The Development of the Capacity for Concern

2016 ◽  
pp. 351-356
Author(s):  
Donald W. Winnicott
Keyword(s):  
Learning Cycle ◽  
Emotional Life

This paper given to the Topeka Psychoanalytic Society, Kansas, addresses the development of the child’s capacity for concern. For Winnicott, concern is the opposite of guilt. He elaborates this by describing how the infant fuses the affectionate mother who provides a benign environment with the object-mother who arouses cruder instincts. Learning to manage this and to have a mother who understands and bears it enables the child eventually to recognize a living separate mother who survives his needy attacks and loves him in return. This baby can then begin to take responsibility for himself and his needs (integration of emotional life) and to be concerned for his mother. This is a repeated learning cycle throughout childhood and into adulthood. The mother’s failure to survive may create a failure of concern.

The Great Weave of Emotional Life

PsycCRITIQUES ◽  
2008 ◽  
Vol 53 (32) ◽  
Author(s):  
Michael Hogan
Keyword(s):  
Emotional Life

Peningkatan kinerja guru dalam pembelajaran di kelas melalui supervisi edukatif Kolaboratif secara periodik MIS Lawe kongker Tahun pelajaran 2019/2020

2020 ◽  
Vol 1 (3) ◽  
pp. 316-324
Author(s):  
Syukrani Kadir
Keyword(s):  
Student Learning ◽  
Performance Improvement ◽  
Teacher Performance ◽  
Learning Cycle ◽  
Learning Achievement ◽  
Educational Supervision ◽  
Average Action ◽  
Learning Plans

periodically in preparing learning plans, implementing learning, assessing learning achievement, carrying out follow-up assessments of student learning achievement that can improve teacher performance. This performance improvement is through periodic collaborative educational supervision. Based on the results of educational supervision in cycle I and cycle II, teacher performance increased, namely in cycle I, teacher performance in preparing learning plans in cycle I reached 71.98%, while cycle II was 92.44%. Teacher performance in implementing learning cycle I reached 72.44% while cycle II reached 93.81%. Teacher performance in assessing learning achievement in cycle Im reached 81.30% while cycle II was 90.56%. Teacher performance in carrying out follow-up assessments of student learning achievement in the first cycle reached 59.76% while the second cycle was 83.00%. Thus, the average action cycle II was above 75.00%. Based on the results of this study, it can be concluded that the teacher's performance has increased in preparing learning plans, implementing learning, assessing learning achievement, carrying out follow-up assessments of student learning achievement.

Building Adaptable Teams for Co-configuration

2019 ◽  
Vol 2 (1) ◽  
Author(s):  
Rael Glen FUTERMAN
Keyword(s):  
Core Values ◽  
Learning Cycle ◽  
Work Practices ◽  
World Views ◽  
Hands On ◽  
Team Alignment ◽  
Foundational Work ◽  
Functional Teams

In innovative organisations we are seeing an increase in cross-functional teams being built around projects. The diverse perspectives of collaborators draw from personal world-views and organisational roles, which contributes to radical collaboration across traditional boundaries of work. This hands-on workshop aims at testing a rapid team alignment activity in which teams propose core values and align these to the innovation learning cycle, synthesising them into foundational work practices for each phase. These are then reframed as the teams' innovation narrative.

PENINGKATAN HASIL BELAJAR IPS KELAS VI DENGAN MODEL PEMBELAJARAN KOOPERATIF TIPE EXAMPLES NON EXAMPLES DI SDN 007 TERATAK AIR HITAM KECAMATAN SENTAJO RAYA

2018 ◽  
Vol 2 (3) ◽  
pp. 368
Author(s):  
Yanson Yanson
Keyword(s):  
Social Science ◽  
Learning Outcomes ◽  
Learning Cycle ◽  
Daily Test

Social science subjects are arranged in a systematic, comrehensive, and integrated in the learning processtowards succes in the life in the community. With the approach it is expected that learners will acquire a broaderunderstanding and dept in the field of science related. This reseach method in classroom action reseach usingtwo cycle the end of each cycle is given daily test given to students in as musc as 19 persons in the class VI SDN007 Teratak Air Hitam sub-district Sentajo Raya. The reseach result obtained the result of the study preliminarydata 65,3 increase by an average of learning outcomes of IPS to 75 in cycle I. I the second cycle obtained anaverage of 90 with the learning cycle I is 14,58% and from cycle I to cycle II amounted of 37,89%. Activities theteacher looks at the cycle I the first meeting of 66,67% with enough categories, while at the second meetingincreased so that the average obtained by 75%, with good categories. In cycle II it turns out that teacherlearning has increased sothat the obtained average 83,3% with good categories, while at the second meetingcycle II obtained average to 91,67 % with very good categories. Data activity studens looks at the cycle I the firsmeeting obatined an average of 61,11 with lee categories, at the second meeting obtained an average 72,22%with enough categories. In the second cycle obtained an average of the first meeting of 80,56% with goodcategory, while in the second meeting with average to 91,67% with the cagory very well. So it can be concludedthat the applicatin of cooperative medel type example non examplescan improve learning outcomes IPS.

Introduction: Emotion, History and the Arts

2018 ◽  
Vol 7 (2) ◽  
pp. 117-128 ◽  
Author(s):  
Erin Sullivan ◽  
Marie Louise Herzfeld-Schild
Keyword(s):  
Historical Change ◽  
Carson Mccullers ◽  
Emotional Life ◽  
Review Section ◽  
The Arts ◽  
Wide Range ◽  
War Correspondents ◽  
History Of ◽  
Johan Huizinga

This introduction surveys the rise of the history of emotions as a field and the role of the arts in such developments. Reflecting on the foundational role of the arts in the early emotion-oriented histories of Johan Huizinga and Jacob Burkhardt, as well as the concerns about methodological impressionism that have sometimes arisen in response to such studies, the introduction considers how intensive engagements with the arts can open up new insights into past emotions while still being historically and theoretically rigorous. Drawing on a wide range of emotionally charged art works from different times and places—including the novels of Carson McCullers and Harriet Beecher-Stowe, the private poetry of neo-Confucian Chinese civil servants, the photojournalism of twentieth-century war correspondents, and music from Igor Stravinsky to the Beatles—the introduction proposes five ways in which art in all its forms contributes to emotional life and consequently to emotional histories: first, by incubating deep emotional experiences that contribute to formations of identity; second, by acting as a place for the expression of private or deviant emotions; third, by functioning as a barometer of wider cultural and attitudinal change; fourth, by serving as an engine of momentous historical change; and fifth, by working as a tool for emotional connection across communities, both within specific time periods but also across them. The introduction finishes by outlining how the special issue's five articles and review section address each of these categories, while also illustrating new methodological possibilities for the field.

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