"<< Background >>With the current reforms of the educational system, teachers are phased with the challenge to provide education to children from a very young age to be able to become ‘workers’ in the field of knowledge (Gruioniu, 2013). Within this context, schools should equip their students with advanced education including the development of high-level skills, essentially required for solving unparalleled and complex problems. Citizens of the 21st century must be able to summarize the essential from a variety of sources, to extract new ideas from the information that computers cannot summarize, to become leaders and be able to make the best decisions as fast as possible. This can be achieved through philosophical inquiry-based learning. Having said this, the proposal of the current project has a twofold purpose, to develop philosophical knowledge but also philosophical inquiry through interrelated results, based on the knowledge taxonomy (originally developed by Benjamin Bloom in 1956 and accepted many alterations and since then). The taxonomy used here comes from the father of Philosophy for children who is considered to be Matthew Lipman. The philosophical knowledge will be developed around 4 main branches including but not restricted to:1.Metaphysics knowledge (reality) e.g who they are, what are numbers, what is world.2.Epistemology (knowledge), e.g How do we know the things we know? Are our feelings realiable? 3.Logic (critical thinking) What is the difference between a good and a bad argument. Last but not least 4.Ethics (values) How can we find happiness? Is it ok to be selfish?The philosophical inquiry per se will be developed via result 4 and 5 (lesson plans and serious game) stepping on result no.3 the philosophical narratives.<< Objectives >>The effort of including Philosophy in the school curriculum as a systematic discipline goes back to 1970s in the American state. The name of Matthew Lipman is widely known as the founder for the implementation of P4C (Philosophy for children) and his high impact book ‘Philosophy Goes to School’. Lipman, talked about the Socratic tradition where one learns to reason and to think for oneself. For a long time, there was a lively discussion in the educational cycle as to which age is more appropriate for the philosophical training to begin. Nowadays, it is accepted from as young as 10 years old due to several studies proving the significant elevation of children’s school performance resulting from the sharpening of their logical skills Radhar et al (2018); philosophical inquiry approach is known to be one of the best approaches to achieve the development of logical skills. Although a World Philosophy Day was established in 2002 by UNESCO (celebrated the third Thursday of November each year) we can only see a minimum number of European synergies fostering this important approach in a number of European countries. Also, we can see some philosophical novels published, some books about philosophy for children but none of the efforts undertaken so far is taking a holistic approach, meaning the development of all sub-levels of the knowledge hierarchy with its relevant material for each step. The material to be found in-so far, especially for the three out of the four participating countries (Greece, Cyprus, Lithuania) for the age range of 10-14 years old students is neither holistic (with the sense mentioned here- to be developed hierarchically and gradually), not engaging high tech digital instruments as proposed within Little Philosophers (e.g Augmented Reality Books and serious game) norto be found in the local languages;despite the fact that it is nowadays accepted that younger students could benefit from philosophical inquiry in many aspects of their academic life and not alone. Recurrent crises at all levels, economic, societal, health and that are due to a large variety of causes and to the global complexity of current times, people are heavily impacted in their abilities to cope with uncertainty and ambiguity. The fast change of technological growth seems to be better absorbed by children who are more receptive in adopting new gadgets that are transforming people’s lifestyles but that have also a potential great impact also on practical needs like administrative issues. However, the same use of these new technologies like social networks can be manipulated and used to spread fake news and harmful content virally across communities all over the world. Youngsters, because of their lack of experience due to their age, are particularly exposed to such risks, and since common educational structures and families themselves have great difficulties in taking up the pace of change, sense-making might be really hard for unprepared minds. This is true in France too. The risks to be seduced and manipulated by opposed extremisms (e.g. populisms vs. religious radicals) are high and cannot be underestimated. Proper tools to mitigate the lack of adequate institutional support are needed in order to make a better prepared society grow.<< Implementation >>The project is divided into Activities, Project Results/ Intellectual Outputs and Multiplier Events.Each activity is led by one partner, according to its proven expertise with the support of the grant requested under ""Project Management and Implementation"" and will have a dedicated time for presentation, monitoring and evaluation in the TMs.Activities: needed processes to complete the goals of the project include: A1. Project Management and Coordination; Led by Succubus.A2. Quality management, Research Validity and Evaluation of Content; Led by Vilnius University A3. ICTs and Innovation Management; Led by CIPA4. Dissemination, Exploitation and Sustainability; Led by DDPA5. Management and evaluation of training Activities; Led by The Grammar school in Cyprus and DISEPI in GreeceSpecific activities under each of the four main Results of the project include:For the PR1, The Guidebook:Setting the structure, exact content, framework, word limit, graphics of the guidebook ,Setting questions for desktop research Desktop research on first sectionResearch on best 12 philosophers to present the 4 thematics Research to justify the philosophers chosen, Translation so as the guidebook to be found in EN, GR LT, FRFor the Augmented reality and e-books, some of the specific activities to eb undertaken include:Creation of stroryboard, Create training course for partners (e and AR books) Piloting, Finalization and Translations, so as to be found in four languagesVoice recording of all books in EN and the languages of the consortium For the third result, the Philosophical Narratives, beyond the prior research and the development of the narratives, pilot testing will precede the finalization and the translations and voice recordings to EN, GR LT, FR.For the fourth output, the development of Lesson plans, similar pattern as above will be followed e.g research and the development, pilot testing will precede the finalization and the translations and voice recordings to EN, GR LT, FR.The final Result of the project, the Digital Serious game will have a workshop as its initial step so as to perfectly capture the content Determining the target, defining the message to be transmitted, and refining it, development of the script, the mechanics and frame will follow. Of course the beta version will be piloted before finalizing it. In terms of the aforementioned activities, we expect: - at least 120 students involved in materials piloting - at least 15 educators involved in outputs pilot and evaluation In terms of dissemination, we expect: - at least 1,500 people reached through the website and social media - at least 10 external contributors involved before the end of the project – at least 300 stakeholders, educators and learners gathering during the 4 multiplier events The four Multiplier events will be half-day events organized one in each country where in all, more than 35 participants belonging to two main target groups will be reached:a) staff from the Philosophy departments of Universities, andb) the voluntary sector, civil society partners and social/education institutions, primary schools from the private and public sector, elementary schools from the private and public sector at large.Secondary target groups are, educators, lifelong learning trainers dealing with philosophical inquiry, community engagement practices, school policy makers and; representatives from Research and Innovation Centers; representatives of public authorities, municipalities and local government employees, with the aim to present to the wide public the project results.<< Results >>(a) The formation of a unique philosophical approach for children age 10-14 and their educators which frames philosophy not just as a knowledge around figures of main philosophers, but as socio-cultural product, as well as a multifaceted educational field, through a journey via the narratives, technology, and the role play via the serious game. Accordingly, the educators will be endowed with alternative pedagogical methodologies and synchronous interdisciplinary best- practices to approachingPhilosophical knowledge and philosophical inquiry-based learning from higher primary (10-12) to lower secondary (12-14), thus helping the students to develop skills related with “Logic, Reasoning, Creative and Caring thinking”.(b) The familiarization of educators with the utilization of digital tools and technological innovations (e.g. Augmented Reality books, e-books, serious game) for the construction of modern material that serve their peculiar educational needs and objectives(c) The design and development of an inclusive educational approach suitable for Deaf/ Hard of Hearing and visually impaired students, as well as for students with SLDs INTANGIBLE RESULTS For educators:●Provide them with a rich guidebook explaining the importance of the implementation of philosophical inquiry from the age of 10 whilst justifying the decisions made for this project (e.g what main branches/ categories it is based on, which main philosophers will be exploited and why)●Offer interactive, electronic material to be used as Open educational resource●Give educators a playful way to introduce children to the hardest/ deepest questions afflicting philosophers for thousands of years●Inducing students progressively into philosophical inquiry, proven to be helpful in many aspects in their educational achievements in all subjects (as it develops their thinking)●Strengthen and broaden educators’ pedagogical skills through the exchange of good practices between partners and associated partnersFor students:●Stimulate empathy, develop open-mindedness and fire an intercultural dialogue leading to a debate (UNESCO chair: https://chaireunescophiloenfants.univ-nantes.fr/)●Provide them with stimulating, fun, interactive means of philosophical knowledge●Enhance their whole academic performance by developing crucial skills such as creative and critical thinking (Lipman, 2011)●Develop caring thinking via the serious gameThrough the collaboration of European public and private associations and institutions and theexchange of good practices between partners and associated partners, we wish to make philosophical inquiry accessible to all European students age 10-14, improve and support the professional practices of educators who wish to teach philosophy but also use philosophical inquiry-based learning in their daily practice. This can be accomplished by tackling reality through Metaphysics, knowledge through Epistemology, critical thinking through Logic but also develop student’s values through Ethics. But also caring thinking; ‘To think caringly means to think ethically, affectively, normatively, appreciatively and to actively participate in society with a concern for the common good’ (Lipman 2002, p. 271)."

<< Background >>The recent success of populist and nationalist movements in many European countries has challenged supporters of multilateralism in the EU. Those movements argued that the national interests were sacrificed and global concerns were put first. However, the failure to coordinate action could have had a much stronger impact on ordinary people, as we’ve seen in the times of pandemic, and still can cause real harm in the daily life of Europeans with the topics of the post-coronavirus multilateral agenda, such as climate change and cyber space (see ECFR report from 1.4.2021: https://ecfr.eu/publication/how-europe-can-rebuild-multilateralism-after-covid-19/). The pandemic restrictions and government actions have also sparkled an increased global public awareness and debate about the values of fundamental rights, with the increasing need to protect and promote human dignity, freedom, democracy, equality, rule of law, and human rights - core EU values. While considerable efforts are put into the education and promotion of the EU values among young people in the EU, more innovative approaches are necessary to reach young people not only in institutions of formal education, but also through non-formal activities that would allow dialogue and exchange, as well as self-expression and active participation. This is what the submitted project plans to address. Music has a wide range of benefits and assets when it comes to empowerment, learning, self- and artistic expression, civic engagement, as well as the promotion & advocacy of ideas and values. The Songs for Change project would give young people and youth workers an opportunity to learn about the EU values through music, express their view on these issues and become active change makers through producing Songs for Change and videos aimed at reaching out to peers, community stakeholders, politicians and policy makers. The focus of the project is on inclusion and equal opportunities through equipping project’s main target group - young people with fewer opportunities with knowledge, techniques and competences for a more self-determined life where they put their own values as priorities and advocate for that.<< Objectives >>The Overall Goal of the project is to activate young people to become change makers and mobilise their communities to become more aware of EU values and to become active citizens and activists using music as a main tool of learning, self-expression and change.We plan to achieve the following objectives according to four key dimensions: 1.EU Values: support awareness raising of young people about the EU values (Human dignity, Freedom, Democracy, Equality, the Rule of law and Human rights) and the challenges young people face.2.Capacity-building: develop competences and attitudes, strategies and methodologies in learning through music and in producing songs and videos with a focus on promoting EU values AND develop future-oriented curricula (with a possibility of being used by schools and non-formal learning institutions)3.Music: Use music as a means of promoting ideas to peers, communities and the world in order to bring about change; and as an empowerment tool for young people to become active citizens. 4.Advocacy: influence policies and enable awareness creation and motivation to live up to and act upon the EU values for individuals, communities, institutions and governments at a local, national and EU level.<< Implementation >>The key project activities are based on the development of four Project Results which are linked to four steps of the Songs for Change project and the LCPA method: 1. Learn: The Songs for Change TOOLKIT (PR1) – Awareness & Knowledge empowers you and gives you an orientation to act. 2. Create: Song Creation SERIES (PR2) strengthen your creative skills and your personality. 3. Produce: The Video Clip Production TUTORIALS (PR3) strengthen your artistic, technical and socio-ethical skills. 4. Advocate: The Songs for Change BROADCAST (PR4) engage you in a podcast-based radio station and social media campaign which give you a sense of purpose and a means to advocate for your rights.The project results will be tested by the partners in a series of local and transnational activities: Training of Trainers in Herlany, Slovakia; local 4-pillar workshops with young people,blended mobility event of young people in Utrecht, Netherlands and two other blended learning events: Online Sound Factory and Online Festival; multiplier events. The project results will be fine-tuned and offered in five languages (English, Greek, Italian, Portuguese, Slovak) for free download from the project website. The results will be presented in 7 countries to the audience of 175 European multipliers and disseminated to thousands of people through a network of partners & 64 associated partners inside and outside the European Union. Other key activities include Songs for Change Channel – a platform for dissemination, advocacy and communication, including peer learning and online exchange of young people, as well as bimonthly partner exchange and two face-to-face international project meetings. All project activities seek to inform and empower young people and youth workers, as well as bring together other project's target groups and contribute to the project’s overall goal and project objectives.<< Results >>It is expected that 100 young people in 5 European countries learnt together, raised their awareness about the importance of their personal values as connected to EU values, raised their level of confidence and contentment, gained skills in song writing, video making and podcast making as a means of self-expression, as well as a sense of initiative and ownership; 10 youth workers from Netherlands, Greece, Italy, Portugal and Slovakia developed the competences as coaches of the LCPA method (Learn, Create, Produce, Advocate) and expertise in human rights education through music; partner organisations become advocates of youth-centred value-based inclusive policies within their community; and community stakeholders and policy makers become involved in the project activities to support youth initiatives and value-based inclusive policies at local, as well as regional and international level. The project will allow to create a sustainable and empowering environment for young people on the topic human rights & values, and to contribute to their active participation in society and in decision-making processes. In the long run, the project seeks to facilitate better understanding of the importance of personal and global values for youth and communities, involve young people in the process of designing inclusive policies as co-creators and change makers, and create new value of sustainability for communities through a common focus on inclusion.

"<< Objectives >>The project aims at offering a the specific training through artistic methodologies and exchange of virtuous welcoming practices among a mixed group of young professionals and young people with migration background from 4 Southern European countries (Greece, Portugal, Spain, Italy) aimed at the acquisition of basic skills in the migrant reception sector and activation of integration/inclusion processes between native youth and youth with migratory background.<< Implementation >>Management and reporting; Training course “Languages of Welcome: arts and creative tools for migrant inclusion” in two phases: Preparatory meeting and Intensive 7-day training course in Lecce, hosted by Fondazione Emmanuel, involving transnational mobility of 21 participants;n. 7 Local events;n. 1 Transnational event and presentation of the guide “Languages of welcome: traces of interculturality: hosted by SAMU,Seville; Communication and dissemination<< Results >>Library of practical and replicable resources for participants: it is a collection of all the experiences carried out at the 7 local events (World Cafè).Methodological Guide ""Languages of Welcome: traces of interculturality"": it is an Operational Manual with tools and participatory dynamics to be used for the activation of intercultural community processes; Intercultural Diary: it is the collection of partnership' ""intercultural diaries."""

<< Background >>The respect of the human rights is one of the most important European values. A specific category of rights which are of particular importance for the European Union are the rights of the children as they stem from the UN Convention on the Rights of the Child. The awareness of the children, especially the more vulnerable ones, of their rights is a necessary precondition for their civic engagement and democratic participation. However, the current state of awareness of the Convention on the Rights of the Child is very small. Especially important in in order to improve this situation is the role of the teachers who, however, do not have in their disposition appropriate material that would allow them to open the discussion on the rights of the children in an effective and fun way.<< Objectives >>The objectives of the project are the following:- Increase of the children's awareness of their rights- Increase of civic engagement and democratic patricipation of the children as a resul of an improved knowledge of their rights- Increase of the capacity of teachers to organise workshops and discussions in the school in relation with the rights of the children- Increase of the use of gamification as a method in order to approach the issue of the rights of the children<< Implementation >>- Development, with the active participation of the children, of an online game in relation with the rights of the children. The game will be developed by professional game developers, tested and made available for free in various languages. - To spread the use of the game in the educational system, a handbook with easy, interactive instructions for teachers and educators will be prepared to accompany the game. - Educators will have access to training programmes done through webinar that will be organised in the partnership countries as well as in English for a wider target audience. - These educators are expected to implement the approach with the children that they are teaching and provide feedback on the impact that the approach had to the children. On the basis of this feedback, an Impact Assessment Report is going to be developed which will set the basis for further mainstreaming, upscaling and sustainability.- Finally, a social media awareness campaign targeted to children in the age group 9-15 and the general public will be prepared and executed that will peak on the Universal Children’s Day (November 20). The campaign will be centered around children’s rights in their everyday life with a specific focus on child participation. The campaign will be national, using mainly social media as the tool.<< Results >>The main outcome of the project is that an electronic game communicating messages related to children’s rights will have been developed and distributed throughout Europe. This in combination with the educational handbook will enable children to get to know about their rights and give teachers and educators the ability to access material that can be used in connection with other classes or in connection to themes about rights. Through the implementation of the game in the school environment, it is expected that as a result of the project activities, there is going to be a significant increase of the awareness of the rights of children. It is expected that at least 1.000 teachers and 5.000 students are going to benefit from the game in the duration of the project.The general awareness campaign that will take place simultaneously in the participation member states countries will increase the awareness on children’s rights among the general public including children and young people and put on the agenda of these member states the active participation of children in the decision making process.