Abstract
This chapter attempts to build a new theory that is based on Child Convention or what should be done, insights from neuroscience or what could be done, and pragmatist educational philosophy or how to do it. On the basis of sensitizing concepts, review of extant theoretical propositions and collected data, an evolving theory that can be used for social problem-solving literacy is formulated in a single sentence. This new theory is called Neuropsychosocial Preparation Theory and can be described in the following words: Using insights from neuroscience and guiding principles from the Child Convention, schools can create contexts so that pupils can learn social problem solving in preparation for ameliorative preadaptation to the world.
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Moula, A. (2017). An Evolving Theory for Social Problem-Solving Literacy. In: Brain, School, and Society. SpringerBriefs in Education. Springer, Cham. https://doi.org/10.1007/978-3-319-55170-8_8
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