Why Re-Design?

Through Re-Design and CEREHARD we promote the holistic education concept that stimulates the most complex and complete development. We want to return to the essences, to the authentic. In the Greek language, “skhole” is a term that refers to the free time spent in philosophical discussions.

Starting from this concept, that we have updated to current spiritual parameters, holistic education proposes:

  • the holistic approach to human knowledge, by correlating the sciences with the arts/philosophy/history;
  • the discovery/formulation/elaboration of concepts/principles applicable in any circumstance;
  • correlating the concepts and principles formulated to account for natural environments (urban garden, where permaculture is practised) and artificial ones (VR);
  • discovering the natural rhythm of each one and harmonizing with the rhythms of nature;
  • becoming aware of all the innate abilities necessary for the development of a complex personality, able to make connections and generate knowledge.

Why Re-Design?

Because DESIGN is a “living” word, in constant change and adaptation. In our view, it means intelligently solving any problem.

Re-Design and CEREHARD offer you personal re-configuration, starting from the data you already have. Stop, take a deep breath, activate all your senses (more than 20 discovered so far, not just the five ones learned in school) to detect the stimuli inside and outside you. Get out of the old patterns and try another option – the smartest, optimal solution, which consumes minimal resources.
Reset yourself so that your life flows in harmony with the planet you were born on, with the universe you belong to.

…Because the human being is born with all kinds of abilities, and the environment and education contribute to the selection and development of particular talents.
We often hear, we even say: “I’m not good at math/drawing/physics/music” etc. The cause of this more or less unshakable belief is, most of the time, the Cartesian type of education, on separate disciplines, which has become the “classic” model of mental setting in modern society.

The renunciation of dichotomies of art/science, rational/spiritual, human/real will allow the manifestation of all the capacities of the human being as a whole (in English, whole, hence the term holism) by removing the barriers that classical education systems and society, in general, have built.

…Because the current educational theory and practice do NOT  properly consider the anatomical and physiological substratum of cognitive processes. It is necessary to understand the results of neuroscience research to understand the substratum of cognitive processes.
There is a need to configure learning environments and resources for education outside school (EOTAS = education otherwise than at school) because children can learn by themselves, needing only support and encouragement.

Neuroimaging has confirmed that the brain of an adolescent or a child processes information differently compared to the brain of an adult. In adults, the data is processed in the frontal cortex, the newest evolving area, and in adolescents and children – in the limbic system (“primitive” area), located deep in the brain, and where instinctive reactions are born – anger and fear.
Maturation coincides with the formation of closer cortical connections. The instinctive reactions generated in the amygdala nuclei are regulated in the frontal cortex, where organisation, reason, and morality reside. An active frontal cortex is a sign of emotional maturity and intelligence.

The amygdala nuclei in the limbic system are connected to the prefrontal lobes of the brain through specialised circuits, thus building the neurological mechanisms of emotional life. Every emotion is “processed” in specific areas of the brain. These areas are linked directly to the limbic system, which allows the formation of the register of emotional memory.

The emotional memory, stored in the hippocampus, is also under the influence of the neuroendocrine system. The positive reactions of the prefrontal neocortex are slower. In children, emotional reactions can be trained through programs to know the “positive” and “negative” states.

…Because we are in the stage in which the saying “know thyself and thou shalt know the whole Universe” can be reconsidered in the light of current knowledge. Daniel Goleman, the author of Emotional Intelligence, states that “we have two brains, two minds, and two different kinds of intelligence: rational and emotional.”

We suggest that it is necessary to overcome this stage, as well, by sublimating the rational/emotional dichotomies into a much deeper understanding. We need to connect our feelings and experiences within a complete and complex process of awareness, comprising all aspects of existence. 

The primary way to get to know yourself is through education. 

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