Introduction/ Poems Story to Tell For Four Seasons Chronicles / Theory of Everything

Introducing of The project of writing and developpment emotioanal intelligence via poetry stories, relation between emotion nature weather during four seasons after loss of my sister and my mother .

Theories, History, Background and Issues

 

 

 

"Education is the most powerful weapon we can use to

 

Change the world, a revolution of humanity." Nelson Mandela

 

  "Don't despise anyone's sensitivity. Each person's sensitivity is his genius." Charles Baudelaire, posthumous works 1908

 

"Justice is an illusion" Bernard Werber, Les Thanatonautes

 

"Everyone can get angry. But it's hard to get angry for the right reasons and against the right people, at the right time and for the right length of time" Aristotle, Nicomachean Ethics

 

Emotions play a key role in our relationship with our inner self and with the sensitive world. They are not our enemies; they accompany us and each has a function. They enable us to interact with the environment: to love, to empathize, to care or to be compassionate. We are not responsible for our emotions.

According to Isabelle Filliozat in (mes cahiers d'activités, mes émotions. Edition Nathan), children have a rich and overflowing emotional life because their brains are still developing. To ensure that life with them is a daily joy, it's vital to nurture their emotional intelligence, which will be their guarantee of professional success and a happy life in adulthood, even more so than good grades. Contrary to the 17th century view that emotions are contrary to reason, scientists have proven that emotions are necessary for reason, as they enable us to make the right choices, to orientate ourselves in life and to be sensitive to others.

 

The choice of theme for my project, the development of emotional intelligence through poetic writing, using ICT in learning or e-learning through social and community networks, is above all influenced by my own experience. By understanding our emotions and feelings, we can subsequently experience well-being. I've reached this stage of well-being despite having gone through several difficult periods. After having understood the reasons for all the emotions that were upsetting my head and my heart. I identified them, understood them and shared them on the social network. We live in a modest and closed society: expressing our emotions, needs and thoughts, however innocent and natural, is a taboo that must be hidden, especially with an ignorant religious and scientific cabal that believes it possesses all the truth. But the truth is not just one truth.

 

Science evolves and we evolve with science.  Paradoxically, progress also isolates and halts our development when we stop relating or living together. Memory and the brain are atrophied by sensory isolation, trauma, anxiety about the future, emotional and commercial failure and loneliness.

 

    Educational pedagogies are changing too. We need to be more open to new knowledge and not remain closed in on acquired knowledge.  With the advent of new technologies, AI and the recent contribution of affective, social and cognitive neuroscience, we need to give greater importance to children's development and well-being, so that they can learn better.

According to research in neuroscience and social psychology, self-confidence and self-awareness and affectivity stimulate or delay and disrupt intellectual and emotional development. Affectivity drives intelligence structures. It is even a source of knowledge and cognitive operations.

According to research in neuroscience and social psychology, self-confidence and self-awareness and affectivity stimulate or delay and disrupt intellectual or emotional development. Affectivity drives intelligence structures. It is even a source of knowledge and cognitive operations.

According to the constructivist and socio-constructivist approaches: the learner is not only in relation to learning, which is based on appropriation, creation and the importance of social interaction. Jean Piaget (1896-1980), in the stages of the child's cognitive development in learning

Transmissions are not simply hereditary, but also cultural. Learning is a process of appropriating one's systems or tools. (Vygotsky, 1985)

Emotional intelligence models according to Peter Salovey and John Mayer (1990) and Daniel Goleman (1995):

(EI) or (EQ) is divided into four categories: the perception, evaluation and expression of emotions; the use of emotions to facilitate thinking; the understanding of emotions; and the management of emotions to promote intellectual emotional growth.

These are: sensory self-awareness through the senses, analytical and expressive self-awareness through words, understanding of thought using emotions, and management of emotions for intellectual or cognitive development.

And so focusing solely on learning intellectual skills is no longer a priority. Today, if children don't learn how to blossom, they won't be able to learn. This is the chicken-and-egg paradox: "Which came first: the egg or the chicken? Which comes first: the blossoming of the being before learning, or with learning we blossom? It is therefore essential for the educator to arm himself or herself not only with knowledge and teaching materials, but also with the skills of a psychologist, sociologist and coach, in order to support the child in learning to develop emotional intelligence and well-being. Although well-being can be associated with the wealthy, and sheds light on the world's inequalities. However, there are simplicities to everyday well-being that don't require so much money spent by the rich to feel good in body and mind. The first step is to be prepared to accept failure. Make people understand that happiness and well-being are not a continuous phase. That learning is experienced in collaboration, co-creation or co-construction, according to phases and the rhythm of people and their environment.

Behind the cult of idols, beauty or perfection, there is first and foremost a cult of self-images cultivated by a Western society, by a civilization of iconoclasts different from our Muslim civilization and ethics in general. Obscured by obscurism and tradition, being watched live at home or in a public square, at the doctor's or in a gym.

Live TV is opposed by our laws and our religion. However, it is encouraged by a new-generation revolution and the new social, economic and political order of the animal farm. Closely watched, even harassed by police, soldiers and scientists, and by our parents in the time of the pandemic or after. A society which claims to be democratic, trendy or fashionable, but which hinders our freedom and humanism through prejudice and the obscurity of belief and hearsay.

 

In a nutshell, developing emotional intelligence by building worlds in the brain and bringing it to life through creation is at the heart of my routine stories on the web. By associating emotions with nature, time, seasons, animals and the environment in the present, traveling into the past and into the imaginary future.

Through the imaginary, as in Proustian time, between present and past, here and elsewhere.  Returning to childhood memories - memories are representations of the reality experienced in the past - for therapeutic benefits, well-being and reconstitution or self-recognition after the anguish of the future.

   Develop education and creative learning: poetry or the writing of everyday stories through the reconstitution or knowledge of the world around ''environment'' ''Nature'' ''Earth,'' ''Universe'' ''animals''. In addition, by reconstructing relationships with others - parents, family, friends, colleagues, neighbors, animals, etc.

 

   And finally, to develop e-learning by learning community for generation Z, Creator AI via, writing, poetry, use of technological applications in daily life and in creativity, and intelligent learning for better collective learning performance via solidarity, non-violent communication and socialization (Living Together).

 

 Loubna Khriss