Hubertie Kroon

As an educator and peace mediator, I am interested in how we relate to ourselves and others and how we can create momentum for positive change. While working in the field of conflict resolution and social transformation worldwide, I developed a tool that supports educators in facilitating both affective and cognitive learning. Inspired by the IDGs, this tool encourages reflection, embodied awareness and meaningful dialogue on issues that may surface tensions or highlight differences within the group. I believe real learning begins within, when we engage with discomfort and connect across differences.

We do not live in isolation — our lives are intertwined with one another and the ecosystems we inhabit. By cultivating attentiveness and presence, we can move beyond intellectual understanding of the world toward a fuller experience of being in it. This sense of interconnectedness is at the heart of my work as a teacher educator. I aim to inspire teachers and students to notice this connection and let it shape how they learn and teach.

As an educational researcher and philosopher, I’m fascinated by learning objectives that are difficult (but not impossible) to teach. Can education make you more resilient? How to teach empathy? How do you learn to deal with uncertainty? This latter question, I investigated in my PhD thesis ‘Educating Uncertainty.’ The tool I contributed to the Toolbox is meant for students who want to stretch their attitude towards uncertainty.