scholarly journals Heartmind Literacy: Compassionate Imagining & The Four Brahmavihāras

Paideusis ◽  
2020 ◽  
Vol 19 (1) ◽  
pp. 17-28
Author(s):  
Claudia Eppert
Keyword(s):  
Language Arts ◽  
Learning Outcomes ◽  
Social Engagement ◽  
Peace Education ◽  
English Language ◽  
Loving Kindness ◽  
Educational Engagement ◽  
The Mind ◽  
Insight Into ◽  
Shed Light

This paper addresses the primacy of reason over emotion in much of Western philosophy and education. It brings Theravadan Buddhist wisdom to bear upon Western philosophical and educational conceptions of emotion, empathy, and compassion. More specifically, it discusses the four Brahmavihāras, or Divine Abodes. These abodes are considered boundless states of heartmind awareness that dismantle the bifurcation of mind/emotion and embody ideals of social engagement and peace. If cultivated, or dwelled in, they can overturn negative and destructive impulses, freeing the mind from greed, hatred, and delusion. They include Mettā, or loving-kindness, Karunā, or compassion, Muditā or sympathetic joy, and Uppekā or equanimity. In some respects, these abodes reflect aspects of contemporary Western understandings of empathy and compassion. However, they also elaborate upon and differ significantly from these understandings. North American learning outcomes, particularly in such areas as English language arts and peace education, seek to support the cultivation of emotional literacy in students with the hopes that such cultivation will initiate and enhance responsive and responsible relations with self, other, and environment. Insight into these abodes can consequently shed light on possibilities for deepening ethical, emotional, and educational engagement in North America.

ReFocus: The Films of Michel Gondry

2020 ◽  
Keyword(s):  
Cultural Identity ◽  
English Language ◽  
Original Screenplay ◽  
Music Videos ◽  
Music Video ◽  
French And English ◽  
History Of ◽  
The Mind ◽  
Insight Into ◽  
Comprehensive Study

The acclaimed French auteur behind the mind-bending modern classic Eternal Sunshine of the Spotless Mind (2004), for which he won an Academy Award for Best Original Screenplay, Michel Gondry has directed innovative, ground-breaking films and documentaries, episodes of the acclaimed television show Kidding and some of the most influential music videos in the history of the medium. In this book, a range of international scholars offers a comprehensive study of this significant and influential figure, covering his French and English-language films and videos, and framing Gondry as a transnational and transcultural auteur whose work provides insight into both French/European and American cinematic and cultural identity. With detailed case studies of films such as Eternal Sunshine of the Spotless Mind (2004), Dave Chappelle’s Block Party (2005), The Science of Sleep (2006), Be Kind Rewind (2008), Mood Indigo (2013) and Microbe & Gasoline (2015), the book examines significant themes throughout Gondry’s filmography including surrealism, adaptation, memory, dreams, play and African-American identity. The book compares Gondry to other filmmakers including Wes Anderson and Jean Vigo, allowing for an understanding of how Gondry’s films might compare with both his global contemporaries and his predecessors in French and international cinema. Furthermore, the book demonstrates how Gondry’s work in narrative film, documentary and music video represents significant innovation in narrative, visual aesthetic, and genre.

Intentional Inclusion

2022 ◽  
pp. 1-22
Author(s):  
Jeanne Carey Ingle
Keyword(s):  
English Language Learners ◽  
Academic Success ◽  
Language Learners ◽  
English Language ◽  
Refugee Children ◽  
Refugee Education ◽  
Effective Strategies ◽  
Teacher Mindset ◽  
Insight Into ◽  
Shed Light

Finding models and insight into the best and most effective strategies and programs to teach English language learners in respectful and equitable ways is a persistent topic in practitioner and educational research. This chapter shares the voices and work of Toronto educators whose embrace of multiculturalism and multilingualism has contributed to the academic success of English language learners and refugee children in the Toronto schools. Through a series of interviews and classroom observations, the author explored the practices and programs used to support and empower these young English language learners. The chapter presents three major themes that emerged from this study: teacher mindset, family engagement, and targeted refugee education. These themes shed light and provide a deeper understanding for educators of the why and the how of Toronto's success. Educator takeaways are shared.

“That Sure is Racist”: Classroom Race Talk as Resistance

2019 ◽  
Vol 52 (7) ◽  
pp. 1039-1065
Author(s):  
Teresa Sosa
Keyword(s):  
Language Arts ◽  
Thematic Analysis ◽  
English Language ◽  
Social Identities ◽  
Student Resistance ◽  
Classroom Discussions ◽  
Counter Narratives ◽  
Embodied Experiences ◽  
History Of ◽  
Insight Into

This work analyzed three grade 9 English Language Arts classroom discussions and contributions by Black youth as resistance acts. Using a framework of resistance based on an indigenous understanding of progress provided insight into how student resistance emerged in language as metaphor and stories. Thematic analysis of the three classroom discussions indicate student resistance is captured in the naming of what is often left silent or often silenced. Through transgressing evasion and silence, students’ counter stories and experiences shared in the classroom named social realities inscribed in their day-to-day experiences, as well as how schools are complicit in silencing the lives and history of Black and indigenous people. This work demonstrates the importance of situating resistance as counter narratives that work to reconfigure interpretations of personal and social identities situated more completely within embodied experiences.

Affect in Online Learning

2018 ◽  
pp. 128-153
Author(s):  
Wendy Fasso ◽  
Bruce Allen Knight
Keyword(s):  
Online Learning ◽  
Learning Outcomes ◽  
Social Engagement ◽  
Online Courses ◽  
Affective Domain ◽  
Learning Objectives ◽  
Learning Design ◽  
Design Framework ◽  
Affective States ◽  
Insight Into

A learning design framework offered an integrated position on the learning objectives, tools, and social engagement in online learning. It was founded upon an integration of Bloom's taxonomy in the cognitive, affective, social, and sensori-motor domains of learning. This chapter builds upon this model, adding insight into the affective domain of learning. It negotiates and distinguishes the use of the term “affective” for multiple purposes that include links to learning outcomes, emotions, and affective states. A strengthening of the framework is outlined to show the potential relationships amongst the elements as students engage in online learning. Finally, an example of the use of learning objectives in the affective domain in planning is presented to illustrate its application in designing online courses.

scholarly journals UNTANGLING BINARIES: WHERE CANADA SITS IN THE “21st CENTURY DEBATE”

2018 ◽  
Vol 52 (2) ◽  
pp. 383-407 ◽  
Author(s):  
Tiffany L. Gallagher ◽  
Jennifer Rowsell
Keyword(s):  
Language Arts ◽  
Learning Outcomes ◽  
English Language Arts ◽  
Digital Literacy ◽  
English Language ◽  
Curriculum Standards ◽  
Language Arts Curriculum ◽  
Arts Curriculum ◽  
Canadian Provinces ◽  
Learning Competencies

This article examines the extent to which the competencies of the 21st century learner are reflected in the learning outcomes within the English language arts curriculum standards documents for the Canadian provinces. Manifest summative content analysis was used to code learning outcomes in accordance with themes derived from the competencies of 21st century learners. For all provinces, there were few learning outcomes that required students to use digital resources to access information or create knowledge / solutions; there were no learning outcomes related to competencies in the context of core subjects or using social media to communicate and learn. Espoused learning pedagogies need to be galvanized into English language arts curriculum standards that are consistent with 21st century and digital literacy learning competencies.

Sentence-Based Experience Logging in New Hearing Aid Users

2020 ◽  
Vol 29 (3S) ◽  
pp. 631-637
Author(s):  
Katja Lund ◽  
Rodrigo Ordoñez ◽  
Jens Bo Nielsen ◽  
Dorte Hammershøi
Keyword(s):  
Hearing Aid ◽  
Patient Experiences ◽  
Online Tool ◽  
Rehabilitation Process ◽  
Hearing Rehabilitation ◽  
Clinical Observations ◽  
Hearing Aid Use ◽  
Wide Range ◽  
Insight Into ◽  
Shed Light

Purpose The aim of this study was to develop a tool to gain insight into the daily experiences of new hearing aid users and to shed light on aspects of aided performance that may not be unveiled through standard questionnaires. Method The tool is developed based on clinical observations, patient experiences, expert involvement, and existing validated hearing rehabilitation questionnaires. Results An online tool for collecting data related to hearing aid use was developed. The tool is based on 453 prefabricated sentences representing experiences within 13 categories related to hearing aid use. Conclusions The tool has the potential to reflect a wide range of individual experiences with hearing aid use, including auditory and nonauditory aspects. These experiences may hold important knowledge for both the patient and the professional in the hearing rehabilitation process.

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