ils doivent élaborer une argumentation en fonction de leurs rôles et de la période choisie. Nous faisons ensuite un débriefing et on revient aux véritables faits historiques. J’essaye de leur montrer la distance qu’il peut exister entre aujourd’hui et hier. L’idée majeure, c’est que nous reconstruisons le passé en permanence. Les étudiants peuvent en-suite utiliser ces acquis pour faire des liens avec le programme intégré. Malheureuse-ment, ce n’est qu’un cours de 15 heures en 3 ème bac.

Un souhait pour le futur?MC: Continuer à aimer faire ce que je fais! Ce qui me plaît beaucoup, c’est d’aller à l’étranger pour rencontrer des partenaires pédagogiques. J’aime mettre en route des programmes d’échanges où je sais que je peux envoyer les étudiants en toute confiance et où je suis persuadée qu’ils apprendront quelque chose d’intéressant pour leur métier et leur vie futurs!

P a t r i c k D e j a r n a c collègue et professeur

Interview Martine Chevalier, octobre 2009

In Loving Memory

Comenius Journal�September 2011 3

Comenius Journal�September 20114

Martine, chère Martine,

Nos cœurs sont en berne depuis quelques jours car une femme hors du commun vient de nous quitter. Martine, chère Martine.

Je parle ici au nom de l’Association Comenius, Réseau de partenariat pédagogique entre Universités et Hautes écoles de Formation d’enseignants un peu partout en Europe.

Martine y était une véritable cheville ouvrière depuis des années et son en-gagement était un modèle en la matière. Coordinatrice internationale à son propre institut, elle était également depuis des années un membre du Bureau de l’Association, prenant en charge avec brio une bonne partie de ce secrétariat inter-national, stimulant de nombreux projets internationaux, se donnant corps et âme pour l’international, en Europe et bien au delà, avec ses nombreux partenaires un peu partout dans le monde.

Corps et âme, c’est bien de cela qu’il s’agit. Martine donnait sans cesse de son temps et de sa personne pour des projets et collaborations auxquels elle croyait, qui rejoignait ses valeurs d’ouverture, de convivialité, d’éducation citoyenne, d’interculturalité, de développement du-rable, de construction européenne.Elle se donnait sans compter, à tel point que l’on se demandait comment elle pouvait prendre tout cela en charge, comment elle pouvait être ici et ailleurs, stimuler, coordonner autant de projets, tout en donnant cours, tout en accueillant des hôtes étrangers, tout en rédigeant des rapports et dossiers, tout en partant pour

Santarém alors qu’elle venait de revenir de Chicoutimi, tout en portant attention à chacun, étudiants et collègues, tout étant une grande dame, qui semblait se mettre sur son 31 en toutes occasions. Elle était admirable et nous l’admirions.

Comme il était bon de faire des projets avec elle. Comme il était bon de rêver à ce qui pourrait passionner nos étudiants et nos collègues, comme il était enthousi-asmant de voir ensemble comment nous allions y arriver.

Elle était efficace et rigoureuse,Elle était tenace et audacieuse,Elle était avant-gardiste et consciencieuse,Elle était perfectionniste et tellement généreuse.

Elle savait travailler du matin au soir mais elle savait aussi laisser la place à la fête, aux soirées interculturelles et quand elle ne courait pas, elle adorait danser.

Elle était décidément une comparse de travail formidable avec qui c’était un bon-heur de lancer et coordonner tous ces pro-jets internationaux ainsi que l’Association Comenius elle-même. 

Au-delà de la collègue de travail, de la partenaire si précieuse, elle était aussi pour bon nombre d’entre nous, une grande amie.Chacun d’entre nous se dit qu’il a eu la chance de croiser sa route et de faire un bout de chemin, court ou long, avec elle.

Les messages des collègues de l’Association Comenius sont nombreux, ils viennent de Suède, du Danemark, de Norvège, de Roumanie, de Hongrie, d’Autriche, de Suisse, d’Espagne, de

France, du Portugal, des Pays-Bas, de Grande-Bretagne, d’Irlande, de Belgique mais aussi de Klingenthal de la part de Madame Stintzi et enfin d’au-delà des frontières européennes. Tous souhaitent redire à sa famille et ses proches amis, combien elle comptait énormément pour nous tous, combien elle était appréciée et combien elle va continuer à nous accom-pagner, à la manière des bonnes fées, qui veillent de loin.

Martine a toujours été une bonne étoile et elle le restera longtemps encore…C’est certain, elle va nous manquer. Elle nous manque déjà.

Je cède maintenant la parole à Wim Friebel qui fut pendant de longues années le trésorier de l’Association Comenius et avec qui Martine a donc fait longtemps équipe. Elle adorait écouter ses discours, cela lui faisait du bien de l’écouter, cela la faisait toujours sourire et parfois rire aux éclats.

G e n e v i è v e L a L o y President of the Comenius Association On behalf of the Comenius Association

In Loving Memory

Comenius Journal�September 2011 5

In Loving Memory

Martine, dear Martine,

Our hearts are mourning since an out-standing woman left us. I am speaking currently in the name of the Comenius Association, a network of teacher training institutions all over Europe. Martine used to be a kingpin in this team and her year-long involvement was remarkable. She was the international coordinator in her institution, a mem-ber of the Association Bureau, taking in charge brilliantly most of the international secretarial work; she was able to stimulate a lot of international projects; she threw herself body and soul into these interna-tional projects within Europe and outside the European borders, devoting herself to her partners all over the world.

With body and soul, this is the way Mar-tine acted. Martine used to give her time, her energy to projects, to collaborations, in which she believed, which embodied her values of openness, conviviality, education to citizenship, interculturality, sustainable development and European construction.

She spared no effort. We kept wondering how she managed to take care of all these matters; how she managed to be here and there; how she could stimulate, coordinate so many projects, and still teach; how she could on top of all this welcome so many foreign colleagues, and still write reports and files; how she could leave for Santa-rem when she had just come back from Chicoutimi; how she could pay attention to everyone, student or colleague; how she could be this grand lady always so elegant. She was admirable and we admired her.

How good it was to make projects with

her. How good it was to dream of what could motivate our students and col-leagues. How exciting it was to work out together how we would manage.She was efficient and rigorous.She was tenacious and daring.She was avant-gardist and conscientious.She was perfectionist and so generous.She could work whole day long but she also enjoyed partying, intercultural eve-nings and when she did not run, she loved dancing.

She was indeed a formidable partner of work, with whom it was a pleasure to launch and coordinate all these interna-tional projects, including the Comenius Association itself.

Next to the colleague, the precious part-ner, she was also for many of us a great friend.Every one of us knows it was a great chance to have been able to cross her road and to go part of the way – be it short or long – with her.

The messages from colleagues from the Comenius Association are numerous. They come from Sweden, Denmark, Romania, Hungary, Austria, Switzerland, Spain, France, Portugal, the Netherlands, Great-Britain, Ireland, Belgium but also from Klingenthal from Ms Stintzi and finally from outside Europe. All want to tell her family and her close friends how much we appreciated her. She will go on with us on the way, like a good fairy, watching over us from afar.Martine always was a lucky star and she will remain it …For sure, we’ll miss her. We already miss her.

Now I give the floor to Wim Friebel, who was for many years the treasurer of the Association and with whom Martine made a team. She loved listening to his speeches, she always smiled and even sometimes roared with laughter.

G e n e v i è v e L a L o y President of the Comenius Association On behalf of the Comenius Association

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In Loving Memory

Chère Madame, maman de Martine,Cher Pierre, frère de Martine,Chers famille, amis, collègues,

Me joignant aux paroles de Geneviève, je veux illuminer la vie de Martine au sein de l’Association Comenius, comme ancien collègue international, ça va sans dire, mais surtout comme un de ses amis, puisque, comme Martine Wilmots, collè-gue de l’Institut Sainte-Croix l’a évoqué dans un de ses mails fréquents : « Martine a joué un rôle important dans l’Associa-tion Comenius mais la profondeur  des relations amicales qu’elle a développé avec tant de partenaires, c’était vraiment sa marque. »

Je suis Wim Friebel, ancien trésorier de l’Association, et je connais Martine depuis plus de 20 ans. Je ne me rappelle pas exactement l’année de son entrée dans l’Association mais la première coopération avec Hogeschool Alkmaar aux Pays-Bas où j’étais le responsable des Relations Internationales à cette époque, était une manifestation d’idéalisme et de force sans pareil.

Il s’agissait d’un projet de promotion de la connaissance des langues étrangères appelé « Lingua ». Les étudiants néerlan-dais suivaient un programme avec des conférences et des ateliers et ils rendaient visite aux écoles pour donner des cours ; vice versa, les étudiants liégeois séjour-naient deux semaines à Alkmaar avec le même but. Si je vous montre la brochure de travail à Alkmaar, vous comprenez le caractère sérieux de ces rencontres. Et n’oubliez-pas, ce projet s’est déroulé en 1992, c’est-à-dire la période durant laquelle les instituts commençaient à penser que les idées d’interculturalité et d’internationalisation pourraient avoir de la valeur dans la formation.

Dans les années suivantes, Martine a coopéré à toutes sortes de projets, prenant toujours un rôle très actif. Qu’il s’agisse

de stages courts (une ou deux semaines) ou de stages longs (trois à six mois), ou d’ateliers concernant l’expression créative ou l’éducation musicale, Martine montrait non seulement son intérêt mais égale-ment ses propres idées et venait avec des apports bien réfléchis, qui sortaient du commun.

Permettez-moi de vous donner un exemple : les étudiants de Liège qui étaient en stage à Alkmaar pour trois mois ne suivaient pas le programme en anglais développé notamment pour les étudiants étrangers, non, elle insistait pour que les étudiants liégeois suivent le programme régulier en néerlandais. Elle a toujours particulièrement sélectionné les étudiants liégeois qui voulaient améliorer leur connaissance de la langue néerlandaise. Vous l’aurez compris, Martine avait une volonté et une opinion bien à elle.

Je veux vous encore parler d’une catégorie de projets : ce sont les Programmes Inten-sifs. A mon avis, Martine était la Grande Dame des Programmes Intensifs.

Peut-être dois-je expliquer à ceux qui ne travaillent pas dans l’enseignement supérieur ce qu’est un Programme Inten-sif. Cela concerne un projet dans lequel un grand nombre d’étudiants venant de cinq ou dix pays européens travaillent ensemble à un certain endroit autour d’un thème pertinent pour leur formation pen-dant 10 jours. Les programmes intensifs sont subventionnés par la Commission européenne mais les conditions pour rece-voir ces subsides sont sévères.

Pourquoi en est-elle la Grande Dame dans notre Association ? Parce qu’elle s’occupait d’une variété incroyable de Programmes tant au niveau des contenus que de la coopération qu’elle avait avec un grand nombre d’Instituts.

Le premier programme développé sous sa direction avait comme thème le déve-

loppement durable. Sans doute recon-naissez-vous immédiatement la personne de Martine dans ce thème. Mais après, comme je l’ai mentionné, elle a coordonné une série de programmes avec des thèmes totalement différents tels que : la violence, le patrimoine européen, la philosophie et la citoyenneté. En plus de coordonner ces programmes, elle coopérait aussi avec d’autres instituts de l’Association tels que : « Education for peace, conflict and resolution », « Water, a common concern for Europe, an educational topic », « For-mer à l’interculturalité à l’école fonda-mentale ».

Je suis sûr que vous êtes d’accord, Mar-tine était véritablement la Grande Dame des Programmes Intensifs.

Chaque année, l’Association Comenius organise une conférence aux environs de Strasbourg, à savoir dans un château dans le village de Klingenthal. Après mon arrivée par train à Liège, Martine venait me chercher à la gare et nous voyagions ensemble dans sa voiture jusqu’à Klin-genthal. Après quelques heures agréables – avec un arrêt où l’essence était offerte à un prix modéré afin de restreindre les dépenses pour son institut Sainte-Croix – nous arrivions au Château de Klingenthal. Là, la Fondation Goethe nous accueillait.

L’année passée, ma dernière visite à Klin-genthal aurait dû avoir lieu. Je me suis en effet retiré comme trésorier de l’Associa-tion et puisque je suis retraité, c’était le bon moment pour dire adieu à tous mes collègues. Cependant, je n’y suis pas allé à cause de la maladie de Martine : au mois d’avril, la chimiothérapie n’était pas encore terminée et il était évident qu’elle ne pourrait pas assister à la réunion de Klingenthal au mois de mai. Comment dire adieu sans Martine ?

Mais elle était encore optimiste, comme moi. Quoique cette maladie terrible ait bouleversé toute sa vie, je ne pouvais pas

Comenius Journal�September 2011 7

In Loving Memory

croire qu’il n’y avait pas de récupération possible. Madame Stintzi, la Présidente de la Fondation Goethe qui maîtrise le château de Klingenthal avec laquelle j’étais en contact, était de la même opinion. Elle aurait d’ailleurs voulu être ici en ce mo-ment pour témoigner de ses sentiments de haute considération pour Martine. Hélas, la vie peut être cruelle car la maladie a éteint toutes les forces de Martine.Si vous le permettez, je veux terminer en termes positifs. Savez-vous que l’Asso-ciation Comenius a créé en 1998 un prix pour récompenser des travaux d’étudiants portant sur une expérience de pédago-gie interculturelle européenne ? Ce prix Comenius a été attribué cinq fois, à savoir une fois pour un représentant de Valence, une fois à une étudiante d’Alkmaar, une fois à un étudiant de Timisoara en Rou-manie. Les deux autres fois, il s’agissait d’étudiants de Liège. Voilà de nouveau un exemple de la persévérance et du dévoue-ment de Martine n’et-ce pas ? Elle savait enthousiasmer ses étudiants et en tirer de grands efforts.

En 2005, Martine a été élue secrétaire de l’Association Comenius. Je me suis franchement demandé comment elle pourrait trouver le temps d’exécuter cette tâche. Qui doit toujours travailler durant les conférences et les réunions ? C’est la secrétaire. C’est la tâche la plus lourde. C’est plus facile d’être le trésorier.

Dès cette période-là, Martine ouvrait son lap top au début des séances. Elle prenait des notes, assise en face du groupe, à côté de la présidente, et après les réunions, nous recevions à la maison des rapports de grande qualité. Tombés du ciel ? Non, scrupuleusement rédigés et envoyés par Martine.

Au début, elle avait accepté la tâche du secrétariat pour une période de deux ans. Mais bien sûr, elle avait accepté de conti-nuer pour une nouvelle période de trois ans et enfin en 2010 de recommencer un

nouveau mandat.

Quoi qu’il y ait toujours une deuxième personne travaillant pour le secrétariat, notamment pour les travaux en anglais, on ne peut s’imaginer que le secrétariat de l’Association ne soit plus dans les mains de Martine.

Martine était encore une jeune femme au moment où je l’ai rencontrée pour la première fois. Mardi passé je l’ai vue pour la dernière fois à l’hôpital de Huy, très maigre mais encore avec une opinion et une volonté propre. Pourquoi nous a-t-elle quittés dans la force de sa vie ?

Martine Wilmots m’a fait savoir que « les marques de sympathie » ont plu des quatre coins de l’Europe dans sa boîte mail. Je le comprends très bien. Elle avait des amis partout.

Et je n’en ai pas encore parlé mais comme nous avons ri et vécu de grands plai-sirs durant les soirées après les longues réunions autour d’un verre ou lors de nos tours aux Pays-Bas et en Belgique, comme les temps avec Raoul et Huguette Fontaine. Voilà aussi une facette de la vie de Martine.

Je suis d’accord avec Pierre, son frère, qu’il ne s’agit pas aujourd’hui d’un véritable adieu. « Comment effacer des souvenirs heureux ?  Martine a été et reste une personne authentique en nos cœurs. Elle y restera vivante, présente. »

W i m F r i e b e l , Ancien Trésorier De L’association Comenius, Collègue International Et Ami De Longue Date De Martine Chevalier.

S U M M A R Y I N E N G L I S H

Wim Friebel evokes the important role Martine played in the Come-nius Association as a hard-working secretary but also the depth of the relationships she developed with so many partners. He stresses the fact that Martine launched a lot of projects of different types on varied topics. But he also recalls the friend he has lost.

8 Comenius Journal�September 2011

Perspect ives : Internat ional� isat ion of the Curricul�um and new technol�ogies

Kia KIMHAGLecturer, International coordinator

University of Gävle

I have started to use Facebook to create a better access to my students. But is Facebook academic? Why do we have a need of using it? What can be done? As far as I see students are spending quite a lot of time on Facebook and that gives many opportunities to get closer to the students. The students in the class continue to socialize. I have also noticed that it works very well if I really want to reach students or quick need to get out a message to the class. I always get a quick reply if I send it on Facebook instead of using Blackboard. One thing that is functional is creating groups where discussion, information, course objectives, data etc reach everyone in the group. Before a lesson I can as a teacher ask students for preparation that I want to add. After the lesson students can have a discussion going on about the content of the lesson. They can reflect upon their own learning and issues could arise if I and the students respond and bring the discussion forward. I also think

that it might be easier to be heard in the discussion for example like a quiet person or a person with difficulty of express-ing him- or herself orally. More talkative students can take over in the classroom. The time and the space are wider and the culture on Facebook is in my point of view that we accept incorrect spell-ing and it is not so formal. Most of the structure and the tools at Facebook are already known by the students, so I don’t have to teach the students how to use Facebook. They already know! Robin Teigland (2010) investigates about virtual worlds and social media. Teigland means that if you use Facebook and other social platforms you also follow some principles.

Networks are self-regulating, users picking up what works and does not fit to share, you can´t control or direct the networks and whether you should get something you have to give. People who do not share are not popular. Many teachers use social platforms and have done so for a long time for many reasons.

I have asked colleagues at my university why they use Facebook and what they think of it as a tool. Here are some of the answers:

L e c t u r e r o n e “I agree that Facebook (fb) is more ac-cessible and easy to use than for example

A B S T R A C T

Dans les dernières années, les nouveaux média de communication sociale ont pris une grande part dans nos vies. De plus en plus les gens utilisent de leur temps de loisirs ou de travail pour voir ce qu’il y a de nouveau par exemple sur la plateforme Facebook, le deuxième site le plus visité au monde après Google. Au passé, nous avons utilisé dans notre université la plateforme Blackboard, mais j’ai constaté que les étudiants n’y allaient pas aussi régulièrement et avaient parfois des difficultés de connections, etc.

In a few years the social medias have grown to become a big part of our lives. More people spend their leisure time and also school time to check what’s up between friends for example on the platform Facebook, the second most popular site in the world after Google. Our courses at my University have for many years used the platform Blackboard. But what I have found is that our students not so regularly visit the platform and struggle with problems of access etc.

Could Facebook be Academic?

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9Comenius Journal�September 2011

bb (Blackboard). However, bb has to be much secure and be able to “do” more things (registration, course evaluations, individual and group blogs, wikis, etc.) Hence bb is bound to be more complex to use than for example fb.  In my view fb can serve as an excellent area for social communication and informal learning in distance courses. By creating secret groups in fb I have created a social meeting place where the student conversations are al-lowed to get less formal and people who seldom express themselves in formal situa-tions can make their voices heard here.  I compare fb to a student corridor. It’s a place where students can talk about any-thing, since their common goal is learning, this often means that they will in fact learn informally onfFb. Every now and then (like in a corridor) a teacher might walk by (in this case visit the secret fb-group) and then it’s ok to ask him/her question. How-ever, I make it very clear to the student that participation in the group is voluntary and that I or HIG (University of Gävle) doesn’t take responsibility for moderating the conversation, etc. “

L e c t u r e r t w o“I was invited by quite many student on facebook at first and said that I can try it for three months and so I did. I found it quite interesting to notice how vivid the dialogue was at times and I could see that some students that were not so active in the seminars, took more apace on fb. After the three months, I closed my account and only after some days I had a bunch of e-mails where – not only – students asked why I was not on fb any more. The result was that I reactivated my account and in my academic work I have used it for quick communication with Erasmus- and Come-nius students.

With the Erasmus students (student teach-ers), most of them from Malta, Holland, Belgium and Spain, the use of fb devel-oped organically: I had a request from one of the students about becoming a friend of fb and after some weeks this had grown so that some twenty or more Erasmus students and I had the possibility to com-municate via fb. Today (the beginning of September 2011) I can see that there are contacts still between students that met at the University of Gävle two or even three years ago – and also some Swedish students, teachers and pupils from the

practice schools and take part in this inter-national chat and spreading of information and links on education and other sectors of their lives.

The Comenius students from Slovenia, Turkey, Estonia, Belgium and Sweden I worked with early last year (2010) suggest-ed at the beginning of the intense three weeks course that we should establish a closed fb group for quick communica-tion and to be able to stay in contact if we wanted after the end of the project. Today, 1 ½ years after the end of the course, at least three of the academic teachers and ten of the all together thirteen students still have some contact and some more intense than others.”

Education is changing in the schools and we have to prepare the teachers we edu-cate. Anna Karlsson (secondary teacher) won the European final 2010 (Microsoft price) as most innovative teachers and she came 3rd in the world cup (South Africa 2011): she uses Blogs, Facebook and Twit-ter to add up for example lessons online. She says that is how we use the computer tools and see opportunities that make a difference. The school must keep up with the society. Ylva Hasselberg (2000) says that personal relations and networks con-stitute an important resource. That is the key to get information and the formation of developing attitudes.

Is it possible to ignore social platforms that the pupils/students prefer to use? How innovative are we lecturers in the education? Do we want or need to use the social platforms? Or can we avoid it if that is the future for our becoming teachers? Thomas Dahlström (2010) interviewed Robin Teigland about hormones (oxyto-cin- makes us peaceful and prosperous) researcher have found in the brain and how that explains our use of social media. After only 10 minutes of Twitter the per-cent increase (13%) the study also showed that the stress hormones went down. So the use of the media has many levels!My colleagues conclude the question if Facebook can be academic.

L e c t u r e r o n e “Well, since a secret fb-group of university students are likely to discuss academic questions on fb it can. It is not yet, how-ever, a replacement for their formal LMS

but an excellent complement”

L e c t u r e r t w o“ I can see that fb – or other platforms of this kind – can serve complementary to the educational platforms that are used within the higher education. Maybe the social medias also can open for more emancipation, as the easiness of the use of them is obvious.”

The question if Facebook can be academic must be up to us to decide. We are one of the tools of the future so even if our work changes we have to follow the society. Or do we?

K i a K i m h a G

References

Anna Karlsson, teacher at Viktor Rydbergs samskola, Danderyd. Dagens

Nyheter 2011-09-05, http://www.dn.se/nyheter/sverige/natet-verktyg-for-

innovativ-larare-?rm=print.Ylva Hasselberg, 2000, Social

networks and economic development. Entrepreneurial networks and their

influence on patterns of innovation and stagnation in Swedish business 1870-

1985 (Tore Browaldhs stiftelse).Robin Teigland, http://www.hhs.

se/search/person/pages/person.aspx?personid=785.

Thomas Dahlström http://www.meetingsinternational.se/articles.

php?id=190.

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Perspect ives : Internat ional� isat ion of the Curricul�um and new technol�ogies

Comenius Journal�September 2011

Violaine HACKERPhD, European Department Studies,

Sorbonne Consultant in Public Policy

The way audiences view television is about to change. For instance, Microsoft is set to bring live television to millions of Xbox 360 owners. The landscape is trans-forming, and Internet television availabil-ity will be as widely available around the world as it currently is in the UK. Over the next few years, digital services will be free to use on your console to which you will be able to directly really speak to order video, mobile phone ser-vices, less controlled web and social net-works. Against this backdrop, and given the fact that the “Europe 2020 Strategy” will determine the EU’s policies and investment priorities for the next decade, the cross-sectoral and multi-disciplinary aspect of creativity mixing elements of culture-based creativity and economic as well as technological innovation are fore-grounded. Moreover, policy makers ac-knowledge that a competitive audiovisual sector has important economic spill-over effects on other industries. Consequently,

efforts will have to be steered in the right direction, not only to foster entrepreneur-ship but also to enable European citizens to acquire new skills necessary for social inclusion and cohesion. Europe has to find a way to move from cultural com-petition to cultural collaboration both at institutional and industrial level. It would gain from a more public-private collab-

orative approach, partly because Media education is committed to the principle of continuous change regarding technology as well as people’ way of thinking. Then, if developed in tandem with such a continu-ously changing reality, the result would be lifelong empowerment of the citizen.If curriculum strives to reflect the values and principles of a democratic society,

A B S T R A C T

La politique des médias dans un contexte globalisé révèle la façon dont la société de la connaissance et la diversité culturelle est perçue. Elle doit tenir compte des nouvelles logiques technologiques et identitaires en constante évolution. En particulier, l’ambition des programmes institutionnels européens sur l’éducation aux médias (media literacy) - bien que cela relève de la compétence des Etats membres -, révèle la responsabilité et les opportunités relevant du secteur privé (notamment industriel), et le rôle de la société civile. Cet article interroge donc sur le système de gouvernance capable de tenir compte du changement, et sur le principe de coresponsabilité. Il envisage les dangers, les opportunités et les efforts à mener quant aux partenariats publics-privés sur l’éducation aux médias. Une comparaison internationale permet de déterminer les avantages et inconvénients d’un tel paradigme.

The paper is related to media education and cultural or educational policy as well as inter-national developments in media education. The aim is to analyse EU Medias regulation in a globalized context, as regards cultural diversity and knowledge as common goods. In that respect, I show ambition of the EU programme on EU media literacy - even though education remains a competence of the member states. Therefore I show the fragmentation among countries, the accountability of as well as opportunity for the private sectors, and the role of the educational people. Despite the Lisbon and Europe 2020 strategies, enlargement con-tinue to pose a challenge, when the ECE states are still in post-accession crisis (see European policies at regional and local levels). I wonder if digital citizenship is a new set of life skills or a form of moral education that frames media and technology use in terms of middle-class values and cultural norms. I demonstrate how do messages about media literacy and about the value of digital media and learning resonate with policymakers, school leaders, as well as the private sector.

European Public-Private Partnerships on Media LiteracyA Boon to Adapt to Change?

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11Comenius Journal�September 2011

there seems to be an opportunity for critical literacy and Media Education in Languages and Culture courses. For instance, in South Africa, the increasing demand for Media Education has evolved from the dismantling of apartheid and the 1994 democratic elections, so that new national curriculum has been in the writ-ing stages since 1997 to promote critical thinking skills to bear on all media, from music videos and Web environments to product placement in films and virtual displays on NHL hockey boards and next consoles. The recent concept of media literacy is defined attached to the idea of “Education for Sustainable Develop-ment” included in the United Nations’ Principles, of which UNESCO is the lead agency. It was contextualized within the advocacies on the human rights-based ap-proach to programming, and the creation of knowledge societies, both carried out with the support of the Council of Europe. The EU regulatory framework for media literacy has accelerated in recent years, even though culture remains a national competence. This supposes a transition toward multilevel governance based on a model of co-responsibility amongst public sector, civil society and industry aware of change. Firstly, activities developed by govern-ment and institutional authorities aim at promoting media literacy with investment, subsidies, support, rulings, control, or vigilance. This has been developing in the UK since at least the 1930s. In the 1960s, a paradigm shift in the field of media lit-eracy was supposed to emphasize working within popular culture rather than trying to convince people that popular culture was primarily destructive. Then, the focus of media literacy shifted to the consump-tion of images and representations, known as the representational paradigm, and key agencies have been involved in this devel-opment. Media education was introduced into the Finnish elementary curriculum in 1970 and into high schools in 1977. In the Irish curriculum, media literacy is included in Social, Personal and Health Education (SPHE). Nowadays almost every European country has some form of body or authority in charge of supervis-ing the implementation of broadcasting or telecommunication legislation. Now a Europe-wide scale inclusion of media lit-eracy in the official education curriculum would promote programme for developing

media skills and knowledge as part of the promotion of civil and knowledge society as well as the promotion of diversity and activities of local communities. Secondly, the civil society plays a pivotal role. Professional educators’ associations, and associations of parents, professionals, political and religious movements, and young people that protest media related risk situations, encourage the raising of awareness. Nonetheless the possibility that the development of active citizen-ship could affect the economy is taboo. Ideological protectionism stemming from a political commitment criticises and condemns messages, so that media get opposed to this commitment. There remain differences between technical focus to digital literacy and humanist and

cultural focus, mainly due to a lack of bridges between educational systems and the working system, as well as the lack of consideration given to the value of educa-tion in relation to employability and the ability to affect production. Consequently, the current emerging model of co-respon-sibility is still lacking translation into ef-fective actions. The dispersion and lack of coordination among stakeholders leads to failure in co-operation and interchange of information among different actors. Then national, regional and local initiatives do not achieve any European visibility of proper media. On top of it, despite the existing network of cooperation, financial support for meetings, research projects or-ganized by existing networks and new ser-vices would help adapt to change. These suppose a Common Framework with an overall strategic goal, possibly defined dur-

ing dialogue and cooperation between the different actors regarding media regula-tion, self-regulation and co-regulation as a means of promoting media literacy. Institutional inertia and routine often slow down the development of innovation that media literacy policies bring with them.Consequently and thirdly, the co-partic-ipation of industry, the education system and other actors in the development of lifelong learning activities could be encouraged through European support mechanisms for production. Ties can be promoted between industry and research into media education, such like the BBC offering the general public many different online resources for getting involved with Media Literacy and media production skills. While Media literacy continues to evolve at the same time of new technology leads to emerging insight, in Hong Kong and China, the rapid diffusion of ICTs in education and the massive injection of funding have offered huge potential for developing creative work, with an eye on internet safety for youth, in Singapore or Japan. In the US, various stakeholders struggle over nuances of meaning associ-ated with the conceptualization of the practice on media literacy education.Eventually, Australia, New Zealand and Canada remain the most advanced countries, notably because well established partnerships with the media industry and regulators are accepted. Where there are fewer resources, or where there is little interest from policy makers, the develop-ment of Media Literacy initiatives relies almost exclusively on partnerships, for example with production based projects in China and Hong Kong. In many African countries, these partnerships are neces-sary just to ensure the provision of basic resources. In many developing countries, educators are still largely preoccupied with developing basic print literacy, so that media literacy is only just beginning to register as a concern!

v i o L a i n e h a c K e r

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Perspect ives : Internat ional� isat ion of the Curricul�um and new technol�ogies

Comenius Journal�September 2011

The project ‘E-ntercultural, in support of intercultural competence for teach-ers through an on-line training course’ is rooted in current social developments. A recent study of social, economic and po-litical dimensions of globalization shows that Belgium is considered to be one of the most globalized countries in the world (De Standaard, January 8, 2008). Glo-balization is accompanied by an increase in diversity at all social levels. In primary and secondary education, this increased diversity is already clearly reflected in the student population (Verstegen, 2004). But most teachers and school manage-ment teams, by contrast, do not reflect the multicolored society. In 2009, the Flemish Minorities Forum calculated that of all Flemish teachers, less than 1% is of immi-grant origin. This under-representation of

teachers / role models of immigrant origin has an impact not only on the pedagogical and didactic approach, but also influences the study-choices of young people from ethnic minorities.

Teachers and principals are struggling with diversity and multiculturalism. But a targeted approach is lacking. There is a need for a concrete framework on inter-cultural competence and management that allows teachers to more effectively cope with the intercultural reality. In addi-tion, there is need for a support-program that allows them to actively respond to the challenges associated with increasing (eth-nic) diversity. The project E-ntercultureel offers both.

Sensitivity to the needs of ethnic mi-norities and thus attention to cultural differences is an essential skill for today’s teachers and lecturers. Indeed, the intercultural competence of teachers sup-ports a successful intercultural dialogue in broad social terms (in the workplace, in the media,…). But today, there is not sufficient attention in teacher training for existing ethno-cultural differences. The preliminary research in this project showed that in the existing curriculum, despite a positive trend – e.g. multicul-turalism as an optional course – there is still insufficient systematic attention to developing intercultural skills.

One explanation for this ‘lack’ is a practi-cal one. Despite the many questions and difficulties that teachers encounter when

Joke SIMONSresearcher and coach Teacher Training

Lessius MechelenGunilla DE GRAEF

coordinator CIMIC, Centre for expertise on Intercultural

Management Lessius.

E-nterculturalSupporting Intercultural Competence in Teachers Through an Online Training Course

A B S T R A C T

Joke Simons and Gunilla de Graef present the e-tool “E-ntercultural”. The project aims at enhancing intercultural competence for teachers through an on-line training course. The e-tool has been developed by CIMIC, Centre for expertise on Intercultural Management Lessius.

Joke Simons et Gunilla de Graef presentent le e-tool «E-nterculturelle». Le project l’amélioration de la competence culturelle des professeurs a travers d’un cours on-line. Le e-tool a été developé par CIMIC, Centre d’Expertise de management Interculturel Lessius.

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13Comenius Journal�September 2011

dealing with multiculturalism, it is difficult to engage them in additional learning about intercultural encounters. An in-depth course on intercultural competence and coping with ethnic and cultural diver-sity requires a large investment in terms of time, resources and covering distance. It is therefore important to create an offer ‘closer to home’. The e-course ‘E-ntercul-tural’ makes this possible. It offers current and prospective teachers the opportunity to reflect on their practices in the inter-cultural classroom at their own pace and in their own time, thanks to the modular structure of the course and the fact that it is of course an on-line application.

The specific objectives of the e-course are the following: we want to offer (future) teachers:•an opportunity to reflect on one’s own

cultural frame of reference (position and grounding)

•a support in identifying the diversity of cultures and to define a comprehensive framework of values and norms (inter-preting and understanding)

•a forum to develop skills in dealing with cross-cultural differences (know and interact)

•a forum to reflect on their didactical practices and how they are influenced by culture.

E-ntercultural consists of the following elements:•An e-tool that is made up of different

types of exercises that allow (future ) teachers to become more aware of one’s own frame of reference, cultural differ-ences and the implications for teaching and learning styles (essay-questions, working with images, practical dialogue assignments, researches-projects,…). The e-course also offers conceptual and theoretical input on the issue of intercul-turalism.

•A program for three workshop encoun-ters where participants of the course can meet their coach and fellow-students

As said, the e-tool is made up out of dif-ferent modules. Four of them focus on general intercultural issues, four of them explore more specific classroom related issues like multilingualism, contact with parents of different ethnic background or working around spirituality and religion. It is also important to mention that much

effort was put into not only offering interculturally relevant content but also working in an intercultural manner, using intercultural methods and training-design.

These objectives of the e-course are also consistent with a concrete frame of inter-cultural competence, developed through a related research-project on the definition and assessment on intercultural compe-tence. This consist of six components:

Openness (OPEN)•Being able to handle ambiguous situa-

tions, open to others and accepting of differences

•Ability to change perspective, •Striving for impartiality and assuming a

non-discriminatory attitude.

Flexibility (FLEX)•Ability to deal with specific situations

and requirements•Be able to identify with what others think

and feel in specific situations.

Emotional resilience and connected-ness (EMO)•Being able to deal with cultural clashes,

conscious of the own cultural frame of reference,

•Life experience, maturity.

Cultural curiosity (CULT)•Ability to strengthen and correctly apply

cultural knowledge.•Willing and able to learn from others.

Autonomy and Responsibility (AUTO)•Able to critically and consciously reflect

on the society in which we live.•Able to set boundaries.

Communication (COMM)•Ability to identify problematic inter-

cultural interactions as communicative misunderstandings and consequences of stereotyping.

•Be able to indicate what general com-munication skills can be used.

•The ability to handle conflicts.•Opting for dialogue and cooperation.

These general competences are trans-lated into concrete behavioral indicators throughout the course.

References

Bastiaens, J. (2009). Een draagvlak voor diversiteit: drie instrumenten voor

het hoger onderwijs. Hasselt: Associatie Universiteit-Hogescholen Limburg.

de Graef, G., & Matheusen, F. (2008). Diversiteit in het onderwijs: Hoe

begin je eraan? Kompas voor een reis in 80 dagen. Mechelen: Centrum

voor Intercultureel Management en Internationale Communicatie. Hasselt:

Associatie Universiteit-Hogescholen Limburg.

de Graef, G., & Matheusen, F. (2009). Interculturele communicatie: bouwstenen

voor het onderwijs.Denman-Maier, E. (2004). Intercultural factors in web-based training systems.

Journal of Universal Computer Science, 10, 90-104.

Elchardus, M., & Siongers, J. (2009). (Red). Vreemden. Naar een cultuursociologische benadering van

etnocentrisme. Tielt: Lannoo.Fantini, A. E. (2000). A central

Concern: Developing Intercultural Competence. In A.E.

Fantini, (Ed.), About Our Institution (pp.25-42). SIT Occasional Papers

Series. Brattelboro, VT: The School for International Training.

Gardner, H. (1993). Frames of Mind. The Theory of Multiple Intelligences.

London: Fontana Press.Gardner, H. (1993). Multiple

Intelligences. The Theory in Practice. New York: Basic Books.

Hajer, M. (2006). Lesgeven in een multiculturele hogeschool. Vernieuwing,

65, 9-10.Kelly, C., & Meyers, J. (1992). The

Cross-Cultural Adaptability Inventory (CCAI). Minneapolis, MN: National

Computer Systems.Kolb, D.A. (1985). Learning style

inventory. Boston, MA: McBer and Company.

Kolb, D. A., Rubin, I.M., & McIntyre, J.M. Organizational Psychology. A book of readings. New Jersey, Prentice-Halle.Laroche, L. (2002). Managing Cultural

Diversity in Technical Professions. Oxford, Philadelphia: Butterworth-

Heinemann.Matheusen, F. (2009). Map KBS-

Tutoring. Mechelen: Centrum voor Intercultureel Management en Internationale communicatie.

Sierens, S. (2007). Burgerschapsvorming en gelijke

leerkansen in een pluriforme samenleving. Een referentiekader. Gent:

Steunpunt diversiteit & leren.Simons, F.G. (2000). The challenge for

interculturalists & diversity specialists: The train is leaving- are you on it?

Afgehaald van het web op 10 oktober 2009 http://www.diversophy.com/gsi/

Articles/0nline.pdfVan Endt, M. (2003). Met nieuwe ogen: werkboek voor de ontwikkeling van een

transculturele attitude. Bussum: Coutinho.

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Perspect ives : Internat ional� isat ion of the Curricul�um and new technol�ogies

Comenius Journal�September 2011

Anna MEGYERI-RUNYÓ lecturer Apor Vilmos Catholic College, Natural Science and

Mathematics Institute

In Hungary the state provides the legal background of the centrally controlled institutional education. In this framework the state establishes a united syllabus operative for the entire country (National Basic Syllabus) by approving central syl-labuses. This syllabus provides a frame for environmental conscious education founding and developing environmental consciousness among children. Important target is the appearance of environmental education that helps the development of environmental consciousness at every level from basic to higher education. The development of environmental conscious thinking and behaviour of youngsters leav-ing institutional education would also be an important aim.

The role of higher education institutions is most significant regarding the education of environmental consciousness, as teach-ers trained in teacher training colleges will form children’s environmental attitude.

For the realization of these it is essential that the higher education institutions give the appropriate key competences to its students.

Unfortunately, Hungarian education has not been effective enough in educating environmental consciousness and provid-ing the pedagogy of sustainability (Havas 2001, Vásárhelyi-Viktor, 2003). Therefore renewal of teachers’ training is inevitable.

It is highly important to increase the ratio of practical teachers’ training. Apart from professional knowledge it is important to have appropriate methodological knowl-edge for attracting the interest of children and motivating them. ICT offers help for this.

Due to the above mentioned facts, it is essential to introduce the challenges of ICT to teachers and to prepare them for

A B S T R A C T

Mon étude présente la place et le rôle de l’éducation environnementale et celle de la con-science environnementale dans l’instruction publique.Je m’occupe tout particulièrement de la responsabilité de la formation supérieure de ce genre et de la nécessité du renouvellement de la formation des pédagogues.Je présente, comme une des voies possibles du renouvellement méthodique, les possibilités pratiques et les avantages de la Technologie de l’Information et de la Communication, ainsi que son effet positif sur l’attitude environnementale des petits enfants.Tout en examinant ses grandes unités structurales je présente en gros l’e-programme basé sur les matières de l’enseignement écologique, élaboré et employé par notre école supérieure, ainsi que la possibilité de son application à l’école élémentaire.

This article deals with the place and role of Environmental Education and the role of Environ-mental Conscious Education. I more precisely deal with the responsibility of higher education and the need of renewing the formation of pedagogues. I present as one of the possible paths in renewing the methodologies the possible practices and advantages of ICT and Communication as well as its positive effect on the attitude towards the environment of young children. Giving an overview of the mayor structural units I present briefly the e-programme based on a curriculum of ecological education, refined and worked out by our HEI, as well as the pos-sibility of applying this in a primary school.

Environmental Conscious Education and ICTBridging the Gap

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15Comenius Journal�September 2011

the application of the technology. Old methods are not suitable for obtaining knowledge in this way. Application of the ICT can be effective in helping the transi-tion between the kindergarten and school, in developing basic skills and even in improving behaviour disorders as well. For realizing the above, the role of the teacher role has to be renewed.

At Apor Vilmos Catholic College in Vác environmental education has been introduced and applied for years in the framework of the course “Education for

Environmental Conscious Life”. The course covers 4 semesters, and is offered to students as a required elective program that can be chosen from a list of courses. The issue is approached from different points of view throughout the 4 semesters.

The first two semesters focus on experien-tial learning. Semester 3 presents the work of non-governmental organizations, and the students are offered the possibility of joining their activities. Semester 4 is des-ignated mainly to field practice. Students become familiar with the local environ-mental programme, the environmental protection activities of companies and with the tasks of education centres of national parks. During this practice they may estab-lish relationships that might prove useful in their future educational work as well.

Naturally all four semesters are filled by the methodology of transferring knowl-edge and development of abilities and skills. For example, during the first two semesters when global ecological problems are discussed students are introduced to the e-curriculum (e-learning) developed at our college in the framework of a tender.

The application of the curriculum presents a useful tool for transferring knowledge in an interesting and understandable form at early elementary level by the means of ICT. The main structural units and meth-odological relations of the e-curriculum are the following (Megyeriné Runyó, 2008):

•Introductory photo material for emotion-al motivation. The introductory images are aimed at tuning up to the topic. It is important for the children to realize the situation offered by the issue and to explore the role and significance of the issue in their everyday life and in their environment. The issue is brought closer to the children by talking and making them talk. Tasks of the children are to analyse what they see and to compare the images. Differentiated group-work or individual work can be applied accord-ing to the composition and age of the class. Younger children may wish to talk

about their experiences obtained during their walks or trips on the smart board. Older pupils can collect positive/negative examples or interesting facts associated with the issue on the Internet.

•Illustrations and animations for strength-ening the various fields of skill develop-ment:

•Following the introductory images, generally figures or/and animations help the understanding and deepening of the issue and the development of the appropriate ability and skill develop-ment. With the help of animation those processes can be illustrated as well that could be observed only in a very long time in Nature (e.g. process of germina-tion, development of plants).

•Illustrations-animations imitating or inviting for experiments:

•In environmental education knowl-edge obtained through experiences and practised behaviour forms have great significance. Therefore it is highly important that even e-curricula include experiments. Simple but interesting

experiments are involved that present no problem to older children and can be performed easily for younger children by their teacher. (E.g. presenting green-house effects, or the “rolling test”)

Interactive tasks for forming the attitude::•The joy created by the animations and

the motivating effect of the illustrations all help to raise and maintain the interest of children in the topic They learn the right behaviour and environmental at-titude without noticing it. For example, they choose how to wash their car learn-ing the different amount of water the chosen method requires. They can plant trees in the place of cleared forests.

•With older children we can use anima-tions regarding global problems as well (e.g. the more I drive my car the more the Earth will be polluted).

•Video shows: These have double aims. Drawing attention and showing a process in order to gain knowledge about it. It should be used in the application phase. Play the video only when children already know the topic and are able to conclude the problem and the causes from the presented video (e.g. Compost or burn? Process of composting).

Additional material and tasks:•One part of the additional material

relates to environmental problems worth discussing only with older children (e.g. problem of acid rain). However, these topics are vital in environmental con-scious education, it is better to include additional material in the programme. Children that are more interested in the topic are provided with some additional materials which may guide children to individual ways of gaining information (e.g.: Look for some information on the lifestyle of pandas! Why are they endan-gered?).

A completely new approach is used for

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Comenius Journal�September 201116

discussing the chosen topics of education for environmental consciousness, however, due to their application possibilities and motivating character it is worth including them in education besides the traditional ways of education.

Application of the e-curriculum enables effective ability and skill development to-gether with positive attitude forming apart from transferring knowledge.

It is important that students learn these possibilities during their higher educa-tion therefore they will use them easier throughout their careers. This is the only way for them to become teachers who are able to develop the lifestyle of children correctly and to plan activities appropriate for the age of the children.

a n n a m e G y e r i - r u n y ó

References

Havas P., 2001, A fenntarthatóság pedagógiai elemei (Educational

elements of sustainability). Új Pedagógiai Szemle, 2001/9. 3-15.

Megyeriné Runyó A., 2008, IKT felhasználása a környezettudatos

nevelésben (Application of the ICT in environmental education). In: Szilágyiné

dr. Szemke J. (ed.): IKT alapú kompetenciák fejlesztése (Developing ICT based competencies). AVKF, Vác,

pp.117-139.Vásárhelyi T.- Victor A. ed., 2003,

Nemzeti Környezeti Nevelési Stratégia – alapvetés (National Environmental

Education Strategy – principles), Hungarian Society for Environmental

Education, Bp. 174p.

Notes

(1) In our training system there are required core courses that are obligatory for every student of a training, and there are two types of elective courses. There are the - so called - “required” elective courses, out of which students have to choose a certain number classes and

optional courses which can be taken on if there is an interest for them among the

students.

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Comenius Journal�September 2011 17

Jan BRAUERCoordinator: Media Centre

Christiaan ROOSMedia consultant: Media Centre

Based on an on-going Comenius Regio project, IWBnordic2, (IWB: Interactive Whiteboard) the aim with this article is to illustrate how IT and new/social media may contribute to increased internationali-sation of education.

It is no secret that schools in the 21st century have been under strong pressure to adapt to a changing society. Not least the technological advancements in digital mobile-apparatuses and online technology, particularly where these meet.

Before the world went online and digital, communication and social interaction, in-cluding learning, have been based on what we may call the “being there paradigm”. Learning was synchronous and geospa-tially dependent, i.e. both the teacher and pupils were present in the classroom at the same time.

Digital natives have grown up in a world

where digitalisation has transformed the modus of communication and social inter-action to a “being everywhere paradigm.” Communication and social interaction now take place both asynchronously and synchronously. Learning can be multi-modal and geospatially-independent. I.e. neither teacher nor pupils have necessarily to be present at the same time and place.

This opens doors for internationalisa-tion of education. It is possible for a class in one country to work together with a similar class in another. Not having to be “there” at the same time, and by definition being “elsewhere” geographically, opens many possibilities for cooperation and knowledge sharing.

Digital native pupils increasingly live in

A B S T R A C T

Deux facteurs importants affectent l’éducation aujourd’hui. Premièrement la révolution numéri-que associée à la mondialisation et la seconde, le fait que la jeune generation soit née avec ses nouvelles technologies. La mondialisation exige l’internationalisation de l’éducation, la révolution numérique nécessite la numérisation de l’éducation.Sur la base de plusieurs projets Center for Undervisningsmidler, Collège Universitaire du sud du Danemark, a étudié la façon dont les tableaux blancs interactifs (TBI) dans les classes, les appareils numériques utilisés par les étudiants et les médias sociaux en ligne peuvent se combiner pour faciliter l’internationalisation de l’enseignement.Nous croyons qu’une modification radicale de la salle de classe basée sur une concep-tion basée sur les TI didactique est nécessaire.

Two important factors influence present day education. On the one hand side there is the digital revolution linked to globalisation, and on the other there is the generation of digitally native youngsters that are growing up in this world. Globalisation calls for internationalisation of education and the digital revolution calls for education to become more digital.Based on various projects the Centre for Undervisningsmidler, University College Syddan-mark, studied how interactive whiteboards in class, digital devices used by the student and the social online media can be combined to facilitate the globalisation of education. We believe that a drastic change in classrooms based on the idea of IT-pedagogy is neces-sary.

Education and Internationalisation in a Digital AgeThe Role of Interactive Whiteboards and Social Media

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Comenius Journal�September 201118

the being everywhere realm of online con-nected reality. They have access to hand-held digital devices through which they are in contact socially. Increasingly these devices have the capability to be online permanently either through Wi-Fi or 3G. Theoretically they are perpetually online with unprecedented access to information and social networking media.

Schools and education however, are for the most part still stuck in the being there paradigm. This is true for teachers, their didactical approaches as well as for the non-development of school IT infrastruc-ture. In school more often than not digital natives experience that their digital online tools are disabled, either through lack of Wi-Fi to get online or because social media sites are blocked. Even worse their devices are simply forbidden or ordered switched off.

Obviously this way of presenting the situation is too starkly contrasted, reality lies in-between. Unfortunately though the gross number of schools will find themselves far closer to the being there, than the being everywhere modus of operation. The majority of pupils in those same schools will feel themselves far more at home in the being everywhere world and this means that their expectations of schools, teachers, teaching and learning will be in most cases not be met.

The main obstacles to schools transition-ing to the digital-global era are:•Funding•Technical knowhow•Teacher IT skills•Teacher interest in using IT in education•Lacking curricular requirements for us-

ing IT in education•Lacking curricular requirements for

internationalisation in schools

We believe that the way to turn this de-velopment around is that schools should work towards a new IT-based didactical design. This should redefine the following:Redesigned classrooms so that the educational room reflects IT as basis for learningLearning tools and resources must change from analogue to digitalTraining and guidance of teachers to en-able the transition to IT-based education within a realistic timeframe Focussing the digitally based education to include internationalisation as a natural component.

Social media and teaching – CFU experi-ences At CFU we have over the past several years worked intensively with how social media could be used to support interna-tionalisation in schools. The latest 3 proj-ects we have worked on in this regard are:LTE3 - (Comenius Network)NordicBoard4 - (Nordplus Horizontal)

IWBnordic5 - (Comenius Regio)A lot of valuable information on the learn-ing potential of IWB may be found on the websites of LTE and NordicBoard. In IWBnordic we are also working towards a more formalised cooperation and knowl-edge sharing between the participating schools around the IWB as a digital teach-ing tool. In all of these projects we have been following a dual approach. Firstly, we looked at the interactive whiteboard as a digital platform and the possibilities that lie in the sharing of pre-pared digital lectures with other teachers both nationally and internationally (i.e. languages etc.).Secondly, we have investigated how web 2.0 technologies/social media could be incorporated into teaching and learning. Our theoretical approach has been to in-vestigate to what extend the use of IWB’s in classrooms can open up for the use of both social media and internationalisation in everyday teaching and learning.

Whiteboard in the classroom, cultural bridging, the social internet and the inter-nationalisation of education

In essence the classroom IWB functions as a digital didactical “common room”. It is a mixer where the didactical knowledge and pedagogical content brought by the teacher, meet the social media savvy of digital native pupils. Done correctly this can be a positive exchange that produces

blackboard

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19Comenius Journal�September 2011

learning, both for pupils and teachers. In doing so the digital gap between pupils and teachers may to a reasonable extent be remedied.

Because the classroom has a mutual focal point on the whiteboard everyone can learn from those actually interfacing with the Board.

Once the IWB has been implemented as a natural part of the teaching and learning processes in the classroom the possibility of broadening horizons becomes avail-able. Simply put, once a class is used to the IWB as a common reference, interact-ing with it either directly or through the “cloud” from their personal digital device the requirements for internationalisation are in place.

The next step is to find a class with similar capabilities in another country. This can for example be done via the “e-Twinning Network6”. Once the connection is made ground rules for the cooperation between the two classes must be agreed upon. Teachers and pupils from class “A” can then begin to interact easily and regularly with class “B” from another culture/coun-try.

The IWB in the classroom is the shared space where pupils can orientate them-selves and where the teacher keeps track with the progress, can direct the “traffic”

and uphold the ground rules of the coop-eration. Most of the time the contact will more than likely be directly between stu-dents via a social network(s) yet with the teacher and IWB as constant reference.

We believe a feasible model to make cul-tural bridging from within the classroom cheap, easy and manageable includes 3 factors:•Using the IWB as common in-classroom

digital platform for international coop-eration

•Via this accessng relevant social media and structuring formal international cooperation with another class

•Allowing pupils to interact via the social media but in a structured manner so that teachers have an overview of activity and the ability to manage it within reason

In order for the pedagogical side to func-tion it is imperative that the “triple access” conditions are met with regard to the technical IT side:•Access to digital tools in the classroom

(IWB, PC’s or handheld units)•Access to high-speed internet which is

distributed wirelessly throughout the school

•Wide access to the internet, especially to social media, i.e. non-blocking of services and networks.

In this fashion the technical foundation enables teachers and students to build the

pedagogical structure on top, thus creat-ing learning which includes international cooperation.

J a n B r a u e r c h r i s t i a a n r o o s

Notes

(1 & 4) www.iwbnordic.eu (2) www.lte-project.com (3) www.nordicboard.dk

(5) www.etwinning.net

whiteboard

20

Perspect ives : Internat ional� isat ion of the Curricul�um and new technol�ogies

Comenius Journal�September 2011

Ruth McManusHead of Geography Department,

St. Patrick’s CollegeGerry O’Reilly

International Affairs Coordinator and Senior Lecturer,

Geography Department, St. Patrick’s College

G e o g r a p h y a n d I n t e r n a t i o n a l i z a t i o n

By its very nature, geography lends itself to internationalization. Geography deals with places and people, covering inter-national issues at various scales, ranging from physical, urban and rural environ-ments and their evolution, to climate, development and political economy. Geographers consider the ways in which these are interconnected to form patterns and processes which impact not just on the present, but also on future genera-tions. As a subject, then, it is attractive for its real-world applicability and contempo-rary relevance.

At present, the Geography department

has approximately 550 students, com-prising roughly equal numbers of BEd students, who will become primary school teachers, and BA students, whose path leads to a range of potential future careers, including both primary and secondary teaching. We also welcome international students for one semester or full year visits, who may take a single module or a number of different modules during their time with us.

In order to enhance integrated, student-

centre teaching and learning, geography department modules are delivered within an overarching thematic framework. In the first year, the theme is Sustainable Development, focussing on long-lasting positive change and achieving a balance between ecology, economy and society/culture factors. Student work is enhanced by face-to-face seminars and lectures, blended learning using Moodle, in-field and computer lab work. Building on this framework, the Second year geography programme emphasises democratic insti-

A B S T R A C T

Cet article analyse les approches de l’internationalisation entreprises par le Département de géographie au Collège St. Patrick, Dublin. Il débute par un aperçu du potentiel de la discipline de la géographie pour promouvoir l’internationalisation, avant d’expliquer cer-taines pratiques existantes au sein du Département qui sont destinées à favoriser la mobilité et l’internationalisation ‘chez-nous’. Le thème central de cette discussion repose sur une approche de l’internationalisation à travers le travail de terrain qui a été développé et affiné dans le département au cours des huit dernières années. Le module est décrit en détail, avec un examen des résultats d’apprentissage et une évaluation des approches informatiques, compétences linguistiques, disciplinaires et interpersonnelles favorisées par cette approche.

This article outlines the approaches to internationalization undertaken by the Geography Department at St. Patrick’s College, Drumcondra in Dublin. It begins with an overview of the potential of the discipline of geography for internationalization, before explaining some existing practices within the Department which are intended to foster both mobility and internationalization at home. The core of the paper is a discussion of an approach to inter-nationalization through fieldwork which has been developed and refined in the Department over the past eight years. The module is described in detail, together with an examination of learning outcomes and an evaluation of the various IT, linguistic, disciplinary and interper-sonal skills fostered by this approach.

Internationalization and Geography FieldworkOpportunities for Skills Enhancement

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21Comenius Journal�September 2011

tutions and processes, with the theme of Citizenship and Human Rights incorpo-rated in modules such as Humanitarian Action and Europe and the European Union. Cultural and historical geography, and its legacies, are brought to the fore in a module which incorporates student fieldwork experiences in specific areas including Belfast’s politically divided Falls and Shankill Roads, Stormont Parliament and Belfast City Hall in March 2011. The Third Year theme, Professional Geography, helps consolidate competencies and skills for students choosing careers in educa-tion at all levels, and in the private sector (http://www.spd.dcu.ie/main/academic/geography/index.shtml)

Overall, the department operates an internationalised curriculum so as to allow non-mobile students to acquire inter-cultural and international skills at home, based on Nilsson’s (1999) concept of ‘Internationalisation at Home’, while also encouraging outgoing mobility. Geography students studying for a semester or a full year abroad at partner institutions in Eu-rope and the USA certainly benefit from their ‘in the field’ education and experi-ences, as do lecturers on Staff Mobility programmes which have included visits to Prague, Ljubljana, Warsaw, Metz and Valencia in recent years. As with student and staff mobility, research and confer-ence participation enhances internation-alisation, bringing ‘home’ to the outside world and simultaneously international focuses into the Department. Departmen-tal staff members are strongly involved in the national representative bodies for geography and geography teaching, while the two major Irish geography journals are being edited within the department - Irish Geography, the international journal of the Geographical Society of Ireland, published by Taylor & Francis - and Geographical Viewpoint - the journal of the Association of Geography Teachers of Ireland. Staff members also participate in a variety of in-ternational networks and projects such as EUROGEO (European Association of Ge-ographers), EGEA (European Geography Association), HERODOT (Network for Geography in Higher Education), NOHA (EU Network on Humanitarian Action) and various specialist groups within the RGS-IBG and American Association of Geographers.

C a s e S t u d y : R e a d i n g I r i s h L a n d s c a p e s

For the past eight years, a specially tai-lored International student field-course (IFTM) has been offered by the Geogra-phy department to visiting students. This special module is in addition to the option offered to visiting international students of taking any of the modules or field-courses available within the department. Because the department recognises that many visit-ing students will have little or no specific experience in Geography, the specialised module is designed to cater for those with little or no prior knowledge and familiarity with the discipline. As Nairn et al. (2000) stressed, fieldwork has the potential to play a flagship role in the context of interna-tionalism; because of its focus on ‘read-ing landscapes, the IFTM module has a strong fieldwork element and is worth 2.5 ECTS. It is interdisciplinary in nature and exposes the students to Irish civilisation, by blending geography, history, heritage and culture. Various locations have been used as the basis for fieldwork over the years, including the Boyne Valley in Co. Meath, Glendalough in Co. Wicklow, and Dublin City. Typically the core of the module involves students being brought on a full-day guided trip to a rural loca-tion. In addition, they are provided with the necessary materials to undertake self-guided field exploration of Dublin’s urban environment.

The pedagogical approach of the IFTM module is around discovery and blended learning. The key learning outcomes are outlined in Table 1. Parkes and Griffiths (2008) have highlighted the value of a comparative education approach which requires student teachers ‘to acknowledge the historical, geographical and tempo-ral nature of knowledge and identities, through international comparative work’. This is undertaken in a very practical way through the ‘Reading Landscapes’ module. It has evolved to take account of the diverse needs of international students coming from a range of academic and cul-tural backgrounds, some of whom will be studying geography for the first time. The opportunity is given for them to encounter Irish cultures and to learn to read land-scapes, thereby creating their own images of Ireland. Work in the field goes beyond a simple ‘look and see’ approach, as students

are given the opportunity to examine different perspectives on the heritage and culture around them. For example, a visit to the site of the Battle of the Boyne does not just illustrate a famous page in Irish history, but also enables the visitors to see how various events have been represented and distorted to reflect different percep-tions of heritage. In examining such a site, the students can see how meaning is as-cribed by different groups and how spaces can have contested or multiple meanings. The fundamental geographical skill of reading landscapes offers students another way of exploring their own cultures and identities, as well as those of the host country, since, in the words of Donald Meinig, ‘Any landscape is composed not only of what lies before our eyes but what lies in our head’ (Meinig, 1979). Thus, students are encouraged to develop new skills in terms of landscape reading, and to apply these skills not just to begin to understand varying perspectives on Irish heritages and cultures but also, ultimately, to make broader linkages to their own home countries and experiences.

C o u r s e S t r u c t u r e a n d O r g a n i s a t i o n

Clearly the approach taken in this module must be an incremental one. To begin to

Table 1: Aims and Learning Outcomes

•To introduce the foundation concepts of landscape reading and sustainable development

•To make students familiar with dif-ferent perspectives on Irish heritages and cultures

•To explore concepts of image and reality in relation to both urban and rural Ireland, and to relate this to di-verse backgrounds, stereotyping and preconceptions

•To facilitate the conceptual linkages between the local, national and Euro-pean scales and processes contribut-ing to changing Ireland - Ireland in Europe and Europe in Ireland

•To enhance students computer-based learning and teaching skills through use of Moodle and electronic resources

•To make academic research and skills from this course of use to student/teachers back in their home countries

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introduce the participating students to some of the concepts involved, an initial seminar invites them to interactively ex-plore their preconceptions about Ireland. Each student is asked to spend a few minutes writing down single words which capture their existing images of the coun-try. They then take turns to share these with the other participants. Certain words or images seem to be dominant, including those which focus on the country’s Celtic past, the existence of many ruined castles, the weather, the Irish pub and the rural, pastoral landscape. While the sample is too small to provide definitive findings, it is nevertheless clear that overseas visitors have certain strong preconceptions and images of Ireland, which seem to vary depending on visitor origins (i.e. visiting students from North America appeared to have different key words and percep-tions than those of Francophone Euro-pean students, for example). One of the key lessons which the students take from this initial encounter, importantly, is the range of different images – some of them conflicting or contradictory - which they may already have of the country in which they will be living for the next number of months.

At this session the students are also pro-vided with the necessary ‘house-keeping’ information about the structure of the course, the initial fieldtrip, and how to access the e-learning software (Moodle) used in the college. To help the students to prepare for their first field day, particularly in terms of the foundation concepts and some perspectives on Irish heritages and cultures, they are provided with a short selection of readings and DVDs

The first field day provides a real-world encounter with the Irish landscape, including some key heritage sites which reflect important phases of Ireland’s his-tory. In Spring 2011, a full day was spent in the Boyne Valley area, approximately one hour north of Dublin. This rich and diverse landscape contains many impor-tant heritage sites, including the Neolithic necropolis complex at Brú na Bóinne which includes the world’s oldest standing building, the tumulus at Newgrange (Fig-ure 1). This UNESCO World Heritage Site is believed to have been constructed by some of Ireland’s first farmers. Other sites visited included the 5th century early Christian monastic site at Monasterboice, medieval Bective abbey, and the site of the Battle of the Boyne at Oldbridge. At the start of this first trip, the international stu-dents were allocated to mixed-nationality teams and asked to work together with their team members throughout the day, gathering photographic images for later use. Students were invited to share their experiences online through the interactive Moodle page for the course.

The second phase of fieldwork was

conducted in a rather different fashion, both for practical budgetary and peda-gogical reasons. A seminar was held in preparation for this urban fieldwork, which included a Powerpoint presenta-tion outlining the evolution of Ireland’s capital city. The students were also di-rected to preparatory readings which were made available as PDF files through the Moodle system. The implementation of the fieldwork was also discussed in detail during this session. Given that a number of the students had been in Ireland for more than six months at the time that the IFTM field course began, and therefore had a good general knowledge of the city, it was decided not to offer a guided fieldtrip. Instead, the teams were encour-aged to tailor their Dublin-based field-work to their own particular interests, with the help of an interactive map (Figure 2). They were also invited to discuss their plans with the fieldtrip coordinator where required. Among the suggestions were options featuring Dublin’s 18th century Georgian heritage of the city, the redevel-oped Docklands area, the historic markets of the North-Inner city and the emerging multicultural areas. The students were given a period of three weeks within which to arrange their fieldtrip within their respective teams. As the internationally celebrated St. Patrick’s Festival - March 17th - fell within the fieldtrip period, the teams were given the option of including this in their planned approach. Safety was, of course, discussed, with an emphasis on sensible precautions, with no student to travel alone.

Following their second trip, the four teams each prepared a poster of their ‘images of

Table 2: Course Structure

•Introductory session: challenging preconceptions

•Field day: Boyne Valley•Brief overview and preparation fol-

lowed by•Self-guided exploration: Dublin•Final poster presentations and indi-

vidual project showcase e.g. Power-point

Figure 1

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Comenius Journal�September 2011 23

Ireland’, while each individual student also created his or her own project, submitted via the online Moodle system. These two assessment elements are discussed in more detail in the following sections.

G r o u p w o r k a n d I n t e r c u l -t u r a l L i n k a g e s : t h e T e a m P o s t e r

The team poster was introduced as part of the assessment of IFTM in the most recent (Spring 2011) presentation of the module. This additional facet aims to encourage increased intercultural linkages and explorations within the international student group. As mentioned above, stu-dents were allocated to teams of approxi-mately five people, each of which had a varied membership, to ensure that no one nationality or language predominated. The overall assessment was divided so that 25% was allocated to work completed by the team, while the remaining 75% was awarded on the basis of an individual project. This weighting was intended to allay any potential problems around poor group interaction or participation levels, by ensuring that the majority of the marks remained with the individual work. In the event, the teams worked extremely well together, with an excellent group dynamic emerging and increased mixing between the different nationalities, so that the stu-dents were learning from each other.

Each mixed-nationality team was asked to produce and present a poster of their ‘images of Ireland’, based on specific criteria. The students therefore engaged in dialogue to decide which images best por-trayed their overall experience of Ireland. This was a continuation of the process be-

gun in the first session where the students explored their initial perceptions of the country. A number of specific require-ments helped to structure the responses. First of all, each of the pictures used in the poster had to be original photographs taken by team members during fieldwork. There was also a requirement to include a mixture of urban and rural images. The teams were encouraged to include ‘typical’ or ‘expected’ images, as well as ‘surprises’, or things that they had not expected to encounter. Finally, the students were asked to explain why they had chosen these particular images. The posters were presented in an informal setting as part of a final seminar, to the full student group, the lecturers and invited members of the College community, who were invited to ask questions and comment (Figure 3).

Interestingly, certain common elements emerged in the posters created by each team. Of the four posters completed in Spring 2011, all included images of a medieval monastic site (Bective Abbey) and of Celtic crosses (Monasterboice), while three included pictures of the Neolithic passage tomb at Newgrange, of the shamrock plant, and of Dublin’s 18th century Georgian doors. The commentar-ies presented by each team also referred to certain common themes, including the green-ness of Ireland, the impressive nature of the many archaeological and historic sites in the Irish countryside, and the contrast between student perceptions of the unique nature of rural Ireland and the more cosmopolitan, modern Euro-pean capital. Indeed, many of the students noted their surprise at the apparent contradictions between the Celtic past and

Figure 2 Figure 3 Figure 4

multicultural present, and drew parallels and contrasts with their home countries and lived experiences. Apart from some of the expected, iconic images of Ireland, including the harp and the pint of Guin-ness, some teams also examined more novel aspects of their Irish experience. These included features of the everyday landscape such as road markings, or the typical meals which they had encountered, or even the fact that spring arrives earlier in Ireland than in continental Europe.

One of the most interesting aspects of the team poster, then, was the ways in which they simultaneously reflected and challenged the students’ preconceptions of Ireland. The exercise, although decep-tively simple, encouraged the students to reconsider their experience of living abroad, and the meaning afforded to both everyday objects and landscapes and historic artefacts.

A T a n g i b l e P r o d u c t : I n d i v i d u a l s t u d e n t p r o j e c t s

The task of creating an individual project was deliberately left open to allow for a number of different approaches, although a tight word limit was imposed so as to encourage students to focus on the use of images rather than text. The emphasis was on creating a digital product, whether in PowerPoint, PhotoStory or other class/lesson work in an electronic format, which the students could use in their classroom ‘back home’. The focus of each project was on comparing and contrasting the student’s experience of Ireland with their home environments, whether in Hungary, Austria, Scotland, Finland, the Nether-

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lands, Belgium, France, Spain, Colorado or California. The emphasis on images rather than text was helpful in overcoming language barriers and in making the re-sults readily accessible to everyone. Each student submitted their individual project via the Moodle system, and also had the opportunity to display and discuss their work during the final showcase seminar (Figure 4).

Of the eighteen projects submitted for grading (some additional students attend-ed the course but did not require credits), there was a clear divide in the approaches taken. Quite a number took a general model which looked at key aspects of the Irish lifestyle and compared and con-trasted them with the way of life in their home country. For example, one student looked at Ireland and Austria in terms of landscape, food, leisure-time sports, religion, traditions, symbols and daily life. Another asked whether capital cities look the same in Europe, taking the examples of Dublin and Brussels. A similar urban focus was seen in a project comparing and contrasting Dublin and Stockholm. The physical landscape was an attraction for some of the students, with one contrast-ing the mountains and cliffs of Ireland and Finland, while another examined the landscapes of Ireland and Lithuania.

A second popular approach was to take a particular physical landscape or major historic event in Ireland, drawing parallels with a similar location or experience in the home country. For example, one stu-dent drew comparisons between two 17th century battles – the battle of the Boyne in Ireland and the battle of White Mountain in Bohemia:There is a striking resemblance between the battle of the Boyne and the battle of White Mountain, not as much in the process of the battles themselves as in the origins of the conflicts, goals and the im-pact on Ireland and Bohemia. Both battles affected the course of the two countries for centuries ahead (Tomas).Another student wrote of the parallels between this most divisive of Irish battles and the Battle of Maciejowice in her na-tive Poland:The Battle of the Boyne and The Battle of Maciejowice are quite similar. The most similar aspect is connected with the fights to maintain independence. Because of

that, Irish and Polish know the feeling of being under domination of another coun-try and know how it feels to fight for their own culture, religion and independence (Monika).The tumulus at Newgrange was compared with similar structures in Lithuania and in Japan by different students. A number of students examined historical linkages between their countries. One, for example, looked at the use of religious art in Ireland and Poland as a means of transmitting the Christian message to non-literate popula-tions, while another looked at the origins of the Celts and the way in which their heritage remains visible in the landscape in Ireland and in the Czech Republic

The remarkable range and diversity of the projects illustrates the extent to which stu-dents were able to tailor their learning ex-perience to their own needs and interests. It also provided an additional intercultural learning opportunity for the staff involved, who were exposed to fascinating cross-cultural discussions.

F i n d i n g s - L e a r n i n g O u t c o m e s a c h i e v e d

The approach undertaken in the IFTM module has been refined over a number of years. While the structure is relatively simple, it enables a number of learning objectives to be attained. The approach facilitates the acquisition of language, computer skills and subject knowledge. Participants are encouraged to develop a number of skills due to the digital learn-ing component of the module, whereby Moodle and electronic resources are used. They also develop their interpersonal skills, through the group work undertaken. The physical product which they create, in terms of a final project, is also a tangible resource which they can utilize in their home country. Overall, the skills which the students develop during this module are transferable, and will be applied by them in their future work environments.

From a conceptual perspective, the decep-tive simplicity of the model used defies the complex outcomes achieved. Students learn about reading the landscape and apply these concepts in their rural and urban fieldwork. Furthermore, from the first encounter they are encouraged to explore the concepts of image and reality

in relation to Ireland, and then to relate this to diverse backgrounds, stereotyping and preconceptions. Increasingly, as they tackle their final individual project, stu-dents begin to make conceptual linkages between the local, national and European scales and processes. Ireland is not seen in isolation, but rather the students begin to draw parallels with their home country and start to see their home place through a new lens. These complex outcomes are best reflected in feedback from the stu-dents themselves:“I appreciate that the assignment made me learn something new about Ireland as well as my own country.”“You get to notice all the linkages between Irish and European landscapes”“Great fieldtrips with lots of fun, you don’t know that you are learning … I’m going to try this out back home in Colo-rado”“To my surprise we have many similar things in Japan’s landscapes”

While this particular module will inevita-bly continue to evolve, there are elements within it which lend themselves to ap-plication in other institutions, including Comenius Association partners for stand-alone modules or joint shared modules and network research. These include the blended approach whereby the course is delivered via a combination of fieldwork, Moodle/ interactive e-learning environ-ment and face-to-face exchange of ideas. Another potentially useful concept is that of the digital ‘product’, which the students can bring home not just as a souvenir to show their friends, but also as something tangible to be used in the classroom. The emphasis on images and photography has conceptual and practical utility, in terms of overcoming language barriers and seeing things in different ways. Above all, this is a student-centred approach which encourages intercultural communication and mutual understanding.

r u t h m c m a n u s G e r r y o ’ r e i L L y

Perspect ives : Internat ional� isat ion of the Curricul�um and new technol�ogies

Comenius Journal�September 2011 25

References

Meinig, D.W. (1979) The Interpretation of Ordinary Landscapes, Oxford University Press.Nairn, K., Higgitt, D., Vanneste, D. (2000) International Perspectives on Fieldcourses, Journal of Geography in Higher Education, 24 (2), pp. 246-54.Parkes, R.J. & Griffiths, T.G. (2008) Comparative Education, Border Pedagogy, and Teacher Education in an Age of Internationalisation, paper presented at annual conference of Australian Teacher Education Association (ATEA), Albury 2008, available online at: http://newcastle-au.academia.edu/RobertParkes/Papers/97690/Comparative_Education_Border_Pedagogy_and_Teacher_Education_in_an_Age_of_Internationalisation [accessed 4 June 2011].ESCalate / Trahar, S. (2007) Teaching and Learning: the International Higher Education Landscape - some theories and working practices, Discussion Series, Spring 2007, available online at: http://escalate.ac.uk/3559 [accessed 4 June 2011].

26 Comenius Journal�September 2011

Roger STANDAERTDirector of the Flemish Department

for Educational Development Profes-sor University Ghent,

Chairman CIDREEUniversity of Ghent

C o n c e p t s a n d i d e a s

Internationalisation is an umbrella term for the set of diverse tendencies and do-mains with a worldwide or transnational sphere of influence. Economic interna-tionalisation, often called globalisation, is the most recent domain to be situated here, as well one of the most talked-about. In education, one more often draws on the term internationalisation. The derived terms ‘educating internationalisation’, or ‘international education’, have become widely used. The term mondialisation is slightly older; and equals to a large extent the term internationalisation. Derived from this term one finds concepts as ‘developing world citizenship’ and ‘global education’.

We find a familiar distinction in the international terminology regarding international learning. More precisely for

the distinction between internationalisa-tion via mobility of students, teachers and trainers on the one hand and internation-alisation at home on the other. The first term refers to the expectation that stu-dents and teachers achieve international competences by having been abroad. The second term focuses on achieving these competences via the curriculum in one’s home country. A more contents-based approach reveals another perspective with various definitions. We see global solidar-ity education, third world education, de-veloping tolerance and social justice. Even further down the line we find environmen-tal education, education for sustainable development, multicultural education, intercultural education, peace education, human rights education… To summarize all these dimensions in one denominator, perhaps developing world citizenship is the most valid.

With respect to content, the concept international learning can also be formu-lated in a more generic way. This entails four umbrella perspectives for developing international learning.

Mutual dependency. In a global society we are permanently linked to other parts of this planet. Places, events, problems and people are continuously entwined with influences worldwide. Image and image building. The creation of an image of people who are different in nationality, descent, gender, age or skills is often based on prejudices and stereotypes. Social justice. Social justice refers to universally valid concepts such as human rights which can be denied or defended on an individual, local, national and inter-national level. Only when there is justice, the conditions for durable peace are met. Conflict and conflict resolution. For many young people conflict is synonymous with

A B S T R A C T

Roger Standaert considère l’internationalisation comme une pierre angulaire de la formation des enseignants avec une vision pour le futur. Il a donné une conférence sur ce sujet lors du séminaire consacré à ce thème en février 2011 à Malines. L’idée de l’apprentissage au niveau international se répand suite à la tendance actuelle à la globalisation. Mais, à la fois en ce qui concerne la conception et le contenu des programmes, professeur R. Standaert met en garde contre l’activisme et l’uniformisation en éducation.

Roger Standaert underpins internationalisation as a cornerstone in the curriculum of teacher training with a vision. He held a lecture during the seminar on the same topic in February 2011 in Mechelen. The current tendency of globalisation seems to diffuse our idea of interna-tional learning. Both on design and contents of the curriculum, prof R. Standaert warns about activism and cross-country uniformity in education.

International Learning in the Curriculum of Teacher training

Vision and Pract ices

27Comenius Journal�September 2011

Vision and Pract ices

violence. Nonetheless violence is an ex-treme way of dealing with conflicts. Skills for a non-violent conflict resolution have to be trained on a personal level, within a group, a community, on a national and on an international level.

The last few decades we have seen not only the term internationalisation but also that of globalisation come to the fore. The two concepts overlap and are intertwined. But still, the term globalisation has evolved more and more towards a shift of meanings. The term is often associated with internation-alisation in higher education, but also with the connota-tion of a free market system and competition. This makes it clear we can look at inter-nationalisation from various ideological points of view.

Internationalisation can be looked at from a politi-cal point of view focussing on technical assistance, international safety, treaties and so on. Just as well one can adopt a pure economi-cal viewpoint, inspired by a well-defined economic theory, for example the free market, economic growth, growth of the gross domes-tic product (GDP), and competition. Transferred to higher education this paradigm becomes a set of international benchmarks, rankings and evidence based thinking. One can also look at internationalisation from a social and cultural point of view. This involves intercultural exchange and working towards social justice, peace, tolerance and social cohesion.

I am convinced that the ideological inter-pretation of the international competences is not enough looked at while designing international learning. Often there is a focus on the quality of the process, on the methods and on the output (for example using indicators and result oriented benchmarks), but hardly on the quality of the aims one has in mind when speaking about international learning.

There is often not enough clarity in what exactly one aims to achieve with interna-tional learning. This sometimes leads to a sort of activism, characterized by various initiatives, often exchange projects or visits to other countries. Perhaps one does not question enough the true surplus value of the international activities, and this is accordingly reflected in the neutrality of measuring and adding up numbers. One is not always aware of the underlying philos-ophy and the deeper rooted values, which are for example propagated by the EU, the

Organization for Economic Co-operation and Development (OECD) and UNES-CO. It would soon become clear there are different aims and agendas. OECD is an economic organization, founded on a phi-losophy of competition, while UNESCO is an emancipatory organization, focussed on the disadvantaged in the world. Therefore it is important to question the EU on the objectives of its international projects.

D e s i g n i n g c u r r i c u l a

R e m a r k s c o n c e r n i n g c o n t e n t

I want to start from the four generic approaches of world citizenship: mutual dependency, image and image building, social justice and conflict resolution. By choosing for this generic point of view, I adopt at the same time a wide, transversal approach to educating internationalisation.

Principally and via this approach I state we should look at internationalisation in our own front yard, and thus in our own teaching practice. The curriculum can be constructed in such a way, that we start

from the micro-situation of the learning group at school or in the institution, and it broadens to wider connec-tions on a regional, national, European or worldwide level. This construction of layers is, according to my opinion, a typical feature of an inter-national teaching pedagogy. One starts from the own situation and then expands gradually, where possible, to higher levels. Next to these four generic levels I propose a fifth one: learning from each other and gaining new knowledge and insights.

R e m a r k s c o n c e r n i n g

d e s i g n

The curriculum interna-tionalisation for a teacher training should first and foremost take into account the already existing curricula for the groups the aspirant-teachers will be working with. It is therefore advisable to dispose of an inventory of

all elements related to internationalisation in those curricula. This inventory then has to fit in, in the different categories also articulated in the curriculum of teacher training.

Then also the question arises to which extent an exchange with other countries makes a valuable contribution to interna-tional learning.

The first four generic levels mentioned above can quite easily be regarded as internationalisation at home. Especially thanks to the modern means, available

Marc Chagall, Der Spaziergang, 1917

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through ICT, a great deal of this learn-ing process is possible within one’s own environment. This holds to a much lesser extent for the level ‘learning from each other’. Effectively, in order to gain an insight in the stresses and the points of emphasis to be seen in study programmes and schools in other countries, a stay abroad is desirable. It is very difficult to interpret the variations in a system, when one is not in the possibility to actually see the context, and when one cannot discuss these variants with the people concerned, within this context. Considering the time investment and the costs related to these visits, it is desirable to provide a compre-hensive preparation and follow-up of these exchanges and international visits. In the past these exchanges have been criticized, which were perceived as a sort of sociable passing of time with other people, without having set a definition of the purpose as to content, and without requiring certain returns. A couple of years ago some-one called it ‘sublimated truancy’. It is important that we put in a great effort to counteract such negative perceptions.

Maybe one should warn against an all too direct and unmodified copying of ele-ments and practices from abroad. An edu-cation system is always a coherent body, organically grown from local historical and cultural circumstances. In a way it is to be compared with what we know about medical transplantations. The transplant of organs is always to be executed with the highest of care because the transplanted organ might be rejected. The transplanted organ has to be accepted by the body of the patient. It therefore has to be compat-ible with the receiving organism.

It is important to keep clear sight of the fact that phenomena, which at first glance are the same in a different system, still can fulfil another function in the bigger picture. For example repeating a class can in one system be regarded as an oppor-tunity, but in another as a great nuisance. Because of the different contexts, a same phenomenon can get another meaning and can aim at a different goal. On the other hand, unequal practices can be functionally equivalent to each other. Inclusion of pupils with certain learning disabilities mostly aims at the same goals as taking care of these pupils in special-ized centres.

References

Beech, J. (2009), ‘Policy spaces, mobile discourses and the definition of educated identities’, Comparative

Education, Vol 45, n° 3, pp 347-364.Castells, M. (2000). The rise of the network society. Oxford: Blackwell.

Damon, W. (1995). Greater expectations. Overcoming the culture

of indulgence in America’s schools and homes. New York: The Free Press.

Green, A. (1997). ‘Educational achievement in centralized and

decentralized systems’, in. Huntington, S. P. (1996).The clash of civilizations and the remaking of the World order.

London: Simon and Schuster.Kamens, D.H. and Mcneely, Conny, L. (2010), ‘Globalization and the growth of international educational testing and

national assessment’, Comparative Education Review, Vol 54, n°1, pp 5-25.

Landes, D. S. (1998). The wealth and poverty of nations. Why some are so

rich and some so poor. New York-London: Norton and Co.

Lundahl, C.and Waldow, F. (2009), ‘Standardisation and ‘quick’ languages:

the shape shifting of standardised measurement of pupil achievement in Sweden and Germany’, Comparative Education, Vol 45, n° 3, pp 365-386.Robertson, R. (1992). Globalization,

social theory and global culture. London: Sage.

Standaert, R. (2002). Inspectorates of education in Europe. A critical analysis.

Leuven: Acco.Standaert, R. (Ed) (2003). Becoming the best. Educational ambitions for Europe.

Brussels: Consortium of Institutes for Development and Research in Education

in Europe (CIDREE).Steiner-Khamsi, Gita (2002).

‘Reterritorializing educational import: explorations into the politics of

educational borrowing’ in Novoa, A. and Lawn, M.(Eds) Fabricating Europe:

the formation of an education space. Dordrecht-Londen: Kluwer Academic

Publishers, pp 69-87.Waldow, F. (2009), ‘Undeclared

imports: silent borrowing in educational policy-making and research in Sweden’,

Comparative Education, Vol 45, n° 4, pp 477-494.

I also object to the idea that mobility pro-grammes, as promoted by the European Union, should per definition lead to a cross-country uniformity. This would not agree with what I have stated above about the restricted role of and the resistance against globalisation on the level of local and national identity and culture. And ob-viously, education is an important outing of one’s own culture.

Internationalisation at home in teacher training can also be promoted by estab-lishing a form of seminar or a thematic study of internationalisation in the sched-ule. In the prescribed basic competences by the Flemish Community there has been added a tenth element, next to the existing nine ones: “The teacher as a par-ticipant in culture”. For this subject the teacher is expected to gain insight in the society as a whole. Pupils, teachers and schools are after all encapsulated in a wide societal environment.

U n d e r p i n a c u r r i c u l u m w i t h a v i s i o n

With this text I wanted to make a contri-bution to be able to underpin a curricu-lum in teacher training with a vision. Also I wanted to clearly take sides as to the present day evolutions on an international level. Furthermore I tried to put forward some suggestions, based on my experience in comparative education. These are open for discussion now.

r o G e r s t a n d a e r t

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Vision and Pract ices

Hans SCHACHLRector of Private

University of Education Linz, Austria; Neurosciences and Learning

“What´s in our head?” This is a question, which has been interesting for humans, since they can think. In the last 20-30 years insight into the brain has dramati-cally improved by new techniques, which enable us to look into the living brain. This question is important for learning, because it is based on the brain (Schachl, 2006).There are some important topics, which we have to deal with: How comes informa-tion into the brain? The important role of attention and emotions. How will informa-tion be stored?

How comes information into the brain?It is not possible to get knowledge auto-matically into the brain. Gaining knowl-edge is an active process. Let us explain this active process of perception by looking on a picture:

The background of our eyes transforms the energy of the light into electrical

energy in the nerve cells, which deliver it via the optical nerves to the backside of the brain. And here the information is ana-lyzed concerning edges, contrast, dark or light sides, colours, angles. In every brain it´s the same until here. But from here there are big differences, because creating the real image is a mutual process of ana-lyzing and comparing with expectations, context, attitudes, available knowledge and so on. Perception is therefore a subjective, constructive process. This subjectivism is important for teaching, educating, learn-ing too: We have to take into account the different attitudes, knowledge, talents of the children.

Therefore the following guiding principles are important:Overview before details. Multi-sensory approach. Take previous knowledge into consideration. Contextual learning. Inter-dependence of knowledge areas. Take care

of individual talents.

In addition to the topic “perception” a short excursion to “learning by imitation”:The Italian researcher Rizzolatti and his colleagues (Iacobini, M. 2009, 66; Degen, 2007) got a surprising, exciting result: Grasping a thing, the nerve cells of a spe-cific region fire (are in action). The same firing is, if we only intend this movement: The cells fire before we actually do it. But the surprising and most exciting finding is, that the cells fire also, when we observe another person grasping. It´s like a mirror in our brain, therefore these specific cells are called “mirror neurons”.

Researchers found these mirrors in the human brain with other activities, such for facial expressions too. But that´s not all: The mirror system may also decipher the intentions and future actions of others, and depends on the context of previous

A B S T R A C T

Les thèmes développés sont les suivants: Comment l’information arrive-t-elle au cerveau? Que sont les neurones miroirs ? Quel est le rôle de l’attention et des émotions ? Comment l’information est-elle stockée ? Comment, avec les réponses aux questions précédentes, trou-ver des principes guidant l’apprentissage et l’enseignement ?

The topics to be answered are: How comes info into the brain? What’s about mirror neurons? What is the role of attention and emotions? How information is stored? From the explanation of these topics “guiding principles”, consequences for teaching and learning will be derived.

What´s in our Head?Principles and Implications of Brain-based Teaching and Learning

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activities: grasping a fruit or grasping a cleaning towel leads to different mirror actions. Some researchers say, that the mirrors are interested not only in the mo-tion, but also in the “motivation behind it” (Vogeley, 2009). A hot discussed topic is mirrors and “empathy”: mirrors responded, when women observed the pain of their boyfriends, and such women responded more, if they lead higher scores of empathy in a psychology test. Criti-cal researchers say that there is more to empathy than the mirrors: This mecha-nism provides only an intuitive feeling that underlies empathy. And there are other cognitive, social processes in this complex behaviour: If you see someone behaving badly, you hopefully don’t want to do the same. So, at the end of the mirror story: we must find out, what is “behind” all the mirrors (Damasio et Meyer, 2008, 167-168; Miller, 2008b).

But as a summary for education: there is no doubt, that imitation is necessary and important for learning and education. As a consequence: Demonstrate exactly and often. Be a good example. Take care of good feelings.

To the important role of attention and emotions

Whether information actually comes into the brain or not, depends on attention. What factors influence attention? For teaching and learning an important topic.

Your attention is influenced by your ex-pectations, interest in the topic, attitudes, the context, but also, what you get from outside, what you see, hear, etc.

All kind of information comes either from the body or from outside. All these stimuli travel via the Reticular Formation and are processed to the Limbic System (respon-sible for emotions), combined with the impact on the Autonomic Nervous Sys-tem (Hypothalamus: if it is exciting, the blood pressure increases, and so on). The Cerebellum (Kleinhirn) is responsible for a good muscular status, like holding the head up and listening carefully. Finally the Cerebral Cortex is consciously aware. What happens in the case of bad feelings, because someone is not interested, it is boring, or there are disturbances by other things? The Limbic System produces bad emotions, combined with bad feelings. It is stress. Therefore people can either stand up and go, but if they feel ashamed to do it, so they stay. But the whole system, especially the muscle tonus will switch off, and the person falls asleep.

What can be done for improving the at-tention? Primarily focus must be given on emotions and feelings.

R o l e o f E m o t i o n sThe Amygdala (almond) is the emotional marker of the contents on their way to longterm memory. Very important is the Hippocampus: this part is responsible for storing information into the longterm memory. If the hippocampus is damaged, you can learn nothing new. It´s the case for instance with Alzheimer´s Disease. But the Hippocampus is also important for emotions. This double function is evident in the chemical processes inside too: For the entrance of new information Dopamin-mechanisms, controlled by the hippocampus, are important (Rossato et al., 2009, 1017-1020). Learning is also

associated with changes in the density of cortical Dopamine receptors (McNab et al., 2009, 800-802).

The Hippocampus plays a role with “spatial navigation” and is also involved in planning actions (Pastalkova et al., 2008, 1322ff.). But: the Hippocampus is not involved only in storing into the longterm memory, but also in retrieving, together with Prefrontal Cortex (Miller, 2008c, 1280f.; Gelbard-Sagiv et al., 2008, 96f). And on the other hand: the prefrontal cortex is not only responsible for retriev-ing (as it was assumed until some years ago), but also for consolidating informa-tion (Takehara-Nishiuchi; McNaughton, B. 2008, 960ff). One part of the prefrontal cortex is involved too in the so called “reinforcement-reward-learning” (Stuber et al., 2008).

Summary: Cognition and emotion work together even in an anatomical structure. This is an important fact for learning with the consequence, that teachers must take care of good emotions.

Therefore at the end of this chapter again some “guiding principles” for teachers and learners: Foster and have positive emotions. Arouse and have interest. Pro-mote and do physical activity. Give and take breaks. Teach and learn coping with stress.

H o w i n f o r m a t i o n i s s t o r e d

Answering the question “How informa-tion is stored” we must try to understand the basic units of the brain, the cells. The power of brain can only be explained by the gigantic number of nerve cells: More than 100 billion neurons are interconnect-ed, and in between 1000 billion so called Glia cells. And all work nearly according the same principle:

Information comes into the cells (neu-rons). The cell processes this information

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and gives the result (electrical signal, ger-man “Strom”) via one fibre to other nerve cells. The contact place is called “Syn-apse”. The transfer of information happens at a gap between neuron 1 and neuron 2: the electrical information is transformed into a chemical form, which transfers the message to the other side of the gap: the electric signal causes releasing of chemi-cal transmitters (eg glutamate), which transports the information to the postsyn-aptic side. By the transmitter the receptors are opened and Calcium can come into neuron 2. And there storage happens with contribution of genetical processes. New findings show, that at the postsynapse there is no fixed position of receptors, but a „highly dynamic structure“ with the possibility „to rapidly refresh itself“ by an exchange of the used receptors against un-used (Silver, 2008, 183f.). The processes are more complicated. The GLIA-cells play a role in this game (Allen/Barres, 2009, 675-677): the Glia is responsible for many jobs, but nowadays especially one kind, the so called Astrocytes, seems to have to fulfil tasks in producing and managing mental abilities. The number of Glia is huge (Trillions.); 90% of the brain consists of Glia. These astrocytes seem to communicate with neurons. Special find-ings for the case of memory (Henneberger et al., 2010, 232 – 236; Santello/Volterra, 2010, 169 - 170): The classical form of the longterm memory processing relies on the role of so called NMDA-receptors. But now it is shown, that astrocytes release the so called D-serine, which is a co-worker of NMDA. Very important: Repetitive synaptic activity enhances D-serine supply by the astrocytes. One more argument for the importance of repetition in learning.

Summary: Learning makes sprouting of dendrites, increasing the number of syn-apses, strenghtening and stabilizing them.. And fascinating: there is also neurogenesis, that means new neurons are built from stem cells. (Berninger/Götz, 2009, 58-63; Shors, 2009, 41-48; Ma et al., 2009, 1074-1077).

We know something about all these processes, but “such findings are almost certainly just the tip of the iceberg, and there are many outstanding questions” (Allen/Barres, 2009, 677).Nevertheless derived from the chapter

of memory there are some basic guiding principles again:“Revise, Repeat.” This leads to repeated electrochemical processes in the nerve circuits and strengthen them.“Take breaks.” is necessary to give these processes time to work. Miller, 2009, p. 22).“Give feedback soon.” is very important, because to modify wrong learned matter is always more difficult than to learn it right from the beginning. Feedback with “reward” is important, because the strength of synapses will be improved by dopamine-neurons in the Limbic System. Also the “prognosis” of reward causes positive effects (Stuber et al., 2008).“Linking ideas and topics to structures.” is the way of working in the brain.And all these principles are dominated by an “overall principle”: The Brain Needs Sense.Therefore teachers must take care, that pupils are motivated because they are con-vinced of the sense of learning; that pupils understand the contents; and tha the con-tents are parts of associative networks.All the mentioned “guiding principles” are “old teachers” wisdom and experience, now based on findings of brain research.We must continue to explore our brain processes in order to better learn, in order to better understand, in order to give a better world to our children.

Now at the end let me say with the ancient teacher COMENIUS in the 17th century:“The goal is, that in schools must be less noise, less frustration, less boredom, and not useless work, but more freedom, more joy, more happiness, and therefore more real success.”

h a n s s c h a c h L

Berninger, B.; Götz, M. 2009. Nachwuchsförderung im Gehirn. In:

Gehirn&Geist, 7-8, 58-63.Damasio, A., Meyer, K. 2008. Behind the looking glass. In: nature, 10. Jul.,

167-168Degen, R. 2007. Nervenbrücke

zwischen Du und Ich. In: bild der wissenschaft, 11, 30-33.

Gelbard-Sagiv, H. et al. 2008. Internally Generated Reactivation of Single Neurons in Human Hippocampus

During Free Recall. In: Science, 3. Oct., 96-100.

Henneberger et al. 2010. Long-term potentiation depends on release of

D-serine from astrocytes. In: nature, 14. Jan. 2010, 232 – 236

Iacobini, M. 2009. Die Gedanken der anderen. In: Gehirn&Geist, 11, 66.

Ma, D. K. et al. 2009. Neuronal Activity-Induced Gadd45b Promotes Epigenetic DNA Demethylation and

Adult Neurogenesis. In: Science, 20. Febr., 1074-1077.

McNab, F. et al. 2009. Changes in Cortical Dopamine D1 Receptor Binding

associated with Cognitive Training. In: Science, 6. Febr., 800-802.

Miller, G. 2008a. Mirror Neurons May Help Songbirds Stay in Tune. In:

Science, 18. Jan., 269.Miller, G. 2008b. Reflecting on

Another’s Mind. In: http://www.sciencemag.org/cgi/content/

full/308/5724/945.Miller, G. 2008c. Hippocampal Firing

Patterns Linked to Memory Recall. In: Science, 5. Sept., 1280-1281.

Miller, G. 2009. Sleeping to Reset Overstimulated Synapses. In: Science,

3. Apr. 22.Pastalkova et al. 2008. Internally

Generated Cell Assembly Sequences in the Rat Hippocampus. In Science, 5.

Sept., S. 1322-1327.Rossato, J. I. et al. 2009. Dopamine

Controls Persistance of Long-Term Memory Storage. In: Science, 21. Aug.,

1017-1020.Santello, M.; Volterra, A. 2010.

Astrocytes as aide-memories. In: nature, 14. Jan. , 169 – 170.

Schachl, H. 2006. Was haben wir im Kopf? Die Grundlagen für

gehirngerechtes Lehren und Lernen. Linz: Veritas.

Shors, T. J. 2009. Saving New Brain Cells. In: Scientific American, 3, 41-48.

Silver, R. A.; Kanichay, R. T. 2008. Refreshing Connections. In: Science,

11. Apr., 183-184.Stuber et al., 2008. Reward-Predictive

Cues Enhance Excitatory Synaptic Strength onto Midbrain Dopamine

Neurons. In: Science, 19. Sept., 1690-1692.

Takehara-Nishiuchi, K.; McNaughton, B. L. 2008. Spontaneous Changes

of Neocortical Code for Associative Memory During Consolidation. In:

Science, 7.Nov., 960-963.Vogeley, K. 2009. Viel sagende Blicke.

In: Gehirn&Geist, 10, 60-65.

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32 Comenius Journal�September 2011

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Denis ROGISTERLecturer HELMo Sainte-Croix Liège,

Belgique

A B S T R A C T

Cet article présente le projet “Toddler”, un projet Comenius multilatéral à l’intérieur du programme d’apprentissage tout au long de la vie. « Toddlers » en anglais est le mot utilisé pour les enfants âgés entre 18 et 36 mois. Cette abréviation signifie également « Towards Opportunities for Disadvantaged and Diverse Learners on the Early childhood Road”, c’est-à-dire “Développer des opportunités pour tous les apprenants, y compris désavantagés, dès la petite enfance”.

This article presents « the Toddler Project », a Comenius multilateral project withing the Life Long Learning program. “Toddlers” is the word for children aged between 18 and 36 months. The abbreviation for this project also refers to « Towards Opportunities for Disadvan-taged and Diverse Learners on the Early childhood Road”.

Présentation et objectifs principauxCe projet est né suite à différentes ren-contres qui ont eu lieu dans le cadre de l’Association Comenius dès 2009.La mobilisation des personnes et des énergies a permis d’aboutir au dépôt d’un dossier à la commission européenne qui a donné son feu vert au mois de juillet 2010.L’objectif majeur de ce projet est de rédu-ire les risques de décrochage scolaire en offrant, dès la petite enfance, en particu-lier pour les populations plus défavori-sées, des milieux d’accueil et d’éducation propices aux apprentissages et une meil-leure implication des parents.Un des objectifs indéniables est d’assurer un niveau de formation optimal des équi-pes d’encadrants et des enseignants qui ont en charge l’éducation et la formation de la petite enfance (18-36 mois).Le projet s’étale sur trois années, il a dé-marré en novembre 2011 et se terminera en octobre 2013.

•Les institutions partenaires •Neuf partenaires européens se sont

engagés dans le projet. •University of Stavanger - Department of

Early Childhood Education - Norvège •University College South Denmark -

Danemark •West University of Timisoara - Rou-

manie•Artevelde University College - Belgique•University of Education Schwäbisch

Gmünd - Allemagne•Kingston University- Royaume Uni •Instituto Politécnico de Santarém -

Portugal •Universitat Ramon Lull-Espagne•Haute Ecole Libre Mosane – Belgique•Haute Ecole de Namur – Belgique•Haute Ecole Léonard de Vinci - Bel-

gique

L a r é p a r t i t i o n d u t r a v a i l

Deux meetings internationaux (Stavanger en Norvège, décembre 2009 et Santa-rem au Portugal, novembre 2010) ont été nécessaires pour définir les différents axes et missions du projet et se répartir le travail.

De fait, l’ampleur du projet est énorme et il a fallu du temps pour clarifier et accord-er les attentes de chacun des participants de même que les objectifs et les missions spécifiques. Tout ce travail n’a été possible que grâce à l’implication de chacun des partenaires, à la construction d’un climat constructif et participatif.

Une des richesses de ce premier travail a été de nous rendre compte que les

Le projet Comenius “Toddler”Towards Opportunities for Disavantaged and Diverse Learners on the Early Childhood Road

33Comenius Journal�September 2011

Vision and Pract ices

structures d’accueil et d’éducation de la petite enfance étaient assez similaires dans nos différents pays mais qu’elles étaient confrontées aux mêmes types de diffi-cultés. Les encadrants et les enseignants ne sont pas toujours formés de façon optimale pour assurer un encadrement de qualité et permettre à chaque enfant de se développer sans accroitre toute une série d’inégalités sociales et culturelles forte-ment présentes.

Ce premier constat renforce, bien évidem-ment, la nécessité de notre recherche et nous pousse à aller de l’avant.

Suite à ces deux meetings, nous sommes parvenus à éclaircir les différentes théma-tiques développées dans le projet et à nous fixer des objectifs concrets pour chacune d’elles.

Un premier volet du projet consiste à dresser un état des lieux de la situation actuelle dans chacun des pays impliqués. Nous sommes partis d’une analyse du rapport Eurydice « L’éducation et l’accueil des jeunes enfants en Europe : réduire les inégalités sociales et culturelles » (2009). Ensuite, chaque partenaire a récolté des données spécifiques à l’accueil des « tod-dlers » : une description sommaire des différentes structures d’accueil existantes, une série de photographies illustrant les choix pédagogiques dominants et des ex-emples de bonnes pratiques menées pour réduire les inégalités sociales et culturelles. Ce travail aboutira à la rédaction d’un rap-port de synthèse et d’un tableau compara-tif international.

Un second volet se focalise sur l’apprentissage précoce de la langue. Au travers de questionnaires distribués dans les milieux d’accueil, l’objectif poursuivi est d’identifier les caractéristiques les plus importantes à prendre en compte dans le traitement du multilinguisme et du multiculturalisme. Les résultats de cette recherche seront présentés dans un rap-port de synthèse.

Un troisième volet se centre sur le bien-être. Tout d’abord, les différents parte-naires établiront un relevé des décrets et des législations en vigueur et constitueront un recueil bibliographique des ouvrages théoriques traitant du bien-être de la pe-tite enfance. La suite du travail consistera

à mener des études de cas sur le terrain et à les analyser. Les résultats seront présen-tés dans un diaporama.

Un quatrième volet étudie l’implication et l’engagement des parents au sein des structures d’accueil et d’éducation pour les « toddlers ». Tout d’abord, un état des lieux des recherches sur le sujet sera réali-sé. Ensuite, chaque partenaire interviewera des parents sur des sujets spécifiques. Deux ateliers de formation, sous forme de vidéos, à destination des futurs encadrants et des enseignants, seront produits. Un guide pour praticiens réflexifs sera édité, de même qu’un documentaire vidéo sur la relation parents/encadrants-enseignants.

Enfin, un cinquième volet porte sur la for-mation aux pratiques réflexives en forma-tion initiale. A cet effet, des ateliers et des activités de supervision d’étudiants seront menés au sein des différentes institutions. Un guide méthodologique à destination des enseignants en formation initiale sera rédigé : dans un premier temps sur Internet, puis sous format papier après synthèse et analyse des expériences et des apports spécifiques présentés lors d’une conférence internationale. Ce guide présentera les démarches nécessaires à la conduite d’entretiens réflexifs, des études de cas et des séquences filmées de sessions réflexives menées dans les différents pays impliqués. Enfin un article scientifique sur le thème « Comment enseigner les

pratiques réflexives » sera publié.

En plus de ces différents volets, le projet conduira à la construction d’autres outils : un site Internet (http://www.toddlerineu-rope.eu), des articles scientifiques, des conférences internationales (Santarem 2010- PT, Timisoara 2011 - RO, Gmünd 2012- D et Sint-Amandsberg 2013- BE), des dépliants et des signets de présentation du projet.

Enfin, la dernière contribution de ce projet sera la mise sur pied d’un module de formation spécifique sur les « toddlers » de 5 ECTS. Ce module serait proposé aux futurs encadrants de la petite enfance et aux futurs enseignants du préscolaire.

Comme vous le constatez, ce projet est ambitieux et riche. Il explore un terrain trop peu étudié et assez méconnu. Il aura du sens et amènera les encadrants de la petite enfance, les enseignants préscolaires et les formateurs en formation initiale à réfléchir sur leurs pratiques et à les faire s’améliorer.

d e n i s r o G i s t e r

34 Comenius Journal�September 2011

Tessa SCHELLENS Lecturer Music Early Childhood

at Lessius Mechelen,,Kim OP DE BEECK,

Lecturer Multimedia Literacy at Lessius Mechelen

The introduction to the British Early Years Foundation Stage Curriculum and presentation of the Early Years Study Pro-gramme on day one of our training week already offered interesting insights. The idea of having so many different qualifica-tions and awards within the field of educa-tion and childcare provision for early years was quite new to us. In Belgium, for instance, we currently have no qualifica-tions for Teaching Assistants or Founda-tion Degrees in Early Year’s Management and Leadership.

At first it was not so easy for us to get a grip on the organisation of Childcare Provision in the UK. Luckily, well-ar-ranged visits (scheduled on day 2, 3, and 4) to several children’s settings quickly sharpened our blurry images. Although parents can choose from a wide range of

childcare, most options (either privately, voluntarily or government funded) were, in our opinion, very expensive. It is, for example, not unusual to pay over £800 a month for full time care in a nursery. Luckily the government set up Initiatives and Legislation to support less privileged and disadvantaged children. The Early Years Entitlement enables all three and four year olds to access 15 hours of free childcare and education for 38 weeks of

the year. In Belgium most parents can rely on government funding for the provision of their children ages 0-2;5. The govern-ment also provides (almost) free pre-school education from the age of 2;5 to 6. During many of the international (formal and informal) conversations on EY provi-sion and education, all participants in the training programme greatly appreciated the strong community and parent involve-ment within several types of childcare

A B S T R A C T

En mai 2011, nous, c’est-à-dire Tessa Schellens & Kim Op de beek (professeurs de musique, langue et multimedia, littérature enfantine à la Haute Ecole Lessius à Malines) avons eu la chance de participer à une semaine de formation sur le système scolaire anglais pour les enfants de 0 à 5 ans. Avec d’autres enseignants d’autres pays, nous avons vu et expérimenté des exemples de bonnes pratiques dans le travail avec les enfants. Le programme proposé par Kingston fut un voyage passionnant grâce à un équilibre entre des sujets relatifs à l’éducation et d’autres au culturel, à l’interculturel. Nous nous réjouissons déjà de poursuivre les discussions sur les différences et les similitudes à propos d’autres programmes interna-tionaux. Nous espérons pouvoir mettre en place certains éléments résultant de ces échanges dans notre propre pratique. Dans l’article qui suit, nous décrivons brièvement quelques points forts et intéressants de notre formation pour le préscolaire à l’Université de Kingston.

In May 2011 we, Tessa Schellens & Kim Op de beeck (Lecturers Music, Language & Multimedia Literacy Early Childhood, Lessius Mechelen), were privileged to attend a training week about the English early year’s (0-5) educational system. Together with other interna-tional lecturers for early years we saw, experienced and overall enjoyed some examples of good practice in working with young children. The Kingston training programme, which kept a fine balance between educational and (cross)cultural topics, resulted into an inspiring trip. We already look forward to further discussing differences and similarities between other international curricula and hope soon to implement some of the recent training outcomes into our own teaching practice. In what follows we will briefly describe some highlights and insights of our EY staff training at Kingston University.

Building BridgesReflections on the International Early Years Training Week at Kingston University London

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35Comenius Journal�September 2011

Travel� Experiences

provision in the UK. The concept of organising parent & toddler playgroups in community settings (such as church halls, community halls) where parents, grand-parents, childminders, nannies and other carers can meet, was also new to us.

At Kingston University London EY students are given the opportunity to shift and progress into different and flexible study routes. They are also blessed there with an impressive Learning Resource Centre open 24/24, Early Childhood ICT resources, a driven and passionate Early Years Team and many examples of good practice into working with young children.

In all of the visited children’s settings (either privately, voluntarily, government funded, based or non-based within infant schools) we noticed (rather) explicit reference to the Early Years Foundation Stage Curriculum (0-5 years) by means of floorbooks, learning journeys, children’s portfolios, written instructions/feedback, pictures, children’s works … on tables and walls. In many settings elements of the Reggio Emilia Approach were clearly pres-ent: the outdoors coming in, stimulation of free-flow play, messy play, challenging and stimulating indoor & outdoor play areas, the presence and use of natural and recycled materials, the organisation of field trips, strong parent involvement and so on. In most cases a lot of attention was paid to infrastructure and interior design: spacious rooms, sensory rooms, soft play rooms, li-braries, different types of play rooms, pre-school bathroom facilities, dining/meeting areas for children, parents and carers …

We were also amazed by the number of interactive whiteboards, computers and didactic materials (games, storysacks, books, toys …) available to staff, children, parents, childminders and other carers. It was also nice to notice that some of these settings also had specific facilities for children with special needs. We very much appreciated the strong integration of educational support, health and social care within several settings. One setting, for instance, offered specific training programmes for parents: baby cafés, play-groups for teenage mothers, playgroups for custody dads, cooking on a low income lessons, computer courses, nursery rhyme singing courses …

All gathered setting and other impressions were animatedly discussed by the inter-national party during our collective and often very amusing bus trips to Campus Hill, formal and informal lunches and din-ner parties, all wonderfully hosted by the Early Years Team at Kingston!

In between our setting visits and Kingston Hill campus tours we were also given the opportunity to visit some cultural sites as well: Hampton Court, Kingston Town, Dorich House and London, to name a few). This perfect balance between train-ing, plenary discussions/evaluations and leisure turned our first international study visit to England into an unforgettable, suc-cessful and inspiring experience.

te s s a s c h e L L e n s K i m o p d e B e e c K

36 Comenius Journal�September 2011

Travel� Experiences

Anita FURGERErasmus student at University of

Stavanger, Spring 2011Home institution: Teacher Training

University of Central Switzerland

O u t d o o r E d u c a t i o n - P r o -g r a m

All the students have some experience in nature and special feelings about it. That was the key to get to know each other and make the distance smaller. Everybody had to write down their feelings about nature and what they are doing there. Because of that, they get to know each other better and had some points of discussion about nature and how they can use it for teach-ing.

In Norway, outdoor education is a part of the curriculum. However, what is outdoor education? Where does it take place? How is it done? What is the reason to do it? Is it worth to spend time outside?

If I think about outdoor education, my thoughts are automatically about forest. Unfortunately, not all schools have the

opportunity to go to a forest near by. Nevertheless, outdoor education can take part everywhere, particularly, in school grounds or gardens, in the city with guided walks, games or other events or on every other place outside. Therefore, outdoor education is possible in every country.

All the students went out to observe how outdoor education is done in Norway. I had the chance to visit a 1st grad. Actu-ally, three classes from the 1st grad go every Wednesday together into a wood. They have their rituals: free play, cook-

ing, eating, organized exercises and games in groups. First of all, I was a little disappointed because I expected subject based lessons in the forest. However, we discussed what we have seen in class and I learnt that children also learn a lot through free play and that it is quite important for their social skills. All the students had different experiences but the conclusion was that it differed from teacher to teacher how outdoor education is done. Nevertheless, three main points can be mentioned in pre-primary and pri-mary school. Firstly, the children should practice their physical education. The next

A B S T R A C T

“La semaine internationale s’est déroulée à l’Université de Stavanger du 28 février au 4 mars. Les étudiants “erasmus” qui étudient le programme “enseignement comparatif” ainsi que d’autres futurs enseignants européens ont reçu des cours concernant l’”enseignement à l’exterieur”. Bien que à la Norvège ait une longue et vieille expérience de l’utilisation de la nature dans l’enseignement dispensé aux élèves, il y avait aussi des présentations des autres pays et les étudiants internationaux ont ainsi partagé leurs expériences et connaissances entre eux. Le programme offert aux étudiants cette semaine-là était diversifié; il alternait entre une partie théorique et une autre pratique ce qui a rendu cette semaine informative et inoubliable.”

From the February 28th till March 14th, the international week takes part at the University of Stavanger. The Erasmus students from the study program Comparative Education as well as other European teacher students get a full time program about outdoor education. Although Norway has a long tradition of using the nature for teaching, there were also presentations about other countries and the multinational students shared their experiences and knowl-edges with each other. The program was diverse with theoretical and practical parts, which makes it an informative and unforgettable week.

Outdoor Education in NorwayInternational Week at the University of Stavanger

37Comenius Journal�September 2011

goal is about natural science. The pupils should be able to plan and conduct inqui-ries in natural environment in cooperation with others. Finally, they should know how to prepare food outdoor and use the nature as resources.

There are many reasons why outdoor edu-cation should have a formidable impor-tance in the school life. According to Meg Moss is it natural that children want to discover their environment. Their motiva-tion has been improved. Furthermore, it is basic for their health and wellbeing and it becomes more and more school business to make sure that children stay outside. Another mentionable point… the physical exercises in nature and children’s growing self-esteem. Additionally, three important learning theories, constructivism, multiple intelligences and social learning show that outdoor education is essential. For example, it is a kind of impossibility just learning with books. The teacher has to take time to let them learn by doing and the best way to do it is mostly outside in groups. Therefore, pupils also build up their social skills.

Critical points about how they do outdoor education are the unused possibilities. As I mentioned before, I expected more structure. In my class, the children had to bring a potato for lunch. Unfortunately, the teachers made the fire and cooked them. None of the children had to help.

Therefore, they did not see how the pota-toes were made.

All the experiences we had and examples in the curriculum do not belong to a spe-cial subject. Nevertheless, it is possible to do outdoor education in subjects. Teachers from the Netherlands taught us how to make mathematics as well as geography outside. When it comes to mathematics, most of the lessons are inside. However, according to Meg Moss “there are many reasons to take students outside to explore mathematics”. “Learning mathematics outside of the classroom can help to make connections between mathematics and other subjects.” I really had to mention these two sentences because I always try to explain why mathematics is still important, although everybody is using calculators. Now I know, it is because of understand-ing our environment. The same reason for going outside can be used for geography. Moreover, it is especially for weak pupils an enormous advantage to learn directly from the nature, because it often helps them to understand the matter when they see it.

We had a lot of fun with all the people. It was a great mixture of Austrian, Belgian, Dutch, German, Spanish and Swiss.We went to the forest and did an outdoor education workshop with three different kinds of exercises with ropes.There was the international evening. The Erasmus

References

Clarke, B., Grevholm, B. & Millman, R. (2009). Tasks in Primary Mathematics Teacher Education. Purpose, Use and

Examplars. Outdoor Mathematical Experiences: Constructivism,

Connections, and Healt. P. 263 – 273.

students prepared starters, main dishes, desserts and a program with funny games for making the evening unforgettable.

S u m m a r yTo sum up the week, I could say that it was perfect. Being a scout leader, I am used to being outdoors and from my point of view, the children nowadays are not enough outside. I have learned many useful things about the theory of outdoor education and a lot of practical ideas which I can use in my future work as a primary school teacher. I recognized that nearly every country but the Scandinavian countries, has the same problem. There is too less outdoor education. Through this week, future teachers get an input on how important outdoor education is and hopefully try to do the same in their home country. I definitely will.

a n i t a F u r G e r

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38 Comenius Journal�September 2011

Shashi Rekha BERGLUNDStudent at Högskolan I Gävle

A B S T R A C T

Essai sur une programme internationale (SILVER-Comenius project) pour les enseignants étudiants en 2011.

Essay about a student exchange (SILVER-Comenius project) for teacher-students in 2011.

The notion of teaching to a group of young adults or the nomads (Romans) with their vast knowledge to survive with self-dignity thrilled me when we were given the information of our target group. Call it a hunch or intuition. I felt these target groups held a key to the knowledge, which would empower the teachers of our times. When I ponder over the matter, I realize those young adults (school drop-outs) and the Romans whom the rest of the world refers to as the dropouts or the outcasts, have something lot of us lack. Call it a quality and self-integrity, self-reliance, or the opposite depending on the perceiver and his or her perception. What I mean to say can only be explained with what happened with me and a young fellow (let’s call him Leo). During my visit to Maribor PUM I became fasci-nated by Leo’s persona, he was in his own world of creativity. Every stitch he had on him was covered with tags. I was told he scribbles and draws everywhere by one of the mentors at the center. I asked him if he would consider personalizing a pair of shoes and what it would cost me. He was reluctant at first and after a long negotia-

tion we agreed upon a sum and terms that he would finish it before my departure to Sweden. Next day when others (my fellow Erasmus students) saw me handing him a pair of shoes, they enquired what I was doing. Upon explanation of our deal the majority of my fellow Erasmus students laughed and asked if I was naive enough to believe that he would care to finish his assignment. I said I believe in myself and

my trust in humans was that of what I would expect of me, so the answer was: Yes I trusted in him to complete what he took on. Reading the following question on their face, I mentioned that yes like any other artist would have gotten I paid him a symbolic 10% down payment to which they shook their head in disapproval.

Next week I was at the center to pres-

ent Swedish culture and Leo came with a big smile on his face and handed me the shoes (see the photo attachment). At the end of our presentation, I could not resist the thought and showed everyone the shoes with a grin on my face. The very shoes my 10-year-old daughter wears proudly and her 7-year-old friend expects to inherit when she grows out of them. Coming back to my statement that our target group held a key which might en-able teachers of tomorrow, the very key is in their individuality and strength to carry on. These are neither school dropouts nor the social outcasts. They are just stuck with the wrong end of the bargain. I am very glad to have met mentors and their approach towards these lone-some warriors is filled with care and understanding. To teach or to share and experience is something every individual teacher/mentor has to choose between. I think my trip to Slovenia helped me in crystallizing my perception of the kind of teacher/mentor I would like to become.

s h a s h i r e K h a B e r G L u n d

Life Long Learning is (Individual) PerceptionStudent Exchange in SILVER-Comenius Project

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Comenius Journal�September 2011 39

Rémy THOMASStudent International Certificate

Haute Ecole Léonard de Vinci

Au terme de ma formation de profes-seur en Sciences Humaines, je me suis lancé dans une quatrième année pour l’obtention d’un « Certificat International en Pratiques Pédagogiques Comparées ». Nos professeurs nous prévinrent dès la première heure : ce certificat n’a pour l’instant aucune reconnaissance concrète. Il ne nous donnera pas droit à un salaire plus élevé, ou à une position privilégiée au sein du monde enseignant. Une année de perdue en quelque sorte ?

Bon. Soit. Il n’empêche. Il n’empêche de fait que je me verrais bien parcourir quelque peu le monde avant de tenter de l’expliquer à mes élèves. C’est là sans doute le point commun entre les dix étudi-ants réunis lors de cette quatrième année à l’ENCBW : l’envie de découvrir (ou de re-

découvrir, la plupart ayant déjà effectué un Erasmus) et de s’ouvrir au monde et aux gens qui le peuplent. L’Irlande, l’Espagne, le Liban, le Canada et - en ce qui me concerne - la Norvège, tant de destina-tions aux profils différents qui diviseront notre groupe après les trois mois prépara-toires suivis à Louvain-la-Neuve. Et déjà lors de cette préparation de riches dif-férences se font sentir entre les pratiques d’enseignement, que ce soit simplement entre nous étudiants – l’enseignement en Belgique étant loin de montrer un visage unique, ne fut-ce qu’entre l’officiel et le libre, ou encore le Nord et le Sud -, ou lorsqu’un professeur venu de Suisse ou d’ailleurs nous donne un aperçu du sys-tème éducatif dans son étrange contrée.

Cette courte période passée, me voici fin

prêt à partir avec la détermination ferme de découvrir la Norvège de haut en bas, et de comprendre un peu mieux cette Scan-dinavie dont on nous parle tant. J’ai fait le choix de venir à Stavanger avant les débuts du programme d’Education Comparée, ce qui me permit d’arriver en même temps que le commun des étudiants étrangers (autrement dit tout sauf de futurs profes-seurs). Dans cette Tour de Babel, point de différences pourtant. Ou plutôt, tellement de différences que tous en sont réduits à une dénomination commune, celle d’étudiant étranger quelque peu perdu face au climat changeant qui rythme la vie des gens d’ici. On en revient au langage commun, non pas le latin mais bien l’anglais, que tous baragouinent avec plus ou moins de dextérité. Et lorsque l’anglais fait défaut, l’on parle dans sa langue en

A B S T R A C T

The Ecole Normale Catholique du Brabant Wallon (ENCBW) organizes since some years a fourth year called « International Certificate in Comparative Education ». The students are following an intensive module of courses of six weeks and then have two monthes of practise in different schools and associations in education. In January they are leaving the ENCBW for another institute in Europe. In this article, Rémy Thomas explains his experience in Stavanger.

L’Ecole Normale Catholique du Brabant Wallon (ENCBW) organise depuis quelques années une quatrième année d’étude «Certificat international en pratiques pédagogiques com-parées». Les étudiants prennent une module intensif de six semaines, suivi par deux mois de pratique dans plusieurs instituts ou écoles. En janvier ils partent pour les stages a l’étranger. Rémy Thomas nous raconte ses expériences a Stavanger.

Une quatrième année superflue?

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espérant (souvent à raison !) que par un quelconque hasard de l’histoire il se retrouve de part et d’autre du Rhin ou des Pyrénées. Hors donc, me voilà bien loin des systèmes éducatifs scandinaves. Et pourtant, de parler avec toutes ces personnes qui sont toujours les acteurs principaux du système éducatif de leur pays, l’on en apprend beaucoup. Et sur-tout sur son propre pays, à force de devoir l’expliquer en long et en large, d’autant plus que la Belgique n’est ni des plus con-nues, ni des plus simples, en particulier depuis quelques centaines de jours.

Un petit mois plus tard, c’est l’entrée dans le programme d’étude à proprement parler. La première comparaison des dif-férentes pratiques pédagogiques se fait via les formations respectives des étudiants présents. Car si chez nous l’on est profes-seur ou instituteur, cette division entre enseignement secondaire et primaire est loin d’être commune à tous les pays euro-péens. Via différents cours portant sur la musique, la culture norvégienne, les mou-vements migratoires ou encore l’éducation inclusive, nous avons l’occasion d’approfondir notre compréhension des systèmes éducatifs en Norvège, mais également dans les pays des jeunes gens participant. De plus, parallèlement aux différents sujets abordés lors des cours tels que le livre d’images, l’utilisation de la musique dans des classes de la maternelle au secondaire ou encore l’intégration des migrants dans l’enseignement, divers stages viennent confronter la théorie à la réalité du terrain.

Me voici donc parti à la visite d’écoles si différentes des nôtres, mais où pourtant quelques lieux communs persistent. Car si ici l’on ne parle pas d’échec scolaire en terme de redoublement –presqu’inusité jusqu’aux secondaire supérieur – on le re-trouve dans l’inquiétude des professeurs, parents et même élèves face à un manque de contenu et d’efficacité hypothétique des cours donnés. Et si le système se veut totalement inclusif, l’exclusion sociale reste un défi à relever pour les enseignants norvégiens. Malgré ces problèmes, ou plutôt ces challenges que l’on retrouve probablement d’ailleurs à différents niveaux dans tous les systèmes éducatifs de par le monde, l’école norvégienne im-pressionne par les compétences relation-nelles de ses élèves. En mettant en avant

des domaines plus manuels ou sportifs et en se détachant des traditionnels tableaux noirs pour enseigner, elle apprend bien la vie en société.

Un an passe qu’un court article ne peut qu’évoquer, et qu’un plus long compte rendu aurait bien du mal à décrire. Cette quatrième année « superflue» s’est en fait révélée être sans doute la partie la plus instructive et enrichissante de mon cycle d’études. Vivre au contact non pas d’une, mais bien de plusieurs autres cultures amène véritablement à se découvrir soi-même et ouvre à la réflexion, à la tolérance et au respect comme aucun discours ne peut le faire. C’est bien plus qu’une année d’étude : c’est une année de vécu, et l’apprentissage qui en ressort est donc bien plus profond.

r é m y t h o m a s

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Comenius Journal�September 2011 41

Christoph HAUFEstudent teacher Training Campus

Haderslev, UCS Denmark

What do you know about Romania - the capital Bucharest, the Danube-delta, the Carpathian Mountains, Dracula? Maybe you think – it’s far away. But it isn’t! Timisoara is only 300 km away from Bu-dapest, 550 km from Vienna and only 160 km from Beograd.

It’s an international town – in the Theatre and the Opera house the singers and actors perform in 3 different European languages, Romanian, Hungarian and German. The performances have a very high standard, you can compare it with metropolitan theatres and opera houses in Europe like in London and Paris.

Why do we only know little about this part of Europe? I want to recommend you to go to Timisoara now, before all the mass tourism comes to this beautiful, hospitable and, for Western Europeans, very afford-able city. In a Danish newspaper I read the sentence:

You must visit this town! I totally agree.

We were a group of 9 foreign students – three students from Vienna (one of them came originally from Romania), two from Liege (one of them from Quebec), three from Mechelen, Belgium, and me from Haderslev, DK. We reached Timisoara by different means: the Belgian students by plane, the Austrians by bus and me by train. The international week started on a Sun-day evening. The Austrian students arrived in the morning by bus and visited the city already on their day of arrival. I reached Timisoara in the evening and so I went to a hotel close to our hostel to have a dinner. A complete dinner with salad and a beer in a middleclass-hotel was only 23 Lei (€ 5.50). It was a good perspective for my purse. Everybody can finance this journey – it’s more expensive to stay at home! The very convenient accommodation (actually

for teachers) with 24 h reception, clean sanitary facilities, TV and internet was free for us for the whole week!

My first walk in the morning was to a little shop around the corner with a kind Romanian seller. Here, I could use my first Romanian words: Good morning is Buna dimineata, milk is lapte, butter – unt, bred – pâine, thank you – multumesc or merci and good bye – la revedere or simple pa! After a delicious breakfast together with Matthew from Liege and Sophie from Quebec we started the second day. Our guides through the whole week were five students from the faculty of psychology of the West University of Timisoara.

Our first lesson on Monday was about learning some important Romanian words: The numbers from one to ten are: unu, doi, trei, patru, cinci, şase, sapte, opt, nouş, zeche. We also changed our vo-cabulary, for example cheers means norok

A B S T R A C T

Essai sur la semaine internationale (Semaine International Comenius) pour les enseignants-étudiants en Février 2011Essay about the international week (short Comenius exchange) for teacher-students in Febru-ary 2011

TimisoaraA Flower with many Colors

Travel� Experiences

Comenius Journal�September 201142

in Romanian, in Danish skål, in German zum Wohl or simple Prost and in Dutch gezondheid. After this lesson we were well prepared for our first city tour. We understood why the capital of the “Banat” was called “the little Vienna”- The historical buildings in the city centre reflect a rich period in the end of the 19th and the beginning of the 20th century. Wikipedia writes: The Banat is a geographical and historical region in Central Europe currently divided between three countries: the eastern part lies in

western Romania, the western part in north eastern Serbia (the Serbian Banat, mostly included in Vojvodina), and a small northern part in south eastern Hungary. It is populated by Romanians, Serbs, Hun-garians, Roma, Germans, Krashovans, Ukrainians, Slovaks, Czechs, Croats and other ethnicities. The Banat is a part of the Pannonian plain bordered by the River Danube to the south, the river Tisza to the west, the river Mures to the north, and the southern Carpatian Mountains to the east. Its historical capital was Timisoara.

Timisoara has always been a multicul-tural and peace-loving town. It’s difficult to find a city in central Europe with so many traditional ethnic groups. Timisoara has carried the multicultural reality in its heart for centuries. In the city centre you can find churches from different religious congregations, for example the Catedrala Romano-catolica (Dom), the Biserica Lutherana, the Biserica Greco-catolica, the Catedrala Metropolitana Orthodoxa and two Synagogs. At the same time Timisoara is a modern European town with six universities, huge shopping malls and many leisure amenities. In the West University we saw the modern library and a very modern lecture hall, which is not

only used for lectures, but also regularly for film demonstrations. On the second day we visited a German Montessori school. After the revolution in 1989, different private school alterna-tives in Romania arose. Some examples are Waldorf-schools, Freinet-schools, Jenaplen-schools and others. The atmo-sphere in the Montessori school was very child-orientated, with fantastically good learning material. The teachers spoke German to the pupils, and sometimes the pupils answered in Romanian. Most of the pupils come from Romanian families. Until the Second World War most of the inhabitants of Timisoara were Germans. Today they represent only 2,25 % of the entire population of the town. German is still an important language here. Vienna is the gate to Western Europe and there are many connections in the educational system between Timisoara and Vienna. At the Montessouri - school most teaching material came from Austria.

On Wednesday we visited the School Cen-ter for Inclusive Education: “Paul Popescu Neveanu”. It is a school for children with special needs. The first impression was a quotation from the Danish philosopher Søren Kierkegaard in the Romanian language at the entrance of the school. Danmark is also very famous here for the fairytales by H.C. Andersen. Every Roma-nian child knows these fairytales.I was impressed by the good relations be-tween the teachers, the therapist and the pupils in all institutions. In “Paul Popes-cu” we only saw small groups of children and no room was overcrowded. All pupils followed their individual program.

The cultural highlight of the international week was the international evening in the house of our university lecturer and host Cosmin Goian. We celebrated the evening with Romanian food, Romanian and international drinks, presentations of our countries and national and international games and dances.

On Thursday we visited a regular Roma-nian school with special orientation on sports and IT. One of the biggest impres-sions I got was from the non-governmen-tal organisation “Centre for support and counselling for parents and children ‘For help’ “, we visited on Friday. The aim of

this organisation is to offer everyday sup-port for children in social difficulties. The motto for their work is the following quotation by Dorothy Law Nolte:

Children live what they learn:

If a child lives criticized,He learns to blame/condemn.If a child lives in hostility,He learns to fight.If a child lives ridiculed,He learns to be shy.If a child lives in shame,He learns to feel guilty.If a child lives in tolerance,He learns to be patient.If a child lives encouraged,He will learn the self esteem.If a child lives in correctness,He will learn to be just.If a child lives in approval,He will learn to like himself.If a child lives in acceptance and friendship,Then he learns to find love wherever in the world.

We went home with a great respect for this very active, competent and hospitable team which does an important job for the children.

The five Romanian students, who guided us throughout the week, were door-open-ers to all these institutions. Their hospital-ity was overwhelming.

Every time a small group of students in the international week started to speak in their mother tongue, somebody called: In English, please! with a smile. The interna-tional week gave us good progress in using the English language as lingua franca. At the same time we got an impression of how valuable it can be to have an interna-tional orientation at school.

The beautiful, hospitable, open-minded and peaceful multicultural city Timisoara in the heart of Europe is one of the best places to become acquainted with the new Europe.

c h r i s t o p h h a u F e

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Comenius Journal�September 2011 43

Lia FREDERICKXLecturer MusicInternational Coordinator Lessius Mechelen.

Step 1Look for a nice little town in a well known country as the setting for your interna-tional seminar

Step 2 Take time to get to know each other : ex-plore the different professional contexts of your participants (coming from different teacher trainings) by sharing ideas on what kind of teacher they are educating in their home university

Step 3Invite the participants to build their own curricula with LEGO-material using co-lours, forms in 3-D constructions in order to talk about content, courses, teaching practice and organisation

Step 4 Discover existing actions on international-ization in each other’s curriculum and use the blackboard and post-it’s in order to get a glance of how all kinds of international actions already are integrated in different teacher trainings in Europe

Step 5Let students guide your guests through the city of Mechelen in an evening walk so they feel at home

Step 6Make sure to spoil your participants with a lovely dinner in the evening somewhere in a small restaurant

How to organise an International Seminar in 10 stepsThe Curriculum as Cornerstone of Creating an International Learing Environment

Step 7Invite a keynote speaker to share his ex-pertise within the field of the seminar and challenge your audience to think, drink and discuss a theme like ‘International learning in the curriculum of teacher training’

Step 8Make sure to have enough inspiring work-shops with interactive challenges for the participants and concrete conclusions after the sessions

Step 9Dream about future: plans and actions to internationalise the curriculum and make sure participants have concrete ideas to take back home

Step 10...

Travel� Experiences

With thanks to all participants in the seminar, held in Lessius Mechelen University College in February 2011

44 Comenius Journal�September 2011

A n t e c e d e n t e s n o m u y l e j a n o s

La preocupación por enseñar-aprender a filosofar ha estado muy presente en las últimas décadas (Matthews, 1994; Tozzi, 2001; Lipman, 2003). En 1950, la Con-ferencia General de la UNESCO decidió realizar una encuesta que se llevó a cabo en los dos años siguientes para saber el lugar que ocupaba la enseñanza filosófica en los diferentes sistemas educativos del mundo y qué influencia ejercía ésta en la formación del ciudadano. El informe final presentó un análisis general de los problemas surgidos de la enseñanza de la filosofía y acompañada de una declaración común de expertos en la materia. En el año 1953 se publicó el primer estudio sobre la enseñanza de la filosofía en el

mundo, llevado a cabo por la UNESCO y que ponía el acento sobre el papel de la filosofía en la toma de conciencia de los problemas fundamentales de la ciencia, la cultura y en la incipiente emergencia de una reflexión argumentada sobre el futuro de la condición humana. En 1978, los estados miembros de la UNESCO piden a la Organización la elaboración de estudios sobre la ense-ñanza y la investigación filosóficas en

cada una de las regiones del mundo. Esta consulta regional que se demoró una década tuvo como objetivo realizar una gran encuesta sobre prácticas interdisci-plinarias en el mundo. A continuación, presentamos los resultados de cada una de las cinco regiones tal y como figuran en las actas del Congreso de ese mismo año. En 1994, se completó la encuesta iniciada en 1950 con un interesante estudio ll-evado a cabo por Roger-Pol Droit sobre las contribuciones de personalidades de

A B S T R A C T

Au cours des dernières années, nous avons assisté à une demande sans cesse croissante de moyens pour favoriser la participation citoyenne. La philosophie pour les enfants est un do-maine qui prend de l’importance dans de nombreux pays. Beaucoup pensent, en effet, qu’il s’agit d’une étape importante dans l’éducation de base des enfants (âgés de 3 à 12 ans), car il s’agit d’un moment-clé pour éveiller les enfants à la pensée réflexive. Cette thématique rencontre également un intérêt grandissant dans la formation des enseignants et dans la recherche sur la méthodologie et la didactique de la philosophie. Ceci se marque à travers diverses associations et publications, qui ont été générées par des initiatives enthousiastes d’enseignants. L’Ecole Normale Catholique du Brabant Wallon (Belgique)a organisé cette année un programme intensif autour de ce thème.

Over the past few years we have been reacting to a growing demands of means to help citizen participation. Philosophy with children is well received in many countries where one believes this is a crucial step in the basic education of children (ages 3-12). The reason is that this is the basic moment to have children wake up to reflective thoughts. There is also a general interest in training teachers as well as research in methodology and didactic in philosophy via associantions and publications that were incited by the enthusiastic initiative of many teachers. L´École Normale Catholique du Bravant Wallon, Institut d’ Enseignement Superieur Pedagogique de la University of Louvain-La-Neuve (Belgique) organized this year an intensive programme about this topic.

Irene Verde PELEATO Department of Theory

of the Education Faculty of Philosophy and Sciences of

the Education Universitat de València (Spain)

Philosophy at SchoolA Tool to Develop the Critical European Citizenship

Travel� Experiences

45Comenius Journal�September 2011

sesenta y seis países, con la idea de abrir una cantera de reflexiones y de debates sobre el lugar de la filosofía en las culturas

actuales y de qué manera influye en la for-mación del juicio libre de los ciudadanos. El estudio culminó en una publicación titulada “Démocratie et philosophie dans le monde” que ha sido fuente de trabajos posteriores en la línea de educación para la ciudadanía crítica.

En 1995, se organizan en París unas jornadas internacionales marcadas por la “Declaración de Paris para la Filosofía” en la que se recoge que “la educación filosófica, en la formación de espíritus libres y reflexivos, capaces de resistir a las diferentes formas de propaganda, de fanatismo, de exclusión y de intolerancia, contribuye a la paz y prepara a cada uno a tomar responsabilidades ante los grandes interrogantes contemporáneos…”. Esta misma Declaración subraya la necesi-dad de que la enseñanza filosófica debe preservarse dónde ya existe y crearse dónde no está presente. Debe ser im-partida por profesores competentes y espe-cialmente formados en la materia. Recalca la Declaración que la enseñanza filosófica debe ir asociada a todas las titulaciones universitarias o profesionales y no aparecer yuxtapuesta.

Después de 1995, el programa de la UNESCO en materia de Filosofía continuará con la creación de redes regionales, particularmente activas en el Sudeste de Asia, en Europa, en América Latina-Caribe; así como en África. Otras dos acciones puntuales que se han llevado a cabo y que, a nuestro juicio, merece la pena destacar porque responden a la popularización de una cultura filosófica internacional son:

Incremento del material para trabajar la filosofía con niños que, desde principios de los años noventa, ha cobrado especial interés de la mano de Lipman, filósofo y pedagogo norteamericano, fundador junto con Margaret Sharp del Institute for the Advancement of Philosophy for Children (Lipman, 1977).

La creación de la Enciclopedia multime-dia de ciencias filosóficas, herramienta de enorme utilidad.

S i t u a c i ó n a c t u a l d e l a e n s e ñ a n z a d e l a f i l o s o f í a

En una sociedad que, sometida a continu-os cambios, delega cada vez más sobre las

instituciones educativas la adquisición y práctica de valores que garanticen la con-vivencia respetando las diferencias (Puig Gutiérrez et al. 2010:87), la filosofía en sí misma y su enseñanza también exigen ser implementadas en el currículum escolar (Hand y Winstanley, 2008) con nuevos planteamientos; Hemos recurrido al estudio que nos presenta a nivel mundial aspectos relevantes de la enseñanza de la filosofía en todos los niveles educativos (UNESCO, 2007).

1. La filosofía y los “jóvenes espíritus” en los niveles de Educación Preescolar y Primaria.

2. La filosofía en la edad del cuestion-amiento (Educación Secundaria).

3. La filosofía en el terreno universitario. Su enseñanza a nivel superior.

4. Descubrir la filosofía de otras formas. Su práctica en la ciudad.

Del estudio se desprenden muchas ideas interesantes que, habiendo sido previa-mente abordadas, cobran una nueva per-spectiva: la importancia de innovaciones en materia de pedagogía de la filosofía, la formación inicial y continua de los mae-stros que imparten la filosofía, la evalu-ación sobre la eficacia de prácticas y la necesidad apremiante de filosofar a partir de la cotidianidad iniciando esta práctica en los primeros años de la vida. Cuestio-nes todas que, a nuestro juicio, cobrarán sentido cuando se inscriban en un proceso educativo bien pensado e integrado en el que cada disciplina juegue su rol y, a la vez, sea complementaria de la otra.

Queremos destacar aquí una de las ideas clave extraída del estudio anterior que más adelante abordaremos con detalle: el individuo posee “educabilidad” (Aznar Minguet, Gargallo, Garfella y Cánovas, 2010) y la educabilidad filosófica es posible desde la aparición del lenguaje a partir de cuestiones vivas (Tozzi et al, 2001) surgidas de lo cotidiano.

L a e n s e ñ a n z a d e l a f i -l o s o f í a : r e t o p a r a e l f u t u r o

Uno de los grandes desafíos que se ha pro-puesto la UNESCO en un futuro inmedi-ato es ayudar a que la disciplina filosófica se desarrolle en el mundo como forma de favorecer el diálogo internacional entre las comunidades o, dicho de otra manera,

Travel� Experiences

Tabla 1.- Resultados más destacables de la encuesta en cada una de las 5

regiones del mundo

Región África Reunión en Nairobi (1980) en la que se recomienda una “descolonización” conceptual en materia de filosofía para eliminar los problemas ligados a la enseñanza de la filosofía que ha arrastrado el periodo colonial.

Región Asia-Pacífico Reunión en Bang-kok (1983) centrada en la profesion-alización de la filosofía. Se recalca la impregnación de la filosofía de la Religión y la Historia. Se habla de la necesidad de restablecer un diálogo entre sociólogos y filósofos para evitar la separación de ambas disciplinas en la resolución de problemas sociales.

Región América Latina y Caribe Re-unión en Lima (1985) en la que como resultado final se solicita: la elabo-ración de un estudio interdisciplinar sobre las relaciones entre filosofía y las otras ciencias; la promoción de estudios sobre la historia de las ideas y sus influencias; promover una biblio-grafía contemporánea de la filosofía en la región; promover las traducciones de obras filosóficas de y al español y fomentar la participación de filósofos de la región en la revista “Diógenes”.

Región Árabe Reunión en Marrakech (1987) que bajo el tema “La ense-ñanza y la investigación en filosofía en el Mundo Árabe” permite hacer un retrato de la enseñanza de esta discip-lina a nivel secundario y superior; así como en el campo de la investigación. Se aprovecha la reunión para celebrar la conmemoración del pensador Ibn Tufayl con una mesa redonda.

Región Europa Los resultados de la en-cuesta concluyen con la publicación en 1993 de una obra sobre la filosofía en Europa: datos, tendencias e interrogan-tes de la filosofía país por país, necesi-dad de un diálogo entre pensadores e intelectuales más allá de las fronteras nacionales y culturales.

Comenius Journal�September 201146

que la filosofía juegue el rol de cataliza-dor de ideas, de plataforma de cambios, de espacio de diálogo libre y liberado; Para ello, se han lanzado propuestas de acciones concretas tales como: desarrollo de manuales filosóficos y de programas de intercambio que, a través de la movili-dad faciliten el encuentro entre personas de diferentes lugares; refuerzo de las cátedras UNESCO de filosofía, promover las olimpiadas internacionales de filosofía, promoción de actividades de investigación y publicaciones científicas en la mate-ria, difusión de materiales que ayuden a filosofar, etc.

Se trata de conseguir el “derecho de la fi-losofía” que reclamaba el filósofo Derrida para todos y que muy bien plasmó Edgar Morin como algo habitual de la vida de las personas en su película “Chronique d’un été”.

C o n s i d e r a c i o n e s S u s c i -t a d a s e n e l P r o g r a m a I n t e n s i v o A P a r t i r d e l a E n s e ñ a n z a - A p r e n d i z a j e d e l a F i l o s o f í a c o n N i ñ o s ( E d u c a c i ó n I n f a n t i l Y P r i -m a r i a )

Los niños son capaces de pensar por el-los mismos como actores de sus propios aprendizajes si se les sitúa en las condicio-nes buenas para hacerlo y ésta es la mejor forma de fomentar el espíritu crítico para la participación ciudadana.

La revolución en el método Lipman (2003) parte de su afirmación respecto a que lo verdaderamente importante es filosofar por sí mismo y “CON los otros” más que aprender la filosofía. De aquí surge la idea de crear comunidades de búsqueda filosófica cooperativa. La opinión de cada participante contribuye a construir la reflexión común.

El alumno que aprende a filosofar gana confianza en sí mismo como sujeto pen-sante, mejora su autoestima.

Aprender a filosofar supone además una cultura de la pregunta: el cuestionamiento debe partir de las mismas preguntas que

se hacen los niños (suscitadas por la lectura de historias adaptadas a su edad) e igualmente, supone una mejora de la com-petencia comunicativa oral para expresar lo que se piensa.

Uno de los grandes beneficios de aprender a filosofar es la apertura hacia el otro en el respeto, la escucha y el debate.

Es necesario un cambio en la didáctica de la filosofía. El método de dilemas morales basados en el fundamento teórico de Kohlberg permite  que la primacía de la “cultura de la pregunta” se convierta en una costumbre escolar, como bien señala Tozzi (2001), profesor Emérito de la Fac-ultad de Ciencias de la Educación de la Universidad de Montpellier III y teórico del movimiento de Nuevas Prácticas Filosóficas en Europa.

El maestro es el animador de la comuni-dad de búsqueda filosófica poniéndose al servicio del cuestionamiento del grupo. No existen malas ni buenas respuestas por parte de los alumnos. Toda palabra o intervención contribuye a construir la reflexión común.

Proponemos la mirada hacia prácticas ya existentes de “filosofía con niños” en los niveles de Educación Infantil y Primaria.

P r á c t i c a s A N i v e l I n t e r n a -c i o n a l

Hay un movimiento general y universal a favor de fomentar la filosofía con niños apoyado por instituciones de reconocido prestigio a nivel internacional como el Institute for the Advancement of Philoso-phy for Children (IAPC) o L’International Council of Philosophical Inquiri with Children (ICPIC) y por el incremento de publicaciones en la materia: “Thinking, Childhood and Philosophy, Critical and Creative Thinking, Aprender a pensar” entre otras. Existen algunos casos en el mundo, no muy comunes pero edificantes, en los que la filosofía con niños está insti-tucionalizada o en camino de institucio-nalizarse. Tal y como hemos expuesto en el apartado anterior, sugerimos el análisis

de cuatro casos concretos: el francés, el noruego, el australiano y el español como ejemplos de prácticas que pueden orientar el desarrollo oficial del currículum de la Filosofía en los dos primeros niveles de la educación (Infantil y Primaria) en países que deseen hacerlo institucional.

Promover oficialmente la innovación: el caso francés.

En Francia no existe una reforma institu-cional en lo que concierne a la filosofía en la educación primaria; pero, sin embargo, hay un entusiasmo colectivo por realizar una práctica innovadora en la materia. Los artífices de dicho entusiasmo son los propios representantes de la institución educativa quienes ven la necesidad de cambiar la vieja tradición de la enseñanza filosófica francesa.

En el sistema educativo francés, la filosofía no existe oficial y significativamente hasta el último curso de la Educación Secundaria en el que tiene una fuerte tradición únicamente en el itinerario literario con una duración de 8 horas semanales (Eurydice, 2010); sin embargo, se vienen realizando prácticas de filosofía con niños de 6 a 10 años desde 1996 y, a partir del año 2000, el fenómeno se ha ido acelerando significativamente. Las iniciativas que se sustentan en diferentes corrientes (el método Lipman, la cor-riente “democrático-filosófica, el método socrático de Oscar Brenifier y la corriente de Jacques Lévine) han tenido buena acogida entre los responsables de la edu-cación primaria porque se ha constatado que favorecen aspectos tan relevantes como: la competencia en la lengua ma-terna, aprendizaje en materia de ciudada-nía; aprendizaje de la argumentación; y, aprendizaje del espíritu crítico.

El hecho de que las prácticas innovadoras en filosofía con niños hayan dado buenos resultados ha sido la razón por la que muchos inspectores educativos hayan animado a las instituciones universitarias de formación del profesorado a incorpo-rar propuestas para el desarrollo de las mismas si bien no hay un programa oficial

47Comenius Journal�September 2011

en los niveles de Educación Infantil y Primaria.

En todos los programas de lengua francesa de 2002 se contempla con carácter ob-ligatorio establecer debates en el tiempo de clase a partir de obras de la literatura infantil y juvenil; y, posteriormente, de una manera más descontextualizada continuar la discusión a partir de problemas de fondo que los textos plantean a los alum-nos. Igualmente, tiene carácter obligatorio organizar en clase media hora de debate reglado en el marco de la convivencia (educación para la ciudadanía).

Concluimos afirmando que el caso francés muestra la posibilidad de innovar lo que favorece grandes orientaciones sin agredir al sistema ya establecido.

E l c a s o n o r u e g o : d e s a r -r o l l a r o f i c i a l m e n t e u n a e x p e r i e n c i a p i l o t o .

Los primeros filósofos noruegos que realizaron un trabajo sistemático con niños en 1997-99 en las escuelas de Educación Infantil de la región de Oslo fueron A. Schjelderup y O. Olsholt desde una entidad privada denominada Children and Youth Philosophers Centre (CYP) cuya finalidad es ayudar a los educadores y alumnos a tomar conciencia de que la filosofía se encuentra en el corazón de todas las materias (www.buf.no/en). Desde 2005, el gobierno noruego tomó la iniciativa de realizar una experiencia piloto en las escuelas a partir de la filosofía con niños. Este programa abarca 15 escuelas, 43 profesores de Educación Primaria (a partir de 6 años) y hasta la Educación Secundaria (16 años).

Son varios los objetivos del programa entre los que cabe mencionar:Desarrollar competencias éticasFomentar el pensamiento críticoPromover la capacidad de dialogar colecti-vamente en una perspectiva democráticaUn punto interesante del programa es la formación del profesorado. Los maestros disponen de dos días de formación al trimestre con visitas a las escuelas para realizar observaciones externas y obser-

vaciones mutuas. Son ellos mismos los que crean los materiales didácticos que se van actualizando sobre la práctica. Todos los meses los maestros participantes en el programa elaboran un informe a partir de unas cuestiones específicas.

Es cierto que el programa cuenta con detractores que ven la falta de tiempo uno de los grandes problemas para incluir la filosofía en los curricula escolares.

A u s t r a l i a : i n s t i t u c i o n a l -i z a c i ó n d e l a f i l o s o f í a e n l a e s c u e l a p r i m a r i a .

El caso de Australia es el único que, más allá de la animación o la innovación, ha integrado la filosofía en los planes de estudio de la educación primaria a partir del método Lipman.

Lipman plantea que los niños son capaces de pensar por ellos mismos si se adapta el método para ayudarles a hacerlo. “Su” mé-todo que ha sido revisado continuamente se sustenta pedagógicamente en los mé-todos activos de Dewey, psicológicamente en la Teoría del desarrollo del niño de Piaget, filosóficamente sobre el patrimonio reflexivo occidental (la lógica aristotélica y la razón cartesiana, etc.).

El material didáctico del método Lipman consta de siete historias acompañadas de una guía del maestro y abarca las grandes cuestiones filosóficas. Va dirigido a los alumnos desde la Educación Infantil a la Secundaria. La guía propone ejercicios di-versificados con varias propuestas dejando toda libertad a la iniciativa del docente. Los tres puntos fuertes del método son:Desarrollar en la escuela la cultura de la pregunta a partir de las preguntas de los mismos niños.

Proponer recursos escritos y, al mismo tiempo, narrativos para facilitar la iden-tificación de los niños con personajes y situaciones.

Institucionalizar dentro del aula un espa-cio organizado de palabra democrática-mente compartida y de intercambio sobre los problemas humanos.

Millett, director del Center for Applied Ethics and Philosophy de la Universidad de Curtin, Perth (Austalia) cuando se le pregunta por la experiencia, la resume con estas palabras:

“Ha sido una tarea difícil hacer aceptar a las autoridades en materia de educación, la idea de la filosofía en la escuela. Los beneficios aportados por la enseñanza de esta disciplina son diversos pero más difíciles de cuantificar que los de otras innovaciones pedagógicas…algunas de las ventajas de la filosofía con niños pueden medirse en términos de una mejora de las capacidades de la lectura y el cálculo aunque si bien las más importantes se sitúan en las áreas que se prestan más a un estudio cualitativo”.

E l p r o y e c t o F i l o s o f í a 3 / 1 8 e n E s p a ñ a : u n a a v e n t u r a e n t u s i a s t a .

En Cataluña un grupo de profesores ávi-dos de renovar las técnicas de la enseñanza de la filosofía, deciden en 1987 traducir y adaptar por edades la obra de M. Lipman “El descubrimiento de Harry Stottlemei-er” para alumnos de 3 a 18 años; de ahí el nombre del proyecto. Más tarde formarán la asociación Grup d’Innovació i Recerca per a l’Ensenyamet de la Filosofia desde donde realizan tareas para la promoción de la filosofía con niños tales como orga-nizar cursos de formación del profesorado y sacar publicaciones sobre el tema entre las que destacan “Aprender a pensar” y el “Boletín Filosofía 3/18”. El proyecto “Filosofía 3/18” está fundamentado en la idea de que hay una estrecha relación entre pensamiento y lenguaje y se apoya en cuatro tipos de actividades: escuchar, hablar, leer y escribir. Hacia 2004 más de 300 instituciones públicas y privadas (escuelas e institutos) estaban implicadas en el proyecto que ha ido derivando en otros proyectos europeos tan interesantes como el interdisciplinar “Ecodialogo. Educación ambiental y diálogo filosófico” (www.grupiref.org) que ha sido traducido a cinco lenguas.

C o n c l u s i o n e s F i n a l e s

Travel� Experiences

48 Comenius Journal�September 2011

Los niveles educativos de Educación Infantil y Primaria son determinantes porque son la base del despertar de los niños y de los alumnos en el pensamiento reflexivo. Si queremos que los alumnos aprendan a pensar (Aznar Minguet, Gar-gallo, Garfella, Cánovas, 2010), debemos iniciar la práctica desde los primeros años de vida escolar descartando viejos tópicos de que la filosofía es difícil para los niños o que la reflexión no es tan importante como la expresión espontánea.

De acuerdo con la investigación en psi-cología evolutiva, cognitiva y social y en el campo de las ciencias de la educación, aprender a filosofar es posible desde edades tempranas y es muy deseable por muchas razones entre las que queremos destacar las educativas ya que considera-mos que engloban otras tantas como las políticas, éticas o, cayendo en la redun-dancia, las filosóficas, etc.). La práctica de la filosofía con niños (entre 3 y 12 años) está cobrando auge en muchos países tal y como hemos expuesto anteriormente que ven en su práctica la vía para enseñar a ejercer la ciudadanía crítica; Del mismo modo, hay un interés generalizado por la formación cuidada de los maestros en la materia y ha aumen-tado recientemente la investigación en pedagogía y didáctica de la filosofía a través de asociaciones y publicaciones a partir de la iniciativa entusiasta de muchos maestros y profesores.

Cierto es que falta mucho por hacer para que estas prácticas lleguen a todo el mundo, pero no se trata de exportar un único modelo universal ya que la pluralidad de prácticas es deseable ya que acogen la riqueza de la alteridad. Del cuestionario de la UNESCO (2007) sobre las prácticas filosóficas con niños se extrae que apenas hay presencia de ésta en las zonas de África y del Mundo Árabe donde quizás a través de proyectos de cooperación internacional podamos llegar desde la Asociación Comenius.

Concluyo estas líneas tal y como lo empecé, revindicando la necesidad de enseñar a filosofar porque pensar implica el ejercicio de la libertad gracias a la re-flexión. Se trata, por ende, de juzgar sobre la base de la razón y no de expresar meras opiniones, no sólo de saber sino también

References

AZNAR, P; GARGALLO, B; GARFELLA, P; y CÁNOVAS, P (2010) La

educación en el pensamiento y la acción. Teoría y Praxis. Valencia.

Tirant Lo Blanch.GUTIÉRREZ, M.P. et al (2010)

Educación para la ciudadanía: referentes europeos. Teoría de la

Educación. Revista Interuniversitaria, 22, 2, 85-110.

HAND, M. y WINSTANLEY, C. (eds.) (2008) Philosophy in Schools. New

York, Continuum.KOLBERGH, L. (1992) Psicología del desarrollo moral. Bilbao:DDB

(Or.1984)LIPMAN, M.; SHARP, A.M. y

OSCANYAN, F.S. (1977) Philosophy in the Classroom. Philadelphia, PA,

Temple University Press. LIPMAN, M. (2003) Thinking in

Education. Cambridge, University Press.

MATTHEWS, G. (1994) The Philosophy of Childhood. Harvard UP.

MÍNGUEZ, R. (2010) La escuela hoy en la encrucijada. Hacia otra

educación desde la ética de E. Lévinas. Teoría de la Educación. Revista Interuniversitaria, 22, 2,

43-61.MORILLAS, M.D. (2006)

Competencias para la ciudadanía. Reflexión, decisión, acción. Materiales

12-16 para Educación Secundaria. Madrid. Narcea.

TOZZI, M et al (2001) L’éveil de la pensée réflexive à l’école primaire.

Montpellier.CRDP. Hachette.

UNESCO (2007) La philosophie. Une école de la liberté.Enseignement de la philosophie et apprentissage du

philosopher : état des lieux et regards pour l’avenir. París.Unesco.

www.eurydice.orgwww.buf.no/en

www.grupiref.org

Travel� Experiences

de comprender el sentido y los principios del saber, de actuar para desarrollar el sentido crítico, baluarte por excelencia contra toda forma de pasión doctrinaria. El método Lipman en concreto tal y como vimos en las dos semanas que duró el programa intensivo liderado por el equipo de investigación de Louvain-La-Neuve, ofrece una gran oportunidad para partir de cómo enseñar a pensar con niños ya que postula la educabilidad filosófica de la infancia desde la convicción de que es posible aprender a filosofar oralmente y en comunidad.

i r e n e ve r d e p e L e a t o

The first time that I had occasion to participate in an European project within the frame of the Comenius Association was few years ago in Liège. The “Intensif Programme: L’Europe dans the Forma-tion interculturelle des maîtres. “Aborder la violence pour l’éviter, défi éducatif européen” very well led by Mrs. Martine Chevalier gave me an opportunity to be part of the this international team. My tribute of gratefulness to a great woman and a sensible colleague to the interna-tionalization of our Higher Education Institutions.

Martine Chevalier IN MEMORIAM

Announcements and upcoming events

You are kindly invited to spend a week in March 2012 being a guest teacher for highly motivated Danish students. At the same time you take part in activities and events with other visiting colleagues and the Danish hosts. You will also have a unique opportunity to experience Dan-ish daily life in kindergartens and day nurseries.

The overall theme of the week is “The multiplicity of playing”We will explore the qualities of plays and games in different professional contexts?We will arrange five lessons for you so as to comply with the specifications of the Erasmus guest teaching programme

Participate in a week of play, mutual inspiration, and experience sharing. There will be sessions on play in theory and practice, outdoor activities, visits to institutions, and an introduction to the Danish concept of institutions – a more detailed program will be ready in Janu-ary 2012

LocationUniversity College Syddanmark Dyrehavevej 116, 6000 KoldingDenmark

Dates Arrival on Sunday 25.03, departure Friday 30.03 2012

Accommodation Participants are accommodated right in the center of the town next to the castle. Participants are expected to book indi-vidually referring to UCSyd, Kolding at www.kolding-byferie.dk

MealsBreakfast and lunch at the canteen at Campus Kolding

Information and confirmationIb Groth, MIH, International Coordinator UC Syddanmark, Kolding D +45 7322 7341 - +45 2616 1279 - [email protected] and cc Gitte Fevre Christensen [email protected] www.ucsyd.dk

Hold the dates! UiS Staff Exchange Week will be ar-ranged again in Stavanger between 17-21 October 2011!

The University of Stavanger would like to invite your university staff members to Staff Exchange Week in Stavanger (Norway). The event will offer you a perfect chance to build your professional network, share experience and create new opportunities for international cooperation.

Target group, suitable background and language of communicationParticipants should be staff members from UiS partner universities, working with international issues, e.g. mobility,

international student admission, student advising or internationalization in gen-eral. The language of communication will be English.

Dates The UiS Staff Exchange Week will be arranged in week 42, between 17 - 21 October, 2011. The programme will commence on Monday at 09:00. Dur-ing the first two days and the two last ones, we will organise common activi-ties for the participants. On Wednesday the 19th, between 08:00 – 15:00, each participant will have the opportunity to visit a faculty/department/division. These visits are to be organised by the participants before arrival (preferably before registration, in order to be sure

of the availability of the counterpart). We will naturally assist you with contact information (upon request).

Online registration and submission of abstract at www.uis.no The temporary deadline is 20 Septem-ber 2011. Registration after the deadline might be possible if any vacancy occurs. 

Please contact us at: [email protected] or [email protected] for further infor-mation.

www.uis.no

Training Visit

The Multiplicity of Playing, March 2012 Kol�ding, University Col�l�ege South Denmark

Training Visit

UiS Staff Exchange Week 2011

Other international staff training weeks

•March 2012: Hradec Kralové•June 2012: Pädagogische Hochschule Sw-

chäbisch Gmünd InfoMonika Becker [email protected] www.ph-gmuend.de

49Comenius Journal�September 2011

Comenius Journal�September 201150

List of contr ibutors

International Weeks Intensive Programs

Karel de Grote Hogeschool - Antwerpen 13/2 – 17/2/2012

Haute Ecole Léonard de Vinci - Catégorie Pédagogique 30/1 – 3/2/2012

Haute Ecole Libre Mosane, HELMO 13/2 - 17/2/2012

University of Stavanger 12/3 – 16/3/2012

Escuni - Escuela Universitaria de Magisterio 12/3 – 16/3/2012

Universitad Catolica de Valencia San Vincente Martir 5/3 – 9/3/2012

University College Syddenmark 26/3 – 30/3/2012

Lessius Mechelen 26/3 - 30/3/2012

Haute Ecole de Namur-Liège-Luxembourg 26/3 – 30 /3/2012

Escola Superior de Educacao de Santareém 16 - 20/04/2012

Inholland University School of Education Noord PABO tbc.

Universitatea de Vest din Timisoara 27/2 – 2/3/2012

Apor Vilmos Katolikus Foiskola 23/4 – 27/4/2012

Universidad Ramon Lull March 2012

1. “Philosophy and Citizenship”. Louvain-la-NeuveThe third edition will take place from 27/2 – 9/3/2012 in Haute Ecole Léonard de Vinci, Louvain-La-Neuve, Belgium.

Contact

Geneviève LaloyHead of International [email protected]

Haute Ecole Léonard de Vinci - ENCBWwww.vinci.be and www.encbw.be

2. “Early years: Discovering, Learning and Creating with all the Senses”. The first edition will take place from 11/3 – 23/3/2012 in Haute Ecole Namur-Liège-Luxembourg - Département Péda-gogique Champion

•Discovering an environment through all senses and creativity for future early years teachers and in a second step with children under 6.

•Creating a “tool box” (list of description of activities for children) Reflecting on one’s per-sonal development throughout the project

Contact

Chantal [email protected]

Comenius Journal�September 2011 51

Contributors

Anita FurgerErasmus student at University of [email protected] Training University of Central Switzerland

www.luzern.phz.ch

Anna Megyeri-Runyó[email protected] Vilmos Catholic College, Natural Science and Mathematics Institute

www.avkf.hu

Christiaan RoosMedia consultant: Media [email protected] College – South Denmark

www.cfu.dk

Cristoph HaufeStudent teacher training Campus HaderslevUniversity College South Denmark

www.ucsyd.dk

Denis RogisterMaitre Assistant en psychopédagogie, Coordonna-teur de la CEI Préscolaire, Responsable du Service Qualité [email protected] Sainte-Croix

www.helmo.be/sainte-croix

Gerry O’ReillyInternational Affairs Coordinator and Senior Lec-turer, Geography [email protected]. Patrick’s College

www.spd.dcu.ie

Gunilla de GraefCoordinator CIMIC, Centre for expertise on Inter-cultural Management [email protected]

www.cimic.be and www.lessius.eu

Hans SchachlRector at Private University of Education Linz; special field Neurosciences and [email protected] Pädagogische Hochschule der Diözese Linz

www.phdl.at

Irene Verde PeleatoLecturer Department of Theory of the Education Faculty of Philosophy and Sciences of the Education [email protected] Universitat de València (Spain)

www.uc.es

Jan BrauerCoordinator: Media [email protected] College – South Denmark

www.cfu.dk

Joke SimonsResearcher and coach Teacher Training Lessius [email protected]

www.cimic.be and www.lessius.eu

Kia KimhagLecturer, International Coordinator University of Gä[email protected]ögskolan i Gävle

www.hig.se

Kim Op De Beeck Lecturer Multimedia Literacy Early Childhood at Lessius [email protected] Mechelen

www.lessius.eu

Lia FrederickxLecturer Music Bachelor Primary Education at Lessius [email protected] Mechelen

www.lessius.eu

Patrick DejarnacLecturer MultimediaHELMo Sainte-Croix

www.helmo.be/sainte-croix

Rémy ThomasStudent International Certificate Haute Ecole Léonard de VinciHaute Ecole Léonard de Vinci

www.vinci.be & www.encbw.be

Roger StandaertDirector of the Flemish Department for Educational Development (Untill sept 2011), Professor University Ghent, Chairman [email protected] of Ghent

www.rug.be

Ruth McManusHead of Geography Department, St. Patrick’s [email protected]. Patrick’s College

www.spd.dcu.ie

Shashi Rekha BerglundStudent, participant SILVER projectHögskolan i Gävle

www.hig.se

Tessa SchellensLecturer Music Early Childhood at Lessius [email protected] Mechelen

www.lessius.eu

Violaine HackerPhD, European Department [email protected]é Paris-Sorbonne

www.paris-sorbonne.fr

Intensive Programs

List of Contributors

Comenius Journal�September 201152

Institut ions

Austria

Kirchliche Pädagogische Hochschule in Wien

www.kphvie.at

Belgium

Arteveldehogeschool

www.arteveldehs.be

Haute Ecole Léonard de Vinci - Catégorie Pédagogique Ecole normale Catholique du Brabant Wallon

www.encbw.be

Institut Parnasse Deux Alice

www.parnasse-deuxalice.edu

Haute Ecole de Namur Departement Pédagogique

www.henam.be

Haute Ecole Libre Mosane, HELMO

www.helmo.be

Karel de Grote Hogeschool

www.kdg.be

Lessius Mechelen (former Katholieke Hogeschool Mechelen)

www.khm.be

www.lessius.eu

Denmark

University College Syddenmark

www.ucsyd.dk

France

CFP Emmanuel Mounier

www.cfpmounier.net

Germany

Pädagogische Hochschule Schwäbisch-Gmünd

www.ph-gmuend.de

Hungary

Apor Vilmos Katolikus Foiskola

www.avkf.hu

Ireland

Saint Patrick’s College

www.spd.dcu.ie

The Netherlands

Inholland University School of Education Noord PABOHaarlem and Alkmaar

www.inholland.nl

Norway

University of Stavanger

www.uis.no

Portugal

Escola Superior deEducacao de Santareém

www.eses.pt

Romania

Universitatea de Vest dinTimisoara

www.uvt.ro

Spain

Centro Superior deEstudios UniversitariosLa Salle

www.eulasalle.com

Escuni - EscuelaUniversitaria de Magisterio

www.escuni.com

Universitad Catolica de Valencia San Vincente Martir

www.ucv.es

Universitat dè Valencia

www.uv.es/filoeduc

Universidad Ramon Lull

www.url.edu

www.blanquerna.url.edu

Sweden

University of Gävle

www.hig.se

University of Örebro

www.oru.se

Switzerland

Haute Ecole Pédagogiquedu Canton de Vaud

www.hepl.ch

United Kingdom

Kingston UniversitySchool of Education

www.kingston.ac.uk

Partner Institutions

ISSN: 2033-4443No. 20September 2011www.comeniusassociation.org