Pupils who are best prepared for the future are change agents.Nevertheless, the effectiveness of national, regional and local measures and actions to promote empathy skills development in Europe is hindered by the lack of entrepreneurship education strategies and guidelines. They can have a positive impact on their surroundings, influence the future, understand others' intentions, actions and feelings, and anticipate the short and long-term consequences of what they do. The concept of competency implies more than just the acquisition of knowledge and skills; it involves the mobilisation of knowledge, skills, attitudes and values to meet complex demands. Future-ready students will need both broad and specialised knowledge. Pupils will need to apply their knowledge in unknown and evolving circumstances. For this, they will need a broad range of skills, including social and emotional skills (e.g. empathy, self-efficacy and collaboration). E4CM’s methodology is an evolution of the Danish BA Teacher Education program, from which it evolved incorporating different methods, including group work, discussions and lectures, and will be conducted in a spirit of intellectual freedom, equality and democracy with the skills to plan both the academic as well as the educational (learning environment) aspects of the teaching. E4C aims at giving all pupils the best possibilities for an all-round development and learning, her methods builds on the principle of differentiated teaching. The teaching is organized in such a way that it both strengthens and develops the individual pupil's interests, qualifications and needs and so that it contains common experiences and situations providing them with experience which prepare them for cooperation in the performance of tasks. All this will develop the pupil's awareness and imagination and a confidence in their own possibilities and backgrounds such that they are able to commit themselves and are willing to take action. All this lays the foundation for developing empathy skills and understanding of others. The evaluation phase will be a combination of the pilot schools' experiences, including the experiences of pupils, teachers and parents. Project’s structure foresees a 5 days transnational training, a national training to disseminate the acquired skills and a 19 months piloting in primary schools. The intellectual outputs of the project will be a multilingual Empathy toolkit and guidelines for teachers and stakeholders (incl. Policy makers) in order to include Empathy in the european education curriculum. The main target groups are the teachers/parents and pupils. The goal is to involve in the project, 10 schools in each country in order to build a research community. Each school will involve 4 school classes with an average of 25 pupils (= 40x4x25 = 4000). This means that at national level the national trainings will train at least 40 teachers will be supported to build a research community in the classroom. Considering that also parents will be involved (4000x2), the participants will be more than 12.000 individualsE4C will have a direct impact on the evolution of european education curriculum including Empathy in the primary school curricula.

1) Project Background Education 2030 is UNESCO’s new challenge, which is to engage in dialogue on the new visions of future learning in the 21st century. The aim is to provide inclusive education of an equally high standard for all. At a time of immigration Europe is undergoing cultural changes. It is therefore important to strive for or rather promote cultural differences, active cooperation, the pursuit of common goals, the individual’s inner stability and the growth of humanity by means of dialogue in a safe environment.2) Project Goals a) Methodology development b) Development of a training module for the training “Philosopher in Residence” (PiR) c) Implementation and evaluation of the training based on pilot testing in primary school classes d) Provision of support for teachers in developing a research community in the class 3) Number and Profile of Participants a) 30 graduates of philosophy, primary school pedagogy who will be employed as PiR in the classroom b) 30 teachers who are interested in discussing philosophical topics with the children in class, once the research community has been established by the PiRc) 3000 school children who, with the help of PiR, have the opportunity to verbalize their own thoughts and opinions, argue opinions, correct themselves/ their own opinions, and appreciate different perspectives in the role of natural philosophers d) The stakeholders in Austria, Germany and Italy consider the employment of PiR as an opportunity in a multicultural society to enable democratic coexistence and as a consequence to avoid discrimination and counteract radicalization through dialogue as a prerequisite e) The University of Regensburg/Pedagogy- Primary School Pedagogy and the INFOMEDIA Vocational Training Agency in Ferrara see the possibility to show their students new areas of application and to offer them further training and education in this field.4) Description of Activities Project output (IO): IO1) Methodology and training modules for “Philosopher in Residence”Activities (A): A1) Development of methodology and training modules A2) Carry out training (IST) A3) Pilot testing in primary school (a 10 week pilot phase of 1 hour per week is planned, with approx. 100 pupils per school) A4) Evaluation Learning/Teaching and Training Activity (LTT) LTT1) Dr. Thomas Jackson, University of Hawai’i Uehiro will conduct a 5 day workshop with the project partners in Vienna.5) Procedure for Implementation of the ProjectThe 6 project partners will develop methods and training modules together based on international research and LTT1. The University and INFOMEDIA will contribute their expertise for further training.The schools will act as “critical friends”.Training will be carried out after the development of training modules.After training the methods will be applied at pilot schools in a 10 week project.There will be an evaluation (survey) by the participating teachers and pupils directly following the project.6) Desired Results and Effects. The main aim of the project is the development of modules to train PiR. On the one hand, with the help of mobile PiR, primary school children should be given the opportunity, within the framework of the project, to discuss philosophical topics in a research community, to learn the art of philosophical enquiry, to articulate ideas, express opinions and debate. As a further target group the teachers should get to know the possibilities and use of PiR. PiR helps to form a research community in which everyone feels safe to express their opinions and develops with the teacher ways to apply the method to specific topics in the curriculum / syllabus / lesson plan. In the long term it is expected that PiR can be employed throughout Vienna and the district of Regensburg and by INFOMEDIA. This in turn requires continuous training.7) Expected Long Term Benefit. The benefit of the project should target these requirements. That is to encourage children as early as possible to examine their own (cultural) identity and way of thinking and at the same time summon up respect and understanding for others. Seen in the long term, pupils should be encouraged to think for themselves, assess situations objectively, make decisions, be fair, preserve peace and humanity in our society, develop a love of nature and participate actively in the further development of a common Europe through the process of constructive discussion.