Abstract
This chapter reflects on the results with a theoretical “dress” and constructs six accounts that will be used to construct the new theory:
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1.
The first account is to operationalize Article 29 of the Child Convention regarding every child’s right to achieve her or his optimal mental development and schools’ obligation to prepare pupils to have social responsibility.
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Neuroscience can help us to be more specific about mental development. The capacity of the prefrontal cortex to organize thoughts, feelings, and action can be operationalized through the systematic use of the problem-solving model.
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Pragmatist educational philosophy gives us some specific principles for creating a classroom context.
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Interactionist-developmentalist learning within the context of the three-level pedagogy develops each individual’s capacity for mental development as well as each pupil’s capacity to cooperate in groups. Individual development and social development have a proper chance to develop harmoniously.
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Social problem solving is the content of the interactionist-developmentalist learning. It is both the aim and the method (pedagogy) of that learning. Learning and mastering the use of a problem-solving model is vital in this process.
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By presenting many different kinds of problems, we engage pupils in understanding local as well as global problems and encourage discussions about possible solutions. This can prepare pupils for ameliorative preadaptation to the world.
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Moula, A. (2017). Reflective Integration of Conclusions for Theory Building. In: Brain, School, and Society. SpringerBriefs in Education. Springer, Cham. https://doi.org/10.1007/978-3-319-55170-8_7
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DOI: https://doi.org/10.1007/978-3-319-55170-8_7
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