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Last modified 06/25/2015 - 10:49 

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Only available in spanish during the Icot2015 but afer the Icot available in english and Spanish.

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Thinking Txoko

Thinking Txoko >>>

The Thinking-Txoko is an innovative alternative space at the  ICOT 2015 . 

The  will be situated in the main hall of the conference and it will gather different speakers and professionals to discuss certain themes of the conference.

By being in an open space there will be more freedom and opportunities to interact, listen, ask and debate for the attendees. 

Tänkbar

During the days of ICOT2015 we will open a "TänkBar" (a venue with thinking on the menu) in connection to interesting lectures and sessions.

In a tasty and visual environment between keynote and featured sessions , we want to help the participants to reflect on what they just have heard in presentations or experienced during workshops.

During coffee breaks and lunches, we will therefore "enhance" the usual café and restaurant environment with various visual aids and tangible thinking tools to help participants to think together while eating or taking a coffee."

50 person per session permited.

Cost: FREE

Language: English

See pdf >>>

http://tankbarofsweden.se for more information.

Schedule of the presenters that we follow up in TänkBar:

 



14 Apr

Professor Feuerstein was the Founder and Chairman of the Feuerstein Institute. A clinical, developmental and cognitive psychologist, he is responsible for the vision, concepts, practices and substance of what makes up the Feuerstein Institute.

 

Personal History
Reuven Feuerstein (b. 1921, Romania) was one of nine siblings. He attended the Teachers College of Bucharest and studied psychology at the Onesco College in Bucharest before being forced to flee for his life by the Nazi invasion of Romania. After settling in Mandate Palestine in 1945, he taught child survivors of the Holocaust until 1948. This was the beginning of a long career that would address the psychological and educational needs of immigrant, refugee and otherwise disadvantaged populations.

Feuerstein returned to Europe to complete degrees in General and Clinical Psychology at the University of Geneva, where he studied under Andre Rey and Jean Piaget and attended lectures given by luminaries such as Karl Jaspers and Carl Jung. In 1970, Feuerstein earned his PhD in Developmental Psychology at the University of Sorbonne, France. His major areas of study were Developmental, Clinical and Cognitive Psychology.

 

 

In the 1950s and 60s Professor Feuerstein served as the Director of Psychological Services of Youth Aliyah in Europe. In this capacity, he was responsible for assigning prospective candidates for emigration to Israel to various educational programs in Israel. He discovered that when standard IQ tests were administered to Moroccan Jewish children they did poorly, but if guided through the question-answer format by a mediator, the children's performance improved dramatically. This experience made Professor Feuerstein question current beliefs regarding the stability of intelligence, and posit that cultural differences in learning styles were the real issue. He developed new methods of evaluation (Feuerstein LPAD) that searched for cognitive flexibility (the ability to learn),and new teaching tools thatmaximized those latent abilities(Feuerstein Instrumental Enrichment). These have been implemented with people of all ages and abilities, including gifted children and executives, who also highly value the benefits they bring to each of them. Professor Feuerstein's methods are now enthusiastically implemented in many parts of the world and his theories and work are the subject of extensive research and literature.

This period was also seminal to the development of Professor Feuerstein's working hypothesis concerning low-functioning children and their potential for change. Through research, he discovered that the key to meaningful instruction for all learners is the mediated relationship. Since the 1970's Professor Feuerstein has been working in Israel, initially applying the tools he developed for evaluating and teaching cognition to Down syndrome children and eventually to victims of stroke, dementia, cerebral palsy, autism and other conditions. The Feuerstein Institute, which he founded and directed, not only treats people from around the world but also trains therapists and educators internationally in the famed Feuerstein Method.

Most recently, Professor Feuerstein's work has been adapted to serve the elderly, in keeping cognition of elderly people strong and preventing cognitive deterioration.

For his ground-breaking work, Professor Feuerstein has received numerous awards. These include, among others, the Israel Prize in Education; and the Chevalier dans l'Ordre des Palmes Académiques, France. He also was a 2012 Nobel Peace Prize nominee.

Above all, Professor Feuerstein epitomized the teaching of "Veahavta LeReacha Kamocha – love your fellow as you love yourself"-regardless of religion, race or nationality. His care for each individual who came for help and guidance was unparalleled. A genius clinician, he gave hope and direction to many thousands of parents of children with special needs and learning difficulties about how to advance and integrate them and get them to lead meaningful, giving lives. He has touched the lives of hundreds of thousands of people and will be sorely missed by all who knew him and knew of him.

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