Theory of Mind at Work

Reading Minds ◽  
2020 ◽  
pp. 139-151
Author(s):  
Henry M. Wellman
Keyword(s):  
Theory Of Mind ◽  
Teaching And Learning ◽  
Gift Giving ◽  
Screen Media ◽  
The World ◽  
Basic Beliefs ◽  
The Way

This chapter looks at theory of mind at work. Theory of mind is at work in ways big and small, in ways hidden and obvious. It is a foundation for people’s human way of looking at the world, so whether false or true, whether directed at themselves or at others, it colors their thinking, their institutions, and their basic beliefs. Societally, it shapes legal and moral codes, written and pictorial conventions, and screen media. Individually, it shapes people’s feelings, their gift giving, their teaching and learning, or their failures to learn. It is at work in adults and in children and in the way people can bring together their adult and childhood selves. Ultimately, it is a foundational piece of who we were, who we are, who we will become, and how those knit together.

Making It for the Screen

2015 ◽  
pp. 249-264
Author(s):  
Paul Chilsen
Keyword(s):  
Digital Media ◽  
Media Literacy ◽  
Teaching And Learning ◽  
Authentic Learning ◽  
The Internet ◽  
Creation Process ◽  
Screen Media ◽  
The World ◽  
The Creation ◽  
Digital Media Literacy

We are immersed in a culture of spoken media, written media, and now irrevocably, digital screen media. Just as writing and speaking skills are keys to functioning in society, we must consider that the world increasingly demands proficiency in “mediating” as well. Doing anything less leaves this powerful medium in the hands of a relative few. By offering instruction in what digital screen media is, how it is effectively created, how the Internet continues to alter communication, and how this all informs everyday teaching and learning, digital media literacy can become more broadly understood and accessible. This chapter follows a program developed by the Rosebud Institute and looks at how—using simple, accessible technology—people can become more digital media literate by creating screen products themselves. The creation process also enables deeper, more authentic learning, allowing us all to communicate more effectively, to self-assess more reflectively, and to thrive in a screen-based world.

scholarly journals The joy of teaching and learning in academia – teachers’ perspectives from three countries

2021 ◽  
Vol 343 ◽  
pp. 11007
Author(s):  
Alina Georgeta Mag ◽  
Sandra Sinfield ◽  
Tom Burns ◽  
Sandra Abegglen
Keyword(s):  
United Kingdom ◽  
Focus Groups ◽  
Teaching And Learning ◽  
University Teachers ◽  
University Of Calgary ◽  
The World ◽  
Free Writing ◽  
Reflective Questions ◽  
Teachers Perspectives ◽  
The Way

All over the world, the educational landscape has changed dramatically over the last year, impacting the way we teach and learn. It is time for reflecting and searching for new ways to support each other, during these pandemic times and beyond; time to co-construct creative partnerships and to innovate new ways to co-create. Change is an inevitable part of teaching and learning but the adaptations currently required are of unprecedented scale. How can we teach and learn with joy in today’s academia? How can we support each other, as teachers, in more creative ways? These two reflective questions were at the base of the study, which was conducted by university teachers from three countries: “Lucian Blaga” University of Sibiu, Romania; London Metropolitan University, United Kingdom; and University of Calgary, Canada. The methods used included interviews, focus groups and free writing with colleagues in each university. Findings revealed the challenges faced by each participant due to the emotional pressure caused in these supercomplex times, and the struggle to bring joy of teaching and learning in creative ways. This small ethnographic project reveals a need to shift our thinking about emotions and how we may facilitate the greatest success of all our students, by continually inventing new solutions and teaching with enthusiasm.

Making It for the Screen

2018 ◽  
pp. 602-618
Author(s):  
Paul Chilsen
Keyword(s):  
Digital Media ◽  
Media Literacy ◽  
Teaching And Learning ◽  
Authentic Learning ◽  
The Internet ◽  
Creation Process ◽  
Screen Media ◽  
The World ◽  
The Creation ◽  
Digital Media Literacy

We are immersed in a culture of spoken media, written media, and now irrevocably, digital screen media. Just as writing and speaking skills are keys to functioning in society, we must consider that the world increasingly demands proficiency in “mediating” as well. Doing anything less leaves this powerful medium in the hands of a relative few. By offering instruction in what digital screen media is, how it is effectively created, how the Internet continues to alter communication, and how this all informs everyday teaching and learning, digital media literacy can become more broadly understood and accessible. This chapter follows a program developed by the Rosebud Institute and looks at how—using simple, accessible technology—people can become more digital media literate by creating screen products themselves. The creation process also enables deeper, more authentic learning, allowing us all to communicate more effectively, to self-assess more reflectively, and to thrive in a screen-based world.

GOOD DEATHS IN WENDELL BERRY’S SHORT STORIES

2021 ◽  
Author(s):  
Gerald Ens
Keyword(s):  
Short Stories ◽  
Gift Giving ◽  
The World ◽  
The Gift ◽  
Do So ◽  
The Way

Abstract This article looks at how Wendell Berry’s short stories depicting good deaths offer a crucial exploration of the incarnate bonds of human affection. They do so, I argue, by pointing us to the vulnerable ordinariness of embodied love. I first describe these good deaths as ‘ordinary’ because of the way that they refuse a heroic mode of standing above the world and instead accept and live into the vulnerable connections that mark our materiality. I show also how this acceptance, and not any attempt to transcend the ordinary, is what opens these deaths up to the sacred, which I argue is a mark of belonging in love to the world and the love that moves the world. In the second section, I outline the relational role death plays in inaugurating and sustaining the gift-giving relational bonds that make up the life of affection in a place, such that there is a sense in which it is death that opens us up to love, even as death always marks an absence.

scholarly journals Earth system sciences and permaculture: contributions to environmental

2018 ◽  
Vol 14 (4) ◽  
pp. 363-368
Author(s):  
Eliza C. Wenceslau ◽  
Joseli M. Piranha
Keyword(s):  
Environmental Education ◽  
Paradigm Shift ◽  
Teaching And Learning ◽  
Environmental Crisis ◽  
Educational Policies ◽  
Earth System ◽  
The World ◽  
Complex Relationships ◽  
Systemic Understanding ◽  
The Way

In view of the environmental crisis that plagues the world today, resulting from the dissociation of man and environment and the low effectiveness of educational policies, especially regarding Environmental Education, the need for a paradigm shift is evident, transforming the way of teaching and thinking about Environmental Education. In that respect, it is believed that the concepts advocated by Earth System Sciences, applied to Permaculture, can contribute to the development of a more humanistic and respectful culture, besides providing man with a new outlook on the environment. Thus, the present work exposes the foundations of these two theoretical references (Earth System Sciences and Permaculture), aiming to contribute to the reform in thought, and allowing the teaching and learning process in Environmental Education to be more effective and consistent. While Earth System Sciences allow the systemic understanding of the planet as well as the complex relationships between its various constituents, Permaculture seeks a harmonious coexistence of man and the environment. They value, in an analogous way, the interrelations between the constituents of the system, revealing alternatives that enable changes in the way the natural environment is occupied, making it more sustainable and raising consciousness.

scholarly journals The Magic and Mysteries of Teaching ESL

2021 ◽  
Vol 2 (3) ◽  
pp. 122-128
Author(s):  
Dan Manolescu
Keyword(s):  
Teaching And Learning ◽  
Review Article ◽  
Present Review ◽  
Global Communication ◽  
Basic Principles ◽  
New Concepts ◽  
The World ◽  
The Way

The present review article aims to emphasize the importance of ESL as a relevant tool, not only in education, but in global communication as well. While different approaches to the teaching of ESL and its methodological implications still pose challenges to teachers and learners all over the world, educators should be made aware of the colossal power of this new tool that plays such an important role in teaching and learning about other cultures, in exchanging ideas and new concepts, and eventually in making the world a better place to live, learn, and grow. Four basic principles are introduced and discussed in detail, with a focus on the idea that lessons should be interesting, informative, communicative, and motivating. ESL, with its magic and mysteries, may very well be a formidable tool in learning not only about language, but also about the way we communicate with each other.   

Making It for the Screen

2017 ◽  
pp. 1251-1267
Author(s):  
Paul Chilsen
Keyword(s):  
Digital Media ◽  
Media Literacy ◽  
Teaching And Learning ◽  
Authentic Learning ◽  
The Internet ◽  
Creation Process ◽  
Screen Media ◽  
The World ◽  
The Creation ◽  
Digital Media Literacy

We are immersed in a culture of spoken media, written media, and now irrevocably, digital screen media. Just as writing and speaking skills are keys to functioning in society, we must consider that the world increasingly demands proficiency in “mediating” as well. Doing anything less leaves this powerful medium in the hands of a relative few. By offering instruction in what digital screen media is, how it is effectively created, how the Internet continues to alter communication, and how this all informs everyday teaching and learning, digital media literacy can become more broadly understood and accessible. This chapter follows a program developed by the Rosebud Institute and looks at how—using simple, accessible technology—people can become more digital media literate by creating screen products themselves. The creation process also enables deeper, more authentic learning, allowing us all to communicate more effectively, to self-assess more reflectively, and to thrive in a screen-based world.

What They're Reading

1996 ◽  
Vol 1 (5) ◽  
pp. 29-30
Author(s):  
Eric Mendelson ◽  
Kristy K. Johnson
Keyword(s):  
Higher Education ◽  
Teaching And Learning ◽  
Doctoral Student ◽  
Gender Issues ◽  
The World ◽  
New Ideas ◽  
The Way

New ideas about gender and how it affects the way we operate in the world and construct knowledge have the potential to influence all aspects of higher education—from teaching and learning and counseling to how work is structured. We asked a staff psychologist on campus and a doctoral student what they've been reading lately on gender issues and what they might recommend to colleagues.

Becoming Politicized

2017 ◽  
Vol 225 (4) ◽  
pp. 324-335 ◽  
Author(s):  
Dimitrios Barkas ◽  
Xenia Chryssochoou
Keyword(s):  
Collective Identity ◽  
Political Socialization ◽  
Greek Society ◽  
Economic Vulnerability ◽  
The World ◽  
The Future ◽  
Identity Model ◽  
Beliefs About The Future ◽  
Of Greece ◽  
The Way

Abstract. This research took place just after the end of the protests following the killing of a 16-year-old boy by a policeman in Greece in December 2008. Participants (N = 224) were 16-year-olds in different schools in Attiki. Informed by the Politicized Collective Identity Model ( Simon & Klandermans, 2001 ), a questionnaire measuring grievances, adversarial attributions, emotions, vulnerability, identifications with students and activists, and questions about justice and Greek society in the future, as well as about youngsters’ participation in different actions, was completed. Four profiles of the participants emerged from a cluster analysis using representations of the conflict, emotions, and identifications with activists and students. These profiles differed on beliefs about the future of Greece, participants’ economic vulnerability, and forms of participation. Importantly, the clusters corresponded to students from schools of different socioeconomic areas. The results indicate that the way young people interpret the events and the context, their levels of identification, and the way they represent society are important factors of their political socialization that impacts on their forms of participation. Political socialization seems to be related to youngsters’ position in society which probably constitutes an important anchoring point of their interpretation of the world.

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