News
The ibero-american thematic network proposal RUN | naturalized urban rivers is approved!
CeiED will coordinate an ibero-american thematic network of CYTED (Ibero-American Science and Technology Program for Development) . The proposal, prepared on the coordination of researcher Carlos Smaniotto Costa, was one of the approved among the 156 applications submitted to the 2019 call.
ReLeCo Literacies, Body and Ethics – preparatory meeting
The first preparatory meeting of the ReLeCo Literacies, Body and Ethics, with its activity of reflection, research and dissemination focused on the literacies, in particular the physical literacy, the body and the ethics, took place on 7 November 2019. The ReLeCO is a Research and Learning Community that integrates senior and junior researchers and students, who meet regularly to discuss and present research work and to organize scientific initiatives.
CriThink Project – CeiED is a partner
On November 14 and 15, 2019, a scientific meeting was held at the Lusófona University under the Academy of Modern Senior project – Critical Thinking for Seniors (CriThink). It is an Erasmus + project with six partners (Czech Republic, Portugal, Lithuania, Austria, Poland and Slovenia) and aims to exchange best practices for the development of critical thinking for 55+ people.
UNESCO Futures of Education – Learning to Become
UNESCO’s Futures of Education initiative aims to rethink education and shape the future. The initiative is catalysing a global debate on how knowledge, education and learning need to be reimagined in a world of increasing complexity, uncertainty, and precarity.
The Lusófona University was visited by Joanna Kozielska
The Lusófona University was visited by Joanna Kozielska, Researcher, Professor and Member of the Social Counseling Department at the Faculty of Educational Studies of Adam Mickiewicz University in Poznań, Poland.
Participation of CeiED Integrated Researcher, Elsa Estrela – Conference “Creativity and Critical Thinking Skills in School: Moving the Agenda Forward”
There is a growing consensus that formal education should cultivate students’ creativity and critical thinking skills to help them succeed in modern, globalised economies based on knowledge and innovation. However, the goal is hindered by a limited understanding of how these skills can be embedded in everyday teaching and learning and assessed reliably. For education systems, promoting creativity and critical thinking in more systematic and effective ways requires developing strategies and tools that help teachers, students and policy makers to articulate these skills more visibly and tangibly, especially as part of the curriculum.