What is my philosophy of education?

Standard

To Talk Like This and Act Like That

What is my philosophy of education?

(not me) https://c1.staticflickr.com/3/2582/4101971040_9dae655973_z.jpg?zz=1

How can I be an educator without sharing my vision of what an educated person should be able to do?

Well, surprisingly, just as it is true of many critics of education,  it is typical for educators to have no clear, rational, effective vision of what education should be or what high school graduates should be able to do. A number might say that education is more than the 3Rs (reading, ‘riting, and ‘rithmatic), but saying education should teach the 4Cs (communication, creativity, collaboration, and critical thinking) isn’t actually saying very much. Nor is it saying much to focus on semantics and syntax.

For example, in terms of communication, it might seem obvious to explore the writing of essays—narrative, persuasive, compare-contrast—we often do not explore context and objective beyond the essay. We don’t ask the question, or develop a decision-making protocol for…

View original post 828 more words

Millennials are making things; what that means for brands.

Standard

There is a bigger picture of Millennials that people are missing…or they aren’t integrating with the business-type posts slamming Millennials most of the time.

To Talk Like This and Act Like That

Nearly 40 percent of Instructables users are between the ages of 18 and 34. These young users spend a lot of time (and money) browsing, commenting, and devising creative tutorials.

Source: the-m-age.com

Milennials are the 30-under-30s of the various career domains, the YouTube performers and scriptwriters, they blog, they started businesses. They aren’t just entitled videogamers who spend their days doing nothing or making employers miserable. But they are different. Read Alvin Toffler, especially about what he says about prosumers.

See on Scoop.itSchool Leadership, Leadership, in General, Tools and Resources, Advice and humor

View original post

Dissection of an Argument – Toolkit For Thinking

Standard

Dissection of an Argument – Toolkit For Thinking.

via Dissection of an Argument – Toolkit For Thinking.

 

Intro…

Dissection of an Argument
Physical World 
In the Anatomy of an Argument section arguments were classified into 5 groups based on the relationship between the Abstract World and the Physical World:
(continue reading by clicking on link)

The overjustification effect – Psychlopedia – psych-it.com.au

Standard

 

The overjustification effect – Psychlopedia – psych-it.com.au.

from the article:

These observations can be ascribed to self determination theory (Deci & Ryan, 1995; Deci, Koestner, & Ryan, 1999). In particular, tangible incentives imply external interventions. As a consequence, individuals feel their autonomy is compromised and hence their intrinsic needs are not fulfilled. Similarly, the tangible incentives might also imply the person is not competent or motivated to engage in the task otherwise; their need to feel competent is not satisfied. Finally, the tangible incentives do not enable the individual to demonstrate their behavior is altruistic; their capacity to fulfill their need to develop relationships is also challenged.

“These considerations imply that tangible incentives will curb intrinsic motivation, but only in specific circumstances. If the incentives are perceived as supportive–reinforcing the natural preferences of individuals, for example–these problems dissipate.

“Kivetz (2005) uncovered some evidence of this proposition. This study showed that individuals who reviewed books preferred to be rewarded with more books, whereas individuals who reviewed songs preferred to be rewarded with music CDs . Rewards that match the task imply the activity is indeed inherently interesting, eliciting intrinsic motivation, and potentially improving performance.”

(read more here: http://www.psych-it.com.au/Psychlopedia/article.asp?id=389)

via The overjustification effect – Psychlopedia – psych-it.com.au.

How will the practice of science change in your lifetime?

Standard

We asked young scientists to answer this question:
How will the practice of science change in your lifetime?

In the 6 January 2012 issue, we ran excerpts from 13 of the many insightful responses we received. Below, you will find the full versions of those 13 essays (in the order they were printed) as well as the top 50 (in alphabetical order) of the other submissions we received.

Would you like to participate in the second NextGen VOICES survey? To make your voice heard, go tohttp://scim.ag/NextGen_2.

NextGenVoices — Results — NextGenVoices Results.

via How will the practice of science change in your lifetime?.

Conation: An important factor of mind

Standard

Educators aren’t taught about conation. We are taught about cognition and the affective domain (as emotional intelligence). The conative domain is nothing new though. Maybe it’s because it can’t be measured easily. Or maybe the conative domain is making a comeback under the studies of creativity when we read terms like “agency” or “enterprise” or “ecology” or “environment”.

To Talk Like This and Act Like That

Conation: An important factor of mind.

Conation As An Important Factor of Mind

Source: Huitt, W. (1999). Conation as an important factor of mind. Educational Psychology Interactive. Valdosta, GA: Valdosta State University. Retrieved [date], from http://www.edpsycinteractive.org/topics/conation/conation.html


Return to: | Conative Domain | Educational Psychology Interactive |  more in-depth paper |


Psychology has traditionally identified and studied three components of mind: cognition, affect, and conation (Huitt, 1996; Tallon, 1997). Cognition refers to the process of coming to know and understand; the process of encoding, storing, processing, and retrieving information. It is generally associated with the question of “what” (e.g., what happened, what is going on now, what is the meaning of that information.)

Affect refers to the emotional interpretation of perceptions, information, or knowledge. It is generally associated with one’s attachment (positive or negative) to people, objects, ideas, etc. and asks the question “How do I feel…

View original post 4,508 more words

reposted Ken Robinson rebuttal | Ed Tech Now

Standard

Sir Ken Robinson

It’s a detailed fact check and argument analysis of famous Ken Robinson TEDx talk. It will take some time to read. It is lengthy!

excerpt:  “Today, I pay attention to the content of the message rather than the charm of its delivery.  Even so, I agree with a few of Robinson’s observations, not because they are profound, but because they are commonplace.  I most definitely do not agree with his claims about why things are the way they are.  Moreover, in the majority of cases, I reject his portrayal of how things are and in some cases that there is even the least bit of truth to his claims.  And, I can’t comment on his solutions because, tellingly, he doesn’t present any.  I certainly don’t agree with and quite frankly resent the insulting and completely unjustified put-downs of educators that he engages in throughout his presentation, however wittily presented they may be.”

via Ken Robinson rebuttal | Ed Tech Now.