Hans Henrik Knoop 2008 Science Centers and the Citizens of the Future: Do citizens need basic scientific knowledge in order to participate in a modern.

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1 Hans Henrik Knoop 2008 Science Centers and the Citizens of the Future: Do citizens need basic scientific knowledge in order to participate in a modern democracy?

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13 Hans Henrik Knoop 2008 1979 2003

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16 Hans Henrik Knoop 2008 Human Nature Human Culture

17 Hans Henrik Knoop 2008 High degree Practical usability Low degree Blind practice Simple competence Low degree Theoretical under- standing Complex competence Empty theory High degree THEORY WITHOUT ACTION IS EMPTY. ACTION WITHOUT THEORY IS BLIND.

18 Hans Henrik Knoop 2008 (legitimate– illegitimate) (legitimate– illegitimate) (legitimate– illegitimate) Economy - Pedagogy/Culture - Politics Demands for Learning Desire to Learn Natural science - Psychology - Social science The mutually respectful, acknowledging encounter… THE EDUCATIONAL ENCOUNTER …characterized by a balance between meaningful challenges (demands) and own engagement (desire)

19 Hans Henrik Knoop 2008 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 one’s benefit Everyone loses by this – except the competitors of course

20 Hans Henrik Knoop 2008 SOME PROMINENT BENEFICIARIES

21 Hans Henrik Knoop 2008 EVALUATION MUST CONTRIBUTE TO HAPPINESS AND WELL-BEING - BY EASING AND ENRICHNING DAILY WORK

22 Hans Henrik Knoop 2008 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) - and it provides three STABLE anchors in a turbulent world GoodWork Project®

23 Hans Henrik Knoop 2008 COMPETENCE? HAPPINESS? PROGRESS?

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25 Hans Henrik Knoop 2008 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)

26 Hans Henrik Knoop 2008 ∞ Anxiety HighA3 A4 Chal- lenge LowA1 A2Boredom 0 0LowCompetenceHigh∞ ASPECTS OF HAPPINESS AND WELL-BEING (Knoop, 2002 after Csikszentmihalyi, 1991)

27 Hans Henrik Knoop 2008 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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29 Hans Henrik Knoop 2008 THANK YOU !

30 Hans Henrik Knoop 2008 RELATED LITERATURE IN DANISH

31 Hans Henrik Knoop 2008 Knoop, H. H. & Lyhne, J. (red.) (2005). Et nyt læringslandskab – Flow, Intelligens og det gode læringsmiljø. København: Dansk Psykologisk Forlag.Et nyt læringslandskab – Flow, Intelligens og det gode læringsmiljø Knoop, H. H. (2002). Leg, læring og kreativitet – hvorfor glade børn lærer mere. København: Aschehoug.Leg, læring og kreativitet – hvorfor glade børn lærer mere 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.Når lysten til at lære overlever mødet med skolen 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.Creativity, Wisdom and Trusteeship 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.Responsibility at Work: How Leading Professionals Act (or Don't Act) Responsibly Knoop, H. H. & Gardner, H. (2001). Good Work in a Complex World. Cambridge, Mass.: Harvard University.Good Work in a Complex World Lyhne, J. & Knoop, H. H. (red.) (2008). Positiv Psykologi – Positiv Pædagogik. København: Dansk Psykologisk Forlag.Positiv Psykologi – Positiv Pædagogik Tidsskriftet Kognition & Pædagogik. Virum: Dansk Psykologisk ForlagKognition & Pædagogik www.universeresearchlab.dk My homepage at DPU / Aarhus Universitet LITERATURE AND LINKS