The Intellect

In addition to the knowledge acquired in different fields of individual school subjects, the intellectual development, within the principles of Education for Life, includes the development of different cognitive skills and some cognitive processes related to learning (learning how to learn). During the classes, the children not only familiarize themselves in different strategies for solving problems, but also learn about different learning methods, and above all, they consciously try to find different forms of learning that best suit them. Personal Development lessons also provide children with various focusing techniques, calming the mind, and the like. The teacher prepares various tasks / exercises / methods for improving short-term and long-term memory, the development of quick response techniques, rhetoric, math calculation techniques, logical conclusions, and manual skills. At the same time, the children are directed into mentoring in order to prepare similar learning activities to one another. The teacher includes those exercises into regular classes of all subjects and are always available to the children for independent work in their free time between regular classes.

Planning for learning and the evaluation of the achieved goals are also important elements of the pupil’s development of the mind according to the principles of Education for Life. Teachers include children in planning a learning process, in accordance with their abilities. At the end of the learning unit, they lead them to think about the knowledge they have gained, help them to assess the acquired knowledge, and develop and plan new goals. The evaluation process is carried out in a collective manner (evaluation of the achieved knowledge at the group level), as well as in pairs and individually.

We place great emphasis on the development of critical thinking. Where the children give their own suggestions and ideas, the teacher encourages and guides them to think about their ideas in terms of usefulness for the group, people in general, nature, and the wider society. Later, the children learn to be a critical friend in a way that they share ideas with others asking them what they think and in particular, the children complement one another and build upon their ideas and suggestions.