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  1. 1. From training to action SOCRATES-COMENIUS PROJECT ACTION 2.1 2nd Meeting – 24 april 2007 Bollullos - Spain THE HISTORICAL RECREATION AS A PEDAGOGICAL PROJECT
  2. 2. Giulio Peirone Laura Barrago From the past to the future (2010): Historical recreation as an implementation of the Lisbon Strategy
  3. 3. What the European Union does by subject:        Agricolture        External trade        Audiovisual and media        Fight against fraud        Budget        Fisheries and maritime affairs        Competition        Food safety        Consumers        Foreign and Security Policy        Culture        Humanitarian aid        Customs        Human rights        Development        Information Society        Economic and Monetary Affairs        Institutional affairs        Education Training Youth        Internal Market        Employment and social affairs        Justice, freedom and security        Energy        Public health        Enlargement        Regional Policy        Enterprise        Research and innovation        Environment        Taxation        External Relations        Transport
  4. 4. Education (programs) Leonardo Tempus Socrates Jean Monnet Erasmus Mundus …
  5. 5. Socrates (actions) ECTS Accompanying measures Minerva Erasmus Lingua Comenius Joint Actions Grundtvig
  6. 6. COMENIUS European Cooperation on School Education Comenius focuses on the first phase of education, from pre-school and primary to secondary school, and it is addressed to all members of the education community in the broad sense - pupils, teachers, other education staff, but also local authorities, parents’ associations, non-governement organisations. Comenius supports school partnerships, projects for the training of school education staff, and school education networks.
  7. 7. The structure of COMENIUS Comenius 1 School Partnerships Comenius 2 Training of School Education Staff Comenius 3 Comenius Networks
  8. 8. Comenius 2 Training of School Education Staff <ul><li>Designed to promote the professional development of all types of staff involved in school education. It does so by supporting transnational cooperation projects and mobility activities. All phases and aspects of professional development are covered: </li></ul><ul><li>European cooperation projects for the training of school education staff </li></ul><ul><li>Individual training grants </li></ul><ul><li>Links between Comenius 2 and Comenius 3 Networks </li></ul>
  9. 9. European cooperation projects for the training of school education staff <ul><li>Projects which create, test and deliver training courses for educational staff </li></ul><ul><li>Projects which develop curricula for the initial training of teachers </li></ul><ul><li>Projects which promote the mobility of student teachers </li></ul><ul><li>Projects which develop teaching strategies, methods and materials for specific learner groups </li></ul>
  10. 11. The Lisbon Strategy (European Council March 2000) <ul><li>An action and a development plan for the European Union: the international organisation of the “wider Europe” including education in Europe </li></ul>
  11. 12. <ul><li>Making the EU the world’s most dynamic and competitive economy by 2010 </li></ul><ul><li>Innovation as the motor for economic change </li></ul><ul><li>The “learning economy” </li></ul><ul><li>Social and environmental renewal </li></ul>OBJECTIVE STRATEGY
  12. 13. How can Lisbon Strategy and Comenius match?
  13. 14. Investment in human resources is necessary to realise a knowledge-based economy. Active citizenship is a central issue to ensure the learning of democratic values. Aims to enhance the quality of teaching, strengthen its European dimension. It emphasises learning in a multi - cultural framework, which is the cornerstone of European citizenship Lisbon Strategy Comenius
  14. 15. Transfer of Knowledge Indicators for citizenship education Factual, functional and background knowledge Transfer of attitudes Political efficacy, trust and interest Transfer of values <ul><li>Tolerance </li></ul><ul><li>Non-violence </li></ul><ul><li>Acknowledging rule of law and human rights </li></ul>Transfer of skills <ul><li>Critical reading and listening skills </li></ul><ul><li>Social skills </li></ul><ul><li>Debating skills </li></ul>Culture in education <ul><li>Teaching methods </li></ul><ul><li>Opportunities to participate in the community through school and have an influence on it </li></ul>
  15. 16. Independent experts assessment Expert 2 Comment “… The project’s core notion of historical recreation as a pedagogical project links to the Lisbon Strategy in developing new teaching methods and to the thematic priority of active citizenship. It associates … a concern for the preservation of our cultural heritage with a concern to develop a new approach to teacher training. It involves a quite complex interaction between interlinked objectives and activities, whose field of action is both within the school and in the wider community…”
  16. 17. Historical recreation deals not only with history but also with geography, science, technology etc. <ul><li>WHERE did that battle take place? </li></ul><ul><li>HOW can we recreate old costumes? </li></ul><ul><li>WHAT idea had medieval people about planets? </li></ul>
  17. 18. Pedagogical activities develop many competencies releated to citizenship education: <ul><li>Interpreting change in society and within its borders </li></ul><ul><li>Openness to the diversity of societies and their territories </li></ul><ul><li>Identification of some aspects that point out the continuity and/or relativity of changes in the world around us </li></ul><ul><li>Relations between different regions/countries and different historical periods </li></ul><ul><li>Analyse development over time with respect to certain past and current events </li></ul>
  18. 19. Europe, so rich in history, offers easily available resources that can aid development. We have a large array of internship opportunities to exploit and to exchange.
  19. 20. We will appreciate the contribution of all teachers to our expedition to the past to implement the European dimension of education. We trust that ourselves, all the teachers and all the pupils taking part in this cooperation project will feel a little bit more proud of “our” culture and a little bit more “European” citizens. THANK YOU!