Podcasts about cognitive theory

What makes culture so powerful, and why do so many organizations get it wrong? Kevin sits down with organizational psychologist Laura Hamill to discuss the disconnect between the practice of culture and the science of culture. Laura defines culture not just as what's visible on the surface, but as the underlying "collective set of reasons why" behaviors occur in organizations. She explains why leaders must bridge the gap between aspirational values and actual workplace experiences and introduces the concept of cultural betrayal. The discussion also covers the difference between culture and climate, the role of middle managers in operationalizing values, and how behaviors and norms shape what is truly valued in the workplace. Listen For 00:00 Welcome and Introduction 02:10 Guest Introduction: Laura Hamill 02:44 Opening Remarks and Book Background 03:10 Laura's Journey to Studying Culture 04:46 Bridging Science and Practice in Culture 05:20 Why the Book is Called "The Power of Culture" 06:58 Leaders' Role in Culture and Power 09:15 Defining Culture 10:23 Culture vs. Climate 14:24 Real World Example of Cultural Disconnect 16:37 Aspirational vs. Actual Culture 20:24 Simple Culture Exercise for Teams 23:10 Cultural Betrayal and Its Impact 25:23 Leading Culture Change Over Time 28:08 Intentional Culture Circle and Behavior Focus 29:24 Role of Mid-Level Leaders in Culture 30:12 Frontline and Leadership Roles in Culture 31:01 What Laura Does for Fun 32:10 What Laura is Reading 33:01 How to Connect with Laura and Buy the Book 34:04 Final Reflections and Takeaways Laura's Story: Dr. Laura Hamill is the author of The Power of Culture: Bringing Values to Life at Work. She is an organizational psychologist and business leader, focusing on the intersection of science and HR. Laura is an expert on creating great places to work. Her research is centered around employee well-being, employee engagement, and organizational culture. She is the owner of Paris Phoenix Group, a consulting firm specializing in driving impactful research and outcomes. Laura was also a co-founder of Limeade, an employee experience software company, where she held the dual roles of Chief People Officer and Chief Science Officer. Laura earned her Ph.D. and M.S. in industrial/organizational psychology from Old Dominion University and a B.A. in psychology from the University of North Carolina. https://www.parisphoenixgroup.com/ http://www.linkedin.com/in/laurahamill This Episode is brought to you by... Flexible Leadership is every leader's guide to greater success in a world of increasing complexity and chaos.  Book Recommendations The Power of Culture: Bringing values to life at work by Laura Hamill  A Cognitive Theory of Cultural Meaning (Publications of the Society for Psychological Anthropology, Series Number 9) by Claudia Strauss and Naomi Quinn  Leadership on the Line, With a New Preface: Staying Alive Through the Dangers of Change by Ronald A. Heifetz and Marty Linsky  Like this? Solving the Culture Puzzle with Mario Moussa and Derek Newberry How Leaders Can Create a Company Culture That Doesn't Suck with S. Chris Edmonds and Mark Babbitt Culture is the Way with Matt Mayberry Join Our Community If you want to view our live podcast episodes, hear about new releases, or chat with others who enjoy this podcast join one of our communities below. Join the Facebook Group Join the LinkedIn Group   Leave a Review If you liked this conversation, we'd be thrilled if you'd let others know by leaving a review on Apple Podcasts. Here's a quick guide for posting a review. Review on Apple: https://remarkablepodcast.com/itunes    Podcast Better! Sign up with Libsyn and get up to 2 months free! Use promo code: RLP  

Today, I am thrilled to host Richard Mayer on Progressively Incorrect, a distinguished educational psychologist and researcher known worldwide for his groundbreaking contributions to understanding how we learn. Rich brings a wealth of knowledge and a sharp focus on multimedia learning, generative learning, and evidence-based critiques of discovery learning. Listen and subscribe to Progressively Incorrect … Continue reading S4E27: Richard Mayer on the Cognitive Theory of Multimedia Learning

Host Scott Riley chats with Eric Belt, EdD, Sr. Academic Innovation Specialist and researcher at the FCTL. They take a deep dive into Richard Mayer's Cognitive Theory of Multimedia Learning and talk about what they've learned and how they plan to change their teaching as a result of their new learning.

On episode 223, we welcome Claudia Strauss to discuss the four types of work ethic, the glamorization of hustle culture and what type of work most people value, how productivity became associated with one's moral standing, whether and how much meaning should be expected from a job, how automation might impact our work lives, studies about the effects of a four day work-week, and the myth of people on government assistance programs not wanting to work. Claudia Strauss is Professor of Cultural Anthropology at Pitzer College. She is the author of Making Sense of Public Opinion and coauthor of A Cognitive Theory of Cultural Meaning.Her newest book, available now, is called What Work Means: Beyond the Puritan Work Ethic. | Claudia Strauss | ► Website | https://www.claudiastrauss.org ► What Work Means Book | https://amzn.to/40bofkH Where you can find us: | Seize The Moment Podcast | ► Facebook | https://www.facebook.com/SeizeTheMoment ► Twitter | https://twitter.com/seize_podcast  ► Instagram | https://www.instagram.com/seizethemoment ► TikTok | https://www.tiktok.com/@seizethemomentpodcast  

“How can you teach people in ways so that they can take what they've learned and use it in new situations?” This question has been the driving force behind Dr. Richard E. Mayer's work for over 40 years. In this episode of Speaking of Higher Ed, we talk with Dr. Mayer, the world's most cited educational psychologist, about two of his most significant contributions to education: his involvement in revising Benjamin Bloom's original taxonomy of educational objectives and his lifelong work in multimedia learning.   First, we explore his role in creating the Revised Bloom's Taxonomy. Dr. Mayer explains why the revised taxonomy is not yet a cumulative hierarchy, challenging the widespread misconception and cautioning us against the use of the pyramid visual. Instead, he explains which of the six categories of the Revised Bloom's Taxonomy we should focus on when designing instruction.   In the second part of the interview, Dr. Mayer discusses his groundbreaking work in multimedia learning, including his famous Cognitive Theory of Multimedia Learning. He shares how his research can help us design better instruction. Dr. Mayer also discusses the future of his research.  Get free access to more of our content, visit augusta.edu/innovation for full episodes and additional resources. 

What Work Means: Beyond the Puritan Work Ethic (ILR Press, 2024) goes beyond the stereotypes and captures the diverse ways Americans view work as a part of a good life.  Dispelling the notion of Americans as mere workaholics, Claudia Strauss presents a more nuanced perspective. While some live to work, others prefer a diligent 9-to-5 work ethic that is conscientious but preserves time for other interests. Her participants often enjoyed their jobs without making work the focus of their life. These findings challenge laborist views of waged work as central to a good life as well as post-work theories that treat work solely as exploitative and soul-crushing. Drawing upon the evocative stories of unemployed Americans from a wide range of occupations, from day laborers to corporate managers, both immigrant and native-born, Strauss explores how diverse Americans think about the place of work in a good life, gendered meanings of breadwinning, accepting financial support from family, friends, and the state, and what the ever-elusive American dream means to them. By considering how post-Fordist unemployment experiences diverge from joblessness earlier, What Work Means paves the way for a historically and culturally informed discussion of work meanings in a future of teleworking, greater automation, and increasing nonstandard employment. Claudia Strauss is Professor of Anthropology at Pitzer College. She is the author of A Cognitive Theory of Cultural Meaning with Naomi Quinn and co-editor of Human Motives and Cognitive Models. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/new-books-network

What Work Means: Beyond the Puritan Work Ethic (ILR Press, 2024) goes beyond the stereotypes and captures the diverse ways Americans view work as a part of a good life.  Dispelling the notion of Americans as mere workaholics, Claudia Strauss presents a more nuanced perspective. While some live to work, others prefer a diligent 9-to-5 work ethic that is conscientious but preserves time for other interests. Her participants often enjoyed their jobs without making work the focus of their life. These findings challenge laborist views of waged work as central to a good life as well as post-work theories that treat work solely as exploitative and soul-crushing. Drawing upon the evocative stories of unemployed Americans from a wide range of occupations, from day laborers to corporate managers, both immigrant and native-born, Strauss explores how diverse Americans think about the place of work in a good life, gendered meanings of breadwinning, accepting financial support from family, friends, and the state, and what the ever-elusive American dream means to them. By considering how post-Fordist unemployment experiences diverge from joblessness earlier, What Work Means paves the way for a historically and culturally informed discussion of work meanings in a future of teleworking, greater automation, and increasing nonstandard employment. Claudia Strauss is Professor of Anthropology at Pitzer College. She is the author of A Cognitive Theory of Cultural Meaning with Naomi Quinn and co-editor of Human Motives and Cognitive Models. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/anthropology

What Work Means: Beyond the Puritan Work Ethic (ILR Press, 2024) goes beyond the stereotypes and captures the diverse ways Americans view work as a part of a good life.  Dispelling the notion of Americans as mere workaholics, Claudia Strauss presents a more nuanced perspective. While some live to work, others prefer a diligent 9-to-5 work ethic that is conscientious but preserves time for other interests. Her participants often enjoyed their jobs without making work the focus of their life. These findings challenge laborist views of waged work as central to a good life as well as post-work theories that treat work solely as exploitative and soul-crushing. Drawing upon the evocative stories of unemployed Americans from a wide range of occupations, from day laborers to corporate managers, both immigrant and native-born, Strauss explores how diverse Americans think about the place of work in a good life, gendered meanings of breadwinning, accepting financial support from family, friends, and the state, and what the ever-elusive American dream means to them. By considering how post-Fordist unemployment experiences diverge from joblessness earlier, What Work Means paves the way for a historically and culturally informed discussion of work meanings in a future of teleworking, greater automation, and increasing nonstandard employment. Claudia Strauss is Professor of Anthropology at Pitzer College. She is the author of A Cognitive Theory of Cultural Meaning with Naomi Quinn and co-editor of Human Motives and Cognitive Models. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/sociology

What Work Means: Beyond the Puritan Work Ethic (ILR Press, 2024) goes beyond the stereotypes and captures the diverse ways Americans view work as a part of a good life.  Dispelling the notion of Americans as mere workaholics, Claudia Strauss presents a more nuanced perspective. While some live to work, others prefer a diligent 9-to-5 work ethic that is conscientious but preserves time for other interests. Her participants often enjoyed their jobs without making work the focus of their life. These findings challenge laborist views of waged work as central to a good life as well as post-work theories that treat work solely as exploitative and soul-crushing. Drawing upon the evocative stories of unemployed Americans from a wide range of occupations, from day laborers to corporate managers, both immigrant and native-born, Strauss explores how diverse Americans think about the place of work in a good life, gendered meanings of breadwinning, accepting financial support from family, friends, and the state, and what the ever-elusive American dream means to them. By considering how post-Fordist unemployment experiences diverge from joblessness earlier, What Work Means paves the way for a historically and culturally informed discussion of work meanings in a future of teleworking, greater automation, and increasing nonstandard employment. Claudia Strauss is Professor of Anthropology at Pitzer College. She is the author of A Cognitive Theory of Cultural Meaning with Naomi Quinn and co-editor of Human Motives and Cognitive Models. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/american-studies

What Work Means: Beyond the Puritan Work Ethic (ILR Press, 2024) goes beyond the stereotypes and captures the diverse ways Americans view work as a part of a good life.  Dispelling the notion of Americans as mere workaholics, Claudia Strauss presents a more nuanced perspective. While some live to work, others prefer a diligent 9-to-5 work ethic that is conscientious but preserves time for other interests. Her participants often enjoyed their jobs without making work the focus of their life. These findings challenge laborist views of waged work as central to a good life as well as post-work theories that treat work solely as exploitative and soul-crushing. Drawing upon the evocative stories of unemployed Americans from a wide range of occupations, from day laborers to corporate managers, both immigrant and native-born, Strauss explores how diverse Americans think about the place of work in a good life, gendered meanings of breadwinning, accepting financial support from family, friends, and the state, and what the ever-elusive American dream means to them. By considering how post-Fordist unemployment experiences diverge from joblessness earlier, What Work Means paves the way for a historically and culturally informed discussion of work meanings in a future of teleworking, greater automation, and increasing nonstandard employment. Claudia Strauss is Professor of Anthropology at Pitzer College. She is the author of A Cognitive Theory of Cultural Meaning with Naomi Quinn and co-editor of Human Motives and Cognitive Models. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/economics

What Work Means: Beyond the Puritan Work Ethic (ILR Press, 2024) goes beyond the stereotypes and captures the diverse ways Americans view work as a part of a good life.  Dispelling the notion of Americans as mere workaholics, Claudia Strauss presents a more nuanced perspective. While some live to work, others prefer a diligent 9-to-5 work ethic that is conscientious but preserves time for other interests. Her participants often enjoyed their jobs without making work the focus of their life. These findings challenge laborist views of waged work as central to a good life as well as post-work theories that treat work solely as exploitative and soul-crushing. Drawing upon the evocative stories of unemployed Americans from a wide range of occupations, from day laborers to corporate managers, both immigrant and native-born, Strauss explores how diverse Americans think about the place of work in a good life, gendered meanings of breadwinning, accepting financial support from family, friends, and the state, and what the ever-elusive American dream means to them. By considering how post-Fordist unemployment experiences diverge from joblessness earlier, What Work Means paves the way for a historically and culturally informed discussion of work meanings in a future of teleworking, greater automation, and increasing nonstandard employment. Claudia Strauss is Professor of Anthropology at Pitzer College. She is the author of A Cognitive Theory of Cultural Meaning with Naomi Quinn and co-editor of Human Motives and Cognitive Models. Learn more about your ad choices. Visit megaphone.fm/adchoices

What Work Means: Beyond the Puritan Work Ethic (ILR Press, 2024) goes beyond the stereotypes and captures the diverse ways Americans view work as a part of a good life.  Dispelling the notion of Americans as mere workaholics, Claudia Strauss presents a more nuanced perspective. While some live to work, others prefer a diligent 9-to-5 work ethic that is conscientious but preserves time for other interests. Her participants often enjoyed their jobs without making work the focus of their life. These findings challenge laborist views of waged work as central to a good life as well as post-work theories that treat work solely as exploitative and soul-crushing. Drawing upon the evocative stories of unemployed Americans from a wide range of occupations, from day laborers to corporate managers, both immigrant and native-born, Strauss explores how diverse Americans think about the place of work in a good life, gendered meanings of breadwinning, accepting financial support from family, friends, and the state, and what the ever-elusive American dream means to them. By considering how post-Fordist unemployment experiences diverge from joblessness earlier, What Work Means paves the way for a historically and culturally informed discussion of work meanings in a future of teleworking, greater automation, and increasing nonstandard employment. Claudia Strauss is Professor of Anthropology at Pitzer College. She is the author of A Cognitive Theory of Cultural Meaning with Naomi Quinn and co-editor of Human Motives and Cognitive Models. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/book-of-the-day

In this episode of the exploring art podcast series Join Sharon, David, and Totiana as they dive into the emotional vs intellectual experience of viewing film as they examine the impact and importance of emotion in film by debating their views legal style! Some of the evidence presented are the international sensation Parasite, the tear-jerking Coco, inside out, and the Cognitive Theory of Film!

In my recent exploration of artificial intelligence, I stumbled upon a fascinating article entitled, “Instructors as Innovators: a Future-focused Approach to New AI Learning Opportunities, With Prompts" which introduced the concept of goal-play interaction between students and AI. The authors provided a prompt for this interaction, which I found to be an intriguing application of AI to create interactive, educational experiences for students. I adapted the prompt provided in the article to be more aligned with psychology concepts, particularly for students learning about cognitive distortions. I experimented with various AI models, including Google, Gemini, Meta, Perplexity, and ChatGPT, and the results were truly enlightening. The goal of this exercise is for the individual to assume the role of a counselor, while the AI embodies a person exhibiting cognitive distortions. However, I must note that the outcomes were not always predictable, as different language models sometimes altered the dynamics of the interaction. Despite this unpredictability, I found the interactive conversations to be incredibly valuable, sparking insightful discussions around cognitive distortions and Aaron Beck's groundbreaking work in this field. I invite you to try this out and share your experiences with your students (and with me as well as I'd love to hear how you've been using - and possibly modifying - this prompt). I am continuously refining this experiment and welcome any suggestions to enhance its reliability and effectiveness. I encourage you to engage in this thought-provoking exercise and explore the potential of AI to create engaging and meaningful conversations around psychological concepts. As you'll see, I instructed the AI to draw from content on the Psych Central site, so thanks to them for providing very clear explanations of various types of cognitive distortions. Happy experimenting! Instructions: copy all of the text below (without the lines) and then past it into whichever AI large language model of your choice. I have tried this in the free version of ChapGPT as well as paid versions of Perplexity, Gemini, and Meta, and it works well, though differently, in each one.

Learn more about What Work Means here (and use 09POD to save 30% off): https://www.cornellpress.cornell.edu/book/9781501775512/ Transcript here: https://otter.ai/u/wz7ZAx9DLou7RUlouoLjz1S3shI?utm_source=copy_url In this episode, we speak with Claudia Strauss, author of the new book What Work Means: Beyond the Puritan Work Ethic. Claudia Strauss is Professor of Cultural Anthropology at Pitzer College. She is the author of Making Sense of Public Opinion and coauthor of A Cognitive Theory of Cultural Meaning. We spoke to Claudia about her research on Americans' attitudes towards work; what she found were the two most prevalent views that Americans have about their work lives; and, why, despite dire warnings in the media, Americans still want to work in the Post-COVID employment landscape.

Episode 158:This week we're finishing:The Worldview and Philosophical Methodology of Marxism-LeninismWritten for the Vietnamese curriculum and translated by Luna NguyenYou can purchase a copy and support translation of the further curriculum here:https://www.banyanhouse.org/product/ebook-the-worldview-and-philosophical-methodology-of-marxism-leninism[Part 1 - 5]Introduction to the Basic Principles of Marxism[Part 6 - 10]Part I: The Worldview and Philosophical Methodology of Marxism-LeninismChapter 1: Dialectical Materialism[Part 11 - 20]Chapter 2: Materialist Dialectics[Part 21 - 22]Chapter 3: Cognitive Theory of Dialectical Materialism[Part 23 - This Week]Chapter 3: Cognitive Theory of Dialectical Materialism 2. Dialectical Path of Consciousness to Truth b. Truth, and the Relationship Between Truth and Reality - 0:41Annotation 232: 2:19 - 3:36Annotation 233: 4:39 - 6:04Annotation 234: 7:02 - 10:25Annotation 235: 10:55 - 16:55Annotation 236: 18:04 - 20:16Annotation 237: 20:32 - 22:37Annotation 238: 24:38 - 24:52Annotation 239: 26:04 - 32:48[Part 23]Chapter 3: Cognitive Theory of Dialectical MaterialismFigures:Figure 1 - 26:07Truth and Practical Activities have a dialectical relationship in which truth develops through practice, and practice develops through the correct application of truth.Figure 2 - 27:17Truth and practical activities mutually develop one another over time.Footnotes3) 2:16Conspectus of Hegel's Science of Logic, Vladimir Ilyich Lenin, 1914.4) 17:35Materialism and Empirio-Criticism, Vladimir Ilyich Lenin, 1908.5) 23:56Once Again On The Trade Unions, Vladimir Ilyich Lenin, 1921.

Episode 157:This week we're continuing with:The Worldview and Philosophical Methodology of Marxism-LeninismWritten for the Vietnamese curriculum and translated by Luna NguyenYou can purchase a copy and support translation of the further curriculum here:https://www.banyanhouse.org/product/ebook-the-worldview-and-philosophical-methodology-of-marxism-leninism[Part 1 - 5]Introduction to the Basic Principles of Marxism[Part 6 - 10]Part I: The Worldview and Philosophical Methodology of Marxism-LeninismChapter 1: Dialectical Materialism[Part 11 - 20]Chapter 2: Materialist Dialectics[Part 21]Chapter 3: Cognitive Theory of Dialectical Materialism[Part 22 - This Week]Chapter 3: Cognitive Theory of Dialectical Materialism 1. Praxis, Consciousness, and the Role of Praxis in Consciousness c. The Relationship Between Praxis and Consciousness - 0:18Annotation 221: 0:55 - 1:45Annotation 222: 6:22 - 8:52Annotation 223: 9:03 - 10:07 2. Dialectical Path of Consciousness to Truth - 10:42 a. Opinions of Vladimir Ilyich Lenin about the Dialectical Path of Consciousness to Truth - 10:47Annotation 224: 10:53 - 11:18Annotation 225: 12:05 - 14:23Annotation 226: 14:49 - 15:41Annotation 227: 18:37 - 20:40Annotation 228: 23:28 - 27:06Annotation 229: 28:00 - 28:53Annotation 230: 29:38 - 31:12Annotation 231: 32:24 - 35:08[Part 23]Chapter 3: Cognitive Theory of Dialectical MaterialismFigures:Figure 1 - 15:26The cognitive process is a continuous cycle which describes the dialectical development of consciousness and practical activity.Figure 2 - 18:46Figure 3 - 23:45Figure 4 - 29:42The dialectical relationship between consciousness and practical activities means that conscious activities develop practical activities, and vice versa, in a continuous feedback loop. Figure 5 - 30:39The dialectical relationship between consciousness and practical activity is what drives the development of humanity. We imagine better ways of doing things, then test those ideas against reality through practical activity. Footnotes1) 5:10Theses On Feuerbach, Karl Marx, 1845.2) 5:35Materialism and Empirio-Criticism, Vladimir Ilyich Lenin, 1908.

Episode 156:This week we're continuing with:The Worldview and Philosophical Methodology of Marxism-LeninismWritten for the Vietnamese curriculum and translated by Luna NguyenYou can purchase a copy and support translation of the further curriculum here:https://www.banyanhouse.org/product/ebook-the-worldview-and-philosophical-methodology-of-marxism-leninism[Part 1 - 5]Introduction to the Basic Principles of Marxism[Part 6 - 10]Part I: The Worldview and Philosophical Methodology of Marxism-LeninismChapter 1: Dialectical Materialism[Part 11 - 20]Chapter 2: Materialist Dialectics[Part 21 - This Week]Chapter 3: Cognitive Theory of Dialectical Materialism - 0:41Annotation 210: 1:15 - 2:51 1. Praxis, Consciousness, and the Role of Praxis in Consciousness a. Praxis and Basic Forms of Praxis - 2:52Annotation 211: 3:29 - 8:17Annotation 212: 9:34 - 11:54Annotation 213: 12:51 - 14:40 b. Consciousness and Levels of Consciousness - 14:42Annotation 214: 16:16 - 18:16Annotation 215: 18:34 - 19:30Annotation 216: 19:44 - 26:00Annotation 217: 28:30 - 30:50Annotation 218: 31:29 - 32:34Annotation 219: 33:58 - 34:33Annotation 220: 36:12 - 37:12[Part 22 - 25?]Chapter 3: Cognitive Theory of Dialectical MaterialismFigures:Figure 1 - 14:04Material production activity has a dialectical relationship with all other praxis activity, with material production activity determining, while being impacted by, all other forms of praxis activity.Figure 2 - 24:49Empirical and theoretical consciousness have a dialectical relationship in which empirical consciousness and theoretical consciousness lead to and mutually develop one another.Figure 3 - 29:39Empirical consciousness and theoretical consciousness have a dialectical relationship with one another. Our observations of the material world lead to conscious activity which we then test in reality through conscious activity, and so on, in a never-ending cycle of dialectical development.Figure 4 - 35:55Ordinary consciousness refers to the passive observation of reality which takes place in our daily lives. Scientific consciousness refers to the systematic application of consciousness to solve specific problems in a methodological manner.

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

Episode 155:This week we're continuing with:The Worldview and Philosophical Methodology of Marxism-LeninismWritten for the Vietnamese curriculum and translated by Luna NguyenYou can purchase a copy and support translation of the further curriculum here:https://www.banyanhouse.org/product/ebook-the-worldview-and-philosophical-methodology-of-marxism-leninism[Part 1 - 5]Introduction to the Basic Principles of Marxism[Part 6 - 10]Part I: The Worldview and Philosophical Methodology of Marxism-LeninismChapter 1: Dialectical Materialism[Part 11 - 19]Chapter 2: Materialist Dialectics I. Dialectics and Materialist Dialectics II. Basic Principles of Marxist Dialectics III. Basic Pairs of Categories of Materialist Dialectics IV. Basic Laws of Materialist Dialectics[Part 20 - This Week]Chapter 2: Materialist Dialectics IV. Basic Laws of Materialist Dialectics 3. Law of Negation of Negation - 0:37 a. Definition of Negation and Dialectical Negation - 0:57Annotation 195: 2:02 - 6:37Annotation 196: 6:53 - 13:21Annotation 197: 13:47 - 15:29Annotation 198: 15:51 - 17:17Annotation 199: 17:30 - 19:54Annotation 200: 20:53 - 29:46 b. Negation of Negation - 30:02Annotation 201: 30:21 - 35:26Annotation 202: 35:48 - 36:47Annotation 203: 37:16 - 41:10Annotation 204: 41:31 - 42:16Annotation 205: 43:57 - 44:17 c. Meaning of the Methodology - 44:18Annotation 206: 45:26 - 46:46Annotation 207: 47:12 - 48:41Annotation 208: 49:02 - 49:52Annotation 209: 50:10 - 52:14[Part 21 - 25?]Chapter 3: Cognitive Theory of Dialectical MaterialismFigures:Figure 1 - 2:47An overview of various forms of negation as they relate to dialectical development.Figure 2 - 3:18Replacement negation refers to the replacement of one thing, phenomenon, or idea with another through dialectical negation.Figure 3 - 4:33Terminal negation refers to the end of a specific cycle of development.Figure 4 - 8:29The metaphysical perspective of terminal negation views negation as an essentially terminal process representing the end point of the existence of a static and isolated thing, phenomenon, or idea.Figure 5 - 23:32A common misperception of dialectical development is that it is “fully negative,” insomuch as the initial thesis (initial subject) is completely negated by the antithesis (impacting subject). In fact, characteristics from both the thesis and antithesis are carried forward into the synthesis.Figure 6 - 25:17In materialist dialectics, it is understood that negation is a process of retention: characteristics from both the thesis (initial subject) and antithesis (impacting subject) are retained in the resulting synthesis.Figure 7 - 30:52The metaphysical “line development” model sees an initial form as being “replaced” or entirely negated into a completely distinct entity.Figure 8 - 33:05The “Spiral Development” model of materialist dialectics sees every stage of development as a higher form of the previous stage which carries forward characteristics from previous stages.Figure 9 - 37:30The cyclical pattern of development is an abstract pattern of dialectical change over time.Figure 10 - 38:56In this example, a new car goes through a cyclical pattern of development in which the third form (new steel) possesses characteristics of the first form (a new car).Figure 11 - 39:40The development of class structure is a dialectical process in which different classes synthesize to form the next era of class society. For example, the capitalist class emerged primarily as a synthesis of the feudal lords and peasants of the medieval era.Footnotes:10) 20:51Conspectus of Hegel's Science of Logic, Vladimir Ilyich Lenin, 1914.11) 41:29Conspectus of Hegel's Science of Logic, Vladimir Ilyich Lenin, 1914.12) 42:45Karl Marx, Vladimir Ilyich Lenin, 1914.13) 43:56Anti-Dühring, Friedrich Engels, 1878.

Episode 154:This week we're continuing with:The Worldview and Philosophical Methodology of Marxism-LeninismWritten for the Vietnamese curriculum and translated by Luna NguyenYou can purchase a copy and support translation of the further curriculum here:https://www.banyanhouse.org/product/ebook-the-worldview-and-philosophical-methodology-of-marxism-leninism[Part 1 - 5]Introduction to the Basic Principles of Marxism[Part 6 - 10]Part I: The Worldview and Philosophical Methodology of Marxism-LeninismChapter 1: Dialectical Materialism[Part 11 - 18]Chapter 2: Materialist Dialectics I. Dialectics and Materialist Dialectics II. Basic Principles of Marxist Dialectics III. Basic Pairs of Categories of Materialist Dialectics[Part 19 - This Week]Chapter 2: Materialist Dialectics IV. Basic Laws of Materialist Dialectics 2. Law of Unification and Contradiction Between Opposites - 0:23Annotation 182: 1:05 - 1:49 a. Definitions of Contradiction and Common Characteristics of Contradiction - 1:49Annotation 183: 2:30 - 5:20Annotation 184: 6:10 - 6:53Annotation 185: 8:07 - 9:10Annotation 186: 9:52 - 13:26Annotation 187: 13:35 - 14:48 b. Motion Process of Contradictions - 14:49Annotation 188: 15:11 - 16:40Annotation 189: 17:23 - 18:42Annotation 190: 19:34 - 20:47Annotation 191: 21:27 - 26:44Annotation 192: 27:35 - 29:38 c. Meaning of the Methodology - 29:39Annotation 193: 30:16 - 30:35Annotation 194: 31:11 - 32:16[Part 20 - 25?]Chapter 2: Materialist Dialectics[Part 26 - 30?]Chapter 3: Cognitive Theory of Dialectical MaterialismFigures:Figure 1 - 3:06In the metaphysical conception of contradiction, the negated “disappears” and is not represented in the resulting synthesis.Figure 2 - 4:05The materialist dialectical conception of contradiction recognizes that contradicting subjects are defined by their relationship and that the synthesis of the contradiction carries forward attributes and characteristics from both the negator and the negated.Figure 3 - 18:03War, disease, and economy are all examples of unity in contradiction.Figure 4 - 25:43Relative Unity refers to the temporary and relative nature of specific relationships which define and unify specific contradictions; Absolute Struggle refers to the permanent, constant nature of development through contradiction.Figure 4 - 25:43The relationship between relative unity and absolute struggle defines and drives change, motion, and development through contradiction.Footnotes:4) 0:48Summary of Dialectics, Vladimir Ilyich Lenin, 1914.5) 8:05Anti-Dühring, Friedrich Engels, 1877.6) 17:22On the Questions of Dialectics, Vladimir Ilyich Lenin, 1915.7) 21:25On the Questions of Dialectics, Vladimir Ilyich Lenin, 1915.8) 27:34On the Questions of Dialectics, Vladimir Ilyich Lenin, 1915.9) 30:14On the Questions of Dialectics, Vladimir Ilyich Lenin, 1915.

Episode 153:This week we're continuing with:The Worldview and Philosophical Methodology of Marxism-LeninismWritten for the Vietnamese curriculum and translated by Luna NguyenYou can purchase a copy and support translation of the further curriculum here:https://www.banyanhouse.org/product/ebook-the-worldview-and-philosophical-methodology-of-marxism-leninism[Part 1 - 5]Introduction to the Basic Principles of Marxism[Part 6 - 10]Part I: The Worldview and Philosophical Methodology of Marxism-LeninismChapter 1: Dialectical Materialism[Part 11 - 17]Chapter 2: Materialist Dialectics I. Dialectics and Materialist Dialectics II. Basic Principles of Marxist Dialectics III. Basic Pairs of Categories of Materialist Dialectics[Part 18 - This Week]Chapter 2: Materialist Dialectics IV. Basic Laws of Materialist Dialectics - 0:25Annotation 161: 2:29 - 3:27Annotation 162: 4:09 - 4:43 1. Law of Transformation Between Quantity and Quality - 02:29Annotation 163: 5:01 - 5:59Annotation 164: 6:29 - 8:58 a. Definitions of Quality and Quantity - 09:16Annotation 165: 9:34 - 12:14Annotation 166: 12:58 - 13:52Annotation 167: 13:59 - 14:28Annotation 168: 14:43 - 16:10Annotation 169: 16:21 - 16:44Annotation 170: 16:54 - 17:38Annotation 171: 18:40 - 19:20 b. Dialectical Relationship Between Quantity and Quality - 3:04Annotation 172: 19:52 - 20:29Annotation 173: 21:01 - 22:09Annotation 174: 22:27 - 22:55Annotation 175: 23:47 - 24:45Annotation 176: 24:51 - 26:05Annotation 177: 26:45 - 27:59Annotation 178: 28:53 - 31:32 c. Meaning of the Methodology - 12:06Annotation 179: 32:32 - 34:56Annotation 180: 35:55 - 38:58Annotation 181: 39:31 - 40:07[Part 19 - 25?]Chapter 2: Materialist Dialectics[Part 26 - 30?]Chapter 3: Cognitive Theory of Dialectical MaterialismFigures:Figure 1 - 21:04The quantity range is a range of quantities between quality shifts.Figure 2 - 22:30Figure 3 - 23:12A quality shift occurs when a quantity changes beyond a threshold, leading to a change in quality.Figure 4 - 24:53The Quantity Range (A) refers to the range of quantities between two qualities in the process of development. The Quality Shift (B) refers to the point at which quantity accumulates to the point of changing the Quality of the developing subject. The Period of Motion (C) includes both the quantity range and the quality shifts themselves. Figure 5 - 30:04Quality refers to the differences which are distinguished in human consciousness between one subject and another, or changes in a subject's form over time. Footnotes:1) 26:43Anti-Dühring, Friedrich Engels, 1878.2) 39:53See Annotation 108.3) 40:00See Annotation 207.

Episode 152:This week we're continuing with:The Worldview and Philosophical Methodology of Marxism-LeninismWritten for the Vietnamese curriculum and translated by Luna NguyenYou can purchase a copy and support translation of the further curriculum here:https://www.banyanhouse.org/product/ebook-the-worldview-and-philosophical-methodology-of-marxism-leninism[Part 1 - 5]Introduction to the Basic Principles of Marxism[Part 6 - 10]Part I: The Worldview and Philosophical Methodology of Marxism-LeninismChapter 1: Dialectical Materialism[Part 11 - 16]Chapter 2: Materialist Dialectics I. Dialectics and Materialist Dialectics II. Basic Principles of Marxist Dialectics III. Basic Pairs of Categories of Materialist Dialectics 1. Private and Common 2. Reason and Result 3. Obviousness and Randomness 4. Content and Form[Part 17 - This Week]Chapter 2: Materialist Dialectics III. Basic Pairs of Categories of Materialist Dialectics 5. Essence and Phenomenon - 00:30 a. Categories of Essence and Phenomenon - 00:30Annotation 155: 1:01 - 3:04 b. Dialectical Relationship Between Essence and Phenomenon - 3:04Annotation 156: 4:22 - 12:05 c. Meaning of the Methodology - 12:06Annotation 157: 12:28 - 14:22 6. Possibility and Reality - 17:44 a. Categories of Possibility and Reality - 17:44 b. Dialectical Relationship Between Possibility and Reality - 18:12Annotation 159: 18:52 - 22:26 c. Meaning of the Methodology - 22:57Annotation 160: 23:50 - 24:16[Part 18 - 25?]Chapter 2: Materialist Dialectics[Part 26 - 30?]Chapter 3: Cognitive Theory of Dialectical MaterialismFootnotes:5) 3:59Philosophical Notebooks, Vladimir Ilyich Lenin, 1914-16.6) 14:37Philosophical Notebooks, Vladimir Ilyich Lenin, 1914-16.7) 23:21To N. D. Kiknadze, Vladimir Ilyich Lenin, written after November 5, 1916.

Evidence-informed learning designer and educational technology specialist, Nidhi Sachdeva, breaks down the dangers of conflating neurodivergence and learning styles. Discussing Dual Coding Theory, Cognitive Theory, and Information Processing Theory, Nidhi explains the science behind how people learn and what trainers often get wrong.   While discussing the myth of learning styles, Nidhi shares her advice for using kindness to correct misinformation, the importance of nuance to understand learning abilities, and the origin of common learning misconceptions. She also offers tips for creating a multi-tiered system of support for diverse learners.  The conversation touches on Nidhi's accidental path to learning sciences, her current research projects, and what the future holds for the field. Listen to our episode for more on how trainers can accommodate diverse learners by applying the science of learning.    Resources:  Nidhi on LinkedIn: https://www.linkedin.com/in/nidhi-sachdeva-toronto/   Nidhi's Science of Learning Substack: https://scienceoflearning.substack.com/   Conference: researchED Canada - The Science of Learning - Toronto May 3-4, 2024 https://www.eventbrite.ca/e/researched-canada-the-science-of-learning-toronto-may-3-4-2024-tickets-765640259627  

Episode 151:This week we're continuing with:The Worldview and Philosophical Methodology of Marxism-LeninismWritten for the Vietnamese curriculum and translated by Luna NguyenYou can purchase a copy and support translation of the further curriculum here:https://www.banyanhouse.org/product/ebook-the-worldview-and-philosophical-methodology-of-marxism-leninism[Part 1 - 5]Introduction to the Basic Principles of Marxism[Part 6 - 10]Part I: The Worldview and Philosophical Methodology of Marxism-LeninismChapter 1: Dialectical Materialism[Part 11 - 15]Chapter 2: Materialist Dialectics I. Dialectics and Materialist Dialectics II. Basic Principles of Marxist Dialectics III. Basic Pairs of Categories of Materialist Dialectics 1. Private and Common 2. Reason and Result 3. Obviousness and Randomness[Part 16 - This Week]Chapter 2: Materialist Dialectics III. Basic Pairs of Categories of Materialist Dialectics 4. Content and Form - 00:24 a. Categories of Content and Form - 00:24Annotation 150: 0:57 - 17:50 b. Dialectical Relationship Between Content and Form - 17:52Annotation 151: 18:26 - 19:21Annotation 152: 19:39 - 22:25Annotation 153: 22:47 - 25:09 c. Meaning of the Methodology - 25:10Annotation 154: 26:02 - 29:04[Part 17 - 25?]Chapter 2: Materialist Dialectics[Part 26 - 30?]Chapter 3: Cognitive Theory of Dialectical MaterialismFigures:Figure 1 - 3:51A material object can be described in terms of content, inner form, and outer form.Figure 2 - 11:36Figure 3 - 20:30Quantity changes in Content lead to quality shifts in Form.Footnotes:4) 3:26See Annotation 10 and Annotation 108.

Episode 150:This week we're continuing with:The Worldview and Philosophical Methodology of Marxism-LeninismWritten for the Vietnamese curriculum and translated by Luna NguyenYou can purchase a copy and support translation of the further curriculum here:https://www.banyanhouse.org/product/ebook-the-worldview-and-philosophical-methodology-of-marxism-leninism[Part 1 - 5]Introduction to the Basic Principles of Marxism[Part 6 - 10]Part I: The Worldview and Philosophical Methodology of Marxism-LeninismChapter 1: Dialectical Materialism[Part 11 - 14]Chapter 2: Materialist Dialectics I. Dialectics and Materialist Dialectics II. Basic Principles of Marxist Dialectics III. Basic Pairs of Categories of Materialist Dialectics 1. Private and Common[Part 15 - This Week]Chapter 2: Materialist Dialectics III. Basic Pairs of Categories of Materialist Dialectics 2. Reason and Result - 0:39 a. Categories of Reason and Result - 0:39Annotation 136: 1:17 - 4:51 b. Dialectical Relationship Between Reason and Result - 4:53Annotation 137: 5:51 - 10:12Annotation 138: 10:19 - 10:46Annotation 139: 10:55 - 12:01Annotation 140: 12:56 - 13:34 c. Meaning of the Methodology - 13:34Annotation 141: 14:02 - 14:26Annotation 142: 15:07 - 17:02 3. Obviousness and Randomness - 17:03 a. Categories of Obviousness and Randomness - 17:03Annotation 143: 17:12 - 17:58Annotation 144: 18:16 - 18:59Annotation 145: 19:21 - 20:03 b. Dialectical Relationship Between Obviousness and Randomness - 20:05Annotation 146: 20:20 - 20:36Annotation 147: 20:54 - 23:07Annotation 148: 23:46 - 24:41 c. Meaning of the Methodology - 24:42Annotation 149: 25:25 - 26:48[Part 16 - 25?]Chapter 2: Materialist Dialectics[Part 26 - 30?]Chapter 3: Cognitive Theory of Dialectical MaterialismFigures:Figure 1 - 1:56Metaphysical vs. Materialist Dialectical conceptions of development. Figure 2 - 2:39Metaphysical vs. Materialist Dialectical conceptions of frying and eating an egg. Figure 3 - 6:17Direct Reasons stem from immediate relations.Figure 4 - 6:45Indirect Reasons have an intervening relationship between the Reason and the Result. Figure 5 - 7:50Internal Reasons stem from internal relationships. Figure 6 - 8:14External Reasons stem from external relations. Footnotes:2) 12:55Socialism: Utopian and Scientific, Friedrich Engels, 1880.3) 23:25Ludwig Feuerbach and the End of Classical German Philosophy, Friedrich Engels, 1886.

Episode 149:This week we're continuing with:The Worldview and Philosophical Methodology of Marxism-LeninismWritten for the Vietnamese curriculum and translated by Luna NguyenYou can purchase a copy and support translation of the further curriculum here:https://www.banyanhouse.org/product/ebook-the-worldview-and-philosophical-methodology-of-marxism-leninism[Part 1 - 5]Introduction to the Basic Principles of Marxism[Part 6 - 10]Part I: The Worldview and Philosophical Methodology of Marxism-LeninismChapter 1: Dialectical Materialism[Part 11 - 13]Chapter 2: Materialist Dialectics I. Dialectics and Materialist Dialectics II. Basic Principles of Marxist Dialectics[Part 14 - This Week]Chapter 2: Materialist Dialectics III. Basic Pairs of Categories of Materialist Dialectics - 0:28Annotation 126: 0:54 - 1:27Annotation 127: 3:21 - 4:02Annotation 128: 4:30 - 5:53 1. Private and Common a. Categories of Private and Common - 5:54Annotation 129: 6:40 - 21:24 b. Dialectical Relationship Between Private and Common - 21:25Annotation 130: 21:47 - 22:30Annotation 131: 22:49 - 23:22Annotation 132: 23:46 - 25:14 c. Meaning of the Methodology - 26:28Annotation 133: 27:00 - 28:01Annotation 134: 28:21 - 33:53Annotation 135: 34:06 - 35:06[Part 15 - 25?]Chapter 2: Materialist Dialectics[Part 26 - 30?]Chapter 3: Cognitive Theory of Dialectical MaterialismFigures:Figure 1 - 3:25The categories of specific sciences are limited to the scope of study, while the categories of materialist dialectics encompass all things, phenomena, and ideas. Figure 2 - 6:34Figure 3 - 8:25All private subjects have attributes in common with other private subjects. Figure 4 - 9:15All private subjects have attributes in common with other private subjects. Figure 5 - 10:04All things, phenomena, and ideas contain the unique, the private, and the common. Figure 6 - 12:27“Unique” things, phenomena, and ideas can become “common” through development processes (and vice-versa). Figure 7 - 27:23Dialectical analysis of private and common characteristics involves observing private subjects to determine common attributes and considering common attributes to gain insights about private subjects. Footnotes:1) 26:20On the Question of Dialectics, Vladimir Ilyich Lenin, 1915.

Cognitive Analytic Therapy integrates Psychodynamic and Cognitive Theory and is a transdiagnostic therapeutic modality that approaches psychological problems from a relational perspective. Matt Cartwright speaks with Dr Louise McCutcheon from Orygen, The Australian Centre of Excellence in Youth Mental Health in Melbourne. Links and more information about C.A.T. can be found on the Clinically Thinking Facebook page.

Episode 148:This week we're continuing with:The Worldview and Philosophical Methodology of Marxism-LeninismWritten for the Vietnamese curriculum and translated by Luna NguyenYou can purchase a copy and support translation of the further curriculum here:https://www.banyanhouse.org/product/ebook-the-worldview-and-philosophical-methodology-of-marxism-leninism[Part 1 - 5]Introduction to the Basic Principles of Marxism[Part 6 - 10]Part I: The Worldview and Philosophical Methodology of Marxism-LeninismChapter 1: Dialectical Materialism[Part 11 - 12]Chapter 2: Materialist Dialectics I. Dialectics and Materialist Dialectics II. Basic Principles of Marxist Dialectics 1. The Principle of General Relationships[Part 13 - This Week]Chapter 2: Materialist Dialectics II. Basic Principles of Marxist Dialectics 2. Principle of Development a. Definition of Development - 0:31Annotation 117: 1:02 - 6:59Annotation 118: 7:17 - 11:25Annotation 119: 12:32 - 13:09 b. Characteristics of Development - 13:10Annotation 120: 13:30 - 14:47Annotation 121: 15:07 - 15:52Annotation 122: 16:25 - 16:45Annotation 123: 17:38 - 17:53 c. Meaning of the Methodology - 17:55Annotation 124: 18:48 - 19:17Annotation 125: 19:58 - 20:35[Part 14 - 25?]Chapter 2: Materialist Dialectics[Part 26 - 30?]Chapter 3: Cognitive Theory of Dialectical MaterialismFigures:Figure 1 - 2:02In the process of development, Quantity Change leads to Quality Change.Figure 2 - 3:40All of these have the quality of water because of the molecular quantities of hydrogen and oxygen atoms, however, from the perspective of volume, quantity changes still lead to quality changes.Figure 3 - 5:21The same human being will undergo various quality changes as age quantity increases over time.Figure 4 - 6:09Metaphysics only consider linear properties of quantity change; Materialist Dialectics takes quantity changes and quality shifts into consideration when considering change over time.Figure 5 - 8:06The concept of “change” in materialist dialectics centers on internal and external relationships causing mutual impacts which lead to quantity changes which build into quality shifts.Figure 6 - 10:34Both flooding and flood recession are development processes with the same forward tendency. Flood recession may appear to be a “reversal,” but it is in fact forward development.Figure 7 - 14:08Dialectical Development consists of Quantity and Quality Shifts, which in turn derive from motion. Footnotes:7) 13:18See: Annotation 108.8) 13:21See: Annotation 106.9) 13:24See: Annotation 107.10) 18:28Once Again On The Trade Unions, Vladimir Ilyich Lenin, 1921. See also: Mode and Forms of Existence of Matter.11) 18:42See Annotation 62.12) 21:32Once Again On The Trade Unions, Vladimir Ilyich Lenin, 1921.

Episode 147:This week we're continuing with:The Worldview and Philosophical Methodology of Marxism-LeninismWritten for the Vietnamese curriculum and translated by Luna NguyenYou can purchase a copy and support translation of the further curriculum here:https://www.banyanhouse.org/product/ebook-the-worldview-and-philosophical-methodology-of-marxism-leninism[Part 1 - 5]Introduction to the Basic Principles of Marxism[Part 6 - 10]Part I: The Worldview and Philosophical Methodology of Marxism-LeninismChapter 1: Dialectical Materialism[Part 11]Chapter 2: Materialist Dialectics I. Dialectics and Materialist Dialectics[Part 12 - This Week]Chapter 2: Materialist Dialectics II. Basic Principles of Marxist Dialectics - 0:33Annotation 103: 0:36-1:14 1. The Principle of General Relationships - 1:14Annotation 104: 1:23-4:10Annotation 105: 4:31-6:21Annotation 106: 7:11-8:27Annotation 107: 9:08-12:03 b. Characteristics of Relationships - 12:05Annotation 108: 12:29-14:36Annotation 109: 15:05-16:05Annotation 110: 16:39-17:16Annotation 111: 17:46-18:28Annotation 112: 19:22-22:23 c. Meaning of the Methodology - 22:56Annotation 113: 24:10-24:55Annotation 114: 25:38-27:26Annotation 115: 27:44-30:05Annotation 116: 30:13-32:08[Part 13 - 25?]Chapter 2: Materialist Dialectics[Part 26 - 30?]Chapter 3: Cognitive Theory of Dialectical MaterialismFigures:Figure 1 - 0:39The Principle of General Relationships and the Principle of Development are the most basic principles of materialist dialectics. These two principles are dialectically related to one another. Figure 2 - 5:40Figure 3 - 7:14Figure 4 - 10:28An infinite diversity of relationships exist within the unity of the material world. Figure 5 - 11:14Universal relationships which unite all things, phenomena, and ideas manifest in infinitely diverse ways.Figure 6 - 13:02All things, phenomena, and ideas have the relative characteristic of objectiveness. Figure 7 - 13:42Alice and Bob are external to one another; each is objective from the other's perspective. Figure 8 - 14:14The relationship between Alice and Bob has objective characteristics to both Alice and Bob. Figure 9 - 24:14The comprehensive viewpoint sees the subject in terms of all of its internal and external relationships. Figure 10 - 47:47A historical viewpoint focuses on the roles and positions of relationships and properties of subjects as well as their development over time. Footnotes:1) 8:42See Private and Common; Essence and Phenomenon.2) 8:47See Annotation 117.3) 8:52See Annotation 190.4) 18:36See Annotation 108.5) 18:39See The Principle of General Relationships.6) 24:08Once Again On The Trade Unions, Vladimir Ilyich Lenin, 1921.

Episode 146:This week we're continuing with:The Worldview and Philosophical Methodology of Marxism-LeninismWritten for the Vietnamese curriculum and translated by Luna NguyenYou can purchase a copy and support translation of the further curriculum here:https://www.banyanhouse.org/product/ebook-the-worldview-and-philosophical-methodology-of-marxism-leninism[Part 1 - 5]Introduction to the Basic Principles of Marxism[Part 6 - 10]Part I: The Worldview and Philosophical Methodology of Marxism-LeninismChapter 1: Dialectical Materialism[Part 11 - This Week]Chapter 2: Materialist Dialectics - 0:27 I. Dialectics and Materialist Dialectics - 1:12 1. Dialectics and Basic Forms of Dialectics - 1:12 a. Definitions of Dialectics and the Subjective Dialectic - 1:12 b. Basic Forms of Dialectics - 4:01 2. Materialist Dialectics - 24:19 a. Definition of Materialist Dialectics - 24:19 b. Basic Features and Roles of Materialist Dialectics - 25:48[Part 12 - 25?]Chapter 2: Materialist Dialectics[Part 26 - 30?]Chapter 3: Cognitive Theory of Dialectical MaterialismFootnotes:1) 1:01Karl Marx, Vladimir Ilyich Lenin, 1914.2) 1:44See Annotation 9.3) 2:40Dialectics of Nature, Friedrich Engels, 1883.4) 5:57Socialism: Utopian and Scientific, Friedrich Engels, 1880.5) 6:39The Old Preface to Anti-Dühring, Friedrich Engels, 1878.6) 8:43The Old Preface to Anti-Dühring, Friedrich Engels, 1878.7) 17:16Kant's “transcendental dialectic” was used to critique rationalism and pure reason, but was not a fully developed dialectical system of thought. Hegel's idealist dialectics were more universal in nature. See Annotation 9.8) 18:20The Old Preface to Anti-Dühring, Friedrich Engels, 1878.9) 19:45Conspectus of Hegel's Science of Logic, Vladimir Ilyich. Lenin, 1914.10) 21:52Afterword to the Second German Edition of Capital Volume I, Karl Marx, 1873.11) 24:16Anti-Dühring, The 1885 Preface, Friedrich Engels, 1878.12) 24:47Anti-Dühring, Friedrich Engels, 1878.13) 24:54See The Principle of General Relationships.14) 25:12Dialectics of Nature, Friedrich Engels, 1883.15) 25:17See Annotation 117.16) 25:46The Three Sources and Three Component Parts of Marxism, Vladimir Ilyich Lenin, 1913.17) 28:07See Annotation 98.

Episode 145:This week we're continuing with:The Worldview and Philosophical Methodology of Marxism-LeninismWritten for the Vietnamese curriculum and translated by Luna NguyenYou can purchase a copy and support translation of the further curriculum here:https://www.banyanhouse.org/product/ebook-the-worldview-and-philosophical-methodology-of-marxism-leninism[Part 1 - 5]Introduction to the Basic Principles of Marxism[Part 6 - 8]Part I: The Worldview and Philosophical Methodology of Marxism-LeninismChapter 1: Dialectical Materialism I. Materialism and Dialectical Materialism II. Dialectical Materialist Opinions About Matter, Consciousness, and the Relationship Between Matter and Consciousness 1. Matter 2. Consciousness a. The Source of Consciousness[Part 10 - This Week]Chapter 1: Dialectical Materialism II. Dialectical Materialist Opinions About Matter, Consciousness, and the Relationship Between Matter and Consciousness 3. The Relationship Between Matter and Consciousness - 0:45Annotation 90: 1:12 - 3:15 a. The Role of Matter in Consciousness - 3:16Annotation 91: 4:47-5:33 b. The Role of Consciousness in Matter - 6:09Annotation 92: 7:20-7:55Annotation 93: 10:28-10:56 4. Meaning of the Methodology - 10:57Annotation 94: 11:50-12:37Annotation 95: 16:04-25:36-Discussion: 25:38[Part 11 - 25?]Chapter 2: Materialist Dialectics[Part 26 - 30?]Chapter 3: Cognitive Theory of Dialectical MaterialismFigures:Figure 1 - 4:49Figure 2 - 9:47Matter determines consciousness while consciousness impacts matter indirectly through human activityFigure 3 - 16:06Developing revolutionary public knowledge must be preceded by mastery of knowledge and a firm grounding in the role and nature of knowledge.Footnotes:18) 5:52For a discussion of the material basis of social laws, see Annotation 10, Annotation 78, and Annotation 7919) 9:19See: Annotation 72.20) 9:25See: Annotation 90.21) 9:31See: The Role of Matter in Consciousness.22) 9:45See: The Relationship Between Matter and Consciousness.23) 10:07See: Annotation 68.24) 10:14See: Nature and Structure of Consciousness.25) 10:20See: Annotation 93.26) 10:26See: Annotation 10.27) 11:04For discussion of the meaning of methodology, see Methodology. 28) 11:22See: Nature of Consciousness.29) 11:28See: The Relationship Between Matter and Consciousness.30) 14:52See: Annotation 211.31) 14:57See: Annotation 114.32) 15:00See: Nature and Structure of Consciousness.33) 15:19See: Annotation 222.34) 15:22See: The Opposition of Materialism and Idealism in Solving Basic Philosophical Issues.35) 15:55See: Annotation 10.36) 16:36See: Annotation 232 and The Properties of Truth.37) 18:54See: Praxis, Consciousness, and the Role of Praxis in Consciousness.

Episode 144:This week we're continuing with:The Worldview and Philosophical Methodology of Marxism-LeninismWritten for the Vietnamese curriculum and translated by Luna NguyenYou can purchase a copy and support translation of the further curriculum here:https://www.banyanhouse.org/product/ebook-the-worldview-and-philosophical-methodology-of-marxism-leninism[Part 1 - 5]Introduction to the Basic Principles of Marxism[Part 6 - 8]Part I: The Worldview and Philosophical Methodology of Marxism-LeninismChapter 1: Dialectical Materialism I. Materialism and Dialectical Materialism II. Dialectical Materialist Opinions About Matter, Consciousness, and the Relationship Between Matter and Consciousness 1. Matter 2. Consciousness a. The Source of Consciousness[Part 8 - This Week]Chapter 1: Dialectical Materialism II. Dialectical Materialist Opinions About Matter, Consciousness, and the Relationship Between Matter and Consciousness 2. Consciousness b. Nature and Structure of Consciousness - 0:35 -Nature of Consciousness - 0:38Annotation 77: 2:41 - 5:44Annotation 78: 5:58 - 7:53Annotation 79: 8:03 - 8:55Annotation 80: 9:06 - 11:36 -Structure of Consciousness - 11:38Annotation 81: 11:53 - 12:50Annotation 82: 13:09 - 16:23Annotation 83: 16:38 - 17:14Annotation 84: 17:31 - 20:03Annotation 85: 20:46 - 21:26Annotation 86: 21:41 - 23:22Annotation 87: 23:38 - 24:15Annotation 88: 24:56 - 28:13Annotation 89: 28:38 - 30:10[Part 9 - 11?]Part I: The Worldview and Philosophical Methodology of Marxism-LeninismChapter 1: Dialectical Materialism[Part 12 - 25?]Chapter 2: Materialist Dialectics[Part 26 - 30?]Chapter 3: Cognitive Theory of Dialectical MaterialismFigures:Figure 2 - 17:47Figure 3 - 18:39Figure 4 - 19:18Footnotes:17) 2:39The German Ideology, Karl Marx and Friedrich Engels, 1846.

Episode 143:This week we're continuing with:The Worldview and Philosophical Methodology of Marxism-LeninismWritten for the Vietnamese curriculum and translated by Luna NguyenYou can purchase a copy and support translation of the further curriculum here:https://www.banyanhouse.org/product/ebook-the-worldview-and-philosophical-methodology-of-marxism-leninism[Part 1 - 5]Introduction to the Basic Principles of Marxism[Part 6 - 7]Part I: The Worldview and Philosophical Methodology of Marxism-LeninismChapter 1: Dialectical Materialism I. Materialism and Dialectical Materialism II. Dialectical Materialist Opinions About Matter, Consciousness, and the Relationship Between Matter and Consciousness 1. Matter[Part 8 - This Week]Chapter 1: Dialectical Materialism II. Dialectical Materialist Opinions About Matter, Consciousness, and the Relationship Between Matter and Consciousness 2. Consciousness - 0:31 a. The Source of Consciousness - 0:34Annotation 67: 0:45 - 1:23 -Natural Source of Consciousness - 1:24Annotation 68: 3:34 - 5:43Annotation 69: 6:22 - 8:55Annotation 70: 10:05 - 10:41Annotation 71: 10:52 - 11:41Annotation 72: 12:18 - 37:19 Lenin's Proof of the Theory of Reflection - 26:59 -Social Sources of Consciousness - 37:20Annotation 73: 37:46 - 39:42Annotation 74: 39:53 - 40:08Annotation 75: 41:01 - 45:38Annotation 76: 46:30 - 48:17[Part 9 - 11?]Part I: The Worldview and Philosophical Methodology of Marxism-LeninismChapter 1: Dialectical Materialism[Part 12 - 25?]Chapter 2: Materialist Dialectics[Part 26 - 30?]Chapter 3: Cognitive Theory of Dialectical MaterialismFigures:Figure 1 - 2:56Consciousness exists as a dynamic set of relationships between the external material world, human sense perception, and the functions of the human brain.Figure 2 - 5:09This chart outlines the basic development tendency of Forms of Reflection in matter which lead from inorganic matter, to life, to human consciousness and society. Figure 3 - 6:41Physical Reflection: Change in PositionFigure 4 - 7:17Physical Reflection: Change in StructureFigure 5 - 7:46Chemical Reflection: Single ReplacementFigure 6 - 46:07This diagram is based on work from an article titled “Evidence in Hand: Recent Discoveries and the Early Evolution of Human Manual Manipulation.”[footnote 15] Modern research has discovered strong evidence [footnote 16] that the human hand evolved along with tool use, in line with Engels' analysis in Dialectics of Nature.Figure 7 - 48:00Human language and human labor mutually develop one another through a dialectical process to develop human nature. Simultaneously, human nature and human society mutually develop one another through a dialectical process. Footnotes:14) 16:36Source: “Food for Thought: Was Cooking a Pivotal Step in Human Evolution?” by Alexandra Rosati, Scientific American, February 26, 2018.15) 46:17Written by Professor Tracy L. Kivell and published in The Royal Society.16) 46:22Stone Tools Helped Shape Human Hands by Sara Reardon, published in New Scientist Magazine.

Could it be that the world's true essence is beyond our comprehension? And what if this isn't a drawback, but an advantage? Explore this paradox in this interview with Hilary Lawson. Looking for a link we mentioned? It's here: https://linktr.ee/philosophyforourtimesWe tend to think the world is divided into bits, and we spend time trying to define those bits. But what if this metaphysical approach is false? In this interview, we sit down with the post-postmodern philosopher Hilary Lawson who walks us through his theory of Closure, a non-realist view which describes the world as an open, unreachable 'other', and provides an account of how we enclose the world with our language, thoughts and categories.Hilary Lawson is a philosopher and a renowned critic of philosophical realism. He is best known for his work on reflexivity and his theory of Closure, which puts forward a non-realist metaphysics arguing that we close the openness of the world with our thought and language.There are thousands of big ideas to discover at IAI.tv – videos, articles, and courses waiting for you to explore. Find out more: https://iai.tv/podcast-offers?utm_source=podcast&utm_medium=shownotes&utm_campaign=the-making-of-reality-hilary-lawsonSee Privacy Policy at https://art19.com/privacy and California Privacy Notice at https://art19.com/privacy#do-not-sell-my-info.

Episode 142:This week we're continuing with:The Worldview and Philosophical Methodology of Marxism-LeninismWritten for the Vietnamese curriculum and translated by Luna NguyenYou can purchase a copy and support translation of the further curriculum here:https://www.banyanhouse.org/product/ebook-the-worldview-and-philosophical-methodology-of-marxism-leninism[Part 1 - 5]Introduction to the Basic Principles of Marxism[Part 6]Part I: The Worldview and Philosophical Methodology of Marxism-LeninismChapter 1: Dialectical Materialism I. Materialism and Dialectical Materialism[Part 7 - This Week]Chapter 1: Dialectical Materialism II. Dialectical Materialist Opinions About Matter, Consciousness, and the Relationship Between Matter and Consciousness - 0:34 1. Matter - 0:42 a. Category of “Matter” - 0:44Annotation 57: 3:40 - 9:49Annotation 58: 10:08 - 16:04Annotation 59: 16:47 - 18:57 b. Mode and Forms of Existence of Matter - 22:07Annotation 60: 22:22 - 23:22Annotation 61: 24:03 - 25:06Annotation 62: 25:17 - 30:13Annotation 63: 32:14 - 32:35Annotation 64: 33:34 - 36:15Annotation 65: 37:20 - 37:35 c. The Material Unity of the World - 38:05Annotation 66: 39:35 - 40:04[Part 8 - 11?]Part I: The Worldview and Philosophical Methodology of Marxism-LeninismChapter 1: Dialectical Materialism[Part 12 - 25?]Chapter 2: Materialist Dialectics[Part 26 - 30?]Chapter 3: Cognitive Theory of Dialectical MaterialismFigure 1 - 31:00Footnotes:1) 2:01According to the Samkhya school, Pradhana is the original form of matter in an unmanifested,indifferentiated state; Prakriti is manifested matter, differentiated in form, which contains potential for motion.2) 2:10Thales, ~642 - ~547 B.C. (Greek): Philosopher, mathematician, astronomer, politician.3) 2:14Anaximene, ~585 - ~525 B.C. (Greek): Philosopher.4) 2:17Heraclitus, ~540 - ~480 B.C. (Greek): Philosopher, founder of ancient dialectics.5) 2:22Democritus, ~460 - ~370 B.C. (Greek): Philosopher, naturalist, a founder of atom theory.6) 2:37Francis Bacon, 1561 - 1626 (British): Philosopher, novelist, mathematician, political activist.7) 2:40Rene Descartes, 1596 - 1650 (Fench): Philosopher, mathematician, physicist.8) 2:43Thomas Hobbes, 1588 - 1679 (British): Political philosopher, political activist.9) 2:46Denis Diderot, 1713 - 1784 (French): Philosopher, novelist.10) 16:14Wilhelm Conrad Roentgen, 1845-1923 (German): Physicist.11) 16:17Henri Becquerel, 1852-1908 (French): Physicist.12) 16:19Sir Joseph John Thomson, 1856-1940 (British): Physicist, professor at London Royal Institute.13) 25:15In the original Vietnamese, the word tự vận động is used here, which we roughly translate to the word self-motion throughout this book. Literally, tự vận động means: “it moves itself.”

Episode 141:This week we're continuing with:The Worldview and Philosophical Methodology of Marxism-LeninismWritten for the Vietnamese curriculum and translated by Luna NguyenYou can purchase a copy and support translation of the further curriculum here:https://www.banyanhouse.org/product/ebook-the-worldview-and-philosophical-methodology-of-marxism-leninism[Part 1 - 5]Introduction to the Basic Principles of Marxism[Part 6 - This Week]Part I: The Worldview and Philosophical Methodology of Marxism-Leninism - 0:25Annotation 47: 1:41 - 2:34Annotation 48: 2:42 - 3:16Annotation 49: 4:38 - 6:39Excerpt from Modifying the Working Style - 7:07Chapter 1: Dialectical Materialism - 9:17 I. Materialism and Dialectical Materialism - 9:58 1. The Opposition of Materialism and Idealism in Solving Basic Philosophical Issues - 10:03Annotation 50: 12:22 - 12:44Annotation 51: 12:56 - 14:07Annotation 52: 14:22 - 18:04Annotation 53: 18:48 - 20:28Annotation 54: 20:54 - 22:11 2. Dialectical Materialism - the Most Advanced Form of Materialism - 22:11Annotation 55: 24:00 - 25:16Annotation 56: 26:18 - 26:32[Part 7 - 11?]Part I: The Worldview and Philosophical Methodology of Marxism-LeninismChapter 1: Dialectical Materialism[Part 12 - 25?]Chapter 2: Materialist Dialectics[Part 26 - 30?]Chapter 3: Cognitive Theory of Dialectical MaterialismFigures:Figure 1 - 4:55Dialectical Materialism and Materialist Dialectics.Figure 2 - 5:24Relationship between Dialectical Materialism and Materialist Dialectics.Figure 3 - 7:02Ho Chi Minh training cadres in 1959.Footnotes:1) 4:18The Three Sources and Three Component Parts of Marxism, Vladimir Ilyich Lenin, 1913.2) 4:28Karl Marx, Vladimir Ilyich Lenin, 1914.3) 10:42Ludwig Feuerbach and the End of Classical German Philosophy, Friedrich Engels, 1886.

Episode 140:This week we're continuing with:The Worldview and Philosophical Methodology of Marxism-LeninismWritten for the Vietnamese curriculum and translated by Luna NguyenYou can purchase a copy and support translation of the further curriculum here:https://www.banyanhouse.org/product/ebook-the-worldview-and-philosophical-methodology-of-marxism-leninism[Part 1 - 4]Introduction to the Basic Principles of MarxismI. Brief History of Marxism-Leninism[Part 5 - This Week]II. Objects, Purposes and Requirements for Studying the Basic Principles of Marxism-Leninism 1. Objects and Purposes of Study - 0:40 Annotation 42: 0:52-1:45 Annotation 43: 2:40-3:32 Annotation 44: 4:08-4:20 Annotation 45: 5:33-5:58 2. Some Basic Requirements of the Studying Method - 5:59 Annotation 46: 6:33-16:24[Part 6 - 11?]Part I: The Worldview and Philosophical Methodology of Marxism-LeninismChapter 1: Dialectical Materialism[Part 12 - 25?]Chapter 2: Materialist Dialectics[Part 26 - 30?]Chapter 3: Cognitive Theory of Dialectical Materialism

Want to become more Stoic? Join us and other Stoics this October: Stoicism Applied by Caleb Ontiveros and Michael Tremblay on MavenIn this conversation, Michael and Caleb discuss Ryan Holiday's book The Obstacle Is the Way. They cover the good, bad, and provocative. Both argue that it's practically inspiring even if philosophically shallow. Michael argues that in a real sense, it's not a Stoic book. Caleb pushes back – a little.(05:30) Protreptic Philosophy(11:44) The Necessity of Popularization(14:35) Stoicism as An Operating System(19:00) Motivational Power(22:01) Shallow Stoicism(31:16) Holiday Didn't Understand Stoicism(33:32) Muddling Through Stoic Theory(41:38) The Cognitive Theory of Emotions(47:03) The Spiritual Aspect of Stoicism(48:54) 3 Disciplines(53:43) Meditations 5 20***Subscribe to The Stoa Letter for weekly meditations, actions, and links to the best Stoic resources: www.stoaletter.com/subscribeDownload the Stoa app (it's a free download): stoameditation.com/podListen to more episodes and learn more here: https://stoameditation.com/blog/stoa-conversations/Thanks to Michael Levy for graciously letting us use his music in the conversations: https://ancientlyre.com/

Episode 139:This week we're continuing with:The Worldview and Philosophical Methodology of Marxism-LeninismWritten for the Vietnamese curriculum and translated by Luna NguyenYou can purchase a copy and support translation of the further curriculum here:https://www.banyanhouse.org/product/ebook-the-worldview-and-philosophical-methodology-of-marxism-leninism[Part 1 - 3]Introduction to the Basic Principles of MarxismI. Brief History of Marxism-Leninism 1. Marxism and the Three Constituent Parts 2. Summary of the Birth and Development of Marxism-Leninism a. Conditions and Premises of the Birth of Marxism b. The Birth and Development Stage of Marxism[Part 4 - This Week] c. The Defending and Developing Stage of Marxism - 0:24Annotation 33: 1:25-2:19Annotation 34: 2:38 - 6:13Annotation 35: 6:54 - 10:08Annotation 36: 12:14 - 14:30Annotation 37: 14:57 - 19:57 d. Marxism-Leninism and the Reality of the International Revolutionary Movement - 20:16Annotation 38: 20:44 - 21:37Annotation 39: 23:08 - 24:12Annotation 40: 26:49 - 27:39Annotation 41: 28:33 - 30:51[Part 5 - 6?]II. Objects, Purposes and Requirements for Studying the Basic Principles of Marxism-Leninism[Part 7 - 12?]Part I: The Worldview and Philosophical Methodology of Marxism-LeninismChapter 1: Dialectical Materialism[Part 13 - 25?]Chapter 2: Materialist Dialectics[Part 26 - 30?]Chapter 3: Cognitive Theory of Dialectical MaterialismFootnotes:15) 0:53Populist faction: A faction within the Russian revolution which upheld an idealist capitalist ideology with many representatives such as Mikhailovsky, Bakunin, and Plekhanov. Populists failed to recognise the important roles of the people, of the farmers and workers alliance, and of the proletariat. Instead, they completely centered the role of the individual in society. They considered the rural communes as the nucleus of “socialism.” They saw farmers under the leadership of intellectuals as the main force of the revolution. The populists advocated individual terrorism as the primary method of revolutionary struggle.16) 26:48Delegate Document of the 11th National Congress of the Communist Party of Vietnam.17) 27:59Delegate document of the 9th national congress of the Communist Party of Vietnam.18) 28:31Delegate document of the 10th national congress of the Communist Party of Vietnam.

Episode 138:This week we're continuing with:The Worldview and Philosophical Methodology of Marxism-LeninismWritten for the Vietnamese curriculum and translated by Luna NguyenYou can purchase a copy and support translation of the further curriculum here:https://www.banyanhouse.org/product/ebook-the-worldview-and-philosophical-methodology-of-marxism-leninism[Part 1 - 2]Introduction to the Basic Principles of MarxismI. Brief History of Marxism-Leninism 1. Marxism and the Three Constituent Parts 2. Summary of the Birth and Development of Marxism-Leninism a. Conditions and Premises of the Birth of Marxism[Part 3 - This Week] b. The Birth and Development Stage of Marxism - 0:36Annotation 21: 2:17 - 2:30Annotation 22: 2:49 - 3:29Annotation 23: 3:57 - 4:23Annotation 24: 4:32 - 4:58Annotation 25: 5:18 - 5:42Annotation 26: 7:10 - 7:28Annotation 27: 7:49 - 8:07Annotation 28: 8:35 - 9:12Annotation 29: 9:36 - 12:35Annotation 30: 12:46 - 13:55Annotation 31: 14:51 - 15:33 b. The Defending and Developing Stage of Marxism - 15:33 - Historical Background and the Need for Defending and Developing Marxism - 15:38Annotation 32: 17:03 - 27:35[Part 4 - 5]I. Brief History of Marxism-Leninism[Part 6]II. Objects, Purposes and Requirements for Studying the Basic Principles of Marxism-Leninism[Part 7 - 12?]Part I: The Worldview and Philosophical Methodology of Marxism-LeninismChapter 1: Dialectical Materialism[Part 13 - 25?]Chapter 2: Materialist Dialectics[Part 26 - 30?]Chapter 3: Cognitive Theory of Dialectical Materialism

Episode 137:This week we're continuing with:The Worldview and Philosophical Methodology of Marxism-LeninismWritten for the Vietnamese curriculum and translated by Luna NguyenYou can purchase a copy and support translation of the further curriculum here:https://www.banyanhouse.org/product/ebook-the-worldview-and-philosophical-methodology-of-marxism-leninism[Part 1]Introduction to the Basic Principles of MarxismI. Brief History of Marxism-Leninism 1. Marxism and the Three Constituent Parts 2. Summary of the Birth and Development of Marxism-Leninism[Part 2 - This Week]-Theoretical PremisesAnnotation 6: 1:05 - 1:38Annotation 7: 1:57 - 2:25Annotation 8: 2:30 - 7:18Annotation 9: 7:28 - 9:54Annotation 10: 10:07 - 18:11Annotation 12: 18:53 - 25:12Annotation 13: 26:10 - 30:13Annotation 14: 30:28 - 36:07Annotation 15: 36:21 - 36:35Annotation 16: 36:54 - 37:13Annotation 17: 38:19 - 42:32-Natural Science Premises - 42:50Annotation 18: 43:08 - 43:16Annotation 19: 44:14 - 49:02Annotation 20: 49:26 - 50:27[Part 3 - 5]I. Brief History of Marxism-Leninism[Part 6]II. Objects, Purposes and Requirements for Studying the Basic Principles of Marxism-Leninism[Part 7 - 12?]Part I: The Worldview and Philosophical Methodology of Marxism-LeninismChapter 1: Dialectical Materialism[Part 13 - 25?]Chapter 2: Materialist Dialectics[Part 26 - 30?]Chapter 3: Cognitive Theory of Dialectical MaterialismFootnotes:5) 1:45 Georg Wilhelm Friedrich Hegel, 1770 - 1831 (German): Philosophy professor, an objective idealistic philosopher - representative of German classical philosophy.6) 1:48Ludwig Feuerbach, 1804 - 1872 (German): Philosophy professor, materialist philosopher.7) 24:35The Holy Family is a book co-written by Marx and Engels which critiqued the Young Hegelians, including Feuerbach.8) 25:20Adam Smith, 1723 - 1790 (British): Logic professor, moral philosophy professor, economist.9) 25:23David Ricardo, 1772 - 1823 (British): Economist.10) 37:23Claude Henri de Rouvroy Saint Simon, 1760 - 1825 (French): Philosopher, economist, utopianist activist.11) 37:28Charles Fourier, 1772 - 1837 (French): Philosopher, economist, utopianist activist.12) 37:32Robert Owen, 1771 - 1858 (British): Utopianist activist, owner of a cotton factory.13) 38:05The Law of Development of Capitalism referenced here is the Theory of Accumulation/Surplus Value, which holds that the capitalist class gains wealth by accumulating surplus value (i.e., profits) and then reinvesting it into more capital to gain even further wealth; thus the goal of the capitalist class is to accumulate more and more surplus value which leads to the development of capitalism. Over time, this deepens the contradictions of capitalism. This concept is related to the M→C→M mode of circulation, discussed in Annotation 14, and is discussed in detail in Part 3 of the book this text is drawn from (Political Economy) which we hope to translate in the future.

Episode 136:This week we're starting a new book:The Worldview and Philosophical Methodology of Marxism-LeninismWritten for the Vietnamese curriculum and translated by Luna NguyenYou can purchase a copy and support translation of the further curriculum here:https://www.banyanhouse.org/product/ebook-the-worldview-and-philosophical-methodology-of-marxism-leninism[Part 1 - This Week]Introduction to the Basic Principles of Marxism - 3:39I. Brief History of Marxism-Leninism - 3:39 1. Marxism and the Three Constituent Parts - 3:39 Annotation 1: 5:57 - 7:31 2. Summary of the Birth and Development of Marxism-Leninism - 7:50 Annotation 2: 8:22 - 8:46 Annotation 3: 9:26 - 21:43 Annotation 4: 22:03 - 23:59 Annotation 5: 24:31 - 27:25[Part 2 - 5]I. Brief History of Marxism-Leninism[Part 6]II. Objects, Purposes and Requirements for Studying the Basic Principles of Marxism-Leninism[Part 7 - 12?]Part I: The Worldview and Philosophical Methodology of Marxism-LeninismChapter 1: Dialectical Materialism[Part 13 - 25?]Chapter 2: Materialist Dialectics[Part 26 - 30?]Chapter 3: Cognitive Theory of Dialectical MaterialismFootnotes:1) 4:01Karl Marx, 1818-1883 (German): Theorist, politician, dialectical materialist philosopher, political economist, founder of scientific socialism, leader of the international working class. ↵2) 4:04Friedrich Engels, 1820-1895 (German): Theorist, politician, dialectical materialist philosopher, leader of the international working class, co-founder of scientific socialism with Karl Marx. ↵3) 4:10Vladimir Ilyich Lenin, 1870-1924 (Russian): Theorist, politician, dialectical materialist philosopher, defender and developer of Marxism in the era of imperialism, founder of the Communist Party and the government of the Soviet Union, leader of Russia and the international working class. ↵4) 21:15Material conditions include the natural environment, the means of production and the economic base of human society, objective social relations, and other externalities and systems which affect human life and human society. See Annotation 79. ↵

Almost everywhere you turn in health communication—really, in any kind of communication — you'll find Social Cognitive Theory (SCT) at the root of some pretty fundamental truths about how human behavior is influenced by others and by the world around us. While you may never have worked on a campaign or intervention that was specifically designed with the theory itself in mind, you've probably incorporated dozens of tactics and strategies based on SCT.In this episode, we unpack its six main constructs and give a shoutout to the many things it has influenced, from entertainment education to celebrity product endorsements to cancer support groups to social media. And don't forget Bobo the Doll… that famous experiment you probably learned about in Psych 101 that was one of the things that formed the basis of SCT's development by social psychologist Albert Bandura.Resources:The theory heard 'round the world (apa.org)Social Cognitive Theory: Definition and Examples (thoughtco.com)Diagram of Social Cognitive TheoryBobo doll experiment - WikipediaBobo doll experiment - WikipediaExamples of SCT in use:Sebastian, A. T., Rajkumar, E., Tejaswini, P., Lakshmi, R., & Romate, J. (2021). Applying social cognitive theory to predict physical activity and dietary behavior among patients with type-2 diabetes. Health psychology research, 9(1), 24510. Chirico A., Lucidi F., Merluzzi T., Alivernini F., Laurentiis M., Botti G., Giordano A. A meta-analytic review of the relationship of cancer coping self-efficacy with distress and quality of life. Oncotarget. 2017; 8: 36800-36811. Retrieved from  Story, C. R., Knutson, D., Brown, J. B., Spears-Laniox, E., Harvey, I. S., Gizlice, Z., & Whitt-Glover, M. C. (2017). Changes in social support over time in a faith-based physical activity intervention. Health education research, 32(6), 513–523.Wang, H., & Singhal, A. (2021). Theorizing entertainment-education: A complementary perspective to the development of entertainment theory. In P. Vorderer, & C. Klimmt (Eds.) The Oxford Handbook of Entertainment Theory (pp. 819-838). New York: Oxford University Press.Please click the button to subscribe so you don't miss any episodes and leave a review if your favorite podcast app has that ability. Thank you!For more information, visit the Health Comm Central website at: http://www.HealthCommCentral.com© 2022 - 2023 Karen Hilyard, Ph.D. Connect with me on:LinkedIn: https://www.linkedin.com/company/health-comm-central/Twitter: @HealthCommCtrlInstagram: @health.comm.central

This week we really start to draw on previous episodes with the theory of Dual Coding.  Key to this is Working Memory Model (for a image of this please use this link) which is covered here.  This epsiode then discusses dual coding before extending to the Cognitive Theory of Multimedia Learning proposed by Mayer (2002) and links it back to  Schemas and Cognitive Load Theory (the links take you back to previous episodes).  Finally we consider the EEF's review of the evidence and then the implications for classroom practice.

In this episode, we talk with Leigh Caldwell about leveraging behavioral economics to understand customers' behaviors and motivations. Leigh is a mathematician and economist with expertise in cognitive and behavioral theories. He is the co-founder and partner of The Irrational Agency, where he applies behavioural economics to market research. Through his blog and book, The Psychology Of Price, Leigh has explored economic, psychological, and pricing topics extensively. We discuss stories, game theory, mathematics and more - all to create pricing strategies that can provide deeper insight into customer decision-making. Join us as Leigh shares his journey of understanding human behavior through math, psychology, and behavioral economics. Discover how you can utilize these approaches to build successful MVPs while unlocking data-driven emotional payoffs for customers when offering deals and discounts.

In Beyond Heaven and Earth: A Cognitive Theory of Religion (MIT Press, 2022), Gabriel Levy argues that collective religious narratives and beliefs are part of nature; they are the basis for the formation of the narratives and beliefs of individuals. Religion grows out of the universe, but to make sense of it, we have to recognize the paradox that the universe is both mental and material (or neither). Levy contends that we need both humanities and natural science approaches to study religion and religious meaning, but we must also recognize the limits of these approaches. First, we must make the dominant metaphysics that undergirds the various disciplines of science and humanities more explicit. Second, we must reject those versions of metaphysics that maintain simple monisms and radical dualisms. Bringing Donald Davidson's philosophy—a form of pragmatism known as anomalous monism—to bear on religion, Levy offers a blueprint for one way that the humanities and natural sciences can have a mutually respectful dialogue. Levy argues that to understand religions, we must take their semantic content seriously. We need to rethink such basic concepts as narrative fiction, information, agency, creativity, technology, and intimacy. In the course of his argument, Levy considers the relation between two closely related semantics, fiction, and religion, and outlines a new approach to information. He then applies his theory to discrete cases: ancient texts, modern media, and intimacy. Tiatemsu Longkumer is a Ph.D. scholar working on ‘Anthropology of Religion' at North-Eastern Hill University, Shillong: India. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/new-books-network

In Beyond Heaven and Earth: A Cognitive Theory of Religion (MIT Press, 2022), Gabriel Levy argues that collective religious narratives and beliefs are part of nature; they are the basis for the formation of the narratives and beliefs of individuals. Religion grows out of the universe, but to make sense of it, we have to recognize the paradox that the universe is both mental and material (or neither). Levy contends that we need both humanities and natural science approaches to study religion and religious meaning, but we must also recognize the limits of these approaches. First, we must make the dominant metaphysics that undergirds the various disciplines of science and humanities more explicit. Second, we must reject those versions of metaphysics that maintain simple monisms and radical dualisms. Bringing Donald Davidson's philosophy—a form of pragmatism known as anomalous monism—to bear on religion, Levy offers a blueprint for one way that the humanities and natural sciences can have a mutually respectful dialogue. Levy argues that to understand religions, we must take their semantic content seriously. We need to rethink such basic concepts as narrative fiction, information, agency, creativity, technology, and intimacy. In the course of his argument, Levy considers the relation between two closely related semantics, fiction, and religion, and outlines a new approach to information. He then applies his theory to discrete cases: ancient texts, modern media, and intimacy. Tiatemsu Longkumer is a Ph.D. scholar working on ‘Anthropology of Religion' at North-Eastern Hill University, Shillong: India. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/anthropology

In Beyond Heaven and Earth: A Cognitive Theory of Religion (MIT Press, 2022), Gabriel Levy argues that collective religious narratives and beliefs are part of nature; they are the basis for the formation of the narratives and beliefs of individuals. Religion grows out of the universe, but to make sense of it, we have to recognize the paradox that the universe is both mental and material (or neither). Levy contends that we need both humanities and natural science approaches to study religion and religious meaning, but we must also recognize the limits of these approaches. First, we must make the dominant metaphysics that undergirds the various disciplines of science and humanities more explicit. Second, we must reject those versions of metaphysics that maintain simple monisms and radical dualisms. Bringing Donald Davidson's philosophy—a form of pragmatism known as anomalous monism—to bear on religion, Levy offers a blueprint for one way that the humanities and natural sciences can have a mutually respectful dialogue. Levy argues that to understand religions, we must take their semantic content seriously. We need to rethink such basic concepts as narrative fiction, information, agency, creativity, technology, and intimacy. In the course of his argument, Levy considers the relation between two closely related semantics, fiction, and religion, and outlines a new approach to information. He then applies his theory to discrete cases: ancient texts, modern media, and intimacy. Tiatemsu Longkumer is a Ph.D. scholar working on ‘Anthropology of Religion' at North-Eastern Hill University, Shillong: India. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/sociology

In Beyond Heaven and Earth: A Cognitive Theory of Religion (MIT Press, 2022), Gabriel Levy argues that collective religious narratives and beliefs are part of nature; they are the basis for the formation of the narratives and beliefs of individuals. Religion grows out of the universe, but to make sense of it, we have to recognize the paradox that the universe is both mental and material (or neither). Levy contends that we need both humanities and natural science approaches to study religion and religious meaning, but we must also recognize the limits of these approaches. First, we must make the dominant metaphysics that undergirds the various disciplines of science and humanities more explicit. Second, we must reject those versions of metaphysics that maintain simple monisms and radical dualisms. Bringing Donald Davidson's philosophy—a form of pragmatism known as anomalous monism—to bear on religion, Levy offers a blueprint for one way that the humanities and natural sciences can have a mutually respectful dialogue. Levy argues that to understand religions, we must take their semantic content seriously. We need to rethink such basic concepts as narrative fiction, information, agency, creativity, technology, and intimacy. In the course of his argument, Levy considers the relation between two closely related semantics, fiction, and religion, and outlines a new approach to information. He then applies his theory to discrete cases: ancient texts, modern media, and intimacy. Tiatemsu Longkumer is a Ph.D. scholar working on ‘Anthropology of Religion' at North-Eastern Hill University, Shillong: India. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/psychology

In Beyond Heaven and Earth: A Cognitive Theory of Religion (MIT Press, 2022), Gabriel Levy argues that collective religious narratives and beliefs are part of nature; they are the basis for the formation of the narratives and beliefs of individuals. Religion grows out of the universe, but to make sense of it, we have to recognize the paradox that the universe is both mental and material (or neither). Levy contends that we need both humanities and natural science approaches to study religion and religious meaning, but we must also recognize the limits of these approaches. First, we must make the dominant metaphysics that undergirds the various disciplines of science and humanities more explicit. Second, we must reject those versions of metaphysics that maintain simple monisms and radical dualisms. Bringing Donald Davidson's philosophy—a form of pragmatism known as anomalous monism—to bear on religion, Levy offers a blueprint for one way that the humanities and natural sciences can have a mutually respectful dialogue. Levy argues that to understand religions, we must take their semantic content seriously. We need to rethink such basic concepts as narrative fiction, information, agency, creativity, technology, and intimacy. In the course of his argument, Levy considers the relation between two closely related semantics, fiction, and religion, and outlines a new approach to information. He then applies his theory to discrete cases: ancient texts, modern media, and intimacy. Tiatemsu Longkumer is a Ph.D. scholar working on ‘Anthropology of Religion' at North-Eastern Hill University, Shillong: India. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/religion

In Beyond Heaven and Earth: A Cognitive Theory of Religion (MIT Press, 2022), Gabriel Levy argues that collective religious narratives and beliefs are part of nature; they are the basis for the formation of the narratives and beliefs of individuals. Religion grows out of the universe, but to make sense of it, we have to recognize the paradox that the universe is both mental and material (or neither). Levy contends that we need both humanities and natural science approaches to study religion and religious meaning, but we must also recognize the limits of these approaches. First, we must make the dominant metaphysics that undergirds the various disciplines of science and humanities more explicit. Second, we must reject those versions of metaphysics that maintain simple monisms and radical dualisms. Bringing Donald Davidson's philosophy—a form of pragmatism known as anomalous monism—to bear on religion, Levy offers a blueprint for one way that the humanities and natural sciences can have a mutually respectful dialogue. Levy argues that to understand religions, we must take their semantic content seriously. We need to rethink such basic concepts as narrative fiction, information, agency, creativity, technology, and intimacy. In the course of his argument, Levy considers the relation between two closely related semantics, fiction, and religion, and outlines a new approach to information. He then applies his theory to discrete cases: ancient texts, modern media, and intimacy. Tiatemsu Longkumer is a Ph.D. scholar working on ‘Anthropology of Religion' at North-Eastern Hill University, Shillong: India. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/book-of-the-day

Phantasia, forming mental images in our mind's eye, can be enhanced by making effective visually oriented slides. Facts about biology misconceptions can stir things up when they relate to pregnancy and abortion. 00:00 | Introduction 00:41 | Offensive, strongly disagree or disapprove 08:45 | Sponsored by AAA 09:55 | Pregnant People 16:27 | Sponsored by HAPI 17:18 | MInd's Eye: Phantasia 25:42 | Sponsored by HAPS 27:13| Mental Imagery in Slides 40:50| Digital Micro-Credentials 42:33| Single Field of View 49:27 | Staying Connected   ★ If you cannot see or activate the audio player, go to: theAPprofessor.org/podcast-episode-119.html

Express yourself fully and speak your truth!In this episode I have my girl Brittany Barcellos whom I met at an events workshop 2 years ago right before the pandemic shut down.How long have you had the fear of being seen? We talk about the attachment theory and how it has affected us as humans. We were raised thinking that we choose more for ourselves and as we get older we notice that we made certain choices because others wanted us to choose for them.Listen to this episode as we get detailed about the connection and disconnection from ourselves. IN THIS EPISODE, I TALK ABOUT:Are you playing small?Why are you hiding and is it a pattern?The attachment theory and the effect throughout life.Are you willing to be vulnerable and exposed? FOLLOW BRITTANY: INSTAGRAMFounder of LeadHer Helping Leaders LEAD THEMSELVES to the Life+Biz of their dreamsUnlocking more Freedom, Impact, & Abundance TOGETHER ​​ ✅  RESOURCES:Text: CREATE to 323-524-9857 to apply for my Get Up Girl Gang community If you enjoyed this episode, make sure and give us a five star rating  and leave us a review on iTunes, Podcast Addict, Podchaser and Castbox. ✅  LET'S CONNECT:The Get Up GirlInstagramFacebookMonthly online fitness academy 

The Cognitive Crucible is a forum that presents different perspectives and emerging thought leadership related to the information environment. The opinions expressed by guests are their own, and do not necessarily reflect the views of or endorsement by the Information Professionals Association. During this episode, MAJ Cassandra Brooker presents her Master's research report entitled: “The Effectiveness of Influence Activities in Information Warfare.” Cass asserts that Western democracies are already at war in the information domain and are being out-communicated by adversaries. In her study, she fuses three research disciplines: systems thinking, influence, and behavioural science to better understand mental models and enable a deeper understanding of influencing tactics. We discuss the notion of feedback loops, which are critical to understanding influence. Finally, Cass reviews two case studies–ISIS and the Hillary Clinton 2016 Presidential campaign. Resources: The Effectiveness of Influence Activities in Information Warfare by Cassandra Brooker Rand Paper: Systems Confrontation and System Destruction Warfare: How the Chinese People's Liberation Army Seeks to Wage Modern Warfare Systems Thinking For Social Change: A Practical Guide to Solving Complex Problems, Avoiding Unintended Consequences, and Achieving Lasting Results by David Peter Stroh Link to full show notes and resources https://information-professionals.org/episode/cognitive-crucible-episode-81 Guest Bio: Major Cassandra Brooker is an Australian Intelligence Officer, who is currently posted to the Advanced Warfighting Evaluation Section developing future and emerging threat products in support of the Australian Army's Aviation capability. Major Brooker was born in New Zealand and served two years in the Royal New Zealand Air Force before immigrating to Australia. She graduated from the Royal Military College in 2002 and has held a diverse range of postings throughout her career, including: developing aviation intelligence, collection and targeting capabilities; specialisations in remote-sensing and geospatial intelligence; campaign planning to defeat ISIS at the Combined Joint Forces Land Component Command in Baghdad; and as the ADF's first bilateral student to study at the Military Science Academy in Hanoi.  MAJ Brooker undertook a Masters of Research in 2019 at the University of New South Wales (UNSW) Canberra, on a Chief of Army's Scholarship. Her thesis spanned three academic disciplines of: Systems Thinking, Influence Activities, and Cognitive Theory to investigate solutions for improving Australia's influence effectiveness in information warfare. She also holds a Bachelor of Professional Studies (Peace Studies) from University of New England, a Master of Justice (Intelligence) from Queensland University of Technology, and a Graduate Diploma in Geographic Information Science from University of Queensland. About: The Information Professionals Association (IPA) is a non-profit organization dedicated to exploring the role of information activities, such as influence and cognitive security, within the national security sector and helping to bridge the divide between operations and research. Its goal is to increase interdisciplinary collaboration between scholars and practitioners and policymakers with an interest in this domain. For more information, please contact us at communications@information-professionals.org. Or, connect directly with The Cognitive Crucible podcast host, John Bicknell, on LinkedIn. Disclosure: As an Amazon Associate, 1) IPA earns from qualifying purchases, 2) IPA gets commissions for purchases made through links in this post.

David Ausubel said “The most important single factor influencing learning is what the learner already knows. Ascertain this and teach him accordingly.”... But is he correct and how do you apply this to your classroom. Find out how in this episode with Dan Jackson

Have you ever wanted to be more consistent with your exercise habits? Especially as finals are coming up, how many of you have stopped or reduced your daily exercise just to study for your tests? In this week's podcast, Alan tries to use some simple psychology to see if it can improve his chances of exercising. But, finals loom just around the corner, waiting to start some trouble... See acast.com/privacy for privacy and opt-out information.

Week 3 (Feb 15) of COMM 226 - The Social Impact of Mass Media This episode covers the lecture about Social Cognitive Theory and how people learn to model behavior they see from others. With instructor Stephen Warren

Long form lecture covering major topics in the Lifespan Development chapter of an Introduction to Psychology course. I cover major psychological developmental theories, including Freud's psychosexual stages of development, Erik Erikson's psychosocial stages of development, and Piaget's Cognitive development theory (and Kohlberg's moral development). Also discussed various life stages and events within those stages, from infancy (attachment theory) to adolescence, to adulthood. This kind of lecture, or chapter, does little justice to the field, in that it's an immense field of research within psychology, that one can take numerous classes and earn advanced degrees in developmental psychology. My hope is that students get a general sense of the field and concepts within it.  Content Index:  Definition of lifespan development  Continuous v Discontinuous development  Single or multiple courses of development?  Nature v Nurture  Theories of Development  Sigmund Freud's Psychosexual Development Theory  Erik Erikson's Psychosocial Theory of Development  Jean Piaget's Cognitive Theory of Development  Lawrence Kohlberg's Theory of Moral Development  Stages of Development (prenatal to adulthood) intro  Prenatal Development  Newborns  Psychosocial Development: Attachment  Mary Ainsworth's Strange Situation Test for Attachment  Parenting Styles  Adolescence   Emerging Adulthood  Adulthood  Death and Dying Elizabeth Kubler-Ross's 5 Stages of Grief  Cultural Influences in death related practices Thanks again for listening!  Find me via email: PsychExplained@pm.me, or  via Twitter, @JACKBTEACHING (I know, that's clever, right?). Ways to Support my podcast: Use Anchor link below, choose a monthly amount, Or a single donation using PayPal to my username, @JACKYAC  Or my PayPal profile page: https://paypal.me/jackyac?locale.x=en_US All support received goes towards keeping Dr. Chuang caffeinated, and the coffee purchased will be from local, small roasters and coffee shops - so your support will help local small businesses! --- Send in a voice message: https://anchor.fm/jackbteaching/message Support this podcast: https://anchor.fm/jackbteaching/support

This week on Open Sources Guelph, there's no rest for the wicked before this Labour Day weekend. We're going to head back to the United States where the intersection of racism and police brutality is busy again thanks in no small part to the disinterest of the man in the White House. We're also going to talk about the concerning conspiracy sharing of a sitting MP, and we'll talk to an expert in how we think about why it feels like QAnon is winning (and how we can reverse the effects). This Thursday, September 3, at 5 pm, Scotty Hertz and Adam A. Donaldson will discuss: American Carnage. The shooting of Jacob Blake in Kenosha, WI released a new wave of protest by Black Lives Matter and other social justice groups and activists across the United States, and even a few places in Canada, but it also unleashed something else. From Kyle Rittenhouse, to the so-called Trump Caravans in Portland, to the President's own refusal to denounce his supporters doing violence while attacking activists, we'll look at all the angles on the renewed fight for justice in the U.S. Findlay Fire. "The closeness of these two should alarm every Canadian." That's what Conservative MP Kerry-Lynne Findlay said about a clip from a 2009 interview featuring now Finance Minister Chrystia Freeland talking to George Soros. Soros has been cast as the boogeyman in multiple conspiracy theories, which has long been understood as anti-Semitic, but there's a bigger problem. Seeing the takeover of the conservative party in the U.S. by conspiracy theorists, are we starting to see that here in Canada. Cognitive Theory. Speaking of QAnon, it's become clear that this is not going away like a miracle anytime soon, there was even a QAnon-esque gathering here in Guelph last weekend. But what is driving this belief in not just unfounded conspiracies, but out-right deranged narratives about secret Satanists? Christopher DiCarlo, a cognitive behaviourist and expert in critical thinking will join us this week to tell us why, and tell us how we can help people find their way back to some semblance of reality. Open Sources is live on CFRU 93.3 fm and cfru.ca at 5 pm on Thursday.

Phil Pearlman is the Chief Community Officer at Stocktwits, the world’s largest community of investors and traders. Phil previously worked as the Director of Marketing at Bank OZK and as the Interactive Editor at Yahoo Finance. On his blog Eight Fat Swine, Phil looks at questions about behavior and irrationality and seeks out solutions that foster lasting, and adaptive, change. Phil is interested in the psychology of investor behavior, UI and the development of online communities. He has a doctorate in clinical psychology from Argosy University. Phil lives with his wife and two boys in Montebello, New York. Tune in to hear: - What different perspectives do clinical and social psychologists lend to understanding the market? - What parallels and contrasts can be made between irrationality in the marketplace and clinical mental illness? - Is a comprehensive theory of investor behavior a possibility? - Can we hope for predictive power from a behavioral finance theory of behavior? Twitter - www.twitter.com/ppearlman

Welcome to part 2 of our conversation with the amazing Evelyn Obamos, Filmmaker & Creator Strategy Operations Manager at Pinterest.  One of the upsides to recording from home is the potential for surprise guests!  As a Bitch Talk Podcast first, Evelyn's boyfriend, Jeremiah, joins the conversation to discuss how they met at Pinterest, and what makes their relationship unique. Seriously folks, these two are made for each other, and their story is a hilarious and beautiful tale. We don't want to give anything away, but the term "risk assessment" was used multiple times at the start of their relationship. Ahh, to be young and in love...Be well, stay safe, and thank you for staying home.Subscribe to our NEW channel on YouTube for behind the scenes footage!--Rate and review us wherever you listen to podcasts!Let us know how we're doing: therealbtpod@gmail.comVisit our BRAND NEW website! www.bitchtalkpodcast.comFollow us on Instagram, Facebook, and Twitter.Listen in every Monday from 6:00 - 6:30 AM on BFF.FMPOWERED BY GO-TO Productions  

This episode describes public policy as well as Social Cognitive Theory and how they are both positioned to help veterans. --- This episode is sponsored by · Anchor: The easiest way to make a podcast. https://anchor.fm/app --- Send in a voice message: https://anchor.fm/dr-clarence-alford/message

In this uplifting episode recorded at La Jolla landmark D.G. Wills Books, neuroscientists Bernie Baars & David Edelman unpack the nature of consciousness — the ineffable sense of ‘aboutness’ each one of us experiences that encompasses features of the outside world, your own thoughts, recollections, and emotions, all of which mysteriously — yet inevitably — arise from the coordinated firing of neurons in the cerebral cortex and other regions of the brain. David reads from Bernie's new book, “On Consciousness: Science & Subjectivity - Updated Works on Global Workspace Theory."Bernie and David begin by considering the problem of subjectivity — in particular, the tortuous twenty-five centuries-long struggle to place it within a scientific framework and at the same time reconcile such an endeavor with everyday first-hand descriptions of human experience. They conclude that a major roadblock has been the tendency to set aside or even actively dismiss subjective descriptions in the quest to tease out some kind of objective truth about the nature of conscious experience. To underscore the idea that we can, in some sense, square the objective, physical attributes of the world with their subjective representation in the brain, Bernie and David mull over the perception of color as one example of a subjective transform of an objective phenomenon—namely, the differences in wavelengths of light. Given that the human visual system filters certain physical properties of light (as humans, we can’t perceive light wavelengths less than 380nm or greater than 740nm, nor can we perceive polarized light), our conscious perception of the visual world must necessarily be subjective in nature and, considering our individual differences (e.g., how we’re each uniquely embodied), entirely unique to, and privileged for, each of us. Bernie and David then move on to ethical and evolutionary considerations inspired by attempts to come to grips with the existence and nature of consciousness in non-human animals. Given the ancient moral and ethical underpinnings of human culture, they suggest that the evolutionary story of consciousness must necessarily be linked to considerations of how we treat non-human animals. Based on neuroanatomical, neurophysiological, and behavioral similarities between mammals and birds, it seems likely that a large number of animals are capable of conscious experience. In fact, the complex nervous systems and sophisticated behavioral repertoires of some animals quite distant from the vertebrate line (i.e., the octopus) suggest that a faculty for consciousness may well be quite ancient and extend to at least a few branches of complex life. Accordingly, Bernie and David reinforce the ethical dilemma that non-human consciousness poses. How do we reconcile our treatment of non-human animals with the idea that, like us, many of these beings are capable of feeling pain and experiencing a broad palette of emotions?To conclude the discussion, Bernie and David ponder the critical role of memory in consciousness and consider the problem of limited capacity – the idea that your nervous system can only handle so much information and processing tasks at once. In regard to memory, Bernie points to the importance of the cerebral cortex—the ‘central store’ for conscious contents—for engendering states of awareness in humans and non-human mammals. He further notes that conscious contents are always internally consistent, despite the fact that very different—and quite often inconsistent—streams of information may be impinging on your senses all at once. In other words, the brain builds an internally consistent story about the world—even if certain strands of that story don’t make sense from an external perspective. Why is this the case? Regarding limited capacity, Bernie suggests that it is biologically paradoxical. For example, the selective awareness that comes with limited capacity can sometimes result in people walking into traffic while talking on their cell phones. Why doesn’t the spotlight of awareness extend beyond the telephone conversation to include an oncoming truck? The discussion ends with a wonderful Q & A session, thanks to an engaged and brilliant audience.*Special Thanks to Dennis Wills, owner of D.G. Wills Books in La Jolla, CA.  BiosBernard J. Baars: A former Senior Fellow in Theoretical Neurobiology at The Neurosciences Institute in La Jolla, CA, Bernie is best known as the originator of the global workspace theory and global workspace dynamics, a theory of human cognitive architecture, the cortex and consciousness. Bernie's many acclaimed books include A Cognitive Theory of Consciousness; The Cognitive Revolution in Psychology; In the Theater of Consciousness: The Workspace of the Mind; Fundamentals of Cognitive Neuroscience. Winner of the 2019 Hermann von Helmholtz Life Contribution Award by the International Neural Network Society, which recognizes work in perception proven to be paradigm changing and long-lasting. His new acclaimed book: On Consciousness: Science & Subjectivity - Updated Works on Global Workspace Theory. BernardBaars.com David Edelman, PhD: A neuroscientist and currently Visiting Scholar in the Department of Psychological and Brain Sciences at Dartmouth College, David has taught neuroscience at the University of San Diego and UCSD. He was Professor of Neuroscience at Bennington College until 2014 and visiting professor in the Dept of Psychology, CUNY Brooklyn College from 2015-2017. He has conducted research in a wide range of areas, including mechanisms of gene regulation, the relationship between mitochondrial transport and brain activity, and visual perception in the octopus. A longstanding interest in the neural basis of consciousness led him to consider the importance—and challenge—of disseminating a more global view of brain function to a broad audience.Episode 7 Talking Points | 1 hour 30 minutesBy Ilian Daskalov0:05 – Neuroscientist David Edelman introduces Bernard J. Baars, himself, their work, how they met in 2005 at The Neurosciences Institute in La Jolla, CA. David unpacks a brief history of the modern science of consciousness studies, and how they began collaborating and developing their research and body of work in their diverse fields.1:29 - Edelman reads excerpts from Baars’ new book “On Consciousness: Science & Subjectivity – Updated Works on Global Workspace Theory.”7:12 – Edelman and Baars initiate the conversation between the two by discussing observational objectivity and the uniqueness of being a conscious individual self. 14:08 – What are some ways for scientists to study the nature of subjectivity? 17:24– How the spectrum of visible colors is perceived and how hues are labeled based on variables such as gender and culture.23:50 – The importance of considering embodiment, or how the body is put together as a whole, when studying the conscious experiences in humans and animals. 30:00 – The evolution of consciousness in non-human animals, and the ethics and morals of treating other sentient beings in humane ways.41:42 – How memory is related to consciousness and the overall structural complexity of the human brain.45:40 – The limited capacity of human attention and the perceptual unity that the brain weaves from input information.54:08 – Q & A with the audience. 55:17 – The imperfections and amendable properties of human memory, as well as William James’ idea about “the feeling of knowing.”1:03:48 – The mind-body connection... and does it exist? 1:06:53 – Is competency equal to comprehension – can cells and machines be considered conscious?1:12:26 – David Edelman gives a summary of the three of the main theories of consciousness – Global Workspaces Theory, Integrated Information Theory, and Dynamic Core. In terms of selectionism, where does the cortex come in? And particularly the conscious aspects of cortex at any given moment?1:21:55 – Bernie explains what Global Workspace Theory is, its origin, and what makes it more biologically plausible in comparison to its rival theories.Special Podcast VIP 40% Discount for Bernie Baars' acclaimed new book, "On Consciousness: Science & Subjectivity - Updated Works on Global Workspace Theory" - GO TO: https://shop.thenautiluspress.com/collections/baars APPLY CODE AT CHECKOUT: "PODCASTVIP"Watch our Video Podcast Episodes: https://youtu.be/tFRJCPL_Xm8   

In today's episode, we look at one of my favourite psychological topics: Social Cognitive Theory. This concept is one of the most easy to see pieces of psychology-at-work in everyday life so please join me in today's great episode as we explore one of my favourite concepts in psychology. In the news section, I tell you about a new program for teachers in the UK and Portugal- and I give teachers a bit of support. In the the personal update section, I tell you my publishing plans for 2020 and how it affects you. (In a very good way)

In this inaugural episode, host Tyler Mongan shares background on the Futures Intelligent Leadership Flowcast and what you can expect in future episodes. 71% of organizations admit their leaders are not prepared for the future (Brandonhall State of Leadership Survey - 2015) and many organizations claim that current leadership training programs are not meeting the needs of their clients (Center for Creative Leadership: Future Trends in Leadership Development - 2014). What are we doing to train and prepare leadership for the future? How can leadership become more future intelligent? Is there a neuroscience-based approach to leadership that can help? Listen to find out more. Episode References: 1. Brandonhall State of Leadership Survey (2015): www.brandonhall.com2. Center for Creative Leadership: Future Trends in Leadership Development - White Paper (2014).3. Baars, Bernard J. (1988), A Cognitive Theory of Consciousness (Cambridge, MA: Cambridge University Press)4. Childre, Doc & Howard Martin, Deborah Rozman, Rollin McCraty (2016). Heart Intelligence: Connecting with the Intuitive Guidance of the Heart. U.S.A.: Waterfront Press. See also: Pearsall, Paul (1999). The Heart's Code: Tapping the Wisdom and Power of Our Heart Energy. U.S.A. Broadway Books5. Jing Jiang, Chuansheng Chen, Bohan Dai, Guang Shi, Guosheng Ding, Li Liu, and Chunming Lu, Leader emergence through interpersonal neural synchronization, PNAS April 7, 2015. 112 (14) 4274-4279;

This is an academic purpose podcast. Student: Manuella G. Heusi

Today, Alyssa Orlando joins Kevin on the show to talk about self-efficacy and social cognitive theory from a learning and … More

In this episode, the instructional designers from Academic Innovation (Aaron Kraft, Jinnette Senecal, Celia Coochwytewa, and Steven Crawford) with special guest, media specialist Ricardo Leon discuss the various types of online presentations, identify tools for content creation, discuss cognitive theory of multimedia learning, identify best practices for multimedia content creation, and look at platforms for publication of content. Transcript: https://www.dropbox.com/s/tmayj0f1ia49nns/InstructionByDesign_Season02Episode06_InstructionalMultimedia.pdf?dl=0 Resources from the episode: * Cognitive Theory of Multimedia Learning https://www.youtube.com/watch?v=m_buwrnFIho&feature=youtu.be * The types of online presentations and when to use them: The Flipped College Classroom Conceptualized and Re-Conceptualized http://www.springer.com/us/book/9783319418537 * Multimedia Learning - Richard Mayer https://www.amazon.com/Multimedia-Learning-Richard-Mayer/dp/0521735351

In this short episode I cover what Crystallized Cognitive Theory is and why I believe it is the key to success and happiness. Enjoy! Become a supporter of this podcast: https://anchor.fm/thefollowup/support

Prof. Elleke Boehmer and Dr Erica Lombard consider how our reading experiences are shaped by various factors, from publishers' decisions about book covers to the text itself.

Prof. Elleke Boehmer and Dr Erica Lombard consider how our reading experiences are shaped by various factors, from publishers’ decisions about book covers to the text itself.

This week on Mind Power Shane Krider and Rachel Krider set you up to get 2017 right, by teaching this vital insight. This weeks insight is partially illuminated by Cognitive Theory and the psychological phenomenon known as Goal Sacrifice. Check it out!

Episode 5 examines the social cognitive theory with emphasis on the contributions of Bandura in the area of observational learning.

Cognitive Rampage: Session 24 Dr. Parker Mott and Cognitive Theories Adam sits with his good friend Dr. Parker Mott Phycologist, Author, and theorist discuss Cognitive Theory the Theoretical... The Cognitive Rampage hosts cerebral guests, offers mental health help, pushes you to question everything, including yourself and is a human experience exploratory podcast. In my book, The Cognitive Rampage, I have fused the cognitive, behavioral, social and biological sciences into a book to help you discover a deeper you, and create and sustain change in your life. Now Available on Amazon, Kindle and Barnes and Noble Hello, my name is Adam Lowery. I hope you’re taking care of you and living your Cognitive Rampage! What does that mean? It is about cultivating happiness through a passionate pursuit of life optimization, an enthusiastically persistent search for competence in mind, body and belief while building an optimistically rational life philosophy and living and growing your purposeful structure.

A comprehensive review of instructional animations in the health sciences domain and examined whether these animations met the three main goals of CTML.