OlOn

… is a community of
specialists pushing
educational boundaries

OlOn lEArnIng crEAtIvE cUltUrE prOjEcts

We specialise in providing consultation and dynamic schemes of work to educational organisations, ensuring a curriculum that aligns with the principles of Complexity Theory and encourages Critical & Creative Thinking.

Research

Curricula

Consultation

Schemas

Training

Projects

we are

our vivisystem

in a state
of dynamic balance

far from equilibrium

which is essential for
adaptation
continuous learning
evolution

Our achievements include enhancing global educational landscapes
through innovative praxis:

– Partnerships with Pedagogic Organisations, Institutions & stakeholders,
Schools, educational Trusts & Federations,

– Critical friendships with leading Cultural Settings & Museum Groups
Learning Departments, NGOs & Cultural Institutions
in the UK & extending in Europe, United States & Internationally,

Through strategic partnerships and collaborations,
we leverage collective knowledge, expertise & resources
to create meaningful, transformative experiences.

criticality, creativity & subjectivity in
interconnected, complex learning plateaux

WHY we do it

Pushing the boundaries of learning, knowledge and action. We believe in the transformative power of learning, creativity and cultural analysis. An environment where intellectual curiosity flourishes, creativity thrives and cultural appreciation knows no bounds.

OUR STORY

HOW we do it

Our method is a finely tuned orchestration of collaboration, innovation and rigorous intellectual inquiry. Through research, dialogue and hands-on experimentation, we navigate the intersections of learning, creativity and culture. Our method is dynamic, adaptive, and grounded in the principles of complexity, subjectivity, and critical thinking.

OUR WAY

WHAT we do

A commitment to depth, seeking to explore the underlying principles that shape our understanding of the world. In the realm of learning, we explore the human condition, question assumptions and navigate complexities of societal structures. Creatively, we bridge the gap between tradition and technology, infusing aesthetic expression with critical depth. Culturally, we celebrate diversity, foster cross-cultural understanding and contribute to a global discourse.
Pushing boundaries of learning – Fostering dynamic intellectual ecosystems

OUR ACTS

Subjectivity of Thought

Subjectivity of thought

…refers to the development of a child’s ability to understand and interpret their own thoughts, emotions, and the thoughts and emotions of others.

Infancy

Infancy (0-2 years):

Infants are primarily focused on sensory experiences and basic needs. They begin to differentiate between themselves and the external world. While they might not fully understand their own thoughts and emotions, they react to them through facial expressions, body language and crying.

Early Childhood

Early Childhood (2-6 years):

This stage is marked by the development of symbolic thinking and language. Chn start to understand that their thoughts can be represented by words and symbols. They may engage in egocentric thinking, where they struggle to see things from others’ perspectives. Their understanding of emotions also becomes more nuanced and they can label basic emotions in themselves and others.

Middle Childhood

Middle Childhood (6-11 years):

Cognitive development becomes more sophisticated during this period. Chn start to grasp the idea that others can have different thoughts, feelings and beliefs. They begin to understand the concept of perspective-taking and can consider multiple viewpoints. Their emotional vocabulary expands, and they become better at identifying and expressing their own emotions and understanding the emotions of others.

Adolescence

Adolescence (12-18 years):

Adolescents experience significant changes in cognitive, emotional and social domains. They develop more abstract thinking abilities, allowing them to ponder complex concepts and hypothetical situations. They become more self-conscious and introspective, exploring their identities and values. They also gain a deeper understanding of others’ emotions and can engage in more empathetic and perspective-taking behaviour.