Body, Learning Facilitator

Authors

  • Manuela Valentini

DOI:

https://doi.org/10.34257/GJHSSAVOL21IS9PG5

Keywords:

soft skills training, hard skills, analogue language, holistic view of knowledge

Abstract

The school is a safe zone where the curriculum is determined in a shared manner where the actors pupils and teachers each in their own roles aim at a project of professional and human personal and collective growth A system involving theory practice and technique combined with relationships and emotions head and heart together An encounter between verbal and non-verbal languages between scientific and humanistic areas where thought becomes actions and actions become thinking in a thoughtful action The aim of this intervention is to promote the culture of interdisciplinarity to offer a focus on the importance of the Integrated Curriculum also in the university sphere as it is increasingly urgent to create a network of synergies to foster a unity of knowledge that offers a holistic-global vision also by proposing joint scientific work for a biodiversity of languages that means protecting a plurality of information useful for knowledge and thus for the protection of all Education is developed on transversal competences soft skills training inclinations identified in each one pupil teacher which impact on disciplinary knowledge as well as defining hard skills to reflect on a methodological framework where the body becomes the protagonist the glue the bridge of meanings transforming them and transporting them into other languages

How to Cite

Manuela Valentini. (2021). Body, Learning Facilitator. Global Journal of Human-Social Science, 21(A9), 5–11. https://doi.org/10.34257/GJHSSAVOL21IS9PG5

Body, Learning Facilitator

Published

2021-07-15