What are some tips for self-education
Clever Sascha looks into the future - what do we do with him?
Let's treat him to that
so that he becomes a sovereign artist of life
There are never enough clever ones in the world
The goal of the Cleverle concept is the promotion of individual potential through sovereign Initiative.
Every child is born with diverse aspects of initiative. Because nature has equipped them in this way, they are called "Cleverle". Clever people have a natural drive to develop themselves and to conquer the worlds around them. The social environment can support this process very effectively.
Clever ones naturally try to synergetic self-education processes to initiate. To this end, they strive to include their environment in their self-chosen activities. At first playfully, then more and more professionally, they practice developing their skills - learning by playing. This is an essential aspect of the innate art of livingwhich, when given space to develop, leads to happy and successful lives. Many artists, specialists, entrepreneurs, researchers and developers have taken this path.
Clever are the life artists who take the development of their own personality into their own hands and instinctively refuse to apply demotivating pressure to adapt in order to achieve predetermined norms in classic educational systems.
This lifelong process can be carried out effectively and systematically through special Web 2.0 or social media programs. It is early practice to become a Web 2.0 expert:
The clever ones practice self-portrayal and project presentations with self-designed websites.
Skype is the first step towards mastering global communication and cooperation opportunities.
The Cleverle TV enables interested parties to experience the Cleverle live and to communicate via chat.
Thus, the clever ones practice being globally present.
Starting position for confident self-education
Our culture provides everyone with a highly complex range of opportunities for self-education, which encompasses practically all areas of life and levels. The Clever navigation system supports the systematic use of these opportunities for self-education ..
The success of the Cleverle concept depends on the extent to which civil society is involved in synergetic networks. The trends of the younger generation clearly point in this direction. By networking in the Cleverle Network, everyone can make their own personal contribution to promoting the individual potential of Cleverle (tips, project support, etc.). In synergetic age-, competence- and culture-spanning networks, the learning processes around the current ideas, interests and projects of the individual clever ones are dynamized. Participation in these networks opens up new win-win situations for everyone involved - learning by networking.
The initiative of the Cleverle is based on the individual "inner curriculum", which generates ideas, interests and projects, which from the outside appears chaotic. As in a well-structured shopping center, which is designed for the most varied and thus chaotic customer requests, an education system suitable for chaos is required. The educational logistics for this takes over Clever navigation system, the
includes the complete overview of all living environments at all levels,
the general overview of all self-education opportunities in our and other cultures
shows the associated opportunities for self-education and their reference options,
the search for network participants who already master and offer the required skills and self-education opportunities,
facilitates competence documentation (e-portfolio / digital identity),
to promote the initiative of the clever "just in time".
The high effectiveness of this education system results in a drastic cost reduction compared to previous education systems. Cleverle also have the option of using the Cleverle Service to offer the skills they have acquired for a reasonable fee - learning by earning.
These are some references to the concept that has been developed and tested in practice over many years and is now being presented to the general public.
The Cleverle concept is a departure into a completely new educational culture.
Berliner Str. 17
79211 Denzlingen / Freiburg
Mail: [email protected]
Starting with the game of their own accord, it is up to every person to independently and autonomously try out, practice and thus develop their potential. To this end, even small children develop synergetic networks to dynamize these processes. The networks range from parents to siblings to relatives, neighbors, friends in the area, to helpful adults and companies in the area and beyond, to funny, open people around the world. Game based learning is already practiced successfully in companies. "Are you still learning - or are you already playing?" Is the motto at FESTO, for example.
Germ cells are spontaneous interests and ideas of children and young people that develop into wonderful and happy projects. You have to experience it to understand it. Gungun from India is the best example. We met on Skype. For over a year she has been experiencing what the young and adult clever people are doing here, and we are experiencing her world. We are in contact almost every day. In the meantime, children and adults are taking part in their homeland. To see and experience on their website. Your father Dr. Subhash Verma, sociologist, has recognized the potential of the Cleverle concept and is in the process of building a Cleverle nucleus in India.
This is how globalization is shaped by the clever people across all cultural, age and competence limits.
Means and methods:
The modern media, along with many other well-tried and modern means and methods, are important tools that can be used for systematic individual personal development. Proof of qualification can be the competencies documented in e-portfolios from early childhood.
With this background, I have built up an autonomous and self-sufficient network of young, previously unemployed Ivorians in the Ivory Coast since 1973, who initially develop, produce and market educational toys across the country. Further steps towards the systematic promotion of self-education processes in various areas and levels are in progress. In 2001 I founded the "Denzlinger Cleverle" project here in Denzlingen. The creativity is constantly seething. Stimulated by the Cleverle, new things are tried out. Luca has suggested making Cleverle-TV. Now you can watch Cleverle live on Cleverle-TV at Ustream.com In the after-school care center in Gundelfingen there is now the “Gundelfinger Cleverle”.
Anyone can take part!
The aim is for civil society to participate through civic engagement. Educational institutions such as kindergartens, schools, after-school care centers, leisure facilities, clubs, etc. can actively participate in the constantly growing Cleverle network.
The condition is: suitability for chaos and fun working with individual clever people.
Suitability for chaos is the ability to loosely respond to the current ideas and interests of the clever. Because what blossoms with the clever ones is what their "inner curriculum" dictates. Latent interests can be awakened and promoted by other clever people, coincidences, but also systematic stimuli. This is what the Clever navigation systemwhose use is initially mastered by parents, but soon by the clever ones themselves.
Many of our structures are ideally suited to chaos: Retail: Nobody knows what customers want - sometimes they don't yet themselves. The traffic system: Nobody knows who is going where, sometimes you don't really know yourself yet and spontaneously decide on a destination while driving. The health system: Nobody knows which illnesses, complaints and problems the individual is dealing with, sometimes not himself. All of these structures are suitable for chaos and are therefore suitable for responding to individual needs. In addition, they are very well structured and organized. Education systems must also be capable of chaos in order to achieve optimal results.
Ultimately, the parents have to make an important decision for the child: I leave my child to the institutions that quasi subject the child to "pedagogical force-feeding" - regardless of individual potential, or give the clever one the opportunity to develop his or her individual range of talents.
I had the idea for this in 1973 in Ivory Coast, in a small village, constantly surrounded by curious and lively children full of action. What shocked me was that the older children and adolescents had lost that vigor. Why? Through upbringing and education!
So somehow I felt compelled to think about it and to look for a solution so that the Africans, with the help of their abundant potential, develop themselves and their societies on their own and solve their own problems creatively.
What percentage of our own potential has been awakened and promoted? How many plants are silted up because they were not awakened and promoted in time? What would we have wished for ourselves - as children -? What do you have to do? Who dares to take the first steps?
Who dares to take the first step?
In the age of globalization, demographic change, the shortage of skilled workers and the "war of talents", unlike in the past, the aim is to prepare people for this new world so that they can playfully control it. This is an essential aspect of the art of living.
One thought stays in my head: It should be in the own interest of companies, institutions, authorities etc. to get talented employees in their environment - similar to the athletes - early on. No soccer team waits until the children have passed their Abitur in order to study "soccer logic" at the university and then, as a master, they will be confronted with a real ball for the first time.
How did Michael Schumacher become world champion? We know, but we don't apply his concept to all areas. The school leaving certificate is still rated higher than the promotion of individual talents. Didn't Einstein think similarly, didn't many artists, experts, scientists and Nobel Prize winners also go their own way and gain their first fundamental experiences through play as children, and feel enthusiasm, passion, and thirst for action and from that?
Departure into new educational worlds:
We need a culture of self-education that is suitable for chaos. "Learning in life and for life"! This book by Klaus Schleicher leads us in this direction. The definition of self-education can be found on Wikipedia. Children are born artists of life. Recognizing and promoting this must be cultivated.
Let's leave the flow of all too easy old habits, let's go to the bank and spin new ideas - to get further.
But what is that supposed to cost?
That’s priceless. Then every child would need a lot of teachers - are the objections. Hmmmm - what does it cost to be proactive? Nothing! What does enthusiasm cost? What does curiosity cost? What does the inner curriculum cost? Not! What does the individual range of talents cost? What does the systematic promotion of individual talents cost when using the EDEJU-Attlas? Nothing! What do synergetic friendships cost, in which the greatest areas are explored and practiced? Nothing! Do you need teachers and schools and authorities for all of this? No. Yes, where should the children learn arithmetic, writing and reading? Yes - even that can be taught by self-educators in synergetic networks that dynamize the acquisition processes.
However, the school is required for people with a self-education disability. However, I assume that every child is a born self-educator and that the self-education disability is often only meant well through incorrect upbringing and systematic suppression of initiative and self-education in schools, but is nevertheless caused.
Of course there are costs. But, if you do it cleverly, these are kept within tolerable limits. Especially for those who cannot afford luxury education.
Berliner Str. 17
79211 Denzlingen / Freiburg
Mail: [email protected]
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