Using the Socratic Method to Change Your LENS

2022 ◽  
pp. 26-48
Author(s):  
Tracy Rundstrom Williams ◽  
Mikaela G. Zimmerman
Keyword(s):  
Socratic Method ◽  
Teachers And Students ◽  
Practical Information ◽  
Ways Of Thinking ◽  
Theoretical Foundations

Helping students understand, empathize, and collaborate across differences is an essential part of education. Understanding new perspectives enriches people socially, by providing ways to connect with others; cognitively, by offering new ways of thinking; and emotionally, by building empathy. As communities become more diverse and needs for inclusion are at the forefront, understanding others' views and experiences is an increasingly valuable skillset. However, without exploring one's own thinking patterns, individuals may reflexively judge different ways of thinking. Therefore, teachers and students both need guidance to challenge unconscious assumptions and biases. This chapter will present a Socratic tool, Change Your LENS, to guide the process of examining assumptions, identifying influences on one's thinking, and actively exploring new perspectives. Both theoretical foundations and practical information for implementation will be discussed with a focus on how to use the tool to understand differences and challenge long-held assumptions.

scholarly journals The Powers of Australian Retail Workers as a Section of the Global Working Class

2020 ◽  
Vol 11 (2) ◽  
Author(s):  
Pooya Karambakhsh
Keyword(s):  
Working Class ◽  
Agenda Setting ◽  
Three Dimensional ◽  
Systemic Effects ◽  
Power Resources ◽  
Institutional Frameworks ◽  
Ways Of Thinking ◽  
Retail Workers ◽  
Theoretical Foundations

The wide application of the power resources approach has shown its strong capabilities in enabling strategic labour research that can also benefit activists. Nevertheless, the approach has been criticised for ignoring how power is used. This article argues that Steven Lukes’s radical view on power can address this issue. His three-dimensional view considers power in direct conflicts, agenda setting, and the situations in which an actor’s preferences are shaped by another. A key strength of this view is that it can be used to unravel systemic effects and underlying sources of conflicts. In this article, the Lukesian framework is applied to the condition of Australian retail workers as an example of the precariat. It is argued that retail workers have underestimated powers in direct confrontations with employers, and that the legal and institutional frameworks provide them with some support. The analysis indicates that capital’s efforts to form preferences, theoretical foundations and ways of thinking have contributed to substantially pre-empting retail workers’ agency. However, it also shows that there is nothing inevitable about this situation.

Evidence From the Phylogenetic Domain and the Use of L1 in English Language Teaching

2020 ◽  
Vol 12 (2) ◽  
pp. 213
Author(s):  
Hywel Evans ◽  
Vahid Rafieyan ◽  
Natsue Hasebe
Keyword(s):  
Language Learning ◽  
English Language ◽  
Language Teaching ◽  
English Language Teaching ◽  
Learning Approaches ◽  
Shared Set ◽  
Teachers And Students ◽  
L1 Use ◽  
L2 Vocabulary ◽  
Theoretical Foundations

The theoretical foundations supporting adherence to naturalistic language learning approaches appear to have entirely collapsed, just as non-naturalistic approaches to language teaching such as translation and translanguaging have become increasingly respectable in English language teaching. In line with this, language and language learning are increasingly being understood as sociocultural phenomena, inevitably situated in local contexts, rather than in terms of manipulation of an abstract, universally-shared set of syntactic rules. This prompts a reevaluation of both traditional methods and innovation in specific sociocultural settings. We offer a review of some important developments in our understanding of language acquisition, with particular focus on evidence from the phylogenetic domain, often overlooked by language professionals, and suggest directions for fruitful investigation. In this regard, we recommend attention first to methods that have stood the test of time in the sociocultural milieu, that are acknowledged as having value by both local teachers and students. As a notable example of these, we focus on the pedagogical use of L2 vocabulary items embedded in L1 text. We find that the claim made by Japanese native local teachers, that such L1 use is helpful in vocabulary learning, receives significant support from our experimental results. 

Dialogical and Critical Nature of Philosophical Counselling

Human Affairs ◽  
2015 ◽  
Vol 25 (4) ◽  
Author(s):  
Blanka Šulavíková
Keyword(s):  
Critical Thinking ◽  
Socratic Method ◽  
Philosophical Reflection ◽  
Philosophical Thought ◽  
Philosophical Counselling ◽  
Dialogic Approach ◽  
German Philosopher ◽  
Ways Of Thinking ◽  
The Ideal ◽  
Platonic Tradition

AbstractThe article looks at critical thinking in philosophical counselling and the concepts upon which it is based. In conceptions that place critical thinking as the basis of philosophical counselling, an important role is played by the Socratic approach to philosophising. The Socratic method in thinking allocates a fundamental role to conversation, and thus to intersubjectivity, and is therefore an alternative to individual ways of thinking. Conversation as philosophical reflection corresponds to the Socratic intersubjective understanding of truth. The author adopts the view of German philosopher H. Schnädelbach who distinguishes between dialogic and doctrinal approaches. The dialogic approach is found in the Socratic-Platonic tradition, while the doctrinal approach is found in Aristotelean approaches. Doctrinal philosophising is premised in the ideal of intersubjectivity which can be achieved by anyone (subjective thought is internalised subjectivity). Philosophical thought as reflection is always implicitly dialogic at the very least. The article considers definitions of critical thinking and provides examples of critical thinking based philosophical counselling from the thinking of Tim LeBon and Elliot D. Cohen, which link both philosophical and psychological approaches. In conclusion it is critical of an excessive focus on rationality in counselling.

scholarly journals THE USE OF MENTAL MAPS IN FRENCH IN THE FORMATION OF PRAGMATIC COMPETENCE OF STUDENTS

2021 ◽  
Vol 10 (34) ◽  
Author(s):  
L.A METELKOVA ◽  
◽  
E.A OGANESYAN ◽  
Keyword(s):  
Foreign Language ◽  
Educational Process ◽  
French Language ◽  
Pragmatic Competence ◽  
Federal State ◽  
Mental Maps ◽  
New Methods ◽  
Teachers And Students ◽  
State Educational ◽  
Theoretical Foundations

The relevance of the article is due to the fact that at present the study of a foreign language in a modern university is considered as teaching communication activities, the development of students' ability to communicate in a foreign language on professional topics. The transition to new federal state educational standards entailed the need to introduce innovative technologies into the learning process, including new methods and techniques for interaction between teachers and students, ensuring the effective achievement of the results of educational activities. The purpose of the article is to analyze the theoretical foundations of the use of mental maps in the educational process and in the practical substantiation of the effectiveness of these developments in teaching French. The authors has analyzed a large volume of domestic and foreign literature on the research topic, proposed a method of working with mental maps in French lessons. The article is intended for teachers of the French language.

scholarly journals Socratic Method of Teaching in Medical Education

2021 ◽  
Vol 4 (1) ◽  
pp. 6
Author(s):  
Rehan Ahmed Khan
Keyword(s):  
Teaching Methods ◽  
Iterative Process ◽  
Zone Of Proximal Development ◽  
Western Philosophy ◽  
Socratic Method ◽  
Proximal Development ◽  
Small Group Teaching ◽  
Teachers And Students ◽  
Case Based Learning ◽  
Case Based

Socrates (469-399BC) is regarded as the founder of Western philosophy. His method of teaching was based on a shared discourse between teachers and students. He would ask thought-provoking questions from his students. This would result in motivating the students to think and generate debate. This was an iterative process and would continue till the answers to the questions were found or discussion was exhausted. This method is termed as the Socratic method of teaching (Birnbache, 1999). It also involves the zone of proximal development and scaffolding as advocated by Vygotsky. Many teaching methods, based on small group teaching such as problem-based learning, case-based learning, one minute preceptor rely on the philosophy ofSocratic method.The Socratic method relies on getting the answers from the students rather than telling them the answers directly. Socrates in his sessions would pick students randomly and ask them a question. The student would either answer the question if s/he knows it or would learn it from the discussion between her/his peers andthe teachers.

scholarly journals The War and Peace of Languages and Cultures. The Teacher and the Student. 21st century Russia.

2009 ◽  
Vol 5 (1-2 (6)) ◽  
pp. 202-207
Author(s):  
Svetlana Ter-Minasova
Keyword(s):  
21St Century ◽  
Generation Gap ◽  
War And Peace ◽  
The World ◽  
Teachers And Students ◽  
Ways Of Thinking

The article highlights the conflict between teachers and students as one of the most serious educational problems the world and particularly Russia currently faces. Despite the universality of the problem, Russia seems to be suffering from it more than any other country since the conflict is not confined to the generation gap only. Rather, it embodies the conflict between ideologies, cultures and ways of thinking since the Russian teacher and the Russian student have grown up in quite different environments with different values.

scholarly journals INSURANCE AS AN EFFECTIVE MECHANISM TO MINIMIZE RISKS AT THE ENTERPRISE

2019 ◽  
Vol 7 (5) ◽  
pp. 1021-1026
Author(s):  
Julia J. Golubyatnikova ◽  
Vasily G. Zakrzewski ◽  
Victor M. Zakharov ◽  
Marina V. Vladyka ◽  
Vladimir M. Gerashenko M. Gerashenko
Keyword(s):  
Risk Management ◽  
Economic Research ◽  
Risk Area ◽  
Effective Mechanism ◽  
Agricultural Producers ◽  
Property Insurance ◽  
Agricultural Enterprises ◽  
Teachers And Students ◽  
Study Process ◽  
Theoretical Foundations

Purpose: The article analyzes the state of domestic insurance in agricultural enterprises, which is a complex type of property insurance, subspecies of which are insurance of crops, animals, commodity aquaculture, real estate and income of agricultural producers. Methodology: Generally accepted methods and techniques of economic research were used in the study process: monographic (in the process of studying risk management theoretical foundations), statistical and economic (when studying trends of AIC enterprise development and functioning), design-constructive (when justifying and calculating indicators of enterprise functioning), abstract and logical (when generalizing conceptual and methodological approaches in identifying, analyzing and assessing risks), comparative analysis (synthesis of native and foreign risk management experience), various risk assessment methodologies. Result: The economic risk passport is understood as a set of information about the risk area, risk criteria, as well as for instructions on the application of the necessary methods to manage or minimize the risk. The article presented a liquidity loss risk passport with one of the measures to minimize it - self-insurance. Applications: This research can be used for universities, teachers, and students. Novelty/Originality: In this research, the model of Insurance as an Effective Mechanism to Minimize Risks at the Enterprise is presented in a comprehensive and complete manner.

The “Technological Good” in the Multiliteracies Processes of Teachers and Students

2012 ◽  
Vol 3 (3) ◽  
pp. 12-26 ◽  
Author(s):  
Antonella Nuzzaci
Keyword(s):  
20Th Century ◽  
Media Literacy ◽  
Teaching And Learning ◽  
Knowledge Society ◽  
Symbolic System ◽  
Digital Skills ◽  
Teachers And Students ◽  
Ways Of Thinking ◽  
The Relationship

This article focuses on the importance of media literacy and digital skills play in strengthening the cultural profiles of the population. In particular, it considers the “technological good” as an element that is part of a symbolic system of culture that can create new forms of “thin inequality.” In this sense, the contribution examines the relationship between new forms of literacy and media skills in an attempt to explore how technologies are transforming the traditional literacy of teachers and students, as well as of the rest of the population, and how this will lead to new ways of thinking, acting and being the teaching and learning. The heritage technological, individual, and social, reshapes the culture and its size, inducing the education, at all levels, to building curricular activities most appropriate to the needs of a knowledge society and the profile of the literate of the 20th century.

scholarly journals From teachers’ technological competence to teachers’ professionalism

2021 ◽  
Vol 7 (Extra-D) ◽  
pp. 659-668
Author(s):  
Olga Yurievna Afanasjeva ◽  
Marina Gennadievna Fedotova ◽  
Elena Yurievna Nikitina ◽  
Anastasiia Sergeevna Solonitsyna
Keyword(s):  
Foreign Language ◽  
Survey Data ◽  
Language Teachers ◽  
Foreign Language Teachers ◽  
Technological Competence ◽  
Teachers And Students ◽  
Theoretical Foundations ◽  
Three Components

The purpose of this study is to disclose the theoretical foundations of technological competence and its role in the development of foreign language teachers’ professionalism. The article examines the content and structure of the technological competence which consists of three components: resource, operational and personal. The analysis of both teachers’ and students’ survey data are discussed.

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