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Pedagogy Pedagogy 30003000Who are the children Who are the children and youth of and youth of todaytoday??

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In GeneralIn GeneralThey present innate They present innate exceptional talents of exceptional talents of increased perception and increased perception and sensibility in the following sensibility in the following areas: Physiological, areas: Physiological, emotional, behavioral, emotional, behavioral, ethical, cognitive, social, ethical, cognitive, social, intuitive, ...intuitive, ...

Behavioral characteristics of today’s youths:Behavioral characteristics of today’s youths:Extraverts and IntrovertsExtraverts and Introverts

LeadersLeadersEcologicalEcological

IntuitiveIntuitive

… … In generalIn general

• High level of energyHigh level of energy• Fast.. Get bored Fast.. Get bored

easily easily • Resist authorityResist authority• MultitaskMultitask

• Early interest in Early interest in intellectual and intellectual and spiritual mattersspiritual matters

• Can be stubbornCan be stubborn• Love natureLove nature• Excellent sense Excellent sense

of humourof humour

• Enjoy computers and Enjoy computers and High TechHigh Tech technologiestechnologies

• Have well developed empathical emotions but sometimes have difficulties dealing with them.

• Easily frustratedEasily frustrated• Predisposed to extra-sensorial Predisposed to extra-sensorial

experiences (ESP)experiences (ESP)• Fluctuate between high self-Fluctuate between high self-

esteem and depressionesteem and depression• Independent and self-educatedIndependent and self-educated• Creative.Creative.

Today’s childrenToday’s children

Today’s children are:Today’s children are:

More More

Sensitive and Sensitive and PerceptivePerceptive

MoreMore

MatureMature

MoreMore

IndependentIndependent

Today ´s children presentToday ´s children presentSSSSEEPPMIMI

S S Self Development

SS Synchronization of both hemispheres of the brain

EE Well developed Well developed EEmotional intelligence, 4th brainmotional intelligence, 4th brain

P P Perceptive and SensiblePerceptive and Sensible

MIMI Many kinds of Many kinds of MMultiple ultiple IntelligenceIntelligence

Characteristics of today’s Characteristics of today’s kidskids

Necessity at educational levelNecessity at educational level

1 Self Development Be self motivated; responsible and Be self motivated; responsible and independentindependent

22 Synchronization of both hemispheres of the brain

Creativity, flexibilityCreativity, flexibility

Inventive tools, Art,Inventive tools, Art,

Movement and physical activitiesMovement and physical activities

33 Well developed Emotional Intelligence, 4th brain

All the tools of Emotional Intelligence. All the tools of Emotional Intelligence. Active education, Active education,

““Non-linear tools”Non-linear tools”

44 High level of perception and sensibility

An emotionally stable environment with An emotionally stable environment with lot of affection. Bio-reconnective toolslot of affection. Bio-reconnective tools

55 Tendency to use Multiple Intelligence

Multiple intelligence toolsMultiple intelligence tools

Ecological activitiesEcological activities

Multi-cultural awareness, holistic Multi-cultural awareness, holistic development, Bio-intelligent toolsdevelopment, Bio-intelligent tools

66 Intuitive childIntuitive child Bio-morphic toolsBio-morphic tools

Today´s and tomorow´s kids need Today´s and tomorow´s kids need an education which isan education which is

JoyfulJoyful

AssociativeAssociative

ActiveActive

FlexibleFlexible

PracticalPractical

Multi-dimensional Multi-dimensional kidskids

“ “Nowadays kids, more than children who Nowadays kids, more than children who rationalize as a rationalize as a Homo SapiensHomo Sapiens, are children , are children whose sensitivity is so sharp that they can whose sensitivity is so sharp that they can perceive the feelings of others, what one thinks, perceive the feelings of others, what one thinks, what one is going to ask them, the energy of a what one is going to ask them, the energy of a place, past, future, what is happening on a place, past, future, what is happening on a physical, affective, mental, astral and symbolical physical, affective, mental, astral and symbolical level, and are capable of working at the same level, and are capable of working at the same time in all those levels”. time in all those levels”.

Dr. Shichida, Pedagogue from JapanDr. Shichida, Pedagogue from Japan

Energetical Patterns

DAHDDAHD ?

DAHDDAHD

Demand ofDemand of

Attention of a Attention of a

Higher Higher

DimensionDimension

Education is a reconnective integral process that generates an increase of consciousness. It

concerns everybody and it is a life-long process.

Bibliography

Bibliography in English & SpanishBibliography in English & SpanishArmstrong,Armstrong, Thomas Thomas

1999. 1999. Las inteligencias múltiples en el aula.Las inteligencias múltiples en el aula. Editorial Manantial. Argentina. (Multiple Editorial Manantial. Argentina. (Multiple Intelligences in the Classroom)Intelligences in the Classroom)

CabobiancoCabobianco, Flavio M., Flavio M.

1991. 1991. Vengo del Sol.Vengo del Sol. Editorial Errepar-Longseller. Buenos Aires, Argentina. (I Come Editorial Errepar-Longseller. Buenos Aires, Argentina. (I Come From the Sun)From the Sun)

Dennison, Paul y Gail DennisonDennison, Paul y Gail Dennison

1996. 1996. Brain Gym. Aprendizaje de todo el cerebro. Kinesiología educativa. El Brain Gym. Aprendizaje de todo el cerebro. Kinesiología educativa. El movimiento, la clave del aprendizaje. movimiento, la clave del aprendizaje. Robinbook. Barcelona, España. (Learning With the Robinbook. Barcelona, España. (Learning With the Whole Brain. Educative Kinesology. Movement, the Key to Learning)Whole Brain. Educative Kinesology. Movement, the Key to Learning)

GolemanGoleman, Daniel , Daniel – 1996. 1996. Inteligencia Emocional. Inteligencia Emocional. Ed. Cairos. España. (Emotional Intelligence)Ed. Cairos. España. (Emotional Intelligence)

Paymal,Paymal, Noemi Noemi

2008. 2008. Pedagooogía 3000. Guía práctica para docentes, padres y uno mismo.Pedagooogía 3000. Guía práctica para docentes, padres y uno mismo. Niño, Niño, niña, joven del Tercer Milenio ¡Esta Pedagooogía es para ti! 2da edición. niña, joven del Tercer Milenio ¡Esta Pedagooogía es para ti! 2da edición. Editorial Ox La-Editorial Ox La-Hun. Barcelona, España. (Pedagogy 3000. Guide for Teachers, Parents and Oneself. Hun. Barcelona, España. (Pedagogy 3000. Guide for Teachers, Parents and Oneself. Children and Youth of the 3Children and Youth of the 3rdrd Millennium, This Education is for You!) Millennium, This Education is for You!)

In EnglishIn English

ShichidaShichida, Makoto, Makoto

1995.1995. Right Brain Education: The Education of Mind and Right Brain Education: The Education of Mind and Affection. Affection. Shichida Child Education. Japón. Shichida Child Education. Japón.

1994.1994. Science of Intelligence and Creativity, Shichida Child Science of Intelligence and Creativity, Shichida Child Education Education. Japan.. Japan.

1993 a. 1993 a. Right Brain Education in Infancy: Theory and Practice: Right Brain Education in Infancy: Theory and Practice: Shichida Child Education. Shichida Child Education. Japón. Japón.

1993 b.1993 b. Babies Are Geniuses, Shichida Child Education Babies Are Geniuses, Shichida Child Education. Japan.. Japan.

In English in www.pedagooogia3000.infoIn English in www.pedagooogia3000.info

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