FEEL IT! Erasmus Project

Project Title

FEEL IT!

Project Key Action

This project related with these key action: Cooperation for innovation and the exchange of good practices

Project Action Type

This project related with this action type : Strategic Partnerships for Schools Only

Project Call Year

This project’s Call Year is 2015

Project Topics

This project is related with these Project Topics: Early School Leaving / combating failure in education; Intercultural/intergenerational education and (lifelong)learning

Project Summary

“Feel it!”

Represents a common interest for all the countries involved in this Long Life learning multilateral project and it implies a precise number of students and teachers trying to work together in order to make visible the regions where they are coming from.

The Delors Report (UNESCO 1998) states that emotional education is an essential cognitive development and an essential tool for prevention, since many problems have their origin in the emotional sphere .

Currently, from different areas , highlights the need for an educational intervention that facilitates balance and emotional stability because we know that emotions and feelings guide most of the decisions and actions of many. Certain values ​​become integrated only if in addition to being reasoned , are ways, for example, true empathy can not develop without self-awareness of their own emotions.
Everyone has emotions. When we are very young our emotions can be confusing but as we grow older we learn to understand them and to respond appropriately to them. We also learn how to understand and react to the emotions of others. Our Project is about helping the young people in our schools to develop the emotional intelligence that they will need to become adults who can deal appropriately with emotions and take their place as well-rounded members of society.

It has been highlighted in many areas that there is a need for an educational intervention which facilitates balance and emotional stability because we know that emotions and feelings guide most of the decisions and actions that we take. Certain values can become integrated into our behaviour but only if we can first understand them and the impact that they can have. True empathy cannot develop without self-awareness of our own emotions. Emotional education can be taught and should last a lifetime. Basic principles of emotional education :
• develops throughout life .
• be developed through processes experienced .
• be structured and integrate all learning during practice.
Such teaching and learning does not need to be delivered through separate subject teaching but can be achieved using all aspects of the current curriculum. The starting point of Emotional Education should be the individual and should provide personal strategies that build on the understanding and uniqueness of the individual.

Children and teachers from each school have been learning about each other through an exchange of work and communications. They are exploring their feelings and emotions through a variety of themes and sharing their learning and discovery across the partnership of schools. They are developing their self-awareness by considering: How they respond to works of art, to music or to films? What can they learn about behaviour from traditional stories or games? How do our families and communities help us to understand our emotions and needs and how they fit in with the emotions and needs of others?

At our project meetings in each of the participating schools, the work we are doing is being shared through presentations, displays and discussion. What we are finding out is being shared back in our own schools. Through this interaction we are learning about our shared feelings and how we deal with them. We are learning to understand and appreciate the feelings of those from different countries and cultures and to see that there is much more that brings us together than pushes us apart.

This partnership consists of work shops, creative work on leaflets, video captures, photo taking and specific trips in order to make pupils realize which is the most important contribution of eating and its effects on our health. We expect that at the end of these two years, get a modern technological base and help all the participants get new abilities personal and collectives. Different aspects regarding the way of living in all participants’ countries, cultural issues, educational problems, ways of developing creativity, will be all implied in this project having as a final product a book and a web site where all the activities and the important contents discovered will be posted.

EU Grant (Eur)

Funding of the project from EU: 97825 Eur

Project Coordinator

Yesilkoy 19 Aralik Ortaokulu & Country: TR

Project Partners

• ZER Narieda
• Szkola Podstawowa nr 11im.Henryka Jordana w Przemyslu
• Alytaus r. Krokialaukio Tomo Noraus-Naruseviciaus gimnazija
• Gradinita cu Program Prelungit “Vis de Copil”
• Michaëlschool