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Brain, School, and Society

The Neuropsychosocial Preparation Theory

  • Book
  • © 2017

Overview

Authors:
  1. Alireza Moula

    1. Department of Social and Psychological Studies, Karlstad University, Karlstad, Sweden

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  • Develops a model for teaching social problem solving
  • Unique in integrating the imperatives of the Child Convention with philosophy and neuroscience
  • Provides examples for successful intervention design and action research in schools
  • Includes supplementary material: sn.pub/extras

Part of the book series: SpringerBriefs in Education (BRIEFSEDUCAT)

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Table of contents (11 chapters)

  1. Front Matter

    Pages i-xv
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  2. Introduction

    • Alireza Moula
    Pages 1-12

  3. Open Research and Philosophical Reflections

    • Alireza Moula
    Pages 13-21

  4. Building a Framework for Sensitizing Concepts

    • Alireza Moula
    Pages 23-41

  5. The Methodology

    • Alireza Moula
    Pages 43-49

  6. Intervention in the Classroom: The Teacher’s Description

    • Alireza Moula
    Pages 51-56

  7. Results Based on Multiple Evidence

    • Alireza Moula
    Pages 57-87

  8. Reflective Integration of Conclusions for Theory Building

    • Alireza Moula
    Pages 89-97

  9. An Evolving Theory for Social Problem-Solving Literacy

    • Alireza Moula
    Pages 99-124

  10. The Power of Systematic Thinking. A Challenging Comparison: The Middle-Aged Iranian Mother and the Swedish Teenager

    • Alireza Moula
    Pages 125-131

  11. Discussion

    • Alireza Moula
    Pages 133-151

  12. Applying the New Theory in Other Subprojects

    • Alireza Moula
    Pages 153-158

  13. Back Matter

    Pages 159-167
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Keywords

About this book

This book reports on a research program designed to construct the basics of a new type of literacy that teaches pupils social problem-solving at individual and collective levels. It is the first of a series of books about a chain of intervention research subprojects started in 2009 teaching pupils basic skills to make well-balanced decisions; to resolve conflicts in a nonviolent manner; and to develop good social relationships and responsibility, critical thinking, and other abilities which give children and young people the tools needed to pursue their options in life. According to the United Nations, there is no systematic program in schools that develops these capacities in pupils. This volume fills the gap by describing successful classroom interventions and by developing a framework for social problem-solving literacy as mandated by the United Nations Child Convention. 

Authors and Affiliations

  • Department of Social and Psychological Studies, Karlstad University, Karlstad, Sweden

    Alireza Moula

About the author

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