Black hole adventure – The emotional intelligence board game

•April 13, 2013 • Leave a Comment

Black hole adventure– The emotional intelligence board game

We live in an age where computer games monopolize our children’s time and attention, and family communication is being pushed into ever smaller corners. This is a game that allows all the family to participate, on equal terms and in which communication skills are developed from the most elemental to the most advanced.
The game arose from the request to explain to my ten-year-old brother the Theory of Relativity and ended up as a negotiating game which uses skills in emotional intelligence.

In this game, the negotiation is always a success and the player in trouble always ends up being saved by the other players. So the players are always motivated to come back to the negotiating table.
The principle that negotiation always yields benefits is applicable to so many aspects of our lives, from talking about household chores to international peace processes. The breakdown of negotiation can be the cause of domestic strife or an international holocaust.

Here, it would mean the end of the game, though in more than a thousand trial runs, every negotiation ended successfully, whether the players were five-year-olds or bank directors.

In fact both a five-year-old and a board of bank managers have had an active participation in the development of the game. I hope you have as much fun as they did.

To sum up, Black hole adventure is a communication activity for the home, for the language classroom, or as a passtime or party diversion.
To order the game, contact me at

The Two-to-One Idiomas concept

•April 13, 2013 • Leave a Comment

Introduction to the Two-to-one Teaching Methodology
The Two-to-One methodology is an effective teaching method that encourages students to see their environment as their teacher, so as to open them up to be receptive to multiple sources of information. Its cornerstones are goal-oriented, interactive, reciprocal and project-based learning.

Interactive Learning at Two-to-One Idiomas
Interactive learning is a continuous to and fro of ideas.
You, as a student, are actively participating in the learning process and are not allowed to passively take whatever comes. Your task is to actively seek out the knowledge you need.
Interactive learning gives you practice in listening to others and expressing yourself to your peers. It encourages inquiry as part of the process of learning and creating. You ask questions, search for answers, and arrive at conclusions, leading to the construction of a new idea, a new interpretation, or a new product. It allows you to express your opinions and helps you to learn to work independently and take responsibility when you are asked to make choices.
The Two-to-One method encourages revision and reflection. You are asked to think about what and how you are learning.You learn to give and receive feedback in order to improve the quality of your communication.
Reciprocal Learning at Two-to-One Idiomas
Reciprocal learning is a learning process where you become more aware that you have as much to learn from the people who surround you and yourself as from your teachers. It consists of the conscious passing on of your knowledge and understanding to your class companions, and the conscious learning from their comments and suggestions, creating a multi-input environment.
Reciprocal teaching at Two-to-One Idiomas makes a space for non-egocentric thinking, role changing, consideration and appreciation.
Project-based Learning at Two-to-One Idiomas
Project-based learning at Two-to-One is organized around an open-ended question that acts as the driving force throughout the project. This focuses your efforts and deepens your understanding.
It requires critical thinking, problem solving, collaboration, and various forms of communication. To create high-quality work, you need to do much more than remember information. You need to read a variety of material and make written and oral presentations in differing modes of communication. You need to use inquiry as part of the process of learning and creating. You ask questions, search for answers, and arrive at conclusions.
This creates a need to learn essential content and skills. This reverses the order in which information and concepts are traditionally presented. Typically, a project begins by presenting you with knowledge and concepts and then it gives you the opportunity to apply them. Project-based learning at Two-to-One begins with a vision of an end product such as a presentation. This creates a context and reason to learn and understand the information and concepts.
At Two-to-One Idiomas we want you to acquire the skills, competencies and habits of mind that you will need for success in the workplace, as well as the fluency you need in the language of your choice.

The three greatest discoveries of the century

•April 6, 2013 • Leave a Comment

Recently, I’ve been pondering over the greatest discoveries of the century, and I’ve been reading responses like “the digital computer” or “the Internet”.

My own opinion is that it is far more significant that we have found answers to questions about the universe, time and space that could change much more profoundly the way we live in the future.

Two great scientists, Young and Wheeler, provided us with the answers to these questions:

1) Does the Universe exit when we’re not loooking?

Young demonstrated that the physical universe only comes into existence as a result of observation.

2) Is it possible to change the past?

Wheeler demonstrated that it is possible to change the past: aparently, most of the history of the universe only exists as a cloud of  possibilities and probabilities and our observations in the present not only create reality in the present, but also determine past events, even events billions of years ago.

Incorporate these two proven facts into your life, and you will realize you are a lot more powerful than you thought. And this is a power that doesn’t disappear when you don’t have access to your laptop, or when your mobile phone needs recharging!

The third most important discovery of the century has to be teleporting. It’s still too early to talk about the transfer of material from one place to another, but transfering information from one place to another much faster than the speed of light is going to transform communications in the future.

“Fuck them!”

•July 13, 2012 • Leave a Comment

This is how the deputy of the PP centre-right wing party reacted when Rajoy announced the cuts in unemployment benefits after the sixth month of unemployment. While in Italy members of Parliament have been reported to have wept on announcing unemployment benefit cuts, Andrea Fabra is reported to have shouted “Que se jodan” (“Fuck them!”) while applauding effusively. The Socialist Party demanded her resignation (Thursday 12/7/2012) for “not being worthy to represent the citizens,” in a note on Twitter.

This is not the kind of attitude I want in my political representatives, do you?

More details of my Two-to One system for learning languages

•April 28, 2012 • Leave a Comment

A very simple concept: Two heads are better than one.


By giving every student access to two teachers instead of one, the learning experience of the student is greatly enhanced without increasing the costs (because the two teachers do not need to be there at the same time).

Two excellent teachers who both have the student’s interest at heart, and who are coordinating with each other so as to complement each other is a step forward in excellence and quality of educational practice. I hope many institutions, organisations and private teachers copy this idea, because I really think  it will benefit all of society if they do.

It is not a panacea, and for some people, it may not be their cup of tea, and that’s all right. There is a wide range of alternatives to suit everyone. But I hope and believe that this will be a route that is more efficient than most existing systems, and that it will take students to their goals a little bit faster, and more enjoyably.

Please check out the Two-to-One website. We may have something of interest for you.

A Theory of Space, Time and Consciousness

•March 24, 2012 • Leave a Comment


1) The double-slit quantum erasure experiment demonstrates non-locality of entangled particles.

2) The laws of physics are symmetrical in time, the only distinguishing feature being increase in complexity or randomness towards the future (maximum entropy) and the reduction to simplicity in the past (minimum entropy).

3) Multi-Universe theories offer the best explanation to-date for the apparently random values of fundamental physical constants of the universe we know.

I see space-time as a theoretical construct that helps us make sense of our perceptions, but particle entanglement demonstrates that all of space is intimately connected. I suggest that all of time may also be intimately connected, and that just as space is divergent in at least three dimensions and in a process of continuous creation,time may also be divergent in multiple dimensions and also in a state of continuous creation.

We thus live in a cause-and-effect chain multi-universe where every event on the subatomic scale is linked to a variety of consequences. It is only our choice of perception that takes us (our consciousness) along one path or another giving rise to the perception of flow of time.

Our consciousness is continuously trying to make sense of the perceptions it receives. Following a chain of events towards the origin will allow us to establish some rules of cause and effect, but following a chain outwards leads to more information than our minds can process. Just try to imagine every possible consequence of every possible action in the world that you are aware of, and you will see how quickly any concept of the future in a multi-universe becomes too much for our limited minds (or our greatest supercomputers, for that matter) to handle.

This way of looking at space and time does not change any of the established physical laws, but it gives us an intuitive feeling for why the laws become probabilistic at the subatomic level. And it may shed some light on the question of why we are generally not conscious of the future, beyond a fraction of a second, yet can access a great deal of experiences from our past that do not appear to be stored in any physical location in the brain.


Our unawareness of future may not be due to the fact that it does not exist, but rather that it is too complex for our minds to apprehend.

But I would like to be unorthodox and not finish with my conclusion, for if I take this reasoning one step further, maybe the choice of where to take our consciousness may be the original cause of the creation of each dimension of time, and since time and space are really one continuum, this may be the cause for the creation of space that we observe.

This is a post-conclusion observation, because it leads to a contradiction: if our consciousness is causing the expansion of the universe, how is it that the universe has been expanding for around 13.7 billion years if our consciousness has only been around for about 2 million years?

Unless it is true, after all, that our consciousness predates our physical bodies, either as multiple entities or as one entity. In that case just one perception — maybe the equivalent of the thought “I am”– may have been enough to spur the entire creation of all space, time, matter and energy. Just imagine!

Article first published at 15 March 2012

The Castellon English Conversation Club

•March 10, 2012 • Leave a Comment

A three year experiment in languange learning is coming to a close.

In 25 years of language teaching, I came to realise that the number one stumbling block for language learners is the lack of opportunity to practise what they have learned. This results in most students having a lack of confidence, and this lack of confidence stops them going out and doing useful things with the language.

I decided to find out what would happen if a group of learners had the chance to practise regularly in a relaxed setting, without any pressure or teacher control. Could this barrier be broken down and a new breed of confident English speakers result?

After three years of social evenings once a fortnight, the result was “yes and no”. Yes, I now have a group of people who are confident and can use their English without hesitation in all sorts of everyday situations. But the downside is that their “technical” level has not improved significantly, ie their range of vocabulary, their grammar, their intonation… is not what it would be after a prolonged stay in an English-speaking country. Maybe I acheived my primary objective, but I am not satisfied, and many members of the group too are realising that something more is needed. But I could not find other altruistic native speakers willing to take part in the project.

Several of them did the right thing and travelled to English speaking countries. But those that did not have the experience of a multi-native-speaker input, are still far removed from achieving their potential.

This experiece has led me to the creation of my 2-to-1 system: a more immersive kind of private tuition for a more intensive, and effective learning experience. More details to come.

Click here to go to the website of my renewed Castellon English Conversation Club.