In this phase we organize all (social) scientific courses that can be involved. Not all need to be. It also may depend on the subject, e.g. Physics and Chemistry will be more readily involved in a subject of the green economy-just transition fracture than in one of the other social fractures. But since the citizenship attitude of all teachers is a relevant factor, the more courses are involved the better. Mathematics (always good for statistics), History, Geography, pretty much all students have – although in some systems professional kids get these in a more integrated course. In some strands there also are economic, culture and behavioural science courses which all can help investigate the different dimensions of the subject. Each during a two to three weeks turn on average.
Also the language courses can take their place here, but experience shows that in general they are far more useful in the doing part (speeches, interviews, essays to improve on empathy, etc.) which we will describe shortly.
Although involvement needs to keep going – more a doing part thing – the general task of this phase is to induce students with the necessary “distance”. Distance to find the needed wisdom and temperance to guide emotions, which is what widening and deepening the understanding of the world can accomplish through the effort of scientific study and critical thinking. Thanks to WELT this old enlightenment or simply humanistic ideal is reactivated in the curriculum during this phase of trying to step by step understand the global society in which we all live.