The proposed research is a high-risk attempt to establish the empirical basis and an extensive model for pedagogy of humane wellbeing by investigating both students and teachers in European high schools using several complementing methods in a scale never attempted before with empirical interventions in multiple countries, grade levels and cultural backgrounds. For this type of a unique data-driven study the results can be controversial and lead the research in 10 year perspective to unanticipated directions. This kind of pedagogy will address both personal and social aspects in students’ development and identifies different pedagogical innovations in Europe that can be spread across the nations. The emphasis on both personal and social nature of humane wellbeing is a groundbreaking approach that requires both cross-cultural studies and interventions for validation. Our research builds the empirical basis for pedagogy of humane wellbeing by investigating 2500 students and 500 teachers in high schools of 5 European countries using several complementing innovative quantitative and qualitative methodological approaches. The students and their teachers are measured for sense of purpose, multiple intelligences, moral sensitivities and mindsets. Our focus is on identifying the conditions necessary for humane wellbeing and to discern the key similarities and make informed implications to education. The scientific impact of the research originates from the fact that these empirical studies will enable us to construct a novel theoretical model of pedagogy of humane wellbeing. The societal impact follows from using this model to develop a proposal for a practical program of teacher education and guidelines for curricula in schools that can be widely applied in European schools.
|Effective start/end date||01/09/2010 → …|
- 516 Educational sciences