P1253553565RJOyC

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Danfoss Universe
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Danfoss Universe
Universe Park Learn Impact
Research Lab
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Learning Philosophy
Start with everyday life of children and teenagers
Create understanding for underlying principles
Apply knowledge
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RESEARCH AND LEARNING PHILOSOPHY

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THEORY WITHOUT ACTION IS EMPTY. ACTION WITHOUT
THEORY IS BLIND.
Empty theory
High degree
Complex competence
Reflective practice Practical theory
Theoretical under-standing
Blind practice
Simple competence
Low degree
High degree
Practical usability
Low degree
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THE EDUCATIONAL ENCOUNTER
(legitimate illegitimate) (legitimate
illegitimate) (legitimate
illegitimate) Economy - Pedagogy/Culture
- Politics (societys need to control
citizens to some extent in order to
sustain) Demands for Learning Desire to
Learn (individuals need for being in control of
their lives in order to sustain) Natural
science - Psychology - Social science
characterized by a balance between meaningful
challenges (demands) and own engagement (desire)
The mutually respectful, acknowledging encounter
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• IF the demands for learning choke the desire to
  learn, here is the predictable outcome
• Participants have a duller life
• They learn less (slower)
• They forget more (quicker)
• They become less creative
• They become less socially responsible
• They will be less motivated for further studies

To no ones benefit
Everyone loses by this except the competitors
of course
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UNIVERSE FOUNDATION
UNIVERSE FOUNDATION
NEW
FUTURE LEARNING FACILITY
UNIVERSE RESEARCH LAB
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Assistant Professor
Ph.D.-student
MA-student
Academic Researcher
Chief of TFF
February 2008
Assistant Professor
Post.doc.
Chief Secretary
Ph.D.-student
Director of Research
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SOME OF THE DANISH COLLABORATORS 2008
Aalborg Municipality
Aarhus Municipality
Attractor
University of Aarhus
True North
Copenhagen Municipality
Fredericia Municipality
Odense Municipality
University of Copenhagen
Plan B / SIS
University of Southern Denmark
Køge Municipality
Sønderborg Municipality
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SOME PROMINENT BENEFICIARIES
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EVALUATION MUST CONTRIBUTE TO HAPPINESS AND
WELL-BEING - BY EASING AND ENRICHNING DAILY WORK
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GoodWork Project

• Really GOOD work is simultaneously
• Psychologically good (engaging, learning-rich,
  creative)
• Disciplinarily/technically good (living up to the
  standards)
• Societally good (contributing to a better world)

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ORGANIZATION

COMMUNICATION
COMMUNICATION
KNOWLEDGE AND RESEARCH BASED DEVELOPMENT
Entrepreneurship in education and business
Innovative environments in education and
business
Researchers Developers Users
Researchers
INNOVATION
TEACHING
Pedagogical links between formal and informal
learning environments
Explorama 2.0 Understand yourself - Your
intelligences - How you learn
Researchers
Researchers
CREATIVITY
LEARNING
Researchers Developers Users
Researchers Developers Users
Researchers
BASIC RESEARCH KNOWLEDGEBASE
Innovation facilities - Problem solving and art -
pedagogically optimized
Teaching facilities - scientific core
curriculum - pedagogically optimized
Researchers Developers Users
COMMUNICATION
COMMUNICATION
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ORGANIZATION
based on expected minimum funding
Board of Universe Foundation
Director of Universe Foundation
Research Council
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PLAYFUL LEARNING

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THREE ASPECTS OF HAPPINESS AND WELL-BEING

• Brief positive emotions order in body and mind
• Re. the past pride, serenity, satisfaction etc.
• Re. the now physical health, physical and
  psychological energy, inspiring settings, food,
  music etc.
• Re. the future security, confidence, trust,
  optimism, hope etc.
• Important preconditions for learning and
  creativity but rarely so in itself
• Longer lasting engaged immersion (flow) order
  in attention
• E.g. play, hobbies, reading, exiting work
  
  
• Often a very learning-rich and creative state of
  mind because it implies the combination of
  optimal challenge and concentration
• More permanent experience of higher meaning
  social and existential order
• The experience of being important part of
  something much larger than oneself
• Deeper foundation for learning and creativity

(Inspired by Csikszentmihalyi, 1991 and Seligman,
2002)
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ASPECTS OF HAPPINESS AND WELL-BEING
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Anxiety

High A3 A4

Chal-lenge

Low A1 A2 Boredom

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0 Low Competence High 8
Flow
(Knoop, 2002 after Csikszentmihalyi, 1991)
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GENERAL PRECONDITIONS FOR FLOW

1. Good opportunities for self-initiative and
   self-regulation under responsibility to the
   surroundings
2. Concrete, energizing goals
3. Manageable, unbureaucratic rules
4. Flexibility to regulate challenges and
   competencies to match
5. Ongoing, clear, non-humiliating, information
   about how well one is doing
6. The possibility of being able to screen out
   distractions making concentration possible

(Knoop, 2002 after Csikszentmihalyi, 1991)
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Human Culture
Human Nature
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THANK YOU !
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LITERATURE AND LINKS

• Knoop, H. H. Lyhne, J. (red.) (2005). Et nyt
  læringslandskab Flow, Intelligens og det gode
  læringsmiljø. København Dansk Psykologisk
  Forlag.
• Knoop, H. H. (2002). Leg, læring og kreativitet
  hvorfor glade børn lærer mere. København
  Aschehoug.
• Knoop, H. H. (2006). Når lysten til at lære
  overlever mødet med skolen. I Hejgaard, J. et
  al. Mit barn skal I skole. København
  Mejeriforeningen, Rådet for Større
  Færdselssikkerhed og Skole Samfund.
• Knoop, H. H. (2007). Wise Creativity and Creative
  Wisdom. In Craft, A., Gardner, H. Claxton, G
  (eds.) Creativity, Wisdom and Trusteeship .
  Thousand Oaks, CA Corwin Press.
• Knoop, H. H. (2007). Control and Responsibility
  A Danish Perspective on Leadership. In Gardner,
  H. (ed.). Responsibility at Work How Leading
  Professionals Act (or Don't Act) Responsibly. San
  Francisco, CA Jossey-Bass.
• Knoop, H. H. Gardner, H. (2001). Good Work in a
  Complex World. Cambridge, Mass. Harvard
  University.
• Lyhne, J. Knoop, H. H. (red.) (2008). Positiv
  Psykologi Positiv Pædagogik. København Dansk
  Psykologisk Forlag.
• Tidsskriftet Kognition Pædagogik. Virum Dansk
  Psykologisk Forlag
• www.universeresearchlab.dk
• My homepage at DPU / Aarhus Universitet