Areas of application M-8 Evolutionary Pedagogy, Klosterneuburg
Evolutionary Pedagogy effectively helps to identify and solve learning difficulties and behavioural blockades.
Evolutionary Pedagogy, learning counselling, learning support, reading difficulties, spelling difficulties, dyscalculia, dyslexia, shyness/social withdrawal, aggressiveness/hyperactivity, concentration problems, unfocused, dreamy, bedwetting, school readiness, exam anxiety, ADS/ADHS, conflict resolution, stress, stress on homework.
page-template,page-template-full_width,page-template-full_width-php,page,page-id-476,page-child,parent-pageid-967,bridge-core-1.0.6,,qode-title-hidden,qode_grid_1400,footer_responsive_adv,qode-child-theme-ver-1.0.0,qode-theme-ver-18.2,qode-theme-bridge,qode_header_in_grid,wpb-js-composer js-comp-ver-6.10.0,vc_responsive

areas & goals


Learning and behavioural blockades

Recognising and solving learning and behavioural blockades is the task of Evolutionary Pedagogy. The areas of application of Evolutionary Pedagogy are manifold. Because learning is a lifelong process and always builds on the experience made.


Identify cause and find solution

Suppose a child has had a bad experience with mathematics. It was always difficult for him or her and especially text problems caused him or her stress. Then, as an adult, he or she will be more hesitant about this subject and have less confidence in it, even though he or she could do more. But it is not called up at all. Or there was an unpleasant experience when speaking in front of a group during school. Nowadays, however, free speech is demanded everywhere.


Untie old knots

The aim of this work is to avoid learning difficulties, or to recognise and solve existing learning and behavioural blockades in order to achieve a stress-free approach to all the challenges of daily life and to acquire a secure competence to act. Therefore, the areas of application of Evolutionary Pedagogy are very complex.


Nothing works when blocked

We know that our brain partially shuts down in situations that we experience as stressful. Even with great effort, we cannot access our full potential. We are blocked.


Therefore, the focus is on the question from which stage of brain development and thus with which perception and which available abilities the person comes to the behaviour in the respective situation. This learning and behavioural blockade is then solved with targeted exercises.


Excerpts of the areas of application of this method for children, adolescents and adults are:


Concentration problems

Reading weakness, spelling weakness, arithmetic difficulties

Learning blockades

Stress doing homework

Black-out during exams or in stress situations

Aggressiveness / nervousness

ADHS / ADS support

School readiness

Shyness/social withdrawal

Bed wetting / nail biting

Dyslexia / Dyscalculia

Perceptual deficits

Low self-esteem / lack of self-confidence

Delayed speech development

Professional Stress / Burn-out

Fears such as exam anxiety, fear of failure, fear of speaking to a group...

Aim of the

Recognising and dissolving one's own blockades

Strengthening self-esteem

Further development of own abilities

Development of school readiness

ADHS / ADS support

Increasing the ability to concentrate

Support in resolving fears

Increase in performance

One's own

illu theownsuccess
Your own natural feedback system works again

You see for yourself what you master, what you can do.

Development of personal competence

Better handling of the urge to move and aggression