Project themes

Andrea and Corrado today verified and approved the practitioners' (students) needs cards drawn up by developmental age group.
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A lexicon to share In the development of a new pedagogical model through martial arts, aimed at the HR+So project, we considered it important to set up a language to be shared, in the logic of UPKL and its mission. These are suggestions proposed to standardise a series of key concepts, to avoid single, sometimes misleading, interpretations. Thank you for your attention

Sergio Meda
Deputy Vice President of UPKL

1) Listening
Ability to put oneself in the other person's shoes by sharing their experiences and emotional perception.
Paying attention to why and how the other person communicates. 

2) Chaos
Perception of an unordered state which manifests itself through an event with a potentially infinite number of unpredictable variables.

State in which the Being is urged to take responsibility for its decisions. 

3) Global citizenship
Universal perception of belonging.

Condition of Being capable of interpreting and interacting with others in every predictable and unpredictable situation, overcoming physical and cultural barriers to create a relationship with others based on the recognition of dignity and respect for human rights. 

4) Consent
Result of the process of sharing vision and actions through emotions.

5) Crisis
A state of uncertainty in which a phase is no longer interpreted effectively by previously valid rules. A state in which the subject undergoes external events and elements without knowing how to read clearly. A state which dictates a choice. 

6) Didactics
The strategy which regulates the processes and the use of communication tools and the teacher/student relationship during the educational-instructive-training process
Strategy adopted for the realisation and facilitation of the pedagogical process. The teaching adopted is correlated to the chosen pedagogy.

7) Education
A permanent complex process allowing personal growth, during which experiences are stimulated and proposed in an organised way in view of their subsequent re-elaboration and capitalisation in terms of skills and behaviours which allow us to position ourselves in a social context by facing reality in a responsible way. 

8) Emotions
They are the codes which bind the Being to its expressions.
The classification of emotions as "positive" and "negative" is a convention influenced
by various factors: cultural, moral and ethical, social, economic, etc.
Emotional states relate Being with Others and the Environment.

9) Energy
Transformative capacity of reality.

Potential devoid of an absolute negative or positive value which can be addressed according to a final purpose through regulated actions (see purpose, process, pedagogy, didactics). 

10) Error
In the educational process, opportunities for the process of physical, moral, intellectual and spiritual growth.
Error is often, erroneously, given a negative connotation.

11) Happiness
The ultimate aspiration of every living being who has awareness of the Self.

A condition in which the human being is not prey to passions.
Happiness is a transcendent state often confused with emotional states (pleasure, satisfaction, enthusiasm, joy). Beware of misuse of this term in activities.

12) Training
The process of acquiring and developing knowledge in competencies and the latter in operational skills through an organised process.

13) Idea
A spark of reality which has not yet passed the test in terms of measurability, in space and in time.

14) Instruction
The process of the transmission of knowledge. Not to be confused with education whose meaning is broader and more oriented to the overall development of the person.

15) Freedom
This is the primary duty which the individual must exercise to operate and pursue the common good.

16) Goals
Intermediate steps in pursuing a purpose.
Concluding results of a specific phase or process.

17) Opposition
Resistance to an external action or decision which goes against our principles, our projects or which wants to change our state in an unsolicited way. The force which is resistant to a change, without necessarily being positive or negative.

18) Order
A model of the declination and interpretation of events which occur according to fixed elements and
variables established in a defined and measurable field. A Space in which the condition of Being is Limited Liability.

19) Paradigm
Set of relationships between the elements of a complex system.

Term, figure, set of rules or reference process which you intend to follow or imitate to achieve a certain goal or level in a phase.
The paradigm is nothing more than a representation of the explained system and not the system itself

20) Pedagogy
A discipline which has educational processes as its object of study. The different pedagogical processes define the aims and tools of education, of training, of instruction.

21) Reality
Context as perceived collectively or individually with shared tools. The level of sharing by convention is an indication of the acceptability of perception and proximity to a common norm (see "normality").

22) Knowing
A complex and heterogeneous set of knowledge organised in a coherent way; it allows the Being to communicate through actions and emotions.

23) Purpose
Striving for a final visible goal. Primary goal of the ongoing process.

This can only be achieved with the joint use of strategies, monitoring, reviews and verifications.
Final concretisation of an initial idea at the conclusion of the desired educational process, inspired by a pedagogical choice and facilitated in its realisation by adequate teaching.
Not to be confused with objective, which could be an intermediate outcome.

24) Transformation
A change of state due to an external agent or process, or an event deriving from this; it can occur voluntarily or involuntarily.

25) Transmission
Transfer of energy or elements.

A process related to transformation. As a condition, it requires a sufficient degree of freedom to be effective and to carry out the expected transformation. 

26) Visualization
Forms of exercise in which there is a mental self-representation, systematically repeated, vivid and conscious of the motor action.