March 2015 #3

2015 Worldwide Tour in English

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Pedagooogy 3000 and emAne
What happened in Romania?

March 2015
For a New Education and Peace Alliance

Happy Children - Everywhere and Forever
We are all part of it!

Dear friends

Here is the report on the Romanian 3rd Stop Over of Pedagooogia 3000 and emAne Tour, with meetings in Bucharest and events in Constanta, by the Black Sea.

I divided the bulletin in sevarl part:

  1. Report from Romania
  2.  Cuiburi Cu Soare School (From Cluj 8 hours away from Bucharest)
  3. Practical Ideas out of the Romanian stop over
  4. Children with double exceptionality , excerpt of Dr Colceag conference
  5. More information on Suggestopedia
  6. Message from Brussels
  7. Dolphin Therapy

1 Report from Romania

Wednesday 11th of March: Meetings in Bucharest Meeting with the General Vice Secretary of the Ministry of Education and Research, Doctor Cristina Vasilica ICOCIU, in Bucharest, Romania. I have been very pleased with the meeting and to learn about projects (both scientific and applied

research) in Romania with and for today’s children.

Picture: Bucarest, Ministry of Education and Research , with the General Vice Secretary of the Ministry of Education and Research, Doctor Cristina Vasilica ICOCIU, in Bucharest, Romania

Tuesday 12th of March: General Inspectorate of Education, Constanta. Meeting in the General Inspectorate (General Inspectorate of Education) of the Ministry of Education Constanta

From left to right
Professor Simona MALESCU,  President,  The Centre of Excellence in Mediation and Education - LUMINA
Professor Florian COLCEAG,  President, The Romanian Institute for Advanced Studies and Research (RIASR GIFTED EDUCATION)
Prof. Conf. Univ. Dr. Raducu Popescu, Director of General Inspectorate of Education - Constanta
Noemi Paymal, Pedagooogia 3000 Founder and Vice-President of emAne, Worldwide Link for A New Education
Profesora Vanina Bodurova , Manager of Prof. Georgi Lozanov and Prof. Evelina Gateva Foundation, Sliven, Bulgaria
Mediator Nadjet Karabernou Paduret (Romania/Algeria), Intercultural Mediator
Prof. Cristina Lomnosanu, English teacher

Friday 13th of March: Conference and workshop in Constanta, Mediation. Education. Culture Congress

Article in the Newspaper on line Telegraf by Adriana Mihai

Thanks to Ovidius University, General School Inspection of Constanta, the Faculty of Education and Sport (with a wonderful demonstration by the students) and the Lumina NGO.
Rector Professor Sorin RUGINĂ, PhD
Ministry of Education and Scientific Research –
General Inspector Professor Viorica PREDA, PhD
Faculty of Physical Education and Sports –
Dean Professor Mirela DAMIAN, PhD
Faculty of Psychology and Educational Sciences –
Vice-dean Lecturer Rodica ENACHE, PhD
General School Inspectorate of Constanța -
General School Inspector Professor Răducu POPESCU, PhD

Speakers: Profesora Simona MALESCU,  Professor Florin COLCEAG, Noemi Paymal,
Profesora Vanina Bodurova
Mediator Nadjet Karabernou (Romania/Algeria), Intercultural Mediator
Moderator Professor Magdalena BALICA, Vice-President of the Research Institute of the Ministry of Education of Romania

Saturday 14th of March: Meetings in Constanta
Meeting Cuiburi cu Soare school of Cluj (see pictures below)
And visit of the Children Palace of Constanta (see pictures below)

Ovidius University, Constanta, Romania
Conference and workshop in Constanta Pedagooogia 3000
Oviduis University, Prof. Florian Colceag
Presentation gymnastic Impressive structure of the gymnastic (“balloon” like)
Palace of Children of Constanta
“Special Needs” Education Sports

2. Cuiburi Cu Soare School (From Cluj 8 hours away from Bucharest)
Clara Ilies,

  • Special need school of Tranvelia
  • Kindergarden Cuiburi Cu Soare (Net for Birth)
Activities at night (I personally think that it is pedagogical that children “knows” what is night
Color, form/movement, music The pedagogical “triad”
Special class with a fairy
“Everything is sensorial”
Be outside, No matter the weather
The parents (inkling fathers!) are part of the school Bravo!
Sewing Be creating with clothe It is fun!
Mandalas with seeds
in pr 1.jpg
And camping (inside the school!)
To cook is an excellent pedagogical tool

Field trip How does a police car works! Waooo This is so neat!!!

To work with dough is therapeutically excellent and fun!
Clown artist

Empathic tools and empathic communication
I thing is extremely important, especially from 0 to 7 years old

 Actually, the kindergarden Cuiburi Cu Soare  does work with Rosenberg Marshall Book, the Non Violent Communication, also called empathic communication.

I really congratulated the school for that, among many other neat activities they do.


 There is another school I was told about in Bucharest called “100 School” working with “new children” abilities.

3. Practical Ideas out of the Romanian stop over

  1. 20150314_113551.jpgCreation of free Centres for activities for children outside of the school (like in Romania, called the Children Palace that I saw in Constanta. They exist actually in all towns of Romania) and organized by the Town Halls. We outlined that every child has access to this kind of activities In the case of Constanta, they have access to: Painting, acting, drawing, skating, ceramics, math games, ...
  2. To promotion of special needs children activities: games, spots, chess, visit of museum, ceramics, delphinarium...

Delfinarium of Constanta

  • Twice talented children, which is the concept of Dr Colceag. See extract of article below.
  • Work with Dolphins (see articles and videos on Black Sea work with dolphins in the website)
  • High sensitive children attention
  • Do research on
  • Please see the movies of Daniel Tammer, for instance
    Actually Daniel is from England, and lives in France.

    And with
    Holonomic brain
    The holonomic brain theory, developed by neuroscientist Karl Pribram initially in collaboration with physicist David Bohm, is a model of human cognition that describes the brain as a holographic storage network. Pribram suggests these processes involve electric oscillations in the brain's fine-fibered dendritic webs, which are different from the more commonly known action potentials involving axons and synapses. These oscillations are waves and create wave interferencepatterns in which memory is encoded naturally, and the waves may be analyzed by a Fourier transform.  Gabor, Pribram and others noted the similarities between these brain processes and the storage of information in a hologram, which can also be analyzed with a Fourier transform. In a hologram, any part of the hologram with sufficient size contains the whole of the stored information. In this theory, a piece of a long-term memory is similarly distributed over a dendritic arbor so that each part of the dendritic network contains all the information stored over the entire network. This model allows for important aspects of human consciousness, including the fast associative memory that allows for connections between different pieces of stored information and the non-locality of memory storage (a specific memory is not stored in a specific location, i.e. a certain neuron)

    4. Children with double exceptionality

    Excerpt of Dr Colceag conference

    Recently released statistics from MIT have shown that there is an increased risk of having 50% of children affected by autism due to chemical pollution by 2050. Some other statistics from WHO show an increase of 10% of the hyperactivity disorder and attention deficit specific to ADHD. Some other types of disabilities have registered similar alarming percentages.
    On the other hand, other statistics that have been released for the last three decades show an increase of 3% of the gifted children’s IQ compared to 0, 3% of the children of average intelligence. Also, Gaussian distribution of intelligence shows a spectacular increase of the highly intelligent children compared to the statistical average expected from the Gauss curve.
    The two symptoms show that the number of children with double exceptionality is also growing fast not only for the gifted ones but also for those with sensory, mental or physical disabilities.  Society doesn’t know how to react to this phenomenon. For example, those suffering form Asperger syndrome are not considered as being disabled anymore. Accepting them as being normal doesn’t mean that young people suffering from Asperger can be easily included in the group of normal people for two reasons: the emergence of a collateral ability due to the existent disability and social communication disorder and professional integration. The collateral abilities help these people build a favourable background for their well-being (e.g. the virtual space of the Internet) having a powerful effect on the whole society.

    The perception of reality and the delicacy of the granulation of remarks change frequently for the young people with double exceptionality, which may result in different patterns of thinking about life or the universe. This phenomenon is specific to all categories with double exceptionality (e.g. infrared or ultraviolet vision in the case of people suffering form vision disorders, or autistic people’s ability to communicate with animals). These complementary abilities prevent society from detecting the advantages of interacting with the children with double exceptionality. It is therefore necessary to create some mediation programs for the contact between the people with double exceptionality and the society in which they are trying to fit.  Romania, 13 of march 2015.

    5. 7 principals of Suggestopedia of Dr. Losanov (Bugaria)

    Please see
    and for the classes:

    My personal belief is that human hidden reserves are endless. Dr. G. Lozanov s speech at the meeting of the twenty UNESCO experts, 1978)

    Sugegstopedia is based on the 7 key principles, which Dr. Lozanov called “Laws of Suggestopaedia”:

    1. Love
      Not the sentimental love, but love for human being.
      In an environment of positive emotions, the artistic intellectual activities and the globalized learning process is characterized by lack of fatigue. The principle of joy and concentrative psychorelaxation is applied via a system of games and laughter, via illustrative materials that are not as much illustrative, as inherently stimulating, as well as via the overall organization (or orchestration) of the studying process.
    2. Freedom
      The freedom of students to choose by themselves how to apprehend knowledge. Freedom gives students the opportunity to listen to their inner voice and to choose their own way towards the reserves of their minds in the studying process. Freedom is not lead by the teacher. It is spontaneously feeling experienced by students.
    3. The belief of the teacher that something extraordinary is happening
      The attitude of the teacher that extraordinary thing happen during the studying process and their belief in the exclusive capabilities of the students resonate in them and lead to the unleashing of their reserve potentials.
      The condition of confidence that something unique is happening leads to a condition of inspiration in the teacher. The expectations of the teacher concern his/her own capabilities to activate the reserves of the students as well as the abilities of students to learn at the level of their reserves. These expectations are felt by students via the peripheral perceptions and the subconscious signals that are emitted through the voice, the facial expression and the general body language of the teacher. Due to the authenticity of these signals and the inability to be played by the teacher, students perceive them without hesitation. This automatically leads to the disclosure of the reserves.
    4. Multiply enhanced learning material
      The learning material in the suggestopaedical process is necessarily enhanced manifold, compared to the one, used in traditional methodologies.
      The methodology has psychotherapeutic, psycho hygienic and educative effect.
    5. Whole-Part, Part-Whole; The part through the Whole
      Language is a whole. It is not only grammar, neither only vocabulary. Just like the brain perceives the world around in its whole, and not as collection of separate entities, so it perceives the language as a harmonious living organism. Therefore, its elements are always studied in the context of the whole semantic relationship to each other and not as single grammatical or lexical units. Each whole is a part of a greater whole. The letter is a part of the word; the word – part of the sentence. The sentence – part of the text and all of them make the semantics which are perceived by the human mind as a whole complex.
    6. Golden ratio
      In Suggestopaedia the golden ratio is found first in the in determining the duration and the ratio of the individual components, which further supports the process of tapping reserves of learners. The science based on Golden ratio or Golden proportion that determines the figure 1,618… as a coefficient of harmony.
    7. Classical art and aesthetics
      Classical art and aesthetics are used in suggestopaedia as especially effective mediators of non-manipulative communicative suggestion due to their ability to emit countless nonspecific stimuli that nourish the abundance of peripheral perceptions, indiscernible for the conscience.
      Suggestopedic art sets conditions for optimal psycho-relaxation and harmony, which help create a spontaneously increased susceptibility to boost capacity to tap the reserves of mind in a pleasant atmosphere. It helps reach the condition of inspiration and to divert attention from the „tender spot“ where there is fear associated with learning. Classical art is introduced via specially selected Classical art is introduced by specially selected works of classical music, songs and arias, literary works, reproductions of masterpieces of art, etc.
    8. Brussels, Message for the Alliance for Childhood message from Michiel Matthes

      Contribution to the Conference Mediation, Education, Culture held in Romania

      Dear conference participants,
      In the first place I wish you to have today a wonderful conference '“Mediation. Education. Culture”  and I am happy to contribute with this note to your initiative.

      Your conference and your initiative are very much in line with what we are striving for in the Alliance for Childhood group.

      The Image of the Child
      Another important compass for me is the notion what we call 'the image of the child'. With this expression we mean: in which way do I, we, you look at the child?  This brought us to the image that Loris Malaguzzi formulated when he spoke about the 'rich child':

      ‘… not materially rich, but a child born with great potential that can be expressed in a hundred languages; an active learner, seeking the meaning of the world from birth, a cocreator of knowledge, identity, culture and values; a child that can live, learn, listen and communicate, but always in relation with others; the whole child, the child with body, mind, emotions, creativity, history and social identity; an individual whose individuality and autonomy depend on interdependence, and who needs and wants connections with other children and adults; a citizen with a place in society, a subject of rights whom the society must respect and support.’


      With this group you have started the long march to improve the quality of childhood and the well-being of children in your country. Don't expect, that it will be easy, don't expect that you will have quick results, but you will realise that it is the right thing to do.

      To improve the quality of childhood cannot be achieved by one single person or by one single organisation. It only can be achieved by Communities of People and Communities of many Organisations, both private and governmental and non governmental, that strive together in this direction. With your group you can play a role to let these platforms come into existence.

      You will realise that working for the betterment of the situation of children goes hand in hand with working on ourselves. As Myla and Jon Kabat-Zinn wrote in their book 'Everyday Blessings': 'Raising children is a growth process both for the parent and the child'.

      I wish you a good conference, that it may bear rich fruit!

      Michiel Matthes
      Alliance for Childhood European Network Group
      Konkelstraat 214 box 7
      1200 Brussels, Belgium.

    9. All publications of the Alliance for Childhood European Network Group can be found on the website
    10. 20150314_124719.jpg 20150310_144040.jpg

      The last day: Professor Simona Malescu (organizer of the Romanian events with Lumina NGO) and Professor Vanina Bodurova from Losanov Institute, Sliven, Bulgaria)
      Right: Edith Fortin (France) and Dr. Mircea Nita.

      7. Dolphin Therapy

      Black Sea Dolphins
      Resultado de imagen para work with dolphins and intuitive children

       “Dolphins touch your heartstrings… Dolphins are the Angels of the seas… “
      From web site:

      Dolphins also seem to possess this ability to mentally process at genius levels. We humans vibrate between 13 and 30 cyles of brain wave energy in our conscious state. Dolphins vibrate between 250,000 and 2 trillion cycles per second of brain wave energy in their conscious state. And somewhere in between the mental vibrations of humans and dolphins lies the intuitive genius of a child with autism.

      If we do not have access to physical dolphins, we can work with the cetacean symbols with very good result as well, please see

      “Use your brain, follow your heart”

               Dr Losanov        


      Cuvantul cheie care sta la baza noului tip de educatie este BUCURATI-VA! Doar asa putem trece de la geniu la intelept. Si, da, copiii si nepotii nostri au nevoie de un alt fel de educatie. Copiii din ziua de azi nu pot fi educati prin aceleasi metode din trecut. Ei au nevoie de o metoda activa, integrata. Angajamentul nostru este sa le oferim acest lucru. Naomi Paymal, 2015

      All the best to all of you
      The nest newsletter will be from Turkey
      And Edith is going back to France
      Have a good trip Edith and thanks/Merci for everything

      Objectives of the 2015  tours

      It is proposed that the tours will visit more than 33 countries with the themes of a new integral Education and Peace Culture, raising awareness and promoting concrete solutions. The purpose of the tour is:

      • To raise worldwide awareness regarding children’s needs and the needs of the Planet.
      • To better address these needs through an integral education.
      • To build up a deep Peace Culture all around the world.
      • To pave the way towards a better understanding of the physiological, psycho-emotional and neurological changes in today’s children, and to provide updated information from doctors, psychologists and educators, explaining the reasons for such changes
      • To share investigations and experiences undergone in several countries.
      • To improve the way we address the needs of today’s children and help them in their learning and growth path.
      • To present practical tools for an integral, fun, inclusive and proactive education, oriented towards a multicultural approach to a culture of peace.
      • To set the basis for an educational project called “5 Continents for a New Education and Peace Culture” and to introduce Pedagooogia 3000 and emAne.
      • To create an all-embracing network around the world, driven by solidarity, consciousness and love, linking continents and countries through Education and Peace Culture.
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    2014 Pedagooogía 3000 ®