Dominique Geimer
Author, Consultant, Education Specialist, Speaker, Know How to Become, Soft Skills, Skills Development, Fight Against School Bullying +35,000 LinkedIn Followers
After 46 years dedicated to serving young people, teachers, and educational institutions, I decided to apply my skills in a different way to serve the community. While continuing to support institutional projects, I remain a bearer of innovation and new ideas aimed at changing behaviors and teaching methods within a French educational system that needs to be revisited. I organize conferences on the theme of know-how to become, a set of skills that seem to be absent from the concerns of educational policies for many... As well as on the challenges of school today and tomorrow. My articles are only and modestly fueled by my experiences and observations of the world around us. I support entrepreneurs and business leaders upon request in management related to soft skills, as well as principals and their teaching teams, focusing on attitudes, skills development, and practice analysis.
Prices
- Conference : 3000 €
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His conferences
The Digital Media Culture and Its Effects
Almost thirty years ago, I wrote a reflection on what I called, using Pierre Lévy's terms, the "informatics-media culture," which I have since renamed the digital media culture. In my lectures, I outline the characteristics of this form of culture that we have seen grow and develop over the past twenty years, in which more and more people, our children and those who will come after them, evolve, most often with great ease. I propose a reflection that allows us to analyze the effects and risks of this culture. This "digital media culture" can be described through about twenty descriptors that I cite and explain for the more complex ones. Everything is ultimately connected to the development of critical thinking in a world where social networks, media, and artificial intelligence promote fake news and various influences. A questioning that triggers an essential reflection today.
THE KNOWING HOW TO BECOME at the heart of Softskills and Life Skills
KNOWING HOW TO BECOME: A theoretical approach for the training of each and everyone throughout life A new educational and entrepreneurial era, focused on the development of global and transversal skills, is emerging. It is reinforced and prioritized by the global health crisis we are experiencing, and probably by those that will follow or have already begun, economically, ecologically, climatically, politically, and socially. This new approach integrates a sum of global skills grouped within the concept of Knowing How to Become (KHB). It thus combines existing and future skills that respond to the previously posed challenges: the links between school/business/society, personal development and flourishing, fundamental knowledge and culture, and finally the awareness of one's own learning throughout life. These skills integrate 'soft skills' and 'life skills'. They intersect and complement each other within the KHB (Know How to Become). They are human, humanistic, and humanizing. Knowing how to become is a fundamental issue for today's and tomorrow's schools and businesses, and is part of the perspective of developing the Person as a whole, aiming to balance knowledge and skills, ensuring that they complement each other. They are combined around four poles: relational, social, cognitive, and humanistic skills. Social skills have been grouped under six headings: adaptability (in a constantly and rapidly changing world), flexibility (of tasks, schedules, working methods, analysis, thinking...), collective intelligence (and thus sharing, mutualization, which presupposes a certain humility), interculturality (that is, the ability to understand other cultural attitudes and behaviors and to integrate them without claiming any primacy of one culture over another), and finally, Know How to Live, which includes respect, punctuality, and acceptance of others. Relational skills are primarily organized around the concept of emotional intelligence, integrating empathy, self-esteem, self-control, active listening, interpersonal communication, teamwork, and the ability to decide and act alone or with others in a climate of trust. Cognitive skills also number six and primarily concern mastering the basics of oral and written expression in one's mother tongue or language of communication, and other abilities such as project methodology, creativity, and organization. Finally, the skill 'learning to learn' is also emphasized in its importance, as well as digital skills (the ability to create, produce, and choose the right digital communication medium, for example, or to analyze data, to name just two). Lastly, the skills I have called 'humanistic' are more generally related to the development of the Person as a whole, in connection with their geopolitical environment (citizenship), their openness to the world and to people, and thus curiosity, the necessary distancing for analysis (discernment, acquisition of critical sense), engagement (taking initiative, openness, and responsibility for oneself but also applied to others). It should be noted that these skills are in no way compartmentalized and overlap while complementing each other. The challenge lies in the approach taken, an approach that, even if centered on one or another of its skills, can never be separated from its relationship to others, as it is always in an evolving dynamic. (See the arrows in the diagram). This approach is a foundation of what I have called learning education schools and learning businesses. It requires the implementation of a project methodology and the prioritization of certain elements of the know-how to become. See my blog: https://savoirdevenir.over-blog.com/