O artigo enfatiza a importância da aprendizagem centrada no aluno e aprendizagem pelo ensino na reeducação e Parapedagogia, que facilita os alunos a desenvolver a autonomia consciencial ea responsabilidade pessoal para o seu processo evolutivo através da auto-reeducação. Com base nas metarreflexões das autoras em relação à sua experiência pessoal durante a sua participação no primeiro Curso Internacional de Desenvolvimento de Professores de Conscienciologia (CIDC) oferecidos pela Reaprendentia (2015/2016) o artigo propõe a integração do modelo didáctico "aprender ensinando" para um workshop com o objetivo de desenvolver a auto -incorruptibilidade. Nesta linha, o artigo apresenta um plano de curso para uma oficina-piloto, que os autores começaram a elaborar. Tem como objetivo proporcionar oportunidades aos estudantes para se tornar muito prático no desenvolvimento de uma estratégia individual para enfrentar auto-corrupção, integrando o método didático de aprender ensinando.
Parapedagogia Regina Tschud, Dr. Christel Wagner ANO 6, NÚMERO 6, OUTUBRO DE 2016 (2016)
As a result the authors started in May 2016 to develop a project among them in order to give mutual support in overcoming their self-corruptions and to search for appropriate tools and techniques to do so
Self-corruptibility
The authors state the hypothesis
Going further the authors had the idea
This research had its start with the authors´ participation in the 1st International Conscientiology Instructor Development Course (CIDC) offered by Reaprendentia
their authen- ticity
The process of participation in the CIDC propelled the authors´ need to study their personal self-corruptibility on a deeper level
Learning by teaching: a didactic model to link reeducation with self-reeducation
to create a workshop related to this topic
During this process the authors exchanged their experiences and realized some self-corruptions which turned out as obstacles in their personal exemplarism
During this course
as a new form of learning experience for students
Christel
43-52
aprender ensinando
connecting several specialties by discussing the main pillars of Conscientiology
Parapedagogical field
which triggered the process during the CIDC was personal exemplarism
Self-knowledge
leading to self-reeducation on a deeper level
Renovation
that the parapedagogical field of the CIDC created the open-mindedness which was necessary for the authors to confront them- selves with the topics
Assistance
in order to provide assistance for others
Regina
Revista de Parapedagogia 1 INTRODUCTION 1
auto-incorrupti- bilidade
reeducação
During the CIDC the authors gathered more self-knowledge and appre- ciated the dynamic of learning by teaching as a catalyst for interassistance
auto-educação
Thinking about how to structure a workshop
This topic occurred when the authors studied personal exemplarism
One important topic
which need to be reno- vated
exemplarismo pessoal
followed by a personal exchange of their experiences and opinions
their recycling process and last but not least in the execution of their proexis
Personal exemplarism
which lasted nine month and offered intense learning
Effects
This created an atmosphere of openness in their communication and lead to the recognition of some similarities in the authors´ biographies and the analysis of related traits and self-corruptions
passing on the information
gained by self-experimentation throughout the project
who might face the same difficulties
Neosynapsis
This lead to a self-confrontation with some patterns
1 Impulses for self-reeducation: 1st International Conscientiology Instructor Development Course Impulse
from October 2015 to July 2016
WAGNER
enabling a process of self-reeducation
going along with authenticity and coherence
TSCHUD
the authors acknowledged the importance of personal exemplarism as crucial for their future teaching and personal recycling
had several effects on the authors: . To work on personal self-corruptions along the line of personal exemplarism . Gaining deeper understanding for the process how to facilitate self-reeducation by putting oneself in the shoes of a student . Reflecting how to integrate student-centered learning in future conscientiological courses . Studying the method "learning by teaching" with the goal to integrate this in the work- shop