Exploratory Learning Environments

Exploratory Learning Environments(ELE)™ does not direct the student towards some predefined cognitive state, but create stimulating environments to be explored by the student. Strategies to promote learning ‘by doing’ as one of the most specific approaches in learning theories by Dewey, Vygotsky, Piaget, Bruner, Kant, Rousseau, Socrates, Freire, Giroux and Luke. Continue reading

Dream, Imagine, Believe and Create

The human brain is a wonder thing. It starts working the moment you wake up in the morning and it stops for most students when they arrive at school. To counteract this effect here are Five Ways to empower your students to think ‘creatively and imaginatively’.

First have student think ‘positively’ to help them realise their dreams. Next encourage original thought by allowing them to question and look at problems from different angles. Develop and enable critically thinking by beginning with the premise that there are always flaws in other people’s arguments. Next encourage students to think analytically, deconstruct and break it down into smaller elements. Finally and not least encourage them to ask questions – answer every question with a question (behind every question there is another question). Continue reading

Parent not a Friend


The downside of being a friend instead of a parent impacts on the child by causing a disconnection between the parent and the child as well as impact on their future development. Jean Piaget said ‘education for most people, means trying to lead the child to resemble the typical adult of society’. Parents and children are not equal; therefore parents should embrace the role of authority figures and nurture children’s natural learning processes.
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Learning as a Process

The context, and/or environment, in which students learn and develop as human beings has a critical impact on the kinds of adults they will become. Learning is a remarkably social process that occurs as the result of a social framework that fosters learning and not primarily as the result of teaching.

Students adopt the attitudes and behaviours of their society and so are rewarded with a sense of belonging or not belonging. When students are empowered to learn by critically linking academic knowledge and other forms of knowledge residing in their community, they become equal partners in the learning and assessment process enabling them to be agents of change thereby increasing their own market capital and sustainable future. Continue reading