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In this episode of our Around the World summer series, we're traveling to Ukraine, a country with a deep love of singing, a powerful history, and some truly fascinating folk instruments! Join me as we: Discover the meaning of folk music and why it matters. Learn about Ukraine's journey to independence and how music has helped preserve its culture. Explore the beautiful three-part harmonies often sung a cappella by Ukrainian choirs. Hear traditional instruments like: Bandura – a harp-like instrument with up to 60 strings. Trembita – one of the world's longest instruments used in mountain villages. Tsymbaly – a hammered dulcimer that creates rhythmic dance music. Understand how folk music varies from region to region in Ukraine. You'll hear snippets of folk songs throughout the episode and learn how modern Ukrainian artists are keeping these traditions alive today.
¿Y si la razón por la que sigues estancada no es falta de fe… sino exceso de autosuficiencia?Muchas mujeres cristianas creen que solo necesitan orar, leer la Biblia y tener fe para sanar. Pero lo que a veces parece madurez espiritual… puede ser miedo disfrazado de independencia.En este episodio reflexionamos juntas sobre:Por qué la autosuficiencia es una trampa peligrosa (aunque parezca fe).Qué nos enseña la Biblia sobre sanidad en comunidad (con textos clave y autores como C.S. Lewis y Timothy Keller.).Por qué la psicología confirma que no fuimos diseñadas para sanar solas (con aportes de Bandura y Brené Brown).Y cómo mi historia cambió cuando dejé de vivir aislada y me permití ser guiada, mentoreada y acompañada.Dios puede hablarte en lo íntimo…Pero casi siempre te sana en comunidad.Si estás lista para dejar atrás el “yo puedo sola” y caminar acompañada hacia tu sanidad emocional y espiritual, este episodio es para ti.Además, te cuento cómo funciona FLORECE, mi mentoría para mujeres que buscan sanar con propósito, guía y comunidad. Las postulaciones a la edición 2025 ya están abiertas y cerramos el 27 de junio.Si quieres postularte a FLORECE, accede al siguiente link: https://extravagantemente.com/florece/Si quieres suscribirte a mi newsletter, puedes hacerlo en el siguiente link:https://extravagantemente.com/Instagram: @extravagante.mente
Ross wants to talk about the gray areas where we might hold back to build children's capacity for care. When we step back, children can learn how to give the kindness to themselves and each other. Mike shares an experience of toy dumping chaos and a child's power to repair. Joey tells a story of a child who built her sense of agency bit by bit. Mike tries to remember Bandura's elements of agency and everyone likes the metaphor of trees growing stronger in the wind.
On this episode of Mind the Gap, Jon Hutchinson is joined by educator, researcher, and author Neil Gilbride to explore the powerful concept of self-efficacy—and why it matters now more than ever in schools. Drawing from his new book, Neil delves into the psychological foundations of self-efficacy, its relationship to agency, and the practical ways it can transform classroom practice. He shares insights from his own diverse career, from play schemes to academia, and explains how educators can help pupils—and themselves—navigate complexity, build resilience, and believe in their capacity to succeed. Together, Jon and Neil discuss Bandura's legacy, the critical importance of managing failure, and why effective modelling is about more than just showing how—it's about lending belief. “If we're not proactively thinking hard about using our capacity to share knowledge and ways of being and working,” Neil says, “then we're not using one of the most powerful weapons in our arsenal.” This episode offers a compelling and deeply human lens on what it means to teach, lead, and learn in today's education landscape.Dr Neil Gilbride CPSychol is an Honorary Senior Research Fellow at University of Worcester and Associate Dean at Ambition Institute, one of the largest professional development providers in England. He has amassed 20 years of experience working across education as an academic, practitioner and knowledge mobiliser. Neil's research interweaves adult developmental psychology and complexity theory to better understand educational leadership and practitioner development. His most recent book is Bandura's Self-Efficacy Theory in Action. Follow him on Bluesky @neilgilbride.bsky.socialJon Hutchinson is a former assistant headteacher of Reach Academy Feltham and is now a Director at the Reach Foundation. He has taught across primary and secondary and HE. In his spare time, Jon runs www.meno.acacdemy, a platform with free videos to support primary teachers to build their subject knowledge. Follow Jon on X @jon_hutchinson_ or Bluesky @jonhutchinson.bksy.social.This podcast is produced by Haringey Education Partnership. Find out more at https://haringeyeducationpartnership.co.uk/
Dr Neil Gilbride makes a compelling case for how Bandura's self efficacy theory can help refine how we understand and support our students AND how we design and teach our lessons. There are plenty of pedagogy ‘how tos' alongside reflections about our role in shaping how students feel about their ability to ‘do it' in our particular domain - be that maths, English or cake baking. Along the way Neil shares his views on the dangers of PowerPoint, the ultimate purpose of teaching - and who he'd invite (along with Bandura) to a pedagogical dinner party. This show is brought to you in partnership with John Catt Educational, get Neil's book and explore the full range of titles here.
Was ist Gehirnwäsche wirklich und wie funktioniert sie? Wie nutzen Sekten und Kulte diese Techniken, um Menschen zu manipulieren und zu kontrollieren? Wie wird heute „zeitgemäß“ unser Denken manipuliert? Anhand gut erforschter psychologischer Phänomene erklären Franca und Christian, wie Menschen durch charismatische Führungsfiguren, psychologische Effekte, soziale Dynamiken und gezielte Beeinflussung ihre Meinung und ihr Denken radikal ändern sollen. In dieser Folge werden Geheimnisse der Manipulation gelüftet und vor allem erklärt, wie man sich davor schützen kann. Kritisches Denken auf wissenschaftlicher Basis ist der Schlüssel! Weiterführende Literatur: • Lifton, R. J. (1961). Thought Reform and the Psychology of Totalism. Norton. • Festinger, L. (1957). A Theory of Cognitive Dissonance. Stanford University Press. • Tajfel, H., & Turner, J. C. (1979). An integrative theory of intergroup conflict. In W. G. Austin & S. Worchel (Eds.), The social psychology of intergroup relations. Nelson-Hall. • Bandura, A. (1977). Social Learning Theory. Prentice Hall. • Asch, S. E. (1951). Effects of group pressure upon the modification and distortion of judgments. In H. Guetzkow (Ed.), Groups, leadership, and men. Carnegie Press. • Hasher, L., Goldstein, D., & Toppino, T. (1977). Frequency and the conference of referential validity. Journal of Verbal Learning and Verbal Behavior, 16, 107-112. • Nickerson, R. S. (1998). Confirmation bias: A ubiquitous phenomenon in many guises. Review of General Psychology, 2(2), 175-220. • Hassan, S. (1988). Combatting Cult Mind Control. Park Street Press. • Lynn, S. J., Kirsch, I., & Hallquist, M. (2002). Social cognitive theories of hypnosis. In G. A. Jamieson (Ed.), Hypnosis and conscious states: The cognitive neuroscience perspective (pp. 13-24). Oxford University Press. • Marks, J. (1979). The Search for the Manchurian Candidate: The CIA and Mind Control. Times Books. Podcasts zum Thema: Die "Seelenfänger"- Serie: https://www.br.de/mediathek/podcast/seelenfaenger/alle-staffeln/888 "Sekten und Kulte": https://plus.rtl.de/podcast/sekten-kulte-im-namen-des-boesen-ux1eydy9kcla9 Für ein intensives Familiencoaching mit Franca kannst du dich hier beim Produktionsteam melden: familiencoaching@drive-beta.de Du möchtest mehr über unsere Werbepartner erfahren? Hier findest du alle Infos & Rabatte: https://linktr.ee/psychologietogo Du möchtest Werbung in diesem Podcast schalten? Dann erfahre hier mehr über die Werbemöglichkeiten bei Seven.One Audio: https://www.seven.one/portfolio/sevenone-audio
In today's episode of The Root Cause Medicine Podcast, we explore the nuances of endometriosis and fertility with Dr. Alexis Gonzales. You'll hear us discuss: 1. How to diagnose endometriosis 2. Surprising symptoms of endometriosis 3. Natural solutions for endometriosis 4. Essential lab tests for assessing your health 5. Lifestyle changes to tackle endometriosis Dr. Alexis Gonzales is a renowned functional and naturopathic medicine expert specializing in endometriosis and fertility. With a rich educational background from Bastyr University, Johns Hopkins University, and Saint Mary's College of California, Dr. Gonzales brings a wealth of knowledge and experience. She is also a Clinical Content Developer at the Institute for Functional Medicine and a passionate advocate for personalized, holistic care. Kaitii is the Technical Support Specialist of Labs at Fullscript. Before that, she held various roles in operations, customer service, and management throughout companies such as Posies Bakery & Cafe, Consign Couture, Verizon Wireless, and Target. Order tests through Rupa Health, the BEST place to order functional medicine lab tests from 30+ labs - https://www.rupahealth.com/reference-guide
What is Imposter syndrome? Explaining away your accomplishments and success and doubting your abilities1. What are common examples of imposter syndrome?2. How can you assess if you have imposter syndrome Take the quiz:Do you chalk your success up to luck, timing, or computer error?Do you believe that if I can do it, anyone can?Do you agonize over small flaws in your work? Are you crushed by even constructive criticism, seeing it as evidence of your ineptness?When you succeed, do you feel like you fooled them again?Do you worry that it's a matter of time before you're found out?3. What are some statements or excuses often made by people suffering from imposter syndrome? 4. Where does I.S. come from?5. Mastery vs Performance – Dweck. 6. What are some NLP Techniques used to Overcome Imposter SyndromeConflict of identities, Belief changes, trauma processes, auditory swishes for neg. Self-talk. Anchoring and resource anchoring, changing the history of a problem (anchoring), reframing, modeling (understanding the model of success in your field,) meta programs, Foreground, background process - create a strong association between what is most important in the person's awareness (foreground) and something that they are not attending to (background).7. Bandura curve – 1st part, beliefs of capability; 2nd part beliefs of identity.8. In time/ through time 9. recap Support the show
Rounding Up Season 3 | Episode 1 – Grouping Practices That Promote Efficacy and Knowledge Transfer Guest: Dr. Peter Liljedahl Mike Wallus: We know from research that student collaboration can have a powerful impact on learning. That said, how we group students for collaboration matters—a lot. Today we're talking with Dr. Peter Liljedahl, author of “Building Thinking Classrooms in Mathematics,” about how educators can form productive, collaborative groups in their classrooms. Mike: Hello, Peter. Welcome to the podcast. Peter Liljedahl: Thanks for having me. Mike: So, to offer our listeners some background, you've written a book, called “Building Thinking Classrooms in Mathematics,” and I think it's fair to say that it's had a pretty profound impact on many educators. In the book, you address 14 different practices. And I'm wondering if you could weigh in on how you weigh the importance of the different practices that you addressed? Peter: Well, OK, so, first of all, 14 is a big number that publishers don't necessarily like. When we first started talking with Corwin about this, they were very open. But I know if you think about books, if there's going to be a number in the title, the number is usually three, five or seven. It's sometimes eight—but 14 is a ridiculous number. They can't all be that valuable. What's important about the fact that it's 14, is that 14 is the number of core practices that every teacher does. That's not to say that there aren't more or less for some teachers, but these are core routines that we all do. We all use tasks. We all create groups for collaboration. We all have the students work somewhere. We all answer questions. We do homework, we assign notes, we do formative, summative assessment. We do all of these things. We consolidate lessons. We launch lessons. Peter: These are sort of the building blocks of what makes our teaching. And through a lot of time in classrooms, I deduced this list of 14. Robert Kaplinsky, in one of his blog posts, actually said that he thinks that that list of 14 probably accounts for 95 percent of what happens in classrooms. And my research was specifically about, “How do we enact each of those 14 so that we can maximize student thinking? So, what kind of tasks get students to think, how can we create groups so that more thinking happens? How can we consolidate a lesson so we get more thinking? How can we do formative and summative assessments so the students are thinking more?” So, the book is about responding to those 14 core routines and the research around how to enact each of those to maximize thinking. Your question around which one is, “How do we put weight on each of these?” Peter: They're all important. But, of course, they're not all equally impactful. Building thinking classrooms is most often recognized visually as the thing where students are standing at whiteboards working. And, of course, that had a huge impact on student engagement and thinking in the classroom, getting them from sitting and working at desks to getting them working at whiteboards. But in my opinion, it's not the most impactful. It is hugely impactful, but the one that actually makes all of thinking classroom function is how we form collaborative groups, which is chapter two. And it seems like that is such an inconsequential thing. “We've been doing groups for forever, and we got this figured out. We know how to do this. But … do we really? Do we really have it figured out?” Because my research really showed that if we want to get students thinking, then the ways we've been doing it aren't working. Mike: I think that's a great segue. And I want to take a step back, Peter. Before we talk about grouping, I want to ask what might be an obvious question. But I wonder if we can talk about the “why” behind collaboration. How would you describe the value or the potential impact of collaboration on students' learning experiences? Peter: That's a great question. We've been doing collaborative work for decades. And by and large, we see that it is effective. We have data that shows that it's effective. And when I say “we,” I don't mean me or the people I work with. I mean “we, in education,” know that collaboration is important. But why? What is it about collaboration that makes it effective? There are a lot of different things. It could be as simple as it breaks the monotony of having to sit and listen. But let's get into some really powerful things that collaboration does. Number one, about 25 years ago, we all were talking about metacognition. We know that metacognition is so powerful and so effective, and if we get students thinking about their thinking, then their thinking actually improves. And metacognition has been shown time and time again to be impactful in learning. Some of the listeners might be old enough to remember the days where we were actually trying to teach students to be metacognitive, and the frustration that that created because it is virtually impossible. Peter: Being reflective about your thinking while you're thinking is incredibly hard to do because it requires you to be both present and reflective at the same time. We're pretty good at being present, and we're pretty good about reflecting on our experiences. But to do both simultaneously is incredibly hard to do. And to teach someone to do it is difficult. But I think we've also all had that experience where a student puts up their hand, and you start walking over to them, and just as you get there, they go, “Never mind.” Or they pick up their book, and they walk over to you, and just as they get to you, they just turn around and walk back. I used to tell my students that they're smarter when they're closer to me. But what's really going on there is, as they've got their hand up, or as they're walking across the room toward you as a teacher, they're starting to formulate their thoughts to ask a question. Peter: They're preparing to externalize their thinking. And that is an incredibly metacognitive process. One of the easiest forms of metacognition, and one of the easiest ways to access metacognition, is just to have students collaborate. Collaborating requires students to talk. It requires them to organize their thoughts. It requires them to prepare their thinking and to think about their thinking for the purposes of externalization. It is an incredibly accessible way of creating metacognition in your classroom, which we already know is effective. So, that's one reason I think collaboration is really, really vital. Peter: Another one comes from the work on register. So, register is the level of sophistication with which we speak about something. So, if I'm in a classroom, and I'm talking to kindergarten students, I set a register that is accessible to them. When I talk to my undergraduates, I use a different register. My master's students, my Ph.D. students, my colleagues, I'm using different registers. I can be talking about the same thing, but the level of sophistication with which I'm going to talk about those things varies depending on the audience. And as much as possible, we try to vary our register to suit the audience we have. But I think we've also all had that instructor who's completely incapable of varying their register, the one who just talks at you as if you're a third-year undergraduate when you're really a Great Eight student. And the ability to vary our register to a huge degree is going to define what makes us successful as a teacher. Can we meet our learners where they're at? Can we talk to them from the perspective that they're at? Now we can work at it, and very adept teachers are good at it. But even the best teachers are not as good at getting their register to be the same as students. Peter: So, this is another reason collaboration is so effective. It allows students to talk and be talked to at their register, which is the most accessible form of communication for them. And I think the third reason that collaboration is so important is the difference between what I talk in my book about the difference between absolute and tentative knowledge. So, I'm going to make two statements. You tell me which one is more inviting to add a comment to. So, statement number one is, “This is how to do it, or this is what I did.” That's statement number one. Statement number two is, “I think that one of the ways that we may want to try, I'm wondering if this might work.” Which one is more inviting for you to contribute to? Mike: Yes, statement number two, for many, many reasons, as I'm sitting here thinking about the impact of those two different language structures. Peter: So, as teachers, we tend to talk in absolutes. The absolute communication doesn't give us anything to hold onto. It's not engaging. It's not inviting. It doesn't bring us into the conversation. It's got no rough patches—it's just smooth. But when that other statement is full of hedging, it's tentative. It's got so many rough patches, so many things to contribute to, things I want to add to, maybe push back at or push further onto. And that's how students talk to each other. When you put them in collaborative groups, they talk in tentative discourse, whereas teachers, we tend to talk in absolutes. So, students are always talking to each other like that. When we put them in collaborative groups, they're like, “Well, maybe we should try this. I'm wondering if this'll work. Hey, have we thought about this? I wonder if?” And it's so inviting to contribute to. Mike: That's fascinating. I'm going to move a little bit and start to focus on grouping. So, in the book, you looked really closely at the way that we group students for collaborative problem-solving and how that impacts the way students engage in a collaborative effort. And I'm wondering if you could talk a little bit about the type of things that you were examining. Peter: OK. So, you don't have to spend a lot of time in classrooms before you see the two dominant paradigms for grouping. So, the first one we tend to see a lot at elementary school. So, that one is called “strategic grouping.” Strategic grouping is where the teacher has a goal, and then they're going to group their students to satisfy that goal. So, maybe my goal is to differentiate, so I'm going to make ability groups. Or maybe my goal is to increase productivity, so I'm going to make mixed-ability groups. Or maybe my goal is to just have peace and quiet, so I'm going to keep those certain students apart. Whatever my goal is, I'm going to create the groups to try to achieve that goal, recognizing that how students behave in the classroom has a lot to do with who they're partnered with. So that's strategic grouping. It is the dominant grouping paradigm we see in elementary school. Peter: By the time we get to high school, we tend to see more of teachers going, “Work with who you want.” This is called “self-selected groupings.” And this is when students are given the option to group themselves any way they want. And alert: They don't group themselves for academic reasons, they group themselves for social reasons. And I think every listener can relate to both of those forms of grouping. It turns out that both of those are highly ineffective at getting students to think. And ironically, for the exact same reason. We surveyed hundreds of students who were in these types of grouping settings: strategic grouping or self-selected groupings. We asked one question, “If you knew you were going to work in groups today, what is the likelihood you would offer an idea?” That was it. And 80 percent of students said that they were unlikely or highly unlikely to offer an idea, and that was the exact same, whether they were in strategic groupings or self-selected groupings. The data cut the same. Mike: That's amazing, Peter. Peter: Yeah, and it's for the same reason it turns out; that whether students were being grouped strategically or self-selected, they already knew what their role was that day. They knew what was expected of them. And for 80 percent of the students, their role is not to think. It's not to lead. Their role is to follow, right? And that's true whether they're grouping themselves socially, where they already know the social hierarchy of this group, or they're being grouped strategically. We interviewed hundreds of students. And after grade 3, every single student could tell us why they were in the group this teacher placed them in. They know. They know what you think of them. You're communicating very clearly what you think their abilities are through the way you group them, and then they live down to that expectation. So, that's what we were seeing in classrooms was that strategic grouping may be great at keeping the peace. And self-selected grouping may be fabulous for getting students to stop whining about collaboration. But neither of them was effective for getting students to think. In fact, they were quite the opposite. They were highly ineffective for getting students to think. Mike: So, I want to keep going with this. And I think one of the things that stood out for me as I was reading is, this notion that regardless of the rationale that a teacher might have for grouping, there's almost always a mismatch between what the teacher's goals are and what the student's goals are. I wonder if you could just unpack this and maybe explain this a bit more. Peter: So, when you do strategic grouping, do you really think the students are with the students that they want to be with? One of the things that we saw happening in elementary school was that strategic grouping is difficult. It takes a lot of effort to try to get the balance right. So, what we saw was teachers largely doing strategic grouping once a month. They would put students into a strategic group, and they would keep them in that group for the entire month. And the kids care a lot about who they're with, when you're going to be in a group for a month. And do you think they were happy with everybody that was in that group? If I'm going to be with a group of students for a month, I'd rather pick those students myself. So, they're not happy. You've created strategic groupings. And, by definition, a huge part of strategic grouping is keeping kids who want to be together away from each other. Peter: They're not happy with that. Self-selected groupings, the students are not grouping themselves for academic reasons. They're just grouping themselves for social reasons so that they can socialize, so they talk, so they can be off topic, and all of these things. And yes, they're not complaining about group work, but they're also not being productive. So, the students are happy. But do you think the teacher's happy? Do you think the teacher looks out across that room and goes, “Yeah, there were some good choices made there.” No, nobody's happy, right? If I'm grouping them strategically, that's not matching their goals. That's not matching their social goals. When they're grouping themselves in self-selected ways, that's matching their social goals but not matching my academic goals for them. So, there's always going to be this mismatch. The teacher, more often than not, has academic goals. The students, more often than not, have social goals. There are some overlaps, right? There are students who are like, “I'm not happy with this group. I know I'm not going to do well in this group. I'm not going to be productive.” And there are some teachers who are going, “I really need this student to come out of the shell, so I need to get them to socialize more.” But other than that, by and large, our goals as teachers are academic in nature. The goals as students are social in nature. Mike: I think one of the biggest takeaways from your work on grouping, for me at least, was the importance of using random groups. And I have to admit, when I read that there was a part of me thinking back to my days as a first-grade teacher that felt a little hesitant. As I read, I came to think about that differently. But I'm wondering if you can talk about why random groups matter, the kind of impact that they have on the collaborative experience and the learning experience for kids. Peter: Alright, so going back to the previous question. So, we have this mismatch. And we have also that 80 percent of students are not thinking; 80 percent of students are entering into that group, not prepared to offer an idea. So those are the two problems that we're trying to address here. So, random groups … random wasn't good enough. It had to be visibly random. The students had to see the randomness because when we first tried it, we said, “Here's your random groups.” They didn't believe we were being random. They just thought we were being strategic. So, it has to be visibly random, and it turns out it has to be frequent as well. About once every 45 to 75 minutes. See, when students are put into random groups, they don't know what their role is. So, we're solving this problem. They don't know what their role is. When we started doing visibly random groups frequently, within three weeks we were running that same survey. Peter: “If you know you're going to work in groups today, what is the likelihood you would offer an idea?” Remember the baseline data was that 80 percent of students said that they were unlikely or highly unlikely, and, all of a sudden, we have a hundred percent of students saying that they're likely or highly likely. That was one thing that it solved. It shifted this idea that students were now entering groups willing to offer an idea, and that's despite 50 percent of them saying, “It probably won't lead to a solution, but I'm going to offer an idea.” Now why is that? Because they don't know what their role is. So, right on the surface, what random groups does, is it shatters this idea of preconceived roles and then preconceived behaviors. So, now they enter the groups willing to offer an idea, willing to be a contributor, not thinking that their role is just to follow. But there's a time limit to this because within 45 to 75 minutes, they're going to start to fall into roles. Peter: In that first 45 minutes, the roles are constantly negotiated. They're dynamic. So, one student is being the leader, and the others are being the follower. And now, someone else is a leader, the others are following. Now everyone is following. They need some help from some external source. Now everyone is leading. We've got to resolve that. But there is all of this dynamicism and negotiation going on around the roles. But after 45 to 75 minutes, this sort of stabilizes and now you have sort of a leader and followers, and that's when we need to randomize again so that the roles are dynamic and that the students aren't falling into sort of predefined patterns of non-thinking behavior. Mike: I think this is fascinating because we've been doing some work internally at MLC around this idea of status or the way that … the stories that kids tell about one another or the labels that kids carry either from school systems or from the community that they come from, and how those things are subtle. They're unspoken, but they often play a role in classroom dynamics in who gets called on. What value kids place on a peer's idea if it is shared. What you're making me think is there's a direct line between this thing that we've been thinking about and what happens in small groups as well. Peter: Yeah, for sure. So, you mentioned status. I want to add to that identity and self-efficacy and so on and so forth. One of the interesting pieces of data that came out of the research into random groups was, we were interviewing students several weeks into this. And we were asking them questions around this, and the students were saying things like, “Oh, the teacher thinks we're all the same, otherwise they wouldn't do random groups. The teacher thinks we're all capable, otherwise they wouldn't do random groups.” So, what we're actually talking about here is that we're starting—just simply through random groups—to have a positive impact on student self-efficacy. One of the things that came out of this work, that I wrote about in a separate paper, was that we've known for a long time that student self-efficacy has a huge impact on student performance. But how do we increase, how do we improve student self-efficacy? Peter: There are a whole bunch of different ways. The work of Bandura on this is absolutely instrumental. But it comes down to a couple of things. From a classroom teacher perspective, the first thing, in order for a student to start on this journey from low self-efficacy to high self-efficacy, they have to encounter a teacher who believes in them. Except students don't listen to what we say. They listen to what we do. So, simply telling our students that we have confidence in them doesn't actually have much impact. It's how we show them that we have confidence in them. And it turns out that random groups actually have a huge impact on that. By doing the random groups, we're actually showing the kids that we believe in them and then they start to internalize this. So that's one thing. The work of Bandura about how we can start to shift student self-efficacy through mastery experiences, where they start to, for example, be successful at something. And that starts to have an impact that is amplified when students start to be successful in front of others, when they are the ones who are contributing in a small group. And that group is now successful. And that success is linked in some small or great part to your contributions; that self-efficacy is amplified because not only am I being successful, I'm being successful in a safe environment, but in front of others. Peter: Now, self-efficacy contributes to identity, and identity has an interesting relationship with status. And you mentioned status. So, self-efficacy is what I think of myself. Status is what others think of me. I can't control my status. I can't shift my status. Status is something that is bestowed on me by others. And, of course, it's affected by their interactions with me in collaborative spaces. So, how they get to see me operate is going to create a status for me, on me, by others. But the status gets to be really nicely evenly distributed in thinking classrooms when we're doing these random groups because everybody gets to be seen as capable. They all get to be someone who can be mathematical and someone who can contribute mathematically. Mike: I want to shift back for a moment to this idea of visibly random groups. This idea that for kids, they need to believe that it's not just a strategic grouping that I've called random for the sake of the moment. What are some of the ways that you've seen teachers visibly randomize their groups so that kids really could see the proof was right out there in front of them? Peter: So, we first started with just cards. So, we got 27 kids. We're going to use playing cards, we're going to have three aces, three 2S, three 3s, three 4s, and so on. We would just shuffle the deck, and the kids would come and take a card. And if you're a 4, you would go to the board that has a 4 on it. Or maybe that fourth 4 is there, so to speak. We learned a whole bunch of things. It has to be visible. And however way we do it, the randomization doesn't just tell them what group they're in, it tells them where to go. That's an efficiency thing. You don't want kids walking around the classroom looking for their partners and then spending 5 minutes deciding where they want to work. Take a card, you got a 7, you go to the 7 board. You got an ace, you go to the ace board. Peter: And that worked incredibly well. Some teachers already had Popsicle sticks in their classroom, so they started using those: Popsicle sticks with students' names. So, they would pull three Popsicle sticks and they would say, “OK, these students are together. These students are together.” At first, we didn't see any problems with that. That seemed to be pretty isomorphic … to using a playing card. Some teachers got frustrated with the cards because with a card, sometimes what happens is that they get ripped or torn or they don't come back. Or they come back, and they're sweaty or they're hot. And it's like, “OK, where were you keeping this card? I don't want to know. It's hot, it's dirty.” They got ink on it. The cards don't come back. The kids are swapping cards. And teachers were frustrated by this. So, they started using digital randomizers, things like Flippity and ClassDojo and Picker Wheel and Team Shake and Team Maker. Peter: There were tons of these digital randomizers, and they all work pretty much the same. But there was a bit of a concern that the students may not perceive the randomness as much in these methods. And you can amplify that by, for example, bringing in a fuzzy [die], a big one, and somebody gets to roll it. And if a 5 comes up, they get to come up and hit the randomized button five times. And now there's a greater perception of randomness that's happening. With Flippity, that turns out actually it'd be true. Turns out that the first randomization is not purely random, and the kids spot that pattern. And we thought, “OK, perfect. That's fine. As long as the students perceive it's random, that it is truly random, that the teacher isn't somehow hacking this so that they are able to impose their own bias into this space.” So, it's seemingly random, but not purely random. And everything was running fine until about six to eight months ago. I was spending a lot of time in classrooms. I think in the last 14 months I've been in 144 different classrooms, co-teaching or teaching. So, I was spending a lot of time in classrooms, and for efficiency's sake, a lot of these teachers were using digital randomizers. And then I noticed something. It had always been there, but I hadn't noticed it. This is the nature of research. It's also the nature of just being a fly on the wall, or someone who's observing a classroom or a teacher. There's so much to notice we can't notice it all. So, we notice the things that are obvious. The more time we spend in spaces, the more nuanced things we're able to notice. And about six to eight months ago, I noticed something that, like I said, has always been there, but I had never really noticed it. Peter: Teacher hits a randomized button, and all the students are standing there watching, waiting for the randomized groups to appear on the screen. And then somebody goes, “Ugh.” It's so small. Or somebody laughs. Or somebody's like, “Nooo.” And it's gone. It's in a moment, it's gone. Sometimes others snicker about it, but it's gone. It's a flash. And it's always been there, and you think it's not a big deal. Turns out it's a huge deal because this is a form of micro-bullying. This is what I call it, “micro-bullying.” Because when somebody goes, “Ugh,” everybody in the room knows who said it. And looking at the screen, they know who they said it about. And this student, themself, knows who said it, and they know that they're saying it about them. And what makes this so much worse than other overt forms of bullying is that they also are keenly aware that everybody in the room just witnessed and saw this happen, including the teacher. Peter: And it cuts deeply. And the only thing that makes bullying worse is when bullying happens in front of someone who's supposed to protect you, and they don't; not because we're evil, but because it's so short, it's so small, it's over in a flash. We don't really see the magnitude of this. But this has deep psychological effects and emotional effects on these students. Not just that they know that this person doesn't like them. But they know that everybody knows that they don't like them. And then what happens on the second day? The second day, whoever's got that student, that victimized student in their group, when the randomization happens, they also go, “Ugh,” because this has become acceptable now. This is normative. Within a week, this student might be completely ostracized. And it's just absolutely normal to sort of hate on this one student. Peter: It's just not worth it. It cuts too deeply. Now you can try to stop it. You can try to control it, but good luck, right? I've seen teachers try to say, “OK, that's it. You're not allowed to say anything when the randomization happens. You're not allowed to cheer, you're not allowed to grunt, you're not allowed to groan, you're not allowed to laugh. All you can do is go to your boards.” Then they hit the random, and immediately you hear someone go, “Ugh.” And they'll look at them, and the student will go, “What? That's how I breathe.” Or “I stubbed my toe where I thought of something funny.” It's virtually impossible to shut it down because it's such a minor thing. But seemingly minor. In about 50 percent of elementary classrooms that I'm in, where a teacher uses that digital randomizer, you don't hear it. But 50 percent you do. Almost 100 percent of high school classrooms I'm in you hear some sort of grunt or groan or complaint. Peter: It's not worth it. Just buy more cards. Go to the casino, get free cards. Go to the dollar store, get them cheap. It's just not worth it. Now, let's get back to the Popsicle stick one. It actually has the same effect. “I'm going to pull three names. I'm going to read out which three names there are, and I'm going to drop them there.” And somebody goes, “Ugh.” But why does this not happen with cards? It doesn't happen with cards because when you take that card, you don't know what group you're in. You don't know who else is in your group. All you know is where to go. You take that card, you don't know who else is in your group. There's no grunting, groaning, laughing, snickering. And then when you do get to the group, there might be someone there that you don't like working with. So, the student might go, “Ugh.” But now there's no audience to amplify this effect. And because there's no audience, more often than not, they don't bother going, “Ugh.” Go back to the cards, people. The digital randomizers are fast and efficient, but they're emotionally really traumatizing. Mike: I think that's a really subtle but important piece for people who are thinking about doing this for the first time. And I appreciate the way that you described the psychological impact on students and the way that using the cards engineers less of the audience than the randomizer [do]. Peter: Yeah, for sure. Mike: Well, let's shift a little bit and just talk about your recommendations for group size, particularly students in kindergarten through second grade as opposed to students in third grade through fifth grade. Can you talk about your recommendations and what are the things that led you to them? Peter: First of all, what led to it? It was just so clear, so obvious. The result was that groups of three were optimal. And that turned out to be true every setting, every grade. There are some caveats to that, and I'll talk about that in a minute. But groups of three were obvious. We saw this in the data almost immediately. Every time we had groups of three, we heard three voices. Every time we heard groups of four, we heard three voices. When we had groups of five, we heard two voices on task, two voices off task, and one voice was silent. Groups of three were just that sort of perfect, perfect group size. It took a long time to understand why. And the reason why comes from something called “complexity theory.” Complexity theory tells us that in order for a group to be productive, it has to have a balance between diversity and redundancy. Peter: So, redundancy is the things that are the same. We need redundancy. We need things like common language, common notation, common vocabulary, common knowledge. We need to have things in common in order for the collaboration to even start. But if all we have is redundancy, then the group is no better than the individual. We also have to have diversity. Diversity is what every individual brings to the group that's different. And the thing that happens is, when the group sizes get larger, the diversity goes up, but redundancy goes down. And that's bad. And when the group sizes get smaller, the redundancy goes up, but the diversity goes down. And that's bad. Groups of three seem to have this perfect balance of redundancy and diversity. It was just the perfect group size. And if you reflect on groups that you've done in your settings, whatever that setting was, you'll probably start to recognize that groups of three were always more effective than groups of four. Peter: But we learned some other things. We learned that in K–2, for example, groups of three were still optimal, but we had to start with groups of two. Why? Because very young children don't know how to collaborate yet. They come to school in kindergarten, they're still working in what we call “parallel,” which means that they'll happily stand side by side at a whiteboard with their own marker and work on their own things side by side. They're working in parallel. Eventually, we move them to a state that we call “polite turn-taking.” Polite turn-taking is we can have two students working at a whiteboard sharing one marker, but they're still working independently. So, “It's now your turn and you're working on your thing, and now it's my turn, I'm working on my thing.” Eventually, we get them to a state of collaboration. And collaboration is defined as “when what one student says or does affects what the other student says or does.” Peter: And now we have collaboration happening. Very young kids don't come to school naturally able to collaborate. I've been in kindergarten classrooms in October where half the groups are polite turn-taking, and half the groups are collaborating. It is possible to accelerate them toward that state. But I've also been in grade 2 classrooms in March where the students are still working in parallel or turn-taking. We need to work actively at improving the collaboration that's actually happening. Once collaboration starts to happen in those settings, we nurtured for a while and then we move to groups of three. So, I can have kindergartens by the end of the year working in groups of three, but I can't assume that grade 2s can do it at the beginning of the year. It has a lot to do with the explicit efforts that have been made to foster collaboration in the classroom. And having students sit side by side and pair desks does not foster collaboration. It fosters parallel play. Peter: So, we always say that “K–2, start with groups of two, see where their level of collaboration is, nurture that work on it, move toward groups of three.” The other setting that we had to start in groups of two were alternate ed settings. Not because the kids can't collaborate, but because they don't trust yet. They don't trust in the process in the educational setting. We have to nurture that. Once they start to trust in working in groups of two, we can move to groups of three. But the data was clear on this. So, if you have a classroom, and let's say you're teaching grade 6, and you don't have a perfect multiple of three, what do you do? You make some groups of two. So, rather than groups of four, make some groups of two. Keep those groups of two close to each other so that they may start to collaborate together. Peter: And that was one of the ironies of the research: If I make a group of four, it's a Dumpster fire. If I make two groups of two and put them close to each other, and they start to talk to each other, it works great. You start with groups of two. So, having some extra groups of two is handy if you're teaching in high school or any grade, to be honest. But let's say you have 27 students on your roster, but only 24 are there. There's going to be this temptation to make eight groups of three. Don't do it. Make nine groups, have a couple of groups of two. Because the minute you get up and running, someone's going to walk in late. And then when they walk in late, it's so much easier to plug them into a group of two than to have them waiting for another person to come along so that they can pair them or to make a group of four. Mike: Yeah, that makes sense. Before we close, Peter, I want to talk about two big ideas that I really wish I would've understood more clearly when I was still in the classroom. What I'm thinking about are the notion of crossing social boundaries and then also the concept of knowledge mobility. And I'm wondering if you could talk about each of them in turn and talk about how they relate to one another. Peter: Certainly. So, when we make our groups, when we make groups, groups are very discreet. I think this comes from that sort of strategic grouping, or even self-selected groupings where the groups are really separate from each other. There are very well-defined boundaries around this group, and everything that happens, happens inside that group, and nothing happens between groups. In fact, as teachers, we often encourage that, and we're like, “No, do your own work in your group. Don't be talking to the other groups.” Because the whole purpose of doing strategic groups is to keep certain kids away from each other, and that creates a very non-permeable boundary between the groups. But what if we can make these boundaries more porous, and so that knowledge actually starts to flow between the groups. This is what's called “knowledge mobility,” the idea that we don't actually want the knowledge to be fixed only inside of a group. Peter: The smartest person in the room is the room. We got to get that knowledge moving around the room. It's not groups, it's groups among groups. So, how can we get what one group is achieving and learning to move to another group that's maybe struggling? And this is called “knowledge mobility.” The easiest way to increase this is we have the students working at vertical whiteboards. Working at vertical whiteboards creates a space where passive knowledge mobility is really easy to do. It's really easy to look over your shoulder and see what another group is doing and go, “Oh, let's try that. They made a table of values. Let's make a table of values. Or they've done a graph, or they drew a picture” or whatever. “We'll steal an idea.” And that idea helps us move forward. And that passive can also lead to more active, where it's like, “I wonder what they're doing over there?” Peter: And then you go and talk to them, and the teacher can encourage this. And both of these things really help with mobilizing knowledge, and that's what we want. We don't want the only source of knowledge to be the teacher. Knowledge is everywhere. Let's get that moving around the room within groups, between groups, between students. And that's not to say that the students are copying. We're not encouraging copying. And if you set the environment up right, they don't copy. They're not going to copy. They'll steal an idea, “Oh, let's organize our stuff into a table of values,” and then it's back to their own board and working on that. And the other way that we help make these boundaries more porous is by breaking down the social barriers that exist within a classroom. All classrooms have social barriers. They could be gender, race. They could be status-based. Peter: There are so many things that make up the boundaries that exist within classrooms. There are these social structures that exist in schools. And one of the things that random groups does is it breaks down these social barriers because we're putting students together that wouldn't normally be together. And our data really reveals just how much that happens; that after three weeks, the students are coming in, they're socializing with different students, students that hadn't been part of their social structure before. They're sitting together outside of class. I see this at the university where students are coming in, they almost don't know each other at all. Or they're coming in small groups that are in the same class. They know each other from other courses, and within three, four weeks, I'm walking through the hallways at the university and I'm seeing them sitting together, working together, even having lunch together in structures that didn't exist on day one. There are so many social structures, social barriers in classrooms. And if we can just erode those barriers, those group structures are going to become more and more porous, and we're creating more community, and we're reducing the risk that exists within those classrooms. Mike: I think the other piece that jumps out for me is when I go back to this notion of one random grouping, a random grouping that shifts every 45 to 75 minutes. This idea of breaking those social boundaries—but also, really this idea that knowledge mobility is accelerated jumps out of those two practices. I can really see that in the structure and how that would encourage that kind of change. Peter: Yeah. And it encourages both passively and actively. Passive in the sense that students can look over the shoulder, active that they can talk to another group. But also passively from the teacher perspective, that random groups does a lot of that heavy lifting. But I can also encourage it actively when a group asks a question. Rather than answering their question, looking around the room going, “You should go talk to the sevens over there.” Or “We're done. What do we do next?” “Go talk to the fours. They know what's next.” That, sort of, “I as a teacher can be passive and let the random groups do a lot of the heavy lifting. But I can also be active and push knowledge around the room. By the way, I respond to students' questions.” Mike: Well, and I think what also strikes me is you're really distributing the authority mathematically to the kids as well. Peter: Yeah, so we're displacing status, we're increasing identity. We're doing all sorts of different things that are de-powering the classroom, decentralizing the classroom. Mike: Well, before we go, Peter, I'm wondering if there are any steps that you'd recommend to an educator who's listening. They want to start to dabble, or they want to take up some of the ideas that we've talked about. Where would you invite people to make a start? Peter: So, first of all, one of the things we found in our research was small change is no change. When you make small changes, the classroom as a system will resist that. So, go big. In building thinking classrooms, random groups is not a practice that gets enacted on its own. It's enacted with two other practices: thinking tasks, which is chapter one of my book, random groups, which is chapter two. And then, getting the students working at vertical whiteboards. These are transformational changes to the classroom. What we're doing in doing that is we're changing the environment in which we're asking students to behave differently. Asking students to behave differently in exactly the same environment that they behaved a certain way for five years already is almost impossible to do. If you want them to behave differently, if you want them to start to think, you're going to have to create an environment that is more conducive to thinking. Peter: So, that's part of it. The other thing is, don't do things by half measures. Don't start doing, “Well, we're going to do random groups on Mondays, but we're going to do strategic groups the rest of the days,” or something like this. Because what that communicates to students is that the randomness is something that you don't really value. Go big. We're doing random groups. We're always doing random groups. Have the courage. Yes, there's going to be some combinations that you're going to go, “Uh-oh.” And some of those are going to be really uh-oh combinations. But you're also going to have way more situations where you go and then it turns out to be amazing. So, have that courage. Go with the random groups and do it persistently and consistently. Because there is going to be resistance. The students are going to resist this thing because at least when you're being strategic, you're being thoughtful about it. Peter: But this feels like too much chance. And they start to attribute, they start to map their emotions around being placed in strategic groups, which were often for a month, into this setting. And what we need to do is, we need to show that this is not that by being consistent, doing it randomly, doing it frequently, so they start to realize that this is different. This is not the kind of grouping structures that have happened in the past. And do it. Do it consistently, persistently. Do it for at least 10 days before you start to really see and really reap those benefits. Mike: I think that's a really great place to stop. Thank you so much for joining us on the podcast, Peter. It really has been a pleasure chatting with you. Peter: Thanks so much. It's been a great conversation. Mike: This podcast is brought to you by The Math Learning Center and the Maier Math Foundation, dedicated to inspiring and enabling all individuals to discover and develop their mathematical confidence and ability. © 2024 The Math Learning Center | www.mathlearningcenter.org
Education News Headline Roundup [00:08:10]The Free Application for Federal Student Aid is once again majorly delayed. On August 7th the U.S. Department of Education announced a rollout process for the 2025-2026 form that includes an October 1st date for limited testing, with the application set to open to all students on December 1 2024, two months later than the typical release date for the application. A federal appeals court has allowed an Iowa law that bans books with sexual content from K-12 school libraries and restricts instruction on sexual orientation and gender identity before seventh grade to take effect. This overturns a previous injunction that had paused the law, signed by Republican Governor Kim Reynolds in 2023.An update to a previously discussed story: in the wake of former Nebraska Senator Ben Sasse announcing his resignation from the University of Florida presidency, the UF student newspaper, the Independent Florida Alligator, has reported that Sasse may have been forced out over escalating tensions with the university's board chairman, Morteza “Mori” Hosseini.Social Learning Theory: Bandura, Bobo, and Beyond [00:15:16]Social Learning Theory (SLT) seeks to explain how we learn behaviors by observing and imitating others. This episode explores SLT's unique position between behaviorism, which focuses on observable behaviors, and cognitive psychology, which emphasizes internal processes like memory and perception.We'll discuss how Albert Bandura revolutionized psychology by developing new theories on aggression and modeled behaviors, challenging the dominant behaviorist views of the time. We'll cover Bandura's famous Bobo Doll experiment and its groundbreaking findings on observational learning, and we'll also introduce you to other key figures in the development of SLT, like Julian Rotter, who developed the concept of locus of control, and Walter Mischel, known for the marshmallow test on delayed gratification. We'll also tease apart the core concepts of SLT (modeling, self-efficacy, and vicarious reinforcement) to show how they work together to shape behavior. Finally, we'll discuss the broader applications and criticisms of SLT in areas like education, media, and even advertising, where the power of observed behavior is leveraged in both positive and controversial ways.Sources & Resources:The rollout for the updated FAFSA application has been delayed again : NPRAfter Botched Rollout, FAFSA Is Delayed for a Second Year - The New York TimesFAFSA Rollout Delayed Again: Here's What to Know | Paying for College | U.S. NewsU.S. Department of Education Announces Schedule and New Process to Launch 2025-26 FAFSA Form‘There's nothing more important right now': Cardona commits to fixing FAFSA disaster - POLITICOFederal judges allow Iowa book ban to take effect this school year | AP NewsObama addresses healthcare website glitches - BBC NewsFederal appeals court rules Iowa's book ban law can take effectSasse's spending, exit leave lingering questions at UFUniversity of Florida Pres. Kent Fuchs addresses Sasse allegations, plans for futureSasse stepped down. Donors and top officials say he was forced out. - The Independent Florida AlligatorBen Sasse Appears to Have Turned the University of Florida Into a Gravy Train for His PalsFormer UF President Ben Sasse defends spending after Gov. DeSantis raises concernsSocial cognitive theory | psychology | BritannicaSocial learning | Secondary Keywords: Imitation, Observational Learning & Reinforcement | BritannicaObservational learning | Psychology, Behavior & Cognitive Processes | BritannicaSocial learning theory - WikipediaAlbert Bandura | Biography, Theory, Experiment, & Facts | BritannicaAlbert Bandura, Leading Psychologist of Aggression, Dies at 95 - The New York TimesSelf-efficacy: Toward a unifying theory of behavioral change - A. Bandura - APA PsycNetSocial learning and clinical psychology : Rotter, Julian B : Free Download, Borrow, and Streaming : Internet ArchiveJulian Rotter - WikipediaTheories of Emeritus Professor Julian Rotter Still Relevant to Field of Clinical Psychology - UConn TodayDecision Making Individual Differences Inventory - Internal-External ScaleIn Memoriam: Walter Mischel, Psychologist Who Developed Pioneering Marshmallow Test | Department of PsychologyWalter Mischel | Stanford Marshmallow Experiment, Cognitive Delay of Gratification | BritannicaHow many users visit Wikipedia daily? - Quora.The Bobo Doll Experiment - PsychestudyBiological Mechanisms for Observational Learning - PMCAlbert Bandura's experiments on aggression modeling in children: A psychoanalytic critique - PMCRemembrance For Walter Mischel, Psychologist Who Devised The Marshmallow Test
Es una Cítara con la caja de un laúd, muy popular en Ucrania. Un mástil corto sin trastes con hasta una docena de cuerdas graves, Un mástil corto sin trastes con hasta una docena de cuerdas graves que se afinan desde el clavijero[...] ¡Que lo disfrutes! ✅ Si desean sumarse a IVOOX solo tienen que suscribirse o darle el botón del corazoncito ❤️ y comentar : https://www.ivoox.com/podcast-meditaaccion_sq_f1707851_1.html ✅ Si nos sigues en Apple Podcast, ahora nos puedes ayudar a calificar con 5 estrellas ⭐️⭐️⭐️⭐️⭐️. Por favor ayúdanos a llegar a más personas. Tu calificación o Me gusta❤️ no te tomara mas de 10 segundos y ayudará a llegar a más personas. Gracias de antemano!!! Puedes visitarnos en nuestro Sitio Web, para ver el articulo completo: Web: https://meditaaccion.com Síguenos en el canal informativo de Telegram: https://t.me/meditaaccion Síguenos Instagram: https://www.instagram.com/meditaaccion_podcast/ e-Mail: contacto@meditaaccion.com
✳️Les comparto una muestra de lo que se subirá el día martes al Podcast, Que lo disfruten!!! ✅¿Qué te ha parecido el nuevo avance del episodio? Ayúdanos con tu bonito corazoncito❤️ Y gracias de antemano. ✅ Si desean sumarse a IVOOX solo tienen que suscribirse o darle el botón del corazoncito ❤️ y comentar : https://www.ivoox.com/podcast-meditaaccion_sq_f1707851_1.html ✅ Si nos sigues en Apple Podcast, ahora nos puedes ayudar a calificar con 5 estrellas ⭐️⭐️⭐️⭐️⭐️. Por favor ayúdanos a llegar a más personas. Tu calificación o Me gusta❤️ no te tomara mas de 10 segundos y ayudará a llegar a más personas. Gracias de antemano!!! Puedes visitarnos en nuestro Sitio Web, para ver el articulo completo: Web: https://meditaaccion.com Síguenos en el canal informativo de Telegram: https://t.me/meditaaccion Síguenos Instagram: https://www.instagram.com/meditaaccion_podcast/ e-Mail: contacto@meditaaccion.com
Welcome back to THE IAS COMPANION. Follow us on YouTube: www.youtube.com/@IASCompanion. In today's lecture, we will discuss Albert Bandura's Social Learning Theory, which revolutionized our understanding of learning through observation and modeling. Unlike traditional behaviorist theories that emphasize direct reinforcement, Bandura proposed that much of human learning happens in a social context. We will explore the key tenets of Bandura's theory, the processes involved in observational learning, and the factors that influence this type of learning. #UPSC #IASprep #civilserviceexam #IASexamination #IASaspirants #UPSCjourney #IASexam #civilservice #IASgoals #UPSC2024 #IAS2024 #civilservant #IAScoaching #aUPSCmotivation #IASmotivation #UPSCpreparation #IASpreparation #UPSCguide #IASguide #UPSCtips #IAS #UPSCbooks #IASbooks #UPSCexamstrategy #IASexamstrategy #UPSCmentorship #IASmentorship #UPSCcommunity #IAScommunity #UPSCpreparation #IASpreparation #UPSCguide #IASguide #UPSCtips #IAStips #UPSCbooks #IASbooks #UPSCexamstrategy #IASexamstrategy #UPSCmentorship #IASmentorship #UPSCcommunity #IAScommunity
Unveiling the power of the unexpected, McKay ushers listeners into yet another captivating episode of the Open Your Eyes podcast here today. As he conducts his exploration into life's unpredictable nature, our host showcases how seemingly random events can spark profound change. Through the inspiring journeys of Olympic gymnasts Bart Conner and Nadia Comaneci, the episode highlights the impact of chance encounters that led to not only athletic brilliance but also an enduring partnership. From tales of paleontologist Sue Hendrickson's hunch leading to the most complete T-Rex skeleton, to Tom Selleck's fortuitous television appearance launching his acting career, the podcast emphasizes the importance of embracing life's detours. By remaining open to the whispers of intuition and unexpected encounters, McKay empowers listeners to find joy, forge connections, and discover their own extraordinary path in the ever-unfolding story of life.Episode Highlights:The importance of sticking with goals and overcoming challengesTrusting intuition and taking chances on seemingly random opportunitiesHow chance encounters can lead to profound life changesPersonal anecdotes of life-changing moments triggered by random eventsAlfred Bandura's studies on the impact of chance encounters and their role in shaping our livesEmbracing the unpredictable nature of life and remaining open to unexpected opportunitiesExamples such as a father's daily post-it notes to his daughter, showing how small actions can have a profound impactThe remarkable achievements and perseverance of such individuals as Bart Conner and Nadia Comaneci, who overcame significant challengesKey Takeaways:"You are filled with immense potential, and sometimes seeing things in a new way can unlock that potential.""From a chance meeting at a gymnastics competition to building a life together, their journey is a reminder that the future is often unpredictable.""Bandura believes that chance encounters with people and circumstances are the prominent forces that shape our life.""Sue Hendrickson found one of the most complete T-Rex skeletons ever discovered because she followed a hunch."“The journey of life is a tapestry woven with threads of uncertainty, possibility, and resilience.”“Embracing the idea that ‘you never know' empowers us to navigate life's challenges with courage and curiosity.”“So today, take a chance, introduce yourself, try something new, follow a hunch, listen to the voice inside that gives you a little inspiration.”Links:https://www.mckaychristensen.org/
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When God manifests his presence to believers in Christ, revival happens. Author Steve Gaines joins the program to share from his book "Revival: When God Comes to Church" as he describes how to experience true revival like we see in the book of Acts. Later, Ukrainian Pastor and speaker Igor Bandura joins Bill to discuss the depths of persecution in Ukraine and shares how we can pray and help those in harm's way. Faith Radio podcasts are made possible by your support. Give now: Click here
There is not much I enjoy more than sitting down with one of the innovative thinkers in compliance, Carsten Tams to find out what is on his mind regarding compliance. I recently had the opportunity to do so on the topic of making compliance training memorable. Over this short five-part series we will introduce the problem and challenges and then provide you with four proven strategies for success in your compliance training. In this Episode 4, we discuss making learning social and collaborative so that learners work together to search for understanding, meaning, or solutions. Social learning refers to learning with each other, from each other, and about each other. Social Learning Theory tells us that a lot of learning consist of observing and emulating others. Collaborative learning also affords participants with the opportunity to gain unique insights and skills. Cooperative learning allows participants to develop their social-emotional and interpersonal skills. They can practice ethical voice, simply by discussing an ethical situation with each other. Tom and Carsten explore the concept of social learning, referencing theories by Lev Vygotsky on social constructivism and Albert Bandura on vicarious learning and self-efficacy, to explain how behaviors and ethical values are acquired through social interaction. They emphasize that learning ethics and compliance can be more effective in a social context, whether it is through discussing ethical dilemmas, observing others' behaviors, or learning from shared experiences. The dialogue also touches on the importance of building social capital through ethical discussions, which helps in crafting solutions to ethical challenges as a team. Furthermore, they argue that every aspect of work has an ethical dimension and that recognizing the ethical implications of seemingly minute actions can significantly contribute to an organization's ethical resilience. The episode concludes with anticipation for the next episode focusing on making compliance training fun. Highlights and Key Issues Discussed · Introduction to Social Learning in Ethics and Compliance · Exploring Social Learning Theory · The Impact of Social Learning on Ethical Behavior · Social Learning's Role in Organizational Culture · Practical Examples of Social Learning in Action · Deep Dive into Safety and Ethics in the Workplace Resources Articles and Books · Boyd, R., Richerson, P. J., & Henrich, J. (2011). The cultural niche: Why social learning is essential for human adaptation. Proceedings of the National Academy of Sciences, 108(Supplement_2), 10918–10925. doi:10.1073/pnas.1100290108 · Reed, M., Evely, A. C., Cundill, G., Fazey, I., Glass, J., Laing, A., Newig, J., Parrish, B., Prell, C., Raymond, C., & Stringer, L. C. (2010). What is social learning? Ecology and Society, 15(4), [r1]. · Marjan Laal, Seyed Mohammad Ghodsi, Benefits of collaborative learning, Procedia - Social and Behavioral Sciences, Volume 31, 2012, Pages 486-490, ISSN 1877-0428, https://doi.org/10.1016/j.sbspro.2011.12.091. · Bandura, A. (1977). Social learning theory. Englewood Cliffs, NJ: Prentice Hall. · Bauman, Z. (2000). Special essay. Am I my brother's keeper? European Journal of Social Work, 3(1), 5–11. doi:10.1080/714052807 Carsten Tams on LinkedIn Emagence Consulting Tom Fox Instagram Facebook YouTube Twitter LinkedIn
J'observe à travers ma consultation que la confiance en soi est un problème de taille et qui revient souvent. Par manque de confiance, nous ne permettons pas d'avoir certaines ambitions, ce qui affecte l'orientation de carrière. Nous ne persistons pas devant la difficulté, voyant chaque défi comme une impasse définitive. Le manque de confiance affecte même notre moralité en devenant une personne amère qui n'adopte plus les mêmes standards moraux. Ça pourrait être une piste d'explication de l'origine d'un profil passif-agressif. Dans cet épisode, j'ai voulu aborder Alfred Bandura, un auteur majeur en psychologie. Le sentiment d'efficacité personnelle ne résume pas l'ensemble de la théorie sociale cognitive, mais c'est une composante importante. D'abord, le sentiment n'est pas l'efficacité, c'est un sentiment. Toutefois, ce sentiment influence directement les efforts que nous investissons. Bien entendu, ces efforts et notre détermination ont un impact sur le succès. Cela génère un cercle vertueux. Plus j'ai confiance en moi, plus je m'investis dans des projets. Plus je m'investis dans des projets, plus j'ai du succès, du succès qui m'aide à avoir encore plus confiance en moi. Une des grandes découvertes de Bandura est que nous pouvons influencer ce sentiment d'efficacité personnelle en nous et chez les autres autour de nous. Il propose des actions précises qui touchent les 4 grands volets de ce concept soit : Performance dans la tâche (un premier succès valide nos efforts et encourage) Apprentissage vicariant (apprendre en observant un expert dans l'action) Persuasion verbale (recevoir de la rétroaction par une personne crédible) État émotionnel (gérer sa pensée et son stress) Un des secrets du sentiment d'efficacité personnelle est aussi la précision. Dans cet épisode, j'aborde comment en venir à des objectifs spécifiques qui sauront nous aider à bâtir notre confiance. Ordre du jour 0m23: Introduction 12m32: Présentation du livre 20m36: Le concept du sentiment d'efficacité personnelle 36m06: Application pour façonner le sentiment d'efficacité personnelle 50m37: Réflexion personnelle Pour encore plus de détails, consulte la page web de l'épisode
Jennifer Farris, owner of Bandura Design, discusses hiring and retaining employees.
Nóż, to podstawowy element wyposażenia każdej kuchni. Moim Gościem w tej audycji był człowiek, który z produkcji noży uczynił prawdziwą sztukę. Jesteście ciekawi, jak taka produkcja wygląda... od kuchni? Posłuchajcie naszej rozmowy.
Jennifer Farris, owner of Bandura Design, discusses trends and working with MILEstone.
We had something of a scheduling snafu this week and our guests didn't show! Don't worry, they'll be back. Bun in the mean time, Nikki and Pete carried on an impromptu AMA-QA show with members in the live chat and we decided to share a piece of it with you. The question that sparks the answer is, “how do you help others with transitions when you suck at them yourself?” Great question, and that gets us talking all about Bandura's thoughts on self-efficacy, how pride can help you learn hard things, and more! If you want to hear the whole conversation, head over to https://patreon.com/theadhdpodcast and sign up to get your very own member-edition podcast feed! Thanks everyone!Links & Notes Archive.org • Bandura's Original Publication Dig into the podcast Shownotes Database (00:00) - Welcome to Taking Control: The ADHD Podcast ★ Support this podcast on Patreon ★
Join Azaii and Phil as they do a deep dive into how the AAMC will test personality on the MCAT. We are wrapping up personality with Skinner, Bandura and Mischel. You don't want to miss this one! About Jack Westin - The team at Jack Westin is dedicated to a single goal: giving students the highest quality learning resources. Jack Westin understands that students can't crush the MCAT without the perfect blend of critical thinking and fundamental science knowledge. To this end, Jack Westin is dedicated to providing students with cutting edge comprehensive tools, courses, and practice materials. The Jack Westin MCAT science and CARS courses, taught by the world's best and most engaging MCAT instructors, are designed to do more than just teach students the MCAT—it supercharges studying and encourages lifelong learning. Want to learn more? Shoot us a text at 415-855-4435 or email us at podcast@jackwestin.com!
Does violent television actually teach children to behave aggressively? In this week's episode, we'll answer this question through our discussion of Albert Bandura's Bobo Doll Experiment, which undoubtedly shook the Social Psychology world with its astonishing results (after listening to this segment, you'll learn to appreciate content ratings much more). This week's episode also includes extra notes for AP Psychology students in preparation for the exam.
Support me by becoming wiser and more knowledgeable – check out Albert Bandura's collection of books for sale on Amazon here: https://amzn.to/3xeioi1 If you purchase a book through this link, I will earn a 4.5% commission and be extremely delighted. But if you just want to read and aren't ready to add a new book to your collection yet, I'd recommend checking out the Internet Archive, the largest free digital library in the world. If you're really feeling benevolent you can buy me a coffee or donate over at https://ko-fi.com/theunadulteratedintellect. I would seriously appreciate it! __________________________________________________ Albert Bandura (December 4, 1925 – July 26, 2021) was a Canadian-American psychologist who was the David Starr Jordan Professor Emeritus of Social Science in Psychology at Stanford University. Bandura was responsible for contributions to the field of education and to several fields of psychology, including social cognitive theory, therapy, and personality psychology, and was also of influence in the transition between behaviorism and cognitive psychology. He is known as the originator of social learning theory (also known as the social cognitive theory) and the theoretical construct of self-efficacy, and is also responsible for the influential 1961 Bobo doll experiment. This Bobo doll experiment demonstrated the concept of observational learning. A 2002 survey ranked Bandura as the fourth most-frequently cited psychologist of all time, behind B. F. Skinner, Sigmund Freud, and Jean Piaget. During his lifetime, Bandura was widely described as the greatest living psychologist, and as one of the most influential psychologists of all time. Audio source here Full Wikipedia entry here Albert Bandura's books here --- Support this podcast: https://podcasters.spotify.com/pod/show/theunadulteratedintellect/support
For 18 year old Katie Rackliff it was just a normal night out. She had recently split up with her boyfriend and her friends thought it would do her good to get out for the evening. But there was confusion at the end of the evening after the nightclub and Katie didn't go home with her friends as planned. Instead, she met a brutal and terrifying death. In this episode of the UK true Crime podcast I look at the terrible murder of Katie Rackliff. Writing Credit: Megan Grant. See Megan's work on Instagram: https://www.instagram.com/megathachristie/?igshid=MmIzYWVlNDQ5Yg%3D%3D Find out more about the UK True Crime Podcast: https://uktruecrime.com Buy my book 'Gone Fishing' about serial killer Angus Sinclair https://www.amazon.co.uk/Gone-Fishing-Unsolved-Crimes-Sinclair/dp/1914277201 Bloodhound Gin Please head to persiedistillery.com/uktc to find about more about UK True Crime Bloodhound Gin. Remember to use the special discount promo code UKTC (UK adults only). Sources 1. https://www.getsurrey.co.uk/news/surrey-news/museum-celebrates-140-years-camberleys-12484314 2. https://www.independent.co.uk/news/uk/crime/i-was-born-to-be-a-killer-every-night-i-see-the-devil-in-my-dreams-1275032.html 3. https://www.mirror.co.uk/news/real-life-stories/25-years-ago-12-year-11293419 4. https://www.dailymail.co.uk/femail/article-4996588/Sharon-Carr-murdered-Katie-Rackliff-just-12.html 5. https://www.thefreelibrary.com/GIRL+ACCUSED+OF+MURDER+AT+AGE+12%3B+Four-year+mystery+over+stabbed...-a061319669 6. https://www.mylondon.news/news/south-london-news/britains-youngest-female-murderer-who-25103597 7. https://www.casemine.com/judgement/uk/5e6f684d2c94e038e9f35f1e 8. https://www.dailystar.co.uk/news/latest-news/release-psycho-kill-again-18059871 9. https://www.independent.co.uk/news/the-girl-who-killed-aged-12-1275008.html 10. Crime & Investigation (European TV channel) (22 October 2017). Jo Frost on Britain's Killer Kids: Sharon Carr (Television documentary). Series 1, episode 3. 11. https://www.getsurrey.co.uk/news/local-news/katie-killer-set-fight-murder-4853422 12. https://www.mind.org.uk/information-support/types-of-mental-health-problems/schizoaffective-disorder/about-schizoaffective-disorder/#:~:text=Schizoaffective%20disorder%20is%20a%20mental,Affective'%20refers%20to%20mood%20symptoms 13.https://www.thefreelibrary.com/Katie+killed+for+kicks+by+girl+aged+12%3B+CAGED%3A+Britain%27s+youngest...-a061018205 14. https://www.independent.co.uk/news/murder-charge-girl-s-chilling-diary-of-death-1280819.html 15. https://www.pressreader.com/uk/sunday-people/20200329/281891595372842 16. https://www.thesun.co.uk/news/11282267/sharon-carr-killer-faces-life-jail/ 17. https://www.getsurrey.co.uk/britains-youngest-murderer-seeks-released-25104647 18. Rodway, C., Norrington-Moore, V., While, D., Hunt, I.M., Flynn, S., Swinson, N., Roscoe, A., Appleby, L., & Shaw, J. (2011). A population-based study of juvenile perpetrators of homicide in England and Wales. Journal of Adolescence, 34(1), 19-28. 19. Hill-Smith, A.J., Hugo, P., Hughes, P., Fonagy, P., & Hartman, D. (2002). Adolescents murderers: abuse and adversity in childhood. Journal of Adolescence, 25(2), 221-230. 20. Gerard, F.J., Jackson, V., Chou, S., Whitfield, K.C. and Browne, K.D., 2014. An exploration of the current knowledge on young people who kill: A systematic review. Aggression and Violent Behavior, 19(5), pp.559-571. 21. Bandura, A. (1986). Social foundations of thought and action: a social cognitive theory. Englewood Cliffs: Prentice-Hall. 22. http://news.bbc.co.uk/1/hi/england/bristol/3254806.stm 23.https://www.thefreelibrary.com/PASSION+KILLERS%3B+Cons+cancel+wedding+after+hearing+of+each+other%27s...-a077740168 24. https://www.morrlaw.com/article/10-things-you-might-not-know-about-camberley/ 25. https://www.dailymail.co.uk/femail/article-4996588/Sharon-Carr-murdered-Katie-Rackliff-just-12.html 26. https://lionessrue.medium.com/the-youngest-killer-in-britain-wished-to-kill-her-victim-again-slowly-this-time-because-her-5d794e34679b
Join us as we explore the complex relationship and differences between choice, freedom, and agency in animal training; and delve into whether our current discussions surrounding agency are truly reaping the benefits described in the current literature to empower animals. The science is clear, agency isn't an aspiration, it's a prerequisite and fundamental component of instructional design. Don't miss out on this thought-provoking journey! Click here for a transcript of this episode. References: Bandura, A. (n.d.). Agency. Albert Bandura Social Psychology. https://albertbandura.com/albert-bandura-agency.html Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84, 191-215. Desnoyer, Brittany & Liu, Kimy. (2022). Personal Agency as a Component of Applied Behavior Analysis. Intervention in School and Clinic. 105345122211405. 10.1177/10534512221140529. Hebert, Emmie & Flynn, Maureen & Wilson, Kelly & Kellum, Karen. (2021). Values Intervention as an Establishing Operation for Approach in the Presence of Aversive Stimuli. Journal of Contextual Behavioral Science. 20. 10.1016/j.jcbs.2021.04.001. Maier SF, Seligman ME. Learned helplessness at fifty: Insights from neuroscience. Psychol Rev. 2016 Jul;123(4):349-67. doi: 10.1037/rev0000033. PMID: 27337390; PMCID: PMC4920136. Ming, S., Gould, E., & Fiebig, J. H. (2023). Understanding and applying relational frame theory: Mastering the foundations of complex language in our work and lives as behavior analysts. Context Press, New Harbinger Publications, Inc. Veilleux, J. C. (2023). A Theory of Momentary Distress Tolerance: Toward Understanding Contextually Situated Choices to Engage With or Avoid Distress. Clinical Psychological Science, 11(2), 357–380. https://doi.org/10.1177/21677026221118327 Wilson, K. G., & DuFrene, T. (2009). Mindfulness for Two: An Acceptance and Commitment Therapy Approach to Mindfulness in Psychotherapy. Oakland, CA: New Harbinger.
Bruitages de cinéma François Béranger : Vous n'aurez pas ma fleur Tranche de vie Magouille blues L'An 01 : abolition de la propriété Première chanson de l'An 01 Tango de l'ennui Flûte alors : Miquelmar : Thunderstruck flute loop cover Miquelmar : Iron Maiden flute tribute Duduk : The Mandalorian : Main theme Memories of Caucasus L'adagio d'Albinoni Dune : Herald of the change Game of Thrones : House of the undying Covers : PJ Harvey & Björk : Satisfaction Diễm Hương & Thanh Điền : Zombie guitar cover Ride the lightning Super Mario 64 Dark side of the moon Super Mario 64 The Mills Brothers : Caravan B&B Project : Super Mario theme Paint it black Vivaldi : Tempête Astor Piazzolla : Libertango Sons zarbi : Arthur Dubois : Piglet Beat Arthur Dubois : The shape of water Rockhistation : Guitare avec la langue Device Orchestra : Smoke on the water Floppotron : Master of puppets The Flying Karamazov, jongleurs musiciens Karamazov remix Heavy Metal OST Trucs en vrac : Forme d'onde en feu Petit papa Noël au tire-bouchon Gotye vs Rick Astley Charles Berthoud : Bohemian Rhapsody Charles Berthoud : ma réponse aux Eagles La +BCdM : The Beatles : Something Maquette En répétition Live - Concert for Bangladesh Live in Japan par Frank Sinatra - Elvis Presley - Ray Charles - Sarah Vaughan - Pomplamoose - McCartney, Clapton & Friends La Playlist de la +BCdM : sur le Tube à Walter sur Spotify (merci John Cytron) sur Deezer (merci MaO de Paris) sur Amazon Music (merci Hellxions) et sur Apple Music (merci Yawourt) Vote pour la Plus Belle Chanson du Monde Le son mystère (46'42) : Véronique Sanson & Denise Glaser Léo Ferré & Denise Glaser Avec : Bengir Aude Sandrina Cirbafe David GGR Slassh MaO Bibou & Bibounette Fanny Grincheux David Les Yeux Clos Pincho Pop goes the WZA Pat Hogun Laurent Doucet Docteur Zaius Merci à : Krisquette Pop goes the WZA Pat Hogun K Rot Chris Crapez Stéphane David LYC Spookymic Michidar Doc Retro Podcasts & liens cités : Walter sur Mastodon PodRennes Blind Best Passion Médiévistes 24 FPS Chez Bibou & Bibounette Le générique de fin est signé Cousbou
The President of the Slavic Gospel Association, Michael Johnson, along with Ukrainian pastor Igor Bandura, Vice President of the Ukrainian Baptist Union, at the 2023 National Religious Broadcasters Convention in Orlando, discussed the partnership between the SGA and Ukrainian pastors, in light of challenges that Pastor Igor related in the conversation. You can learn more at sga.org.
The President of the Slavic Gospel Association, Michael Johnson, along with Ukrainian pastor Igor Bandura, Vice President of the Ukrainian Baptist Union, at the 2023 National Religious Broadcasters Convention in Orlando, discussed the partnership between the SGA and Ukrainian pastors, in light of challenges that Pastor Igor related in the conversation. You can learn more at sga.org.
In the month of May, which is Mental Health Awareness Month, we're focusing on five different mental habits that you can have or adopt that either worsen depression, create depression, or are part of a relapse occurring. Last week, we focused on what is termed “internal orientation” – meaning that you fall into the habit of believing what your depression is telling you, either through your thoughts or your emotions. And depression often lies to you frankly. Today we're focusing on what's termed “stress generation.” What is that? When you're actually making choices and decisions that cause more stress for you. We'll talk more about it! It's when the “don't care” or “don't know” of depression leads to even more stress which then leads to more depression. And it's a bad habit. The SpeakPipe voicemail today is from an older woman who says that her grown adult children don't see her as a “person.” She doesn't feel included in their lives as important or viable. I hear this from all ages so it could be ageism… but we'll see if we can widen our lens a bit to discuss. Vital Links: Link to Bandura's research on self-efficacy Click Here for the fabulous offer from Athletic Greens - now AG1 - with bonus product with your subscription! We welcome back BiOptimzers and Magnesium Breakthrough as a returning sponsor to SelfWork and they have a new offer! Just click here! Make sure you use the code "selfwork10" to check out free product! You can hear more about this and many other topics by listening to my podcast, SelfWork with Dr. Margaret Rutherford. Subscribe to my website and receive my weekly newsletter including a blog post and podcast! If you'd like to join my FaceBook closed group, then click here and answer the membership questions! Welcome! My book entitled Perfectly Hidden Depression has been published and you can order here! Its message is specifically for those with a struggle with strong perfectionism which acts to mask underlying emotional pain. But the many self-help techniques described can be used by everyone who chooses to begin to address emotions long hidden away that are clouding and sabotaging your current life. And it's available in paperback, eBook or as an audiobook! And there's another way to send me a message! You can record by clicking below and ask your question or make a comment. You'll have 90 seconds to do so and that time goes quickly. By recording, you're giving SelfWork (and me) permission to use your voice on the podcast. I'll look forward to hearing from you!
On this week's mini episode, I cover Albert Bandura's famous experiment with the Bobo doll. This experiment was foundational for supporting Bandura's theory of social learning. It was also a great excuse for some kids to beat up a clown doll. Sources NAMI HelpLine: 1-800-950-NAMI (6264) or info@nami.org https://www.nami.org/help NEW mental health crisis number: 988 Trans Lifeline: US (877) 565-8860 https://translifeline.org/hotline/ Follow me on Twitter @PsychMindedPod Follow me on Instagram @_psychologically_minded_ Email me at psychmindedpod@gmail.com
Claudia Conti was born in Uruguay and now lives in Austin, Texas.Claudia is an enthusiast for self-development and motivational speaking. She is an experienced marketing professional, but currently studying to be a Jay Shetty Certified Life and Success Coach, and also a public speaker. She is the mother of two beautiful souls. Claudia has had many life experiences and feels that multiple lessons have been learned along the way. Claudia just loves to study life and everything and she's excited to inspire and serve people to have a happier and more fulfilled life.Claudia can be contacted via Instagram @clau_conti_In the episode Claudia mentions Bandura's TheorySue Reid is a certified life and success coach who specialises in helping her clients build their confidence so that they can face challenges in their personal and professional lives.Work with Sue if you want to feel more secure in your skin.If you want to face the world with a smile.If you feel stuck and not sure how to move forward.If you have a hard decision to make. Subscribe to the free newsletter 'Confidence Matters' and download the Ebook '30 Day Confidence Boost Workbook' - Click HereSues book 'Building Confidence: How to Thrive As a Shy Person' can be found on AmazonLink- Building Confidence: How to Thrive as a Shy Person eBook : Reid, Sue: Amazon.co.uk: Kindle StoreSue can be contacted via: suereidcoaching.com Instagram @suereid1905Email sue@suereidcoaching.comLinktree: https://linktr.ee/suereidcoaching Connect to my Linktree to find all my work.
La psicologia dell'apprendimento studia i meccanismi attraverso cui acquisiamo nuove conoscenze e consapevolezze, ad esempio come avere più fiducia nelle proprie capacità. Albert Bandura è stato lo psicologo che per primo ha sostenuto che l'apprendimento avesse una componente sociale. Ho raccolto i 3 concetti chiave delle teorie di Albert Bandura.Se sei interessato a scoprire come aumentare il tuo senso di autoefficacia, ti aspetto su Audibile con il podcast “Scuola di Psicologia” in cui la collega Laura Pirotta parliamo dei grandi protagonisti della storia della psicologia, qui al link: https://bit.ly/3tde2jA
Powerful stories linked to this beautiful and stirring Ukrainian folk song which inspired Pink Floyd to reform so they could release their own version, 'Hey Hey Rise Up', alongside Andriy Khlyvnyuk of Boombox. Chervona Kalyna is a clarion call with roots stretching back to 17th century Cossack history; as meaningful now as then, this episode of Soul Music reflects how music can be a unifying force in the most dangerous and difficult of times. Anti-Russian, it was banned prior to Ukrainian independence in 1991 with one of its lyrics calling to 'free our brothers Ukrainian from Muscovites shackles'. Its full title 'Oi u luzi chervona kalyna' translates as 'Oh the red viburnum in the meadow': red viburnum is a common plant in Ukraine and in the song it's a metaphor for the country itself. Telling their stories on Soul Music: Taras Ratushnyy, journalist turned soldier, discusses his beloved son, Roman, and the heroic role he played in Ukrainian society both before after the war began. Elizaveta Izmalkova is a young Ukrainian singer who now lives in Lithuania. She performed Chervona Kalyna as part of a flash-mob co-organised by Egle Plytnikaite who describes why she and other Lithuanians wanted to demonstrate their support for Ukraine. Nadia Morykvas wrote a book about the cultural polymath, Stepan Charnetskyi, who - in the early 20th century - adapted Chervona Kalyna for one of his plays. (Volodymyr Oleyko translates for Nadia Morykvas). Andrij Halushka is a Ukrainian who now lives in London. He describes how his family history, down multiple generations, connects with the song. Julia and Kateryna came to England under the 'Homes for Ukraine' scheme when the war began. Under the name 'Dvi Doli' they raise money for Ukraine by staging concerts where they perform traditional songs on the Bandura. Taras Filenko is a pianist and ethno-musicologist. Originally from Zaporizhzhia in Ukraine, he now lives in Pennsylvania, USA. He discusses the musicology of the song, and recalls a neighbour from his childhood who was imprisoned for performing Chervona Kalyna in the 1940s. Myroslava Hartmond is a British-Ukrainian cultural diplomacy expert. She explains how the current popularity of Chervona Kalyna began when Andriy Khlyvnyuk, the lead singer of Boombox, recorded an a capella version in the centre of Kyiv. This inspired Pink Floyd to collaborate with Khlyvnyuk and release their own version. Please scroll down to the 'Related Links' box on the Radio 4 Soul Music webpage for further information about some of the interviewees and the different versions of the song used in the programme. The programme image is of Taras and Roman Ratushnyy. Producer for BBC Audio in Bristol: Karen Gregor
Andrew Langer guest hosting for Larry O' Connor this Thanksgiving In this second hour; Andrew Langer talks with guests Pastor Igor Bandura and Michael Johnson, about the war in Ukraine. Pastor Bandura is leader of the Ukrainian Baptist Union also known as "the leader of Ukraine's ‘angel force'; and Mr. Johnson is president of Slava Gospel Association (SGA). Also in this hour: Rethinking Run, Hide Fight. For more coverage on the issues that matter to you, visit www.WMAL.com, download the WMAL app or tune in live on WMAL-FM 105.9 FM from 5-9 AM ET. To join the conversation, check us out on Twitter: @WMALDC, @LarryOConnor, @Jgunlock, @patricepinkfile and @heatherhunterdc.See omnystudio.com/listener for privacy information.
Andrew Langer guest hosting for Larry this Thanksgiving In this second hour; Andrew Langer talks with guests Pastor Igor Bandura and Michael Johnson, about the war in Ukraine. Pastor Bandura is leader of the Ukrainian Baptist Union also known as "the leader of Ukraine's ‘angel force'; and Mr. Johnson is president of Slava Gospel Association (SGA). For more coverage on the issues that matter to you, visit www.WMAL.com, download the WMAL app or tune in live on WMAL-FM 105.9 FM from 5-9 AM ET. To join the conversation, check us out on Twitter: @WMALDC, @LarryOConnor, @Jgunlock, @patricepinkfile and @heatherhunterdc. See omnystudio.com/listener for privacy information.
Link para o livro Merdades e Ventiras: http://merdadeseventiras.com.br “Todas as pessoas são capazes de construir ideologias morais para justificar seus comportamentos, e geralmente tendem a convencer a si e aos outros de seus princípios conforme lhes convêm.” Essa frase é de Albert Bandura, psicólogo e pedagogo autor do livro Desengajamento Moral, que deveria ser obrigatório em todas as escolas. No processo de justificativa moral, tentamos fazer com que a conduta prejudicial aos outros seja apresentada como algo valioso para propósitos morais e sociais. E assim, o que seria reprovável passa a ser aceitável. Uma das ferramentas do processo de desengajamento moral é a linguagem eufemística, que troca termos ou expressões que possam ofender alguém, por outros mais suaves. Caixa dois vira “recursos não contabilizados”… ditadura vira “democracia social”… censura à imprensa vira “controle social da mídia”… Privatização é chamada de “desestatização”. Quarentena vira lockdown. Cada eufemismo permite um alívio moral. Sabe qual é o problema? As pessoas se comportam de forma muito mais cruel quando suas ações são verbalmente atenuadas. Racionalizar a conduta delituosa, é disso que trata o desengajamento moral. Recorro a William Sheakespeare, na fala de Julieta, a namorada de Romeu: “O que há num simples nome? O que chamamos rosa, sob uma outra designação teria igual perfume.” Pense nisso. Continuo a reflexão neste vídeo. https://www.youtube.com/watch?v=OiiBvSjX-0E Gostou? De onde veio este, tem muito, mas muito mais. Torne-se um assinante do Café Brasil e nos ajude a continuar produzindo conteúdo gratuito que auxilia milhares de pessoas a refinar seu processo de julgamento e tomada de decisão. Acesse http://mundocafebrasil.com
Link para o livro Merdades e Ventiras: http://merdadeseventiras.com.br “Todas as pessoas são capazes de construir ideologias morais para justificar seus comportamentos, e geralmente tendem a convencer a si e aos outros de seus princípios conforme lhes convêm.” Essa frase é de Albert Bandura, psicólogo e pedagogo autor do livro Desengajamento Moral, que deveria ser obrigatório em todas as escolas. No processo de justificativa moral, tentamos fazer com que a conduta prejudicial aos outros seja apresentada como algo valioso para propósitos morais e sociais. E assim, o que seria reprovável passa a ser aceitável. Uma das ferramentas do processo de desengajamento moral é a linguagem eufemística, que troca termos ou expressões que possam ofender alguém, por outros mais suaves. Caixa dois vira “recursos não contabilizados”… ditadura vira “democracia social”… censura à imprensa vira “controle social da mídia”… Privatização é chamada de “desestatização”. Quarentena vira lockdown. Cada eufemismo permite um alívio moral. Sabe qual é o problema? As pessoas se comportam de forma muito mais cruel quando suas ações são verbalmente atenuadas. Racionalizar a conduta delituosa, é disso que trata o desengajamento moral. Recorro a William Sheakespeare, na fala de Julieta, a namorada de Romeu: “O que há num simples nome? O que chamamos rosa, sob uma outra designação teria igual perfume.” Pense nisso. Continuo a reflexão neste vídeo. https://www.youtube.com/watch?v=OiiBvSjX-0E Gostou? De onde veio este, tem muito, mas muito mais. Torne-se um assinante do Café Brasil e nos ajude a continuar produzindo conteúdo gratuito que auxilia milhares de pessoas a refinar seu processo de julgamento e tomada de decisão. Acesse http://mundocafebrasil.com
On this episode of the podcast, I'm joined by a guest co-host Dr. Mark Christians, and together we interview Dr. Marjorie Lindner Gunnoe about her new book The Person in Psychology and Christianity: A Faith-Based Critique of Five Theories of Social Development. Among the topics we discuss: Why ordinary people might be interested in developmental psychology Why these five (Erikson, Bowlby, Skinner, Bandura, and Evolutionary Psychology) were selected for the book. Dr. Gunnoe's "faith-based working model of the human person" The relationship of psychology and religion and why we should learn from others who do not share our faith The implications of things like attachment theory for discipleship Get the book: https://www.ivpress.com/the-person-in-psychology-and-christianity Dr. Mark Christians's review: https://inallthings.org/of-psychology-and-christianity-a-review-of-the-person-in-psychology-and-christianity/
Accordion Noir Radio - Ruthlessly pursuing the belief that the accordion is just another instrument.
Frederic Deschamps from the Confédération Mondiale d’Accordéon posted this week about accordionist Galyna Oleksiv, who was killed on July 14, 2022 by a Russian missile in Ukraine. The folks at B&B Project (Ukraine’s well known Bayan and Bandura duo) posted about raising funds for her son, dreadfully injured when his mother was killed. The message below about […]
In this episode, I discuss what causes frustration that leads to aggression in our lives. The episode starts with understanding Tony Robbins 6 human needs and how having those differing needs can be a root of frustration if we can't learn to accept each others differences. As the talk continues, I discuss topics from the book by Elliot Aronson called "Social Psychology." I explain the social impact of aggression on others through Bandura's Bobo doll experiment, and the presence of alcohol as a cause for more aggression. As this episode concludes, we explore ways to combat the frustration and urge to hurt others in 3 ways; Counting to 10, taking deep breaths, and going for a walk. If you struggle with dealing with frustration and finding that you are hurting others, definitely give this one a listen!Social Psychology by Elliot Aronson
This is an inspirational story of a Master Practitioner of NLP who used NLP processes while undergoing cancer treatments. He mentions some of the processes in NLP he used, such as the Outcome Frame (sensory-based), anchoring, submodalities (pain management), the structure of questions, presuppositions, and beliefs (his and others). Other topics include 1. Beliefs and the Bandura curve – a. Belief in treatment, b. Belief in a practitioner, c. Rapport and trust. 2. Mental emotional vs. physical 3. Presuppositions engaged 4. Flexibility and attending to evidence – the medical model
Kate Chopin - The Awakening - Episode 2 - Edna Pontellier Defies All Explanations! HI, I'm Christy Shriver and we're here to discuss books that have changed the world and have changed us. And I'm Garry Shriver and this is the How to Love Lit Podcast. This is our second episode in our four part series discussing the world of Kate Chopin. Last week we introduced our author and what is generally considered her masterpiece, the novella, The Awakening. Today we will continue discussing this book as we meet Edna and mosey around the Creole world of Victorian Louisiana on the vacation island of Grand Isle. This book is like Camus' The Stranger in that it is incredibly complicated but deceptively simple looking. It has been misunderstood since the minute it was published, and it's still misunderstood. Critics have claimed it's a champion of the women's movement; a challenge to the patriarchy, an expose on depression, a discussion of narcissism, an exploration of female sexuality- and certainly it can be looked at through each of these lens without any difficulty at all and there are things to say there. And yet, Chopin cryptically told one critic in response to her book nothing along any ideological lines. This is how she chose to frame her book, and I never and I quote, “dreamed of Edna making such a mess of things and working out her own damnation as she did.” What does that even mean? Exactly, it's a consciously and deliberately messy book. It is NOT best read as an ideological book of any kind- no matter if your prejudices lie for or against her apparent causes. It certainly makes it easier to read if you're looking to make it a political statement, and when I was first introduced to it, that's how I was taught to read it, but I have since decided to reject easy interpretations of great literature in general primarily because that makes something great immediately uninteresting. And this book is definitely NOT uninteresting. So, if we're not to read it about being about politics, the patriarchy, oppression or that sort of thing, how should we understand it? Isn't that the million dollar question? What is so compelling about Edna Pontellier- and she has been compelling even maddening for the last 120 years. I don't find her necessarily a likeable person, are we supposed to? At first I wondered if it was designed so that men are supposed to not like her or maybe not like themselves by looking at what's happened to her, but do women generally find her likeable? I also don't see how to avoid seeing gender as an important component of this book. Oh I agree, you can't help but see gender and you're definitely supposed to. It's about a woman- it's about being a woman- but is there anything more complicated than a woman? That's a loaded question!! Do you honestly think you can bait me into answer that? Ha! Wise man! In all serious, it's about being human, but from a women's perspective- and that can't be reduced to any single set of definable variables. That's what's messy about it. It's about a woman in the Victorian era at the turn of the century- the particulars of the challenges women faced that that particular political moment in US history- the woman question, as they referred to it in those days, but that's just our starting point- the setting, so to speak- there are more interesting parts of Edna and her awakening than just resolving the contextual economic, sexual or matrimonial roles in society. Beyond that, let's just look at the term “the awakening”. It's kind of a strange term to use in a book where the protagonist spends an unusually large amoung of her time asleep. I'm not sure I've seen a protagonist sleep as much as Edna in any book, except maybe Sleeping Beauty or Rip Van Wrinkle. And yet, the title begs a question. What is an awakening, or at least what is '”The Awakening”? as Edna is to experience it. The first part of the book which we are going to talk about today- chapters 1-16 IS her awakening. For her, it's kind of a gradual experience that happens to her over a summer. Chopin first defines it in chapter 6, it's described as coming into one's own humanity – to recognize one's relations as an individual to the world within and about. You know that's a great definition of what it means to grow up really- to find one's agency in the world. Chopin insightfully connects someone's internal awakening with their sexual awakening. This awareness of how you are a sexual being and as such interact with other beings as sexual beings- both of the same sex as well as the opposite sex. Chopin illustrates this many ways and, and I would go far as to say seems to use sexual agency as an expression of agency of a general kind. Yes, and what does that mean? How should we define agency, as in human agency? What do you mean when you use that term? I know I asked a question that could be a long answer, but in just a few words. Agency, in general, refers to our capability as humans to influence our own functioning. It is our ability to direct the course of events through our own actions. Said another way, it's our ability to determine and make meaning through purposeful and reflective creative action. A psychologist by the name of Albert Bandura out of Stanford university is a leading figure in this field, so if you're interested, just Google his nam and you can read as much as you want. But basically, according to Bandura, we exercise our agency in four ways. We are self-organizing, pro-active, self-regulating, and self-reflecting. We are not simply onlookers of our behavior. We are contributors to our life circumstances, not just products of them. That's a quote We like to think, and we do think the younger we are, that agency means freedom. And in many ways it does. But what does freedom even mean? Does it mean I get to do whatever I want? Well, sort of, but we're interacting in a world full of forces both from the outside but also from the inside. Understanding that seems to be what Chopin is wanting to explore in a very feminine context- because female forces aren't always the same as male forces, by definition. Well, I will tell you what Bandura would say. The problem is that Most human pursuits involve other people, so there is no absolute agency. Let me use Bandura's words here. He says, “Individuals have to accommodate their self-interests if they are to achieve unity of effort within diversity. Collective endeavors require commitment to a shared intention and coordination of interdependent plans of action to realize it- in other words you have to get along in the world you live in. That's the rub. Ahhh- getting along with others. That's another important idea to think about here. The Awakening wasn't even the original title of this book. The original title was A Solitary Soul. That makes you think of the story in an entirely different way. Is this a story about waking up or being alone or both? If there's something that we can see immediately in the characterization of Edna, is that she is a solitary woman. She is very much alone and has been all of her life not physically alone, but emotionally. Well, for me that title tells me that this book is about attachment and intimacy, but I may be jumping the gun. We didn't get very far into the story last episode. We basically only got through the first chapter, so let's kind of start there. We found ourselves on a vacation resort island, the Grand Isle- which is fifty miles from New Orleans. Emily Toth, Chopin's biographer, described it as kind of a tropical paradise of sorts. She said that For young mothers, like Kate Chopin it was a wholesome place to spend what otherwise was a dangerous season in the South. Unlike New Orleens the Grand Isld didn't have open canals or cisterns. There weren't swarms of disease infested mosquitos to threaten children or adults. No one there had to lock their doors. The island was a tropical paradise. It had palm trees, vines, orange and lemon trees, acres of yellow chamomile. There were no actual streets only grassygreen or sandy paths. It was seductive to the imagination, too, with tales of shipwrecks and pirate gold from Barataria Bay, the old haunt of the pirate Jean Lafitte. And of course that makes sense Memphis is also sweltering hot in the summer. And for years, summer months in the South were deadly. Mosquitos came in and with them deadly diseases. Yellow fever especially was terrorizing, so if you could afford to get away from the city in the summer you did; and many many people did exactly what we see the Pontellier's doing here. Edna and the kids would stay at Grand Isle, Leonce would go into the city during the week and would come out to spend the weekends with the family. Last week, we didn't actually meet Edna; we met her husband who is annoyed by these cackling birds that are making so much noise he can't read his newspaper- a parrot and a mockingbird, and we talked about how birds are important symbols in this book. Yes- Birds and wings. We have a parrot, we have a mockingbird, and later we're going to have a pigeon house. We're also going to have a woman with angel wings, and another woman who tells Edna she needs strong wings. But before we get to the lady friends with wings, let's meet Edna Pontellier. Soon after Mr. Pontellier leaves the house, Mrs. Pontellier and her summer companion Robert LeBrun come strolling along. It's not one of the world's more normal love triangles- watch how these three interact- Let's read this interaction Page 4 Well, there's nothing quite so startling as introducing a book's protagonist as an object on page one. Mr. Pontellier literally looks at his wife as a piece of property according to our narrator, and he seems to care less about the man she's spending all of her time with. Yes, but there's more to see here. She's clearly a beautiful woman and a prize for her husband, but what does she get in exchange- rings. And they sparkle. She also gets days at the beach free of responsibility- in fact, we will see that Edna is the only character in this book who does no work of any kind, ever. These two have made a deal. And what we clearly see as we watch the relationship develop is that love was never part of their original agreement, at least not the way we would like to understand love as it works in an ideal marriage. Edna married Leonce because he loved her and flattered her, but Chopin is careful to make us very aware that she never loved Leonce in return or even deceived herself into thinking she did. She was “running away from prayers, from the Presbyterian service” from her father. Although, we have to jump ahead to chapter 7 to see that. Let's just read the love story of these two lovebirds…to borrow from Chopin's bird motif: Her marriage to Léonce Pontellier was purely an accident, in this respect resembling many other marriages which masquerade as the decrees of Fate. It was in the midst of her secret great passion that she met him. He fell in love, as men are in the habit of doing, and pressed his suit with an earnestness and an ardor which left nothing to be desired. He pleased her; his absolute devotion flattered her. She fancied there was a sympathy of thought and taste between them, in which fancy she was mistaken. Add to this the violent opposition of her father and her sister Margaret to her marriage with a Catholic, and we need seek no further for the motives which led her to accept Monsieur Pontellier for her husband. The acme of bliss, which would have been a marriage with the tragedian, was not for her in this world. As the devoted wife of a man who worshiped her, she felt she would take her place with a certain dignity in the world of reality, closing the portals forever behind her upon the realm of romance and dreams. But it was not long before the tragedian had gone to join the cavalry officer and the engaged young man and a few others; and Edna found herself face to face with the realities. She grew fond of her husband, realizing with some unaccountable satisfaction that no trace of passion or excessive and fictitious warmth colored her affection, thereby threatening its dissolution. Not the most romantic love story I've ever read. In fact, she seems almost proud that she doesn't love Leonce, but honestly, I think we can say that story is common enough. How many girls and guys marry whoever they're dating in their youth just because it seems like it's the time to do something like that happens to be the person they met at that time- as Chopin would call it, “an accident masquerading as a decree of Fate”? How many others make a deal of convenience- a financial transaction or sorts. I agree completely- my favorite Marilyn Monroe movie, is about that- Diamond are a Girl's Best Friend. Although I will say, most of the time things don't work out like they do for Mrilyn Monroe. Chopin's portrayal is more realistic. People marry and then sooner or later, one or both partners start doing things that resemble Chopin's descriptions of the Pontellier marriage. In Victorian days, it was women, but today, I've seen situations where either partner experiences this exact thing Edna's experiencing- sad isolation- being discarded for one thing or another. Edna and Leonce have two small children, but here in chapter 3, Edna finds herself in isolation and crying in the middle of the night. It's gut-wrenching. This relationship is cruel, and not just because Leonce wakes her up in the middle of the night wanting to talk- the scene as it unfolds is an expression of a total lack of understanding between these two. What is most cruel here is the total lack of intimacy between these two. And money doesn't make it all better even though they seem to think it does. Leonce gives Edna a bunch of money the next day knowing that it makes her happy. And later on after he goes back to New Orleans, Edna receives a care package from her husband, and she even admits to her friends that she knows of no better husband than Leonce Pontellier. Of course, this comes across very ironic to the reader because Chopin has already taken us behind the veil of what looks like a perfectly ideal marriage to see a lonely woman who cries when no one is watching. I also found it interesting that in the second chapter of the book before we even read the sad incident of Edna crying through the night, we are told that her mother had been dead- just a very psychological detail to introduce into the text. She's a solitary soul. There's a couple more important details I think we need to pay attention to here early on in the text- what about this gentlemen- Robert LeBrun- Robert spends all day every day with Edna at Grande Isle, but Leonce is not jealous of him at all. In fact, we are told Creole husbands are never jealous- that the gangrene passion is one which has become is dwarfed by disuse- although I'm not really sure I understand exactly what that expression means. No, On the contrary, Leonce seems to like the fact that Edna has a playmate. Robert takes Edna off his hands, so to speak. Later in chapter 5, we are told that Robert picks a different girl every summer to fawn over. Some of the girls are single, but mostly he picks married women- unattainable ones. These women apparently enjoy the attention, and Robert isn't taken seriously as a threat. It's part of the beach culture, and not a threat in this Creole culture. Agreed, except, as we're going to find out, Edna isn't a Creole woman and things aren't the same with her- as Adele reminds Robert in chapter 8 as she tries to talk him into leaving Edna alone. She point blank tells him, “Edna isn't one of us”. And she very much is NOT. Edna, the reader knows, was raised in a very frigid home- nothing like the physicality, sensuality and the openness of the Creole people. I've got more to say about that, but before we get too far from the crying scene in chapter 3, I want draw attention to the detail where Chopin connects Edna's loneliness and tears to the sea. As Edna sat there alone and crying in the night, Chopin points out that and I quote, “no sound abroad except the hooting of an old owl in the top of a water-oak, and the everlasting voice of the sea.” Two ideas here worth noticing- first Chopin is going to do a lot with sounds. Music is important, which we'll talk about extensively next episode. But Grand Isle is noisy place- we've already had noisy birds and little, girls playing the piano, but here's the second idea- notice the emphasis and presence of the sea, it is the most important symbol of the entire book. The ocean is also an archetype. Just in case you haven't heard us talk about archetypes before and unfamiliar what we mean by them in this literary context, archetypes are psychological. The psychologist Carl Jung famously theorized that they are symbols wired into our brains- that's one way to look at them- he called them a universal collective consciousness. They are universal…meaning cultures all over the world throughout time having had nothing to do with each other use the same symbols to mean the same things- although they have had no way to coordinate this. It's an interesting and true phenomena whether you agree with Jung's understanding of the unconsciousness or not. Not all traditional symbols are archetypes, but many are. The ocean is an archetype that represents death, rebirth, timelessness, eternity, the mother of all life- it has in cultures of all times all over the world. This is not a symbol Chopin just made up. Do we know how she's using it here, Christy, any ideas? Well, we'll have to see how she develops it along the way. That's the thing about symbols, they take a life of their own in the story but also inside of every different reader. But let's just take note of what we can see: they are at the seaside, Robert and Edna have been at the sea all day, and now Edna listens to the sea- to its mournful lullaby- it's just something to pay attention to and watch. In chapter 4, we meet our first Creole woman, Mrs. Adele Raginolle, and my goodness she is basically described as a goddess. Chopin says there are no words to describe her, she's that gorgeous. She's the bygone heroine of romance. Oh yes, I'm intimidated by just reading about her. I also want to point out before we get too far away from our discussion of archetypes that Chopin does a lot of things in threes- an archetypal number. There are three women- Adele, Edna and this other one we're going to meet in chapter 9, Mademoiselle Reisz. Edna was raised in a household of 3 girls. She had three crushes before marrying Leonce. She has three male lovers in the later part of the book. She has three homes to consider living in later on- it's all carefully constructed and thematic, and we'll need to look at all of them. But we'll start with the women. First, the amazing Adele. She reminds me of some of the Louisianan beauties that intimated me when I showed up my ninth grade year at West Monroe Junior High School, home of the Colonels. Adele is perfect- gracious, well-mannered. She is Southern charm writ large. Let me quote, “there was nothing subtle or hidden about her charms; her beauty was all there, flaming and apparent: the spungold hair that comb nor confining pin could restrain; the blue eyes that were nothing but sapphires, two lips that pouted, that were so red one could only think of cherries or some other delicious or crimson fruit in looking at them.” Does it get any more perfect than that? HA!, well, before she even talks about her physical beauty we find out she is the ideal mother-woman, and Chopin describes what that is. A mother-woman is one who is “fluttering about with extended, protecting wings when any harm, real or imaginary, threatened their precious brood.” A woman who and again I quote, “idolized their children, worshiped their husbands, and esteemed it a holy privilege to efface themselves as individuals and grow wings as ministering angels.” Christy, of course we're supposed to notice the wings, but I can't help but detect a slight bit of sarcasm on the part of the narrator. Is she mocking “mother-women”? That whole description of Adele and the mother-women sound over the top. Great point and good question- and truly hits on another of the several brilliant strokes of this novel. We talked about this when discussing Jane Austen, but Chopin uses the same narrative style Jane Austen used- this thing we call free indirect discourse. And- for me this is important in understanding the novel as a whole. What Chopin does is manipulates our perspective of events by mixing the perspective of a neutral narrator and merging that perspective with perspectives of the characters, mostly Edna's but not always. When we have this objective narrator we see sarcasm and strong opinion, like when we saw that Mr. Pontellier looked at Edna on page two as a valuable piece of property. That's the narrator's perspective, but then sometimes we have with this also an ability to merge into the point of view of one of the characters and see how they see things- like when Edna describes not really being in love with Leonce when they got married or fighting with her younger sister or even crying alone. Sometimes we even see things from the point of view of another character, and a lot of times this objective narrator is very ironic about this- like here, but we saw it before when Leonce came in from the club at 11pm after Edna was asleep. Listen to how Chopin phrases this, “He thought it very discouraging that his wife, who was the sole object of his existence, evinced so little interest in the things which concerned him and valued so little his conversation. Isn't that ironic and kind of funny. It seems unreasonable for him to think of her as the object of his existence. But the way she writes it makes us understand that Robert really and truly believes Edna is the center of his universe. We just don't buy it. Here again, we truly believe that everyone thinks Adele is the ideal woman, we're just not so sure we should buy it. It doesn't really seem a holy privilege to us to be efface oneself as an individual and grow wings as a ministering angel. In fact, it sounds terrible. Never mind the fact, that right after that glowing recommendation of Adele's perfection, we are let on to the fact that she fakes being sick all the time. Why do that? That's manipulative- that's not a perfect angel at all. Well, being around Adele, being around all the sensuous women and you haven't mentioned the dirty book these ladies passed around, that embarrasses Edna- but all of this changes Edna. She's not use to the carefree openness of the Croele culture towards sensuality. She doesn't understand it. And to add onto that, being around the ocean, being around this adoring younger man, Robert, being around the physicality of the females towards each other affects her- it's the sensuality that awakens something in her, if you will. She had felt it slightly before, but shut it down and almost prided herself in shutting it down by marrying Leonce. And, in some ways, it comes in slowly and takes her by surprise. By chapter six Edna is starting to dream, to feel emotional- something beyond just whatever is going on between her and Mr. Pontellier. In short, “Mrs. Pontellier was beginning to realize her position in the universe as a human being, and to recognize her relationships as an individual to the world within and about her. Ths may seem like a ponderous weight of wisdom to descend upon the soul of a young woman of 28- perhaps more wisdom than the Holy Ghost is usually pleased to vouchsafe to any woman. But the beginning of things, of a world especially, is necessarily vague, tangled, chaotic, and exceedingly disturbing. How few of us ever emerge from such beginnings! How many souls perish in its tumult! The voice of the sea is seductive, never ceasing, whispering, clamoring, murmuring, inviting the soul to wander for a spell in abyss of solitude, to lose itself in mazes of inward contemplation. The voice of the sea speaks to the soul. The touch of the sea is sensuous, enfolding the body in its soft, close embrace.” Dang, that's definitely an outside narrator. It feels a little like foreshadowing. The language is metaphorical- the ocean is personified- it's alive. There are two things that really stand out to me psychologically, the first is the admission that chaos is the beginning of things. Which of course is true. Organizing chaos is what starting anything is about. But that is problematic. Chaos requires a lot of effort and responsibility to untangle. Is Edna ready to begin something like that? Is that what she wants? Because we aren't given any hints that Edna looks towards anything. The text goes to a lot of trouble to suggest that she's whimsical, thoughtless, impulsive, almost childish even. What comes after an awakening is naturally more responsibility- the exercise of agency as Bandura would describe it. We haven't seen much of a responsible side in Edna. The second is how dangerous the ocean is expressed to be- which of course is something everyone knows who's ever gotten into the ocean. The ocean is certainly seductive; it's beautiful but incredibly dangerous? And thus the second question? Is Chopin suggesting that Edna is walking into something that is deceptively beautiful- something that looks enticing but is actually terrible- something that promises to be an awakening but actually something that would silence her forever. Just asking for a friend, as they say? As a man, I wouldn't want to presume to unsettle any woman's spiritual awakening. HA! No, I would say you would not- that would be wading in dangerous waters- parumpum. And of course, you are right on all accounts. Edna doesn't look forward, but she does look back and in chapter 7 as she and Adele stroll on the beach, Chopin takes us back into Edna's past. Edna reflects on the three men she had crushes on, how being infatuated made her feel. This is the chapter where Edna reflects on not loving Leonce but enjoying his flattery. She also awakens in chapter 7 to the idea that she has mixed feelings about her own children. She doesn't think she loves her kids the way Adele loves hers. And I quote, “She was fond of her children in an uneven, impulsive way. She would sometimes gather them passionately to her heart; she would sometimes forget them…their absence was a sort of relief, though she did not admit this, even to herself. It seemed to free her of a responsibility which she had blindly assumed and for which Fate had not fitted her. Garry, what do you think about that? Well, it's hard not to diagnose Edna, even though it's not prudent to diagnose fictional characters. Obviously Kate Chopin is an incredibly observant student of human behavior. She has seen this in real life. Her interest in Edna is microscopic in some of the details. What we know now from neuroscientists as well as psychologists who study attachment theory is that some women because they weren't nurtured as babies or children DO have trouble attaching to their own children. Obviously that was not Kate Chopin's experience, but she clearly saw it somewhere. She goes to great lengths to talk about how isolated Edna was as a child, how her mother was dead and her older sister was distant. When we meet Edna's father later on in the book, the reader can see for themselves that he's mean. It seems clear, that Edna either feels guilty or at least feels like she at least should feel guilty that she doesn't seem to feel the way Adele feels towards either her husband or her children. There's a very telling passage at the end of chapter 16 where she tells Adele that she would never sacrifice herself for her children or for anyone. That had actually started an argument with Adele. Edna says this, “I would give up the unessential; I would give up my money, I would give up my life for my children; but I wouldn't give myself. I can't make it more clear; it's only something which I am beginning to comprehend which is revealing itself to me.” I would also add, that that might be a dangerous thing to say in a Victorian world. A Victorian woman would never admit to having such a feeling. That wouldn't be well-received. Yes, I've read that passage too. In fact, it's quoted a lot as a passage for female empowerment. A woman saying she won't give up her essence as an individual- to be subsumed into anyone else- be it a child or a man or anything. Yes, and maybe that's what it means, but it may not mean that. It may mean that she just can't. She literally can't. Lots of men and women both give up their lives for their families, their friends, even their country- and giving up their lives doesn't mean giving up their identities. It means they love greatly. I'm wondering if Chopin is suggesting Edna is realizing she is incapable of loving anyone outside herself, at least not loving greatly. It's not entirely clear to me which direction she intends to direct this character. So, if Adele is the first model of woman for Edna, the second model is Madame Reisz. Adele and Madame Reisz are foils. Total contrasts. Chapter 9 introduces Reisz at an evening party there at Grand Isle. I should mention that the treatment of time in this novel is completely non-traditional. There are large gaps of time between events, so you just have to keep up. Anyway, a few weeks have passed between chapter 8 and chapter 9. In chapter 8 is where Adele tells Robert to stop flirting with Edna because, to use Adele's words “she is not like us” and she might take him seriously. Of course, Robert ignores Adele's warning and spends all of his time with Edna. He seems to have decide he's good with that. Yeah, he's good with that until he isn't…but that's not the point I want to make here- In chapter 9, we meet another version of a feminine ideal in the person of Madame Reisz The summer residents of the Grand Isle are having a party at the big house. Everyone's dancing. Adele is on the piano since she's too pregnant to dance herself, and everyone is having the best time. It's pointed out that Adele plays the piano, not because she cares about the piano but because music makes her kids and husband happy. Music brightens their home. It's a means to an end, but not the end itself. She is passionate about her family- that's the goal. She is the mother-woman, after all. Exactly- but not so with Mademoiselle Reisz. Mademoiselle Reisz we will see is the artist-woman. Mademoiselle Reisz' relationship with music is much deeper. Music is the end for her. It's her passion. and her music doesn't make people happy it moves them to another place entirely. Before we talk about how Madame Reisz' music affects everyone including Edna, let's see how Chopin describes Madame Reisz- and contrast that with how she compared Adele. if you remember Adelle is the most beautiful creature to alight on planert earth. But here's Madame Reisz. She was a disagreeable little woman, no longer young, who had quarreled with almost everyone, owing to a temper which was self-assertive and a disposition to trample upon the rights of others….she was a homely woman, with a weazened face and body and eyes that glowed. She had absolutely no taste in dress, and wore a batch of rusty black lace with a bunch of artificial violents pinned to th side of her hair.” Well, that's not exactly flattering. No, I'd say it isn't. She is not a mother-woman either. She's single and strong in a different way, not that Adele isn't strong because I think she is. It's just a different feminine ideal. When Madame Reisz plays the piano it sends a tremor down Edna's spinal cord, literally. Let me read the text here, “the very passions themselves were aroused within her soul, swaying it, lashing it, as the waves daily beat upon her splendid body. She trembled, she was choking and tears blinded her.” Edna is crying again, but this time it's very different. True, and it is this night that Edna finally learns to swim. Robert talks the entire party out into the white moonlight for a late night swim. The sea is quiet, and Edna for the first time, boldly and with overconfidence goes into the water all by herself. She has been trying all summer to learn to swim and has failed, but tonight it's different. A feeling of exultation overtakes her. She grows and I quote, “daring and reckless, overestimating her strength, she wanted to swim far out, where no woman had swum before.” She's intoxicated by her power to swim alone. The text says, ‘she seemed to be reaching out for the unlimited in which to lose herself.” She tells Robert how swimming made her feel as he walks her back to her cottage. She said this, “A thousand emotions have swept through me tonight. I don't comprehend half of them…she goes on to say. It is like a night in a dream.” She stays on the porch that night instead of going in to bed like she usually does. Mr. Pontellier comes home sometime past 1am (although I'm not quite sure where he went after the beach party), and she's still on the porch wide awake. He tells her to come in with him. The text says that she normally would have “yielded to his desire”- however you want to understand that- but this night for the first time in her life, she tells him no. She feels strong- maybe even masculine. He's kind of shocked and stays on the porch with her the entire night. The text says this, “Edna began to feel like one who awakens gradually out of a dream, a delicious, grotesque, impossible dream, to feel again the realities pressing into her soul.” That sounds like she has had her awakening. Well, it does, but then what does that awakening impel her to do? The very first paragraph of chapter 12 says this, She was blindly following whatever impulse moved her, as if she had placed herself in alien hands for direction, and freed her soul of responsibility.” That does NOT sound like empowerment or Dr. Bandura's description of human agency. It sounds like the opposite of empowerment. Impulsivity and irresponsibility are not noble character traits that lead to success. No, and if Edna is the parrot from the first chapter of the book, it seems to me, she might be parroting the behavior of her husband as her first acts of independence. She tries to outwait him at night, then, the next morning, she gets up early and leaves him, just has he has done to her every single day. She calls Robert and is gone, and she stays gone until 9pm at night leaving Adele to put her kids down. It seems to me Edna and Leonce have more in common than we might have thought from the first two chapters of the book. Yeah, the text literally says, “She was blindly following whatever impulse moved her, as if she had placed herself in alien hands for direction, and freed her soul of responsibility.” Robert even mentions to Edna that he had often noticed that she lacked forethought. There's that word again- responsibility. And hence the great paradox Edna does not understand responsibility and freedom go hand in hand. If you don't have responsibility, you really can't have freedom. Edna tries to have one at the expense of the other. She also starts things and doesn't see them through. Even on this little adventure outing, she starts the mass, but walks out. She literally goes into the house of a woman she doesn't know, imposes herself by laying on her bed and sleeps the entire day away. She is able to exercise freedom, but often only because other people are willing to take responsibility for her. The first part of the book ends with chapter 16. Robert has announced that he is leaving Grand Isle and going to Mexico. We are left to infer, that after a day with Edna and the realization he might have real feelings for her, he doesn't want the entanglement taking responsibility for that will bring. Edna, on the other hand, doesn't seem to get it. She is distraught. She doesn't know how will she spend the rest of her summer without Robert. Her husband literally asks her, “How do you get on without him, Edna?” Which I think is a question I would never ask you about another man, but again I'm not a Victorian Creole. Ha, no, that's true, but these two don't think a thing about it. Let me read this part, “It did not strike her as in the least grotesque that she should be making or Robert the object of conversation and leading her husband to speak of him. The sentiment which she entertained for Robert in no way resembled that which she felt for her husband, or had ever felt, or ever expected to feel. She had all her life been accustomed to harbor thoughts and emotions which never voiced themselves. They had never taken the form of struggles. They belonged to her and were her own, and she entertained the conviction that she had a right to them and they concerned no one but herself.”- again that outside narrator commenting somewhat ironically on the state of affairs. Well, our solitary soul has not found wings, but she has found her sea legs and is exercising them. I don't find her behavior necessarily admirable at this point, but, but as we said in the beginning of the podcast- beginings are always chaotic. That's the normal state of affairs. The question will be, is Edna capable of creating a story for herself? She has decided she hasn't been the protagonist of her own life, she's been a parrot, or an object of Leonce's. She's awakened to that in some way, she has begun. She has two models of womanhood before her- the mother-woman of Adele and the artist-woman of Madame Reisz. Next episode we will see the middle part of her story, what will Edna do when she goes back home? What will she do when she's away from the sea, the dreamy unreality of vacation life. Will she take on new responsibilities with her awakening? Will Leonce? Indeed, things aren't always the same when we get back home after vacation. So, thanks for listening……….. peace OUT.
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Welcome to The Nonlinear Library, where we use Text-to-Speech software to convert the best writing from the Rationalist and EA communities into audio. This is The Blue-Minimizing Robot, Part 3: Basics of Human Reinforcement, published by Scott Alexander. Today: some more concepts from reinforcement learning and some discussion on their applicability to human behavior. For example: most humans do things even when they seem unlikely to result in delicious sugar water. Is this a violation of behaviorist principles? No. For one thing, yesterday's post included a description of secondary reinforcers, those reinforcers which are not hard-coded evolutionary goods like food and sex, but which nevertheless have a conditioned association with good things. Money is the classic case of a secondary reinforcer among humans. Little colored rectangles are not naturally reinforcing, but from a very young age most humans learn that they can be used to buy pleasant things, like candy or toys or friends. Behaviorist-inspired experiments on humans often use money as a reward, and have yet to run into many experimental subjects whom it fails to motivate1. Speaking of friends, status may be a primary reinforcer specific to social animals. I don't know if being able to literally feel reinforcement going on is a real thing, but I maintain I can feel the rush of reward when someone gives me a compliment. If that's too unscientific for you, consider studies in which monkeys will "exchange" sugary juice for the opportunity to look at pictures of high status monkeys, but demand extra juice in exchange for looking at pictures of low status monkeys. Although certain cynics might consider money and status an exhaustive list, we may also add moral, aesthetic, and value-based considerations. Evolutionary psychology explains why these might exist and Bandura called some of them "internal reinforcement". But more complicated reinforcers alone are not sufficient to bridge the gap between lever-pushing pigeons and human behavior. Humans have an ability to select for or against behaviors without trying them. For example: most of us would avoid going up to Mr. T and giving him the finger. But most of us have not personally tried this behavior and observed the consequences. Is this the result of pure reason? No; the rational part of our mind is the part telling us that Mr. T is probably sixty years old by now and far too deep in the media spotlight to want to risk a scandal and jail time by beating up a random stranger. So where exactly is the reluctance coming from? GENERALIZATION Roko wrote in his post Ugh Fields that "your brain propagates psychological pain back to the earliest reliable stimulus for the punishment". This deserves more investigation. Suppose you did go into a bar one night, see Mr. T, give him the finger, and get beaten up. What behavior would you avoid in the future based on this experience? The event itself does not immediately provide enough information to distinguish among "don't go into bars", "don't go out at night", "don't interact with people who have facial hair", and the correct answer "don't offend scary-looking people". This information has to come from your pre-existing model of reality, your brain's evolved background assumptions, and some clever guesswork. Let's get back to the hilariously unethical experiments. Little Albert was an eight month old child who briefly starred in an experiment by behaviorist John Watson. Watson showed him a fuzzy white rat. Albert seemed to like the rat well enough. After Albert liking the rat had been confirmed, Watson showed him the rat again, but this time also played a very loud and scary noise; he repeated this intervention until, as expected, Albert was terrified of the white rat. But it wasn't just fuzzy white rats Albert didn't like. Further investigation determined that Albert was also afraid of brown rabbits (fuzzy animal) and Santa Claus (fuzzy white beard). With his incipient powers of c...
¿Conoces Nuestra Escuela de Ansiedad? https://escuelaansiedad.com/escuela-de-ansiedad-landing-page/ Web: http://www.amadag.com Facebook: https://www.facebook.com/Asociacion.Agorafobia/ Instagram: https://www.instagram.com/amadag.psico/ Youtube Amadag TV: https://www.youtube.com/channel/UC22fPGPhEhgiXCM7PGl68rw Hoy vamos a hablar de una de las magdalenas más famosas del mundo, y preguntareis que que tendrá que ver con el tema central de este programa, con el cuidado de tu salud mental. Aprenderemos como las leyes del aprendizaje pueden enseñarnos tanto acerca de nosotros y nuestras sesudas reflexiones acerca de nosotros mismos. El conductismo nunca paso de moda y siempre estuvo con nosotros. Sirva este capitulo como un homenaje al trabajo de Skinner, de Watson, de Thordike, Bandura y de otras figuras tan relevantes que siempre nos han acompañado en nuestro camino, en nuestra búsqueda, en este podcast…
This is the final episode of the six part series, "Making Headway with Your Inner Dialogue: 6 Ways to Take Charge of Your Inner Critic." Series 1: Episode 6 In this episode, Dr. Dee discusses:How is it defined?What is personal agency theory?How does having personal agency benefit youWhat is the difference between hypo and hyperagency?The ten steps to achieveKey Takeaways:Personal agency helps people choose their own paths and influence short-term outcomes plus longer-term destinies. Bandura's social cognitive theory identifies the core belief in personal agency as self-efficacy—confidence in our ability to perform a task or achieve a goalYou are responsible for your thoughts which create your feelings and emotionsThere are key steps to achieve Owning Your Space:Find your avatar valuesUse your voice assertivelyControl StimuliAssociate SelectivelyGet ActivePosition Yourself as a LearnerManage Your Emotions and BeliefsDeliberate, Then ActConnect to ResourcesPractice mindfulness “Owning your space is building an empowering consistent inner dialogue that inspires you to be bold, practice compassion and lean into mastering your awareness of your journey”-Dr. Dee Recommended Resources:Alper S. (2020) Personal Agency. In: Zeigler-Hill V., Shackelford T.K. (eds) Encyclopedia of Personality and Individual Differences. Springer, Cham. https://doi.org/10.1007/978-3-319-24612-3_1871Bandura, A. Self-efficacy mechanism in human agency. Am. Psychol.37, 122–147 (1982).Bandura, A. (2000). Exercise of human agency through collective efficacy. Current Directions in Psychological Science, 9, 75–78. https://doi.org/10.1111/1467-8721.00064.CrossRefGoogle ScholarBandura, A. (2006). Toward a psychology of human agency. Perspectives on Psychological Science, 1, 164–180. https://doi.org/10.1111/j.1745-6916.2006.00011.x.Haggard, P. Sense of agency in the human brain. Nat Rev Neurosci 18, 196–207 (2017). https://doi.org/10.1038/nrn.2017.14Napper and Rao, et. Al. (2019).The Power of Agency: The 7 Principles to Conquer Obstacles, Make Effective Decisions, and Create a Life on Your Own Terms. Macmillan Audio Connect with Dr. Dee: Website: BlueEggLeadership.comLinkedIn: linkedin.com/in/drtrudeau
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