OlOn Schemas of Work Thought

OlOn Questioning Pythea Questioning Pythea

Pose thought-provoking questions and engage in a dialogue that encourages critical thinking, inspired by the Oracle of Delphi.

Questioning Pythea

◯|◯ɴ's 'Questioning Pythea' invites you to break pedagogical taboos, create intellectual mischief, stir things up, invest in freedom ◌ What would the Oracle of Delphi have to say about elements of the present? ⦶ Know Thyself - ΓNΩΘI ΣAYTON ◌ Epimeleia Heautou ◌ Care of the Self , as self-critical, self-reflective, self-transformative stance toward oneself and one’s relations to the Other

… in search of a new language from a divine messenger – let me tell you… wandering… out here…

… Intellectual Mischief meets Creative Freedom

Revolutionise Language Education
Empower Learning
Enhances Cultural Literacy
Promote Lifelong Learning

OlOn proudly presents ‘questioningPythea‘, our Schema of Work designed to cultivate critical and creative thinking in young learners (ages 3-5).

Inspired by the wisdom of the Oracle of Delphi, this innovative approach breaks pedagogical taboos, stirs intellectual curiosity, and invests in the freedom of thought.

In the spirit of Ancient Greek direct democracy, ‘questioningPythea‘ Pythea invites children to “Know Thyself” (ΓΝΩΘΙ ΣΑΥΤΟΝ) and embrace the care of the self (Epimeleia Heautou) as a path to self-reflection and transformation.

What is ‘questioningPythea’?

‘questioningPythea‘ is more than an educational program; it is a dynamic journey that fosters criticality, creativity, and subjectivity of thought.

By integrating complexity science, this schema encourages young learners to see relationships as dynamic and learning as an emergent, unfolding process.

It challenges children to explore the interconnectedness of individuals within their social and natural environments, fostering a holistic understanding of the world.

What is your shared vision for your Curriculum offer?

‘Questioning Pythea’ aims to move from static knowledge to the dynamic process of “learning to know.”
By actualising potentialities and creating networks, we lay the foundation for sustainable living and intellectual growth.

provoking Thinking

invite and facilitate learners to think critically, creatively, subjectively about STEAM theory & praxis

Our curriculum is designed to move from static knowledge to a dynamic process of learning to know. The Questioning Pythea Schema encourages children to see relationships as dynamic and learning as emergent, preparing them for a complex, interconnected world.

By integrating complexity science and subjectivity, we aim to foster a holistic understanding of the world. The Questioning Pythea Schema emphasises the importance of personal insight and multiple perspectives, preparing children for active, engaged citizenship.

What support will be required to deliver the Schema?

Our approach integrates hands-on learning experiences, dualistic opposite concepts and interdisciplinary exploration.
Educators serve as non-directive facilitators, guiding children through activities that stimulate critical, creative and subjective thinking.

generating Cultural Capital

Educators will receive training in non-directive teaching methodologies and complexity science. Ongoing professional development and access to specialised resources will ensure they are equipped to deliver the schema effectively.

Regular collaborative planning sessions will be held to align teaching strategies with the schema’s objectives. Teachers will be supported by experienced mentors and provided with resources to integrate critical and creative thinking activities into their daily routines.

A comprehensive support network, including interdisciplinary experts, will be established to assist educators in implementing the schema. Online platforms and forums will offer continuous resources, lesson plans and opportunities for sharing best practices.

How will you evaluate the impact of your Curriculum?

The impact of the letIthink Schema will be evaluated through a combination of formative, progressive and summative assessments.
Regular feedback from teachers, parents and students will be collected to gauge progress and make necessary adjustments.

fostering Change & Democracy

We evaluate the curriculum’s effectiveness through continuous assessment, focusing on meaningful outcomes that enhance children’s personal, social and intellectual development, setting the stage for lifelong learning and active citizenship.

A comprehensive evaluation framework will be used to measure the schema’s effectiveness. This will include observational assessments, standardized tests and qualitative feedback, ensuring a holistic understanding of its impact on children’s development.

Continuous monitoring and periodic reviews will be conducted to ensure the schema exceeds National Curriculum needs. By analysing qualitative, quantitative and mixed-methods data, we will measure the schema’s success in fostering critical and creative thinking in young learners.

Why choose US

nurture > NATURE

Holistic Curricular Coverage
Dynamic, Emerging Enquiry
Interdisciplinary Exploration
Ethical, Future-Focused Engagement

Our Schema of Work covers a broad range of contemporary issues, ensuring a thorough and balanced education in critical and creative thinking, as well as around Early Subjectivity of Thought.

We explicitly integrate diverse enquiry types, promoting hands-on, exploratory experiences that focus on a specific problem, approached from abstract, pictorial & concrete perspectives.

Our Schematic lessons emphasise the interconnections between various knowledge fields, fostering a holistic understanding of our personal and social reality.