The Pedagogical Theory

pedagog


“Play gives children a chance to practice what they are learning….They have to play with what they know to be true in order to find out more, and then they can use what they learn in new forms of play.”
–Fred Rogers of Mister Rogers’Neighborhood

“It is becoming increasingly clear through research on the brain as well as in other areas of study, that childhood needs play. Play acts as a forward feed mechanism into courageous, creative, rigorous thinking in adulthood.”
–Tina Bruce, Professor, London Metropolitan University

“When kids play, they remember. They may not be aware they are learning, but they sure are aware they are having fun. When you have a good belly laugh with your siblings or parents or friends, that stays with you. And the great thing is that is comes so naturally…if we only let it.”
–Rebecca Krook, play facilitator for kids.


- The Pedagogical Theory and Practice of Play Intelligence
Scientific Observation has established that education is not what the teacher gives; education is a natural process spontaneously carried out by the human individual, and is acquired by listening to words and by experiences upon the environment. The task of this new pedagogic is to inspire the teacher to play again, as Socrates intended. Only through this can the teacher meet the student as an authentic human being. To prepare as a teacher has nothing to do with training.

“To be prepared against surprise is to be trained. To be prepared for surprise is to be educated. Education discovers an increasing richness in the past, because it sees what is unfinished there. Training regards the past as finished and the future as to be finished. Education leads to a continuing self-discovery; training leads towards a final self-definition. Training repeats a completed past in the future. Education continues an unfinished past into the future.”
- James Carse (philosopher)

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theoriesThe Theory
An introduction to the Play Intelligence theory.

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