How can we make a difference together?
The pedagogical foundation
Since there is still a strong focus on academics and students are only “measured” by grades, this says nothing or very little about individual personal development and education.
How do we promote skills such as empathy, care, perseverance, flexibility, curiosity, collaboration, respect, and the ability to build healthy relationships and contribute to the community?
Skills that are all crucial for success in school, everyday life, and the path forward in education and work.
We want to inspire schools, secondary education, and other institutions where learning and development are part of the agenda. Including offering a digital didactic and pedagogical educational tool that contributes to the development of pedagogical practice, academic awareness, and a renewed learning culture focused on the development of the whole person.
Learning approach and view of humanity
The development of Taksinto is inspired by a wide range of learning theories and is based on reflective practice learning as a learning approach, where the individual is guided through a didactic corridor with a series of questions.
Questions aimed at promoting reflections on one's own learning and development, strengthening the foundation for a shared assessment of competence level, and supporting the individual's personal development and educational journey.
We create space for an ethically responsible and systematic exploration of the learner's horizons and perspectives on life in assessing competence levels and working on personal development and education.
With Taksinto, the prerequisites for these five points of recognition are promoted:
- Create dialogue online and offline
- Show interest in the learner's perspective
- Show flexibility, authenticity, and be a good listener
- Ask curious and appreciative questions
- Recognize and value diversity and equality
Overall, an awareness of these five points of recognition encompasses a view of humanity where we see ideas and thoughts as valuable if they contribute to practical utility and help tackle concrete problems. Pragmatic as we are, we see experience as an important source of knowledge.
We create space to listen to and acknowledge the learner's experiences, thereby identifying challenges, strengths, potential, and prerequisites for development. With this foundation, manageable learning sub-goals are developed, making the work on personal development and education comprehensible, meaningful, and motivating.
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taksinto| contributes to a paradigm shift in how we foster the development of children and young people
Taksinto is more than just a method, digital tools, and quick fixes in a complex pedagogical practice. Taksinto invites reflection and classical, attentive, appreciative pedagogical dialogues, supported by new and groundbreaking digital didactic and pedagogical tools for the development of children and young people's academic, personal, and social development and education.
Taksinto uses designs and methods that are practical, adaptive, and functional in achieving concrete results in the development of the whole person and promoting well-being, healthy communities, and motivation for learning.
Through dialogues with our users, we anchor the development of our pedagogical products in concrete experiences from pedagogical practice and the educational world, and together we develop new understandings of the concrete pedagogical challenges within the education and social sectors.
Taksinto develops reflective approaches in connection with digital didactic and pedagogical tools that are not only practical and user-friendly. Taksinto is also deeply rooted in both evidence-based and theoretical principles of good pedagogical practice, challenges, solutions, and possible actions. Therefore, Taksinto helps achieve positive results for all involved.
Our mission is to contribute to a fundamental change in the way we support and promote the development of children and young people. This means that new shared approaches to learning and technology will change the existing norms, practices, and understandings within the education and social sectors, which are about developing the younger generations' prerequisites for learning, development, and education.