Ana Perez Saitua has a degree in Philosophy, specialising in Philology, from Deusto University. She has been a Professor of languages (Spanish, French and English) in all educational levels for both the public school system and the government subsidised school system, the Official School of Languages and for Professional Training.

She was the Director of SEASKA, a nursery where they promote and encourage Early Education and the trilingual Language Scheme that was recognized by the Ministry of Education of the Basque Government as a unique innovation project taking place in the schools of the COAS Educational Group (2001).

Since 2004, Ana has held the position of Education Coordinator for the COAS Educational Group, where, among other tasks, she drives and energises the Multilingual Project of this school group, making it one of the first centres of the Basque Country to develop and implement this linguistic model.

Ana is the organizer of the teacher training courses of COAS and Director of 11 editions of the annual Symposium of Teachers of COAS.

The strategic relationship between language and thinking led her to become interested in Teaching for Understanding, meaningful learning, Visible Thinking and Multiple Intelligences and for this reason, she attended Project Zero summer courses at Harvard University.

Ana was a delegate at ICOT-2011 (Belfast, Ireland) and at ICOT-2013 (Wellington, New Zealand). At ICOT-2013, she was given the task of co-organizing, in the name of the COAS Educational Group, ICOT-2015 in Bilbao, of which she is Co-Director.


Arthur L. Costa is emeritus professor of education at California State University, Sacramento, and cofounder of the Institute for Intelligent Behavior in El Dorado Hills, California.

Art Costa has devoted his career to improving education through more thought-full instruction and assessment.

He has made presentations and conducted workshops in all 50 states as well as Mexico, Central and South America, Canada, Australia, New Zealand, Africa, Europe, the Middle East, Asia, and the Islands of the South Pacific.

Costa has devoted his career to improving education through more thought-full instruction and assessment.

Through his writings, courses and workshops, Art Costa has been a leader in thinking, mindful instruction and coaching for teachers and administrators for many years. He is co-founder of the Institute for Habits of Mind.

He is most noted for is landmark books: Developing Minds: A Resource for Teaching Thinking. The Schools as A Home for the Mind, and Habits of Mind: 16 Characteristics for Success.

Active in many professional organizations, Art served as e National President of Association for Supervision and Curriculum .Development. from 1988 to 1989.

He was the recipient of the Lifetime Achievement Award from the National Urban Alliance in 2010.




Intelligent: How Can We Help Our Students Become Even More-So?

We know that intelligence is modifiable and that we can continue to grow cognitively throughout our lifetime. In this presentation we will explore the nature of intelligent behavior and suggest 5 strategies that educators and parents might use to enhance not only their children's intellectual capacities but their own as well!



Art Costa and Robert Swartz

Traditionally, thinking and the emotions have been considered at odds with each other. In fact many have characterized this relationship as a struggle between the two, with, emotions the usual victor, to our great disadvantage.

Some more recent thinking about our emotions suggest otherwise. In this presentation we will advance some new ideas about this relationship, suggesting the possibility of a more natural and satisfying union of the two that stresses a more intimate relationship between thinking and our emotions as well as ways that we can metamanage our emotions – "metaemotional thinking". We will also describe examples in which these ideas have been put into practice in the classroom in attempts to teach students explicit thinking strategies that have an impact on their emotions.



Attention to Intention: When Thinking about your Thinking is your Goal.

Like an internal compass, metacognition is the center of our "executive functions." It controls and manages our decisions, plans and thought processes. (Auto-regulation). While they may have the capacity to do so, not all humans metacogitate--metacognitive skills don't come naturally. They can, however, be consciously cultivated by a skillful teacher. In this presentation we will explore strategies for helping students become aware of and go develop their metacognitve capacities.


Brendan Spillane is an acclaimed Australian educator, speaker and coach. He is an internationally accredited Executive Coach and works in a coaching capacity with a range of senior leaders from business, education and elite sports.

His areas of focus include cultural change, establishing feedback systems that work and supporting people to develop the skills to lead crucial conversations effectively. He is passionate about capacity building in individuals and teams and also about the key behaviours that underpin the high performance mindset.

Currently, Brendan is working with a number of business and sports organisations, education providers, systems, professional associations and various schools and colleges.




Cultural Acumen: leading a team of leaders.

In our work with leaders, we find many whose impact is poignantly out of alignment with their deeperleadership intent. In part, this is a reflection of the complexity of the leadership task in shifting times, particularly when the challenges are tackled with outmoded mental models of leadership itself.

Yet some leaders still seem to find a poise that allows them to work to a different rhythm and, critical to this address, to promote the cultural conditions that balancesupportand growth for others with enhanced organizational focus.These people work as 'leaders among leaders.'

This cultural acumen, including the narrative capacity to transact it well, has always been an integral part of the art of leadership and seems particularly valuable in times demanding increased connection to purpose.

Using a synthesis of current leadership literature and the compressed power of personal story and metaphor, this presentation will explore some key questions

'Are there better ways to work together?'
'What conditions can leaders influence that encourage these better ways?'
'What is the leader's role in 'a team of leaders'?'
'What are the best questions we can ask about our organization?'
'How do we ensure that these questions are asked aloud?'


Goals of the Presentation:

Overarching intent - Conference participants will have an opportunity to reflect on their organization's 'leadership conditions' with suggestions for how to optimize them further. They will;

• Explore the concept of "cultural acumen" and its importance in the practice of leadership

• Become more aware of their impact on their current leadership context and of how they are transacting their intent

• Consider the leverage that creating 'a team of leaders' can bring to the challenges of contemporary leadership

• Understand the significance of Purpose, Praise and Playfulness as levers that support growth, balance and, ultimately, innovation

• Have time to make personal meaning and to share their understanding with colleagues in the room


Outline and flow for the Presentation:

I. Overview of the current complexity and of the alignment stress it putson leadership Intent and Impact
II. Perception Check (dyads)
III. Being a 'leader among leaders'
IV. Introduce the elements of Purpose, Praise and Playfulness as leadership levers worthy of attention
V. Perception Check (dyads)
VI. The best questions we can ask and how to ensure we hear them
VII. Closing Comments and Questions



Speaking with Impact

In this Workshop, we will consider how effective communicators manage to be heard above the clamour of our 'information-noisy' times.

Workshop participants will have an opportunity to reflect on their own communication practices and likely impact and to examine what works for successful communicators. We will use a variety of sources to examine this.

Each participant should leave with clarity on what works and doesn't work as well as with a basis for action in improving their own communication when speaking to others.

The workshop will focus mainly on spoken communication to both small and larger groups.


David Perkins was Co-Director of Project Zero with his colleague Howard Gardner for more than 25 years and is now Senior Co-director and a member of the Project Zero steering committee.

Since 2000, he has been a senior professor of education at the Harvard Graduate School of Education.

David Perkins has conducted long-term programs of research and development in the areas
of teaching and learning for understanding, creativity, problem-solving and reasoning in the arts, sciences, and everyday life. He has also studied the role of educational technologies in teaching and learning, and has designed learning structures and strategies in organizations to facilitate personal and organizational understanding and intelligence.

His work has often combined research with collaborations for practical impact, including initiatives in South Africa, Sweden, Australia, Colombia, Venezuela, and other parts of the world.




The human mind is our most unique and powerful resource, enabling us to do everything from shape stone axes to write constitutions and symphonies. So it's entirely natural that for thousands of years we human beings occasionally have used our minds to help our minds work better. The mission is as old as Plato and Aristotle and as new as the most recent investigations of cognitive science and related fields. The International Conferences on Thinking can be seen as both an exploration and a celebration of this quest to make the most of the mind.

Provocatively, efforts to make the most of the mind go well beyond simply tuning up our natural mental capacities. They redirect our typical patterns of thinking in fundamental ways. Why does our thinking need something closer to a transformation than a tune-up? What characterizes today's boldest moves to make the most of the mind? This presentation explores answers to these questions, drawing on contemporary cognitive science.


Born in Malta, Dr. Edward de Bono received his initial education at St Edward's College, Malta, and the Royal University of Malta, where he obtained a degree in medicine. Following this, he then proceeded as a Rhodes Scholar to Christchurch, Oxford, where he gained an honors degree in psychology and physiology and then a D.Phil. in medicine. He holds a Phd from Cambridge, a DDes from the Royal Melbourne Institute of Technology, and a LLD from Dundee.

He has had faculty appointments at the universities of Oxford, Cambridge, London and Harvard and has been hailed as one of the 250 people who have contributed most to mankind.

De Bono originated many of the concepts and frameworks that are widely used today; Lateral Thinking—which now has an entry in the Oxford English Dictionary and Parallel Thinking®, he is equally renowned for his development of the Six Thinking Hats® technique, the CoRT Thinking Programme® and the Direct Attention Thinking Tools (DATT)® framework.

He has written over 70 books and programmes, with translations into 43 languages, has been invited to lecture in 58 countries and has made three television series.

Dr de Bono's instruction has been sought by governments, not for profit organisations and many of the leading corporations in the world, such as IBM, Boeing, BT (UK), Nokia (Finland), Mondadori (Italy), Siemens (Germany), 3M (Germany), NTT (Japan), GM, Kraft, Nestle, Du Pont, Prudential, Shell, Bosch (Germany), Goldman Sachs, Ernst & Young and many others. One of the leading consultancy companies, Accenture, chose him as one of the fifty most influential business thinkers today.

Francesco Tonucci is a researcher at the Institute of Science and Technology for Cognition , the Italian national research council (CNR).

He has worked in various aspects of child development with relation to school, family and the city. He has been involved in the training of teachers for both infant school and environmental
education. He is the brainchild and co ordinator of the international project "The city of children" , which has a network of over 200 member cities in Europe and South America.

For the past forty years he has been commenting on his research and activities with satirical cartoons, with the pen name of Frato. In 2003 he was named as Professor Honoris Causa of the Faculty of Education at the Catholic University of Lima (Peru), and in 2011 and honorary doctor of the Universities of La Plata and Santa Fe (Argentina). He has three children and two grandchildren Federico, 25 years and Nina, 7 years old.



Conference 1

The Use of Children's Thinking in the Transformation of Cities

Faced with the totally inadequate use of power by adults (exploitation of the environment, economic crisis, wars, social injustice, contamination of cities, disappearance of the autonomous freedom of children) Children's thinking, different and mindful of the basic needs, can be a great help when changing cities, returning them to being the meeting and exchange sites for all social groups.

Some proposals which emerged from sharing experiences with children will be presented and analysed. These proposals are related to governing cities and offer us viable alternatives with respect to crucial questions such as neighbourhood safety, health, the right to play and the right to public spaces. There will also be presented some experiences of real changes in cities that have come from children's proposals.


Conference 2

Frato, 40 years old but with the eyes of a child (´Respuestas con ojos de niño y oreja verde´)

Through a series of satirical drawings Frato will present the work of analysis and criticism of the diverse aspects of the world of boys and girls: early childhood, games, kindergarten, obligatory education, the role of the teacher, health, and the relationship between children and the city.
The cartoons show, in a satirical manner, the educational errors of adults. This will be a speech of images and, like a theatrical performance; it will give voice to various characters.

guy-claxton-icot-2015Guy is Research Director of the Centre for Real-World Learning and Professor of the Learning Sciences, at the University of Winchester. He previously held the same title at the University of Bristol Graduate School of Education. He has a 'double first' from Cambridge and a DPhil from Oxford, and is a Fellow of the British Psychological Society and the Royal Society of Arts, and an Academician of the Academy of the Social Sciences. His books have been translated into many languages including Japanese, Greek, Italian, German, Spanish and Portuguese.


Originator of the educational Building Learning Power programme: helping young people become better real-life learners. Originator, with Bill Lucas, of the Expansive Education Network.


Presentation by Video Conference.

Howard Gardner is the Hobbs Professor of Cognition and Education at the Harvard Graduate School of Education. A recipient of the MacArthur Prize Fellowship, the University of Louisville Grawemeyer Award in Education, the Prince of Asturias Award for Social Sciences, and the Brock International Prize in Education, he is a leading thinker of education and human development.

He has received honorary degrees from thirty colleges and universities. He has studied and written extensively about intelligence, creativity, leadership, and professional ethics, and is senior director of Project Zero and co-founder of the Good Project. For the last several years, he has worked in various capacities with Harvard undergraduates and is now undertaking a study of liberal arts and sciences in the 21st century.

Gardner's books include Good Work, Changing Minds, The Development and Education of the Mind, Multiple Intelligences: New Horizons and Truth, Beauty, and Goodness Reframed. His latest co-authored book, The App Generation: How Today's Youth Navigate Identity, Intimacy, and Imagination in a Digital World, was published in October 2013.


Jeff Clanon is a Founding Partner of Systems Perspectives LLC and also a founding consultant member and former Director of Partnership Development for SoL, The Society for Organizational Learning. SoL is a non-profit, member governed organization chaired by Peter Senge.

It is dedicated to building knowledge about fundamental institutional change through integrating research, capacity building, and the practical application of organizational learning theory and methods. SoL evolved from the Center for Organizational Learning at MIT where Jeff was the Executive Director for five years.

Jeff has published a number of articles in the area of organizational change, organizational learning and technology. "The Relevance of Organizational Learning for High Performing Social Networks" was published in the book Dynamic Learning Networks (2009). His article "Organizational Transformation From the Inside Out: Reinventing the MIT Center for Organizational Learning," won an award as outstanding submission to the Learning Organization International Journal for 1999. An article published in the Systems Thinker in 2004 entitled "The Dark Side of Success: Dealing with the Organizational and Emotional Complexities of Growth" provides insights into the complexities of organizational growth and the practical application of systems thinking methodologies.

He received a BA from Dickinson College, an MS from the University of Illinois and completed postgraduate programs at Harvard Medical School, Laboratory of Community Psychiatry and at MIT.


Keynote Lecture:

Stance and the Practice of Leadership

"The success of an intervention depends on the interior condition of the intervener," says William O'Brien, former CEO of the Hanover Insurance Company. The Blind Spot of Leadership is the inner place from which we operate," says Otto Scharmer, author of the book Theory U.

Stance, as we are defining it, relates to how you hold yourself, what you embody in any interaction. It's clear from research and everyday experience that your state of mind and body affects what you see and the thoughts that come into your mind. For every activity there is an optimal state of mind and body. The optimal state for an emergency is different from the optimal state for strategic thinking. Yet most people, most of the time are nowhere near their optimal state.

We have found that having congruence in what you are thinking and embodying has significant power and impact on the quality of teaching, coaching or leadership interactions. We see stance as one of five levels of building one's capacity for leadership and having four components:1)Attention/awareness,2)Intention,3)Focus,4)and Embodiment.

Goals of the Presentation:

Overarching intent - Conference participants experience for themselves the power and relevance of the practice of stance in their leadership interactions.

• Explore a new meaning of "stance" and its relevance/importance in the practice of leadership

• Become more aware of the stance one is currently achieving in a leadership context

• Practice adopting and embodying a stance(s) that would have the most powerful positive impact in a future leadership interactions


Outline and flow for the Presentation:

I. Origins/importance of the notion of "Stance"
II. Definition of stance in the context of leadership and coaching, components of stance
III. Conversation in dyads on participant's current relationship with stance in a leadership context.
- What is the predictable or usual stance you take as a leader or coach? (Dyad conversations).
- How does stance affect outcome?
- Is there a stance that will enable the best outcome in a particular leadership context or situation?
IV. Imagining and embodying a stance or stances that you feel would be most effective in a future leadership interaction (dyads, role play with your partner),
V. Questions and discussion



Stance and the practice of leadership

Overarching intent - Conference participants experience for themselves the power and relevance of the practice of stance in their leadership interactions.

•  Explore a new meaning of "stance" and its relevance/importance in the practice of leadership

•  Become more aware of the stance one is currently achieving in a leadership context

•  Practice adopting and embodying a stance(s) that would have the most powerful positive impact in a future leadership interactions

joseph-renzulli-icot-2015Joseph Renzulli is an American educational psychologist. He developed the three-ring model of giftedness, which promoted a broader conception of giftedness. He also developed the "Model School Enrichment" for developing the talents of children in schools.

Joseph S. Renzulli is Professor of Educational Psychology at the University of Connecticut, where he also serves as director of the "National Research Center for the Gifted and Talented." His research has focused on the identification and development of creativity and talent in young and organizational models and curricular strategies for overall school improvement. A focus of his work has been in the implementation of educational strategies for the gifted. He is a member of the American Psychological Association and was a consultant to theWhite House, task force on the Education for the Gifted and Talented.





Identifying and developing creative and productive giftedness: Major Challenges for the 21st Century Learners

Economic, cultural and social development of a nation depends on the creative productivity of its most talented individuals. At this conference we will explore the characteristics of young people and how they are able to contribute to creative productivity. Also, we will explore the procedures used to identify these students for special services.

The second part of the conference will address: (1) how to make curricular changes that allow time for personalized learning 2) how to infuse XXIst century skills into the curriculum, and (3) how we can offer opportunities, resources, and encouragement for young people to apply their talents to the learning experience.Three interrelated types of excellence will be described and presented through practical examples for teachers with ways on how they can organize groups of excellence and learning experiences that focus on the creative and productive talent.



Lane Clark has a well-earned reputation as an expert in powerful pedagogy and in the design and delivery of engaging curriculum. Her authentic, transdisciplinary approach to learning is founded on teaching students how to learn, how to think and how to use new technologies to enhance their learning. A culture of innovation and enterprise is promoted as the so wha stage of Lane's learning model drives learners to USE new learning to make a difference in their lives and the lives of other.

Lane has worked extensively with primary and secondary teachers, district level consultants, faculty of education professors and students, parent groups, school districts, and business groups. She has advised governments and curriculum writing teams and presented at dozens of national and global conferences. Most notably, she has been a keynote and featured presenter at the last five International Conferences on Thinking, alongside Edward deBono, Howard Gardner, David Perkins, Art Costaand other leading thinkers and educators. Her teaching tools and strategies are taught to student teachers in a selection of Australian, New Zealand and European Universities.

Those who have worked with Lane have found her seminars and workshops to be insightful, thought provoking, energizing and most important, practical and transferable to the classroom. Her reputation as a dynamic and inspiring presenter and facilitator is well earned. Lane's powerful and practical classroom strategies, frameworks and tools have been adopted by schools, teachers and students in the United Kingdom, Australia, New Zealand, Sweden, Spain, Dubai, The Netherlands, Singapore, Hong Kong, Malaysia, Canada and the United States.

Lane has authored two books on thinking, learning and assessment and developed an array of classroom strategies, resources and kits including the 'powerful thinkbox™ thinking framework; the think!nG real learningframework; and a suite of nine 'Processes for Learning' frameworks.



It's Bigger than Teaching Kids How to's about REAL LEARNING

Real learning, learning experienced outside of school, occurs through a process. It is driven by purpose, a reason, a challenge or a problem to solve – it involves the learner making decisions with regard to what he needs to find out and how. He must identify and clarify his own questions and design his own learning tasks; choose if and when he uses digital and/or non-digital tools; he must evaluate sources and information, plan timelines, sequence learning tasks, manage information and integrate new learning into prior understanding. At times he must work independently and at other times inter-dependently.

When a learner is responsible for his own learning, he must set his own goals, and often, generate his own criteria. He must critically examine his own work, his ideas and the work and ideas of others; decide for himself when or if he is confused; when or if he is lacking information or required skills. The learner must decide when to move forward and take the next learning step or when to move back. Knowledge construction, metacognition, self-evaluation, problem solving and decision-making are all natural realities when a learner owns and directs his learning.

Eventually, in real learning, a learner will USE the knowledge and skills he has acquired throughout his learning process. In the real world of learning, learners don't find out so they can tell or show others what they've learned...they find out so that they can make a difference in their life and in the lives of others™. If communication is necessary – and it may not be required in every circumstance - that communication is authentic. Learners communicate formally, but sometimes informally, to a real audience, for a real purpose. Finally, and critically, in a real learning experience, driven by purpose and the desire to make a difference, data are collected to determine whether in fact the intended difference was achieved. Lessons are learned and new learning goals and directions set.

Real Learning, learning experienced outside of school, infuses both critical and creative thinking naturally and seamlessly, within the context of a learning process.

In the real world of learning, learners must think in order to engage in authentic learning...What if learners knew how to learn?What if learners could identify their learning job at any point throughout a learning process that they themselves navigated?What if learners could identify the thinking required at any stage throughout their learning journey?What if learners could self-select specific thinking tools, strategies and processes that would deliberately and strategically direct their thinking, so that they engaged in deep thinking and therefore deep learning?

In this keynote session, Lane will explore what it means to teach learners HOW to learn. She will explore how critical and creative thinking are both natural and seamless when learners learnthrough process. Lane will offer a refreshing, necessary and practical approach to re-thinking and re-engineering how teachers teach and how learners learn.



Deep Thinking and Learning...It Doesn't Just Happen!

Don't think - from the moment they get up in the morning, until the moment they go to sleep – they're thinking...but that doesn't mean that they're thinking deeply or effectively!

When teachers want to aid a learner in writing, they provide tools – a pencil and eraser, a computer and software programme, a dictionary or thesaurus; when they want to assist a learner with his maths skill development, they provide a calculator, a multiplication or addition chart, a ruler or manipulatives. If teachers wish to effectively support their learners in their thinking development, they must also provide them with tools – thinking tools that will direct them, deliberately and strategically, to think deeply, broadly, critically and creatively.




Don't let the title turn you off...this is what every teacher needs to know!

Human Cognitive Architecture and Cognitive Load Theory deal with the cognitive structure of the brain and its relationship to effective learning. In understanding the relationship between our sensory register, working memory and long term memory, in conjunction with the cognitive processes that support learning, teachers will hit at the heart of learning challenges; and become more discerning with regard to instructional design.

Montserrat Del Pozo, Bachelor of Arts (Philosophy and Letters), Superior Audiovisual Technician, Master in Psychology and Family Management. Graduate of the Institute for the Achievement of Human Potential (Philadelphia. USA). Graduate of National Center for Teaching Thinking Newton Centre, Universidad de Massachusetts, USA

She participated in the three-year program on Thinking-Based Learning offered by the National Center for Teaching Thinking, USA, at Colegio Montserrat, 2007-2011, and received certification for her innovative application and use of these ideas at Colegio Montserrat.

She has participated in multiple courses at Harvard Project Zero, at the Key Learning Community in USA , at Reggio Emilia ( Italy) and at the ICOT 200 in Sweden.

She has participated and been a speaker at numerous conferences and courses in Spain and Latin America and has written several articles in journals: " Padres y maestros", " Cuadernos de Pedagogía", " Aula", " Magisterio".

Currently working as a trainer of trainers in Spain, Venezuela, Colombia, Brazil and Cameroon.
Montserrat del Pozo is considered the leader of innovation and change in the Spanish Educational world.

Director of Educational Television Channel THINK1.TV.
Superior General of the Missionary Daughters of the Holy Family of Nazareth.
Educational Innovation Award in 2010 and 2014.

Richard is one of the most celebrated speakers in the world. His insights into change, leadership and education are unique thanks to his own extraordinary journey, which has seen him go from struggling actor, copywriter and estate agent, to becoming an award winning teacher and school principal, whose ground breaking work in education was celebrated by the British National Teaching awards and UNESCO amongst others.

Since leaving his twenty year career in education, Richard has worked to explore the links between great leadership, human potential, change and innovation.

In 2011 he was awarded the title of Business Speaker of the Year and has written two critically acclaimed best-selling books: Creating Tomorrow's Schools Today (Bloomsbury) and Change; Learn to Love it, Learn to Lead it (Portfolio Penguin). The latter topped the business book charts for over two months. Both books have been translated into a number of languages, reflecting Richard's international reach.

Advising Governments and major corporations globally, Richard has worked with organisations as diverse as Google, UK Sport, Puig, Microsoft, Morgan Stanley, Harrods, the LMA, Telefonica and The IBO.

He is a regular media commentator who is often seen or heard on the BBC and often works as a writer in the print media. His work has been profiled everywhere from REDES on Spanish television to the British Airways Inflight magazine.

Whatever sector Richard works in, his principles remain the same: organisations need to remember that systems and structures change nothing, people do. To ensure we get the best from those we work with, lead and serve, we must be committed to developing the communication, understanding and actions that lead to a culture of empowerment resulting in a long term demonstrable impact.

Presentation by video

Robert Sternberg (born December 8, 1949) is an American psychologist and psychometrician. He is currently Professor of Human Development at Cornell University.

Prior to joining Cornell, Sternberg was president of the University of Wyoming but resigned voluntarily after less than five months in office. He formerly was Professor of Psychology and Provost at Oklahoma State University, Dean of Arts and Sciences at Tufts University, IBM Professor of Psychology and Education at Yale University, and the President of the American Psychological Association. He is a member of the editorial boards of numerous journals, including American Psychologist. Sternberg has a BA from Yale University and a PhD from Stanford University, under advisor Gordon Bower. He holds thirteen honorary doctorates from two North American, one South American, one Asian, and nine European universities, and additionally holds an honorary professorship at the University of Heidelberg, in Germany.

He is currently also a Distinguished Associate of The Psychometrics Centre at the University of Cambridge. Among his major contributions to psychology are the Triarchic theory of intelligence, several influential theories related to creativity, wisdom, thinking styles, love and hate, and is the author of over 1500 articles, book chapters, and books.



Culture and Intelligence.

I will explain the relationship between intelligence and culture. I have investigated how people from different cultures think. I will explore the nature of intelligence across cultures and the implicit theories of people within cultures. I describe the research of intelligence and the results. I conclude that you can not understand the nature of intelligence and thinking outside the context of culture.


He earned a PhD at Harvard University where he also did his undergraduate work, and is currently a professor emeritus at the University of Massachusetts at Boston, where he founded the graduate program for teachers on critical and creative thinking. He has worked around the worlds for over 25 years with teachers of infants-secondary school, university faculty, and whole schools and colleges, providing training programs on infusing critical and creative thinking into the content curriculum.

He has been a consultant for many years for the National Assessment of Educational Progress in the United States and has participated in numerous projects of curricular and educational innovation in various countries like Saudi Arabia, Malaysia, Chile, and the USA, to mention just a few.

Robert Swartz is a member of the standing committee of the International Conference On Thinking.




Art Costa and Robert Swartz

Traditionally, thinking and the emotions have been considered at odds with each other. In fact many have characterized this relationship as a struggle between the two, with, emotions the usual victor, to our great disadvantage.

Some more recent thinking about our emotions suggest otherwise. In this presentation we will advance some new ideas about this relationship, suggesting the possibility of a more natural and satisfying union of the two that stresses a more intimate relationship between thinking and our emotions as well as ways that we can metamanage our emotions – "metaemotional thinking". We will also describe examples in which these ideas have been put into practice in the classroom in attempts to teach students explicit thinking strategies that have an impact on their emotions.




Thinking-Based Learning: A Methodology for Transforming Learning Through the Infusion of Thinking Instruction into Content Instruction

In this keynote Dr. Swartz will describe a new methodology for classroom teaching that replaces the traditional teacher-centered methodology of rote learning that depends heavily on the use of direct memory by students as the primary basis of learning. This alternative involves active student-centered learning driven by the explicit use of strategies for skillful forms of analysis, creative thinking, and critical thinking, infused into content instruction, guided by metacognition, enhanced by the development of good thinking habits, and set in collaborative learning teams that contribute to full interactive classroom reflection. What results is that classrooms become active thinking classrooms, deeper and richer content learning results, and students develop life-long thinking skills that enrich their lives. Dr. Swartz will do this by showing and explaining classroom examples from many of the schools world-wide that are practicing TBL in classrooms for infants through the last years of secondary schools. He will also describe school-wide projects in which TBL is mapped into the school-wide curriculum within the school to make the whole school a Thinking-Based Learning School. This keynote will be an introduction to subsequent presentations by TBL schools and teachers showing how their mode of instruction has been transformed by TBL, and the results they have achieved.


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