© 2017

Brain, School, and Society

The Neuropsychosocial Preparation Theory


Part of the SpringerBriefs in Education book series (BRIEFSEDUCAT)

Table of contents

  1. Front Matter
    Pages i-xv
  2. Alireza Moula
    Pages 1-12
  3. Alireza Moula
    Pages 43-49
  4. Alireza Moula
    Pages 57-87
  5. Alireza Moula
    Pages 133-151
  6. Alireza Moula
    Pages 153-158
  7. Back Matter
    Pages 159-167

About this book


This book reports on a research program designed to construct the basics of a new type of literacy that teaches pupils social problem-solving at individual and collective levels. It is the first of a series of books about a chain of intervention research subprojects started in 2009 teaching pupils basic skills to make well-balanced decisions; to resolve conflicts in a nonviolent manner; and to develop good social relationships and responsibility, critical thinking, and other abilities which give children and young people the tools needed to pursue their options in life. According to the United Nations, there is no systematic program in schools that develops these capacities in pupils. This volume fills the gap by describing successful classroom interventions and by developing a framework for social problem-solving literacy as mandated by the United Nations Child Convention. 


social responsibility critical thinking John Dewey United Nations Child Convention pragmatism problem-solving skills action research classroom intervention

Authors and affiliations

  1. 1.Department of Social and Psychological StudiesKarlstad UniversityKarlstadSweden

About the authors


Bibliographic information