Podcasts about constructivist

Our two guests this week are deeply embedded in the creation of Tiny Homes as a way for us meet the needs of all within the bounds of the living planet. Both are living absolutely at that sharp, bright edge of inter-becoming from which our more flourishing future will emerge.  Rachel Butler is the founder of Tiny House Community Bristol, Chair of Bristol Community Land Trust and is a member of Bristol's One City Homes & Communities board. Her root mission is within systems change/paradigm shift: to re-common as much land as practicable, enabling as many people as possible to move back onto and reconnect with this land, by co-creating and co-residing in Tiny House Regenerative Settlements. She believes that, at this critical time of human-created poly crisis, as the current system collapses and composts, it's also time for the human species to rejoin the web of life, in sacred reciprocity; healing our relationships to self, each other and community; not only human, but of all beings and kinds.Maddy Longhurst is a director of Tiny House Community Bristol alongside Rachel and, for the last 4-5 years has been helping to create their Tiny House development in Sea Mills, Bristol, as well as another small tiny house community off the radar. Since having to leave her rented home this August, she and her daughter have decided to exit the mainstream housing system so as to no longer be subject to its unethical, exploitative ways, but to live, for now, in the fertile margins until their tinies are created. She's UK coordinator of the Urban Agriculture Consortium, weaving relationships between people working in the urban and peri-urban agroecological transition. She is also Studio Coordinator for Constructivist, a regenerative design school for built environment professionals, and part of the Strategy circle for Bristol Commons. Some of her current areas of work are on Reimagining the Greenbelt as a place for regenerative settlements, prototyping Landed Community Kitchens and developing a model for Tiny Homes for land regenerators in the city. As you can imagine, our conversation ranged from how grinding bureaucracy so often gets in the way of genuinely restorative, regenerative practice,  to the philosophy and practices that are the foundations of the change we need to see in the world.  We explored the actual social technologies that moved things forward and learned of two workshops that sound totally transformative.  Since recording, it's become apparent that the one in Bristol with El Juego is not really open to other participants, which is sad, but I have no doubt they'll be back - and that Maddy and Rachel will be able to engage with the teaching and bring it into life here and elsewhere.  I've put links in the show notes to the Fearless Cities event in Sheffield on the weekend of the 2nd and 3rd of November.  If I go, I swear I'll be at a microphone in time for the Ask Me Anything Gathering in the Accidental Gods membership that day.  This is also a good time to remind you that Dreaming your Death Awake is on the last Sunday of October, 27th from 4-8pm UK time. It's on Zoom and anyone can come. Tiny House Community on LinkedIn https://www.linkedin.com/company/tiny-house-community-bristol-ltd/ https://www.tinyhousecommunitybristol.org - this is the Tiny House Community Bristol website - please have a look at the Sea Mills page where you can see and support their planning applicationThe THCB Facebook page is here: https://www.facebook.com/groups/364360747248042/THCB Instagram @tinyhousecommunitybristolOther related sites of interest: https://www.bristolclt.co.ukhttps://wecanmake.org/https://thebristolcommons.org/https://www.bristolonecity.com/https://www.in-abundance.org/https://coexistuk.org/https://www.urbanagriculture.org.uk/https://www.fearlesscities.com/https://www.fearlesscitiessy.org/https://eljuego.community/El Juego Tour details here: https://eljuego.community/tour-reino-unido/https://www.regenerativesettlement.comhttps://www.agroecologicalurbanism.org/building-blockshttps://www.urbanagriculture.org.uk/ongoing-projects/fringe-farming/for those interested in policy around community led housing (CLH): Bristol's CLH policy page https://www.bristol.gov.uk/council/policies-plans-and-strategies/housing/community-led-housing-policiesAlso maybe this for great examples of tiny homes around the world: https://www.youtube.com/channel/UCoNTMWgGuXtGPLv9UeJZwBwAlso another progressive 'compact homes' policy https://www.teignbridge.gov.uk/planning/custom-and-self-build/compact-homes/defining-compact-homes/Accidental Gods Online Gathering: Dreaming Your Death Awake online Gathering 27th October 4pm - 8pm UK time https://accidentalgods.life/dreaming-your-death-awake/

In the new episode the we meet the authors of new book The Regenerative Structural Engineer, Oliver Broadbent and James Norman. The book, published by the Institution of Structural Engineers, draws on the two authors' years of experience of civil and structural engineering. Today, Oliver is founder and co-leader of regenerative engineering training Constructivist and James is professor of sustainable design at the University of Bristol. Their passion for engineering and helping to promote the inherent benevolence of the vocation is clear in our discussion. We talk about the process of writing and designing The Regenerative Structural Engineer then dive into some of its themes including regenerative thinking, the construction site as a system, learning from living systems and transitioning to a future where healing the environment is a natural outcome of design, construction and engineering. Prior to that, the NCE team discusses the infrastructure related pledges in the manifestos of the major UK political parties as we build towards the General Election.

#55 The Toll of the TrollsJoin the PAPERs Podcast team as they dissect a groundbreaking study on professional identity formation (PIF) in surgical residency. Discover how specific "role model moments" shape the development of surgical residents, influencing their personal and professional identities in profound ways. Our expert hosts dive into the emotional impact of both positive and negative experiences with role models, introducing memorable concepts like "role (troll) model moments."Episode host: Jason R FrankNotes and references to be find on the episode website Episode article Bransen, J., Poeze, M., Mak-van der Vossen, M. C., Könings, K. D., & van Mook, W. N. K. A. (2024). ‘Role Model Moments' and ‘Troll Model Moments' in Surgical Residency: How Do They Influence Professional Identity Formation?. Perspectives on Medical Education, 13(1), 313–323.PAPERs Podcast consist ofHosts: Lara Varpio, Jason Frank, Jonathan Sherbino, Linda SnellTechnical Producer: Samuel LundbergWeb Manager: Alex AlexanderssonExecutive Producer: Teresa SöröProduction of Teaching and Learning at Karolinska Institutet 

Constructivist grounded theory's origins lie in criticisms of classical grounded theory as overly objectivist and insufficiently reflexive when it comes to interpretive processes. Sohail and Elaine discuss this context before going on to unpack the whys and hows of interpretation in constructivist grounded theory, how researchers can make the vital leap from description of data to higher-level conceptualisation, plus the pitfalls to avoid along the way.

In this episode, we have the privilege of welcoming Dr. Jelena Pavlović, the founder of Koučing centar and an Associate Professor of Work Psychology at the University of Belgrade. Dr. Pavlovlć brings over twenty years of experience in constructivist psychology, psychotherapy, and coaching to our discussion, offering profound insights into the impact of constructivism on both her professional and personal life. Dr. Jelena Pavlovlć is the author of "Coaching Psychology: Constructivist Approaches," a book published by Routledge in 2020, and has made significant contributions as an Associate Editor and Editorial board member of the Journal of Constructivist Psychology. Tune in to gain insights into the foundations of coaching and the impactful role of constructivist psychology in Dr. Jelena Pavlovlć's career and life.

In this episode, we offer up three independent segments. Matt Richter is joined first by Nidhi Sachdeva. Nidhi is both an evidence-based learning designer and a researcher. She just completed her PhD in the spring, and the two talk about the differences between learning and performance. Then, Guy Wallace is in the house. Guy needs no introduction, having been a performance analyst and instructional architect for a few decades now. We talk about his latest book, The L&D Pivot Point, published by LDA Press. Finally, in our third segment, the inimitable Thiagi joins Matt for a new series we will intermittently run called “A Person of Interest.” Thiagi shares his biography… his story with us.You can find Nidhi most easily on LinkedIn here: https://www.linkedin.com/in/nidhi-sachdeva-toronto/, or her blog with Jim Hewitt here: https://scienceoflearning.substack.com Guy can be found here: https://eppic.biz/guy-w-wallace-2/ And, Thiagi here: https://thiagi.com. Nidhi references the work of Paul Kirscher, John Sweller, and Richard Mayer and their article, Why Minimal Guidance During Instruction Does Not Work: An Analysis of the Failure of Constructivist, Discovery, Problem-Based, Experiential, and Inquiry-Based Teaching. You can find it here: https://www.tandfonline.com/doi/epdf/10.1207/s15326985ep4102_1?needAccess=true Matt & Nidhi refer to the cognitive architecture and instructional design when discussing complex skills. He references the Sweller, van Merrienboer, and Paas article from 1998: Cognitive Architecture and Instructional Design found here: https://link.springer.com/article/10.1023/A:1022193728205 They also deviate and start talking about SDT (Self-Determination Theory), and you can learn more about that here: https://selfdeterminationtheory.orgAnd, Matt wrote an article about SDT in the context of learning found here: https://ldaccelerator.com/lda-blog-1/open-the-motivational-door-and-let-the-learners-in-and-keep-them The 85% Rule for Optimal Learning can be found here: https://www.nature.com/articles/s41467-019-12552-4 Scott Rigby and Richard Ryan, Glued to Games: How Video Games Draw Us In and Hold Us Spellbound. https://psycnet.apa.org/record/2012-01778-000  Guy's book, The L&D Pivot point can be purchased here: https://ldaccelerator.com/the-ld-pivot-point Thiagi studied with Albert Elsen. Here's more info about him: https://honorsandawards.iu.edu/awards/honoree/1453.html BEST AND WORST REFERENCES:Daniel Willingham Tik Tok on the fallacy of rereading for studying. Ok… there are a ton of Tim Tok videos by Dan. We aren't sure exactly which one she referred to, but after going through several to find it, we recommend the whole darn Willingham channel. It's great. https://www.tiktok.com/@daniel_willingham 

In this episode of our teaching series, we dive into learners and their coding journey. We spotlight the Constructivist learning approach, emphasizing its core tenets: active learning, connecting coding to real-world challenges, the crucial role of collaboration, and the sheer power of motivation. The transformative potential of this approach is undeniable. From tales of initial struggles to triumphant victories, this episode is a 15-20 minute dive into the heart of teaching Python.

Hello dear friends Today, I finalise my #podcast mini-series on #causalmapping - a method to measure how people think. In this #episode, I discuss the #positivism and #constructuvism. The episode is not about the #philosophy of #research but how this #methodology could be #published. I concluded that #causal #mapping may be a good fit for those who try to pursue the #mixedmethods approach. The reason is that causal mapping is easy to understand for both types of reviewers and might be your way out of the conflicts with #reviewers. Good luck with your research! Best Eugene (Yevgen) 

When we design beautiful spaces for our clients, we want the art on the wall to not only fit well in the space but also enhance it. I'm talking with Founder and Lead Curator of JFiN Collective Jennifer Findley about the importance of art and how to navigate the art collecting world as a designer, even if you've never done it before and find it intimidating. An advisor like Jennifer can help you find and purchase the right piece that will take a space to the next level–and still fit in your client's budget!Jennifer will be part of the upcoming Gallery Talk we're doing with the Design Coven on July 28 at 5 PM PT at Madison Gallery. Jennifer, along with Madison Gallery's Owner/Founder Lorna York and Principal Art Dealer Rebecca Hiller (our guest in episode 119), will go through all the details of what it's like to work with them and how you can help your clients embark on their art collecting journeys.About JenniferJennifer is an art advisor and the founder of the JFiN Collective, as well as an avid Op-Art collector. At the JFiN Collective, she provides art advisory and consulting services and helps established and emerging collectors develop, create, and maintain curated collections whether it be for investment, pleasure, or both. She mainly works with collectors interested in establishing institutional-level collections focused on Post-War Abstraction and cutting-edge Contemporary Art. She has a particular expertise in Op, Kinetic, Constructivist, and Hard-Edge Art from the 60s to the present.Through her access and connections, her clients have an open door and ‘first choice' to the premier galleries, artists, and auction houses around the world—art that is not available to the general-public. Along with private and corporate collectors, she regularly consults with museums, curators, and galleries on artists, acquisitions and sales. Last year, she was invited to present in San Diego Design Week on finding inspiration for a collection and integrating art and design and was featured in Modern Luxury as “the curator to know” and a “Power Player” in the San Diego art scene.Featured in this episodeFeatured deck: Radiant Crystal CardsConnect with JenniferWebsiteInstagramAre you an interior designer or are you interested in Holistic Interior Design? Check out my membership program, the Design Coven! This program is a real-world industry mentorship for Holistic Interior Designers that has everything you won't find in traditional design school curriculum. You'll learn from practicing interior designers working on real life projects, and get access to cutting edge vendors, suppliers, furniture makers, textile designers, and design resources that I've curated over my 17 years of design experience. As a member, you'll have the opportunity to build valuable relationships of your own. Learn more.Connect with Rachel LarraineWebsiteInstagram

Einstein's theory of special relativity defines time and space operationally, that is to say, in terms of the actions performed to measure them. This is analogous to the constructivist spirit of classical geometry. Transcript Oh no, we are chained to a wall! Aaah! This is going to mess up our geometry big time. Remember what … Continue reading Operational Einstein: constructivist principles of special relativity

Dr. Donald Guthrie of TEDs describes constructivism, how the theory incorporates both God's nature and human agency in learning and how Christian leaders might approach this concept.

This episode, we are welcoming Lauren Cato Robertson and Dr. Gary Ward to our Legends on Legends Series on the Influential U Podcast. Lauren Cato Robertson is a CranioSacral Therapist, Lymph Drainage Therapist, and Reiki Master out of Texas, in the United States. She is the Co-Owner of the Ke Kino Massage Academy where they provide a unique massage therapy experience for thei clients, and a powerful education for their students She identifies as a Performer personality and hold's a constructivist's world view and her enthusiasm for art and life is undeniable. She's incredibly talented. Dr. Gary Ward is a general practitioner with a focus on proactive preventative healthcare who specializes in working with high performing executives and CEOs out of Perth, Australia. Depending on the day, he identifies as an Inventor or Performer personality and holds a Subjectivist or Constructivist's worldview. I've had the privilege of teaching the Fundamentals of Transaction Program with Gary, as he is part of our Faculty for Influential U.This episode we begin a series we are calling “Legends on Legends''. At Influential U, we have a group that is held in our highest regard and admiration- this group is our Esteemed Alumni. Esteemed Alumni are those who have completed our four-year curriculum in Transactional Competence. The most ambitious of our Esteemed Alumni, our "Green Berets", if you will, study in a program known as Legends. Influential U Legends are often top performers in their fields and have experienced a level of achievement and satisfaction that only comes from years of deliberate practice and study. This program is led in fellowship with co-founders Kirkland Tibbels and John Patterson and this initiative includes a wide range of strategies to advance and expand their own application of Transactional Competence and pave the path in the study of Transactional Leadership. We're talking about the ELITE of the ELITE entrepreneurs, executives, and consultants.Over the course of the next few months, we'll have special episodes of the Influential U Podcast. I'll be introducing our two guests and then getting out of the way so that you may experience the expertise and communication between two of our participants. If you listen closely, we believe that you'll hear a level of Transactional Leadership that is quite novel in day to day conversation.

My friend Zoë (hi Zoë!) is taking a course on learning design. In it, she heard about Behaviourism, Cognitivism, and Constructivism, and while she said that she found it confusing, her main takeaway is that "you need a bit of each". I recorded this episode to help her have a clearer sense of what these three words really mean, and that "a bit of each" is emphatically not the right message. I thought that others might benefit from the same summary. This is a frequent topic in education courses, and I think it generally gets a pretty poor treatment. Hopefully this will clear things up for a lot of people. Enjoy the episode. *** RELATED EPISODES Note how the distribution of episodes reflects the importance of topics. Behaviourism is important to know about but it really isn't current as a way of thinking about learning, it's more of a historical relic with some lasting applicability to animal training. Constructivism is a mistaken and misleading theory that keeps negatively affecting educational practice and never seems to go away, so I keep having to talk about it. Cognitivism is a really effective approach which deserves to be known more widely - it took me a long time to find out about it, hence why the episodes about it tend to be more recent. Behaviourism: 3. Don't Shoot the Dog! The New Art of Teaching and Training by Karen Pryor Constructivism: 42. Do Schools Kill Creativity? by Ken Robinson; 65. Beyond the Hole in the Wall by Sugata Mitra; 87. Experiential Learning by Colin Beard and John Wilson; 88. The Failure of Constructivist, Discovery, Problem-based, Experiential, and Inquiry-based Teaching; 90. Discovery learning: the idea that won't die; 124. The Cambridge Handbook of the Learning Sciences Cognitivism: 79. What learning is; 80. The Chimp Paradox by Prof Steve Peters; 82. Memorable Teaching by Pepps McCrea; 85. Why Don't Students Like School? by Daniel Willingham; 95. The Reading Mind by Dan Willingham; 132a. Direct Instruction and Project Follow Through; 132b. Direct Instruction: the evidence; 135. Professional writing expertise; 136. Congitive architecture and ACT-R; 136+. Interview with Prof. Christian Lebiere on ACT-R and Cognitive Architecture REFERENCES I mention the following article as one where the authors (eminent figures in cognitive architecture, one of whom is a Nobel Prize winner) ask Constructivists to stop misrepresenting their work and saying things in direct contradiction to the evidence. Anderson, Reder, & Simon (1999). Applications and Misapplacations of Cognitive Psychology to Mathematics Education. SUPPORT You can support the podcast and join the community forum by visiting https://www.buymeacoffee.com/edubookcast.

Support the show to get full episodes and join the Discord community. Sarah Robins is a philosopher at the University of Kansas, one a growing handful of philosophers specializing in memory. Much of her work focuses on memory traces, which is roughly the idea that somehow our memories leave a trace in our minds. We discuss memory traces themselves and how they relate to the engram (see BI 126 Randy Gallistel: Where Is the Engram?, and BI 127 Tomás Ryan: Memory, Instinct, and Forgetting). Psychology has divided memories into many categories - the taxonomy of memory. Sarah and I discuss how memory traces may cross-cut those categories, suggesting we may need to re-think our current ontology and taxonomy of memory. We discuss a couple challenges to the idea of a stable memory trace in the brain. Neural dynamics is the notion that all our molecules and synapses are constantly changing and being recycled. Memory consolidation refers to the process of transferring our memory traces from an early unstable version to a more stable long-term version in a different part of the brain. Sarah thinks neither challenge poses a real threat to the idea We also discuss the impact of optogenetics on the philosophy and neuroscience and memory, the debate about whether memory and imagination are essentially the same thing, whether memory's function is future oriented, and whether we want to build AI with our often faulty human-like memory or with perfect memory. Sarah's website. Twitter: @SarahKRobins. Related papers: Her Memory chapter, with Felipe de Brigard, in the book Mind, Cognition, and Neuroscience: A Philosophical Introduction. Memory and Optogenetic Intervention: Separating the engram from the ecphory. Stable Engrams and Neural Dynamics. 0:00 - Intro 4:18 - Philosophy of memory 5:10 - Making a move 6:55 - State of philosophy of memory 11:19 - Memory traces or the engram 20:44 - Taxonomy of memory 25:50 - Cognitive ontologies, neuroscience, and psychology 29:39 - Optogenetics 33:48 - Memory traces vs. neural dynamics and consolidation 40:32 - What is the boundary of a memory? 43:00 - Process philosophy and memory 45:07 - Memory vs. imagination 49:40 - Constructivist view of memory and imagination 54:05 - Is memory for the future? 58:00 - Memory errors and intelligence 1:00:42 - Memory and AI 1:06:20 - Creativity and memory errors

This episode is about Constructivist Learning. Here's a definition from the University of Buffalo:Constructivism is the theory that says learners construct knowledge rather than just passively take in information. As people experience the world and reflect upon those experiences, they build their own representations and incorporate new information into their pre-existing knowledge (schemas).I grew up in the pretty rolling eastern part of Ohio. We had beautiful woods behind my house. As a boy, I'd wander those woods. I couldn't tell a maple from an oak, but I loved being in those tall trees. In science class, my attention often wandered and my grades suffered. But the hands-on parts engaged me more. One project I actually loved and it made a lasting impression. In one of my high school science classes, I don't even remember which, we were tasked to collect leaf specimens for a display and a presentation. For a week after football practice, I would wander the woods behind our house and collect colorful leaves. It was exhilarating. I learned a bunch about the trees that I had always appreciated but knew little about. I filtered my new knowledge through my extensive experience of walking in those woods. I developed a new understanding of how the forest functioned. As I learned about the trees I became passionate about sharing my new knowledge, my passion, and my interpretation of the natural beauty behind my house. I became curious about trees and sought more information. I still vividly remember this project and virtually nothing else about that science class. This project was assigned to me over 4 decades ago! When I ask students to recall powerful learning experiences, they often point to something similar. It could be a capstone project or a breakthrough where they finally learned how to do something or mastered a skill. In most cases, students point to a memory where they were actively making sense of something—like the differences in the trees in the woods behind my house. . Now, consider every class that you've been assigned to teach. If you're like me, and I'll wager that you are, you must figure out the curriculum guide or the syllabus. It becomes like a hands-on science project and is often confusing at first. It only starts to make sense once you implement your spin informed by your perspective. When I teach a new class, my lessons generally end up looking quite different from whoever taught the class previously. Of course, in the opinion of your humble narrator, my version of the class is always superior. The process that I just described is Constructivist Learning. All learners, including teachers preparing to teach a class, construct meaning from their own perspective. This may lead to diverse understanding and creations, but that's okay. We educators should embrace this variety. On the other hand, I often ask my students, “How would you do if you had to retake last semester's final exams?” Most grimace and predict that they wouldn't do well. This is depressing. It points to the reality that many educators assess a lot of short-term memory. I'm not trying to come off as superior. I've done my share of it too. However, such learning events don't make much of an impression. And this dear listener is where Kennedy Borcoman makes a dramatic appearance.

Jessica Vance, the author of "Leading with a Lens of Inquiry," describes how instructional coaches and administrators can guide teacher growth through inquiry. Leaning in…listening…and asking with curiosity. She describes the importance of modeling and maintaining spaces that honor agency, curiosity, reflection. and collaborative learning. Connect with Jessica.   Subscribe to the Steve Barkley Ponders Out Loud podcast on iTunes or visit BarkleyPD.com to find new episodes!

I've spent a lot of time on the podcast so far discussing discovery learning, but not had any episodes explicitly dedicated to what might be considered its antithesis, Direct Instruction. In this episode I finally get round to this worthy topic. First of all, uppercase "Direct Instruction", or DI for short, should be distinguished from lowercase "direct instruction". The latter refers to explicit teaching in general, whereas the former, as a proper noun, refers to a specific implementation and philosophy as designed by Siegfried Engelmann and colleagues, starting in the early 1960s. Direct Instruction is also considered to be a type of Comprehensive School Reform (CSR), and indeed, in my episode covering a meta-analysis of CSR I pointed out that DI was one of the three most effective CSR models. Direct Instruction came to fame in the early 1970s as a result of Project Follow Through, which was the largest educational study ever funded by the United States government. DI was one of the 13 models used in the program and performed very well. Since then it has had a further half century of evidence gathering, which will give us plenty to look at. In this first part of the episode, I introduce the nature and methods of Direct Instruction, as well as a brief introduction to Project Follow Through. The aim is to have you familiar with exactly what this approach is before we go into how well it does or doesn't work in the later recordings of this episode. Enjoy the episode. *** REFERENCES The Direct Instruction Follow Through Model: Design and Outcomes by Engelmann et al. (1988) The Effectiveness of Direct Instruction Curricula: A Meta-Analysis of a Half Century of Research by Stockard et al. (2018) RELATED EPISODES 74. Marva Collins' Way by Marva Collins and Civia Tamarkin 76. Comprehensive School Reform 88. The Failure of Constructivist, Discovery, Problem-based, Experiential, and Inquiry-based Teaching 90. Discovery learning: the idea that won't die SUPPORT You can support Education Bookcast and join the community forum by visiting https://www.buymeacoffee.com/edubookcast.

Drew Perkins talks with Patty Rice Doran about her recently published piece in Quillette magazine, The Emptiness of Constructivist Teaching. Links & Resources Mentioned In This Episode: The Emptiness of Constructivist Teaching @pricedoran Visit wegrowteachers.com to learn about our professional development workshops and services. 

This episode has such huge implications that I didn't know what to call it. Efficiency and Innovation in Transfer, the actual name of the book chapter, seemed far too dry to put across the fundamental shifts in thinking about pedagogy, assessment, education research design, and cognitive theory that this article suggests (at least to me). The authors suggest that the current literature on transfer of learning has too negative a view of the possibilty of transfer, and suffers from too many internal contradictions. They propose a new perspective on transfer called Preparation for Future Learning (PFL), as opposed to the generally accepted standard which they label Sequestered Problem Solving (SPS). In short, when you ask people to solve an unfamiliar problem and grade them on whether they get the right answer (SPS), they universally do badly; but when you ask them how they would approach solving the problem, including what questions they would ask (PFL), then you get a completely different perspective - not only do people do much better on the whole, but more educated people tend to do better, showing that education is apparently teaching some more broad kinds of problem solving (which is otherwise very hard to demonstrate). In addition, when you allow students a bit of time to invent solutions to problems at the start of the class before teaching the standard solution, not only do they perform just as well in a test as those who spend the whole time learning the solution, but they far outperform them on measures of transfer of learning, getting in one case almost triple the score of the control groups. Mind-blowing! When I discovered this article I was slightly shocked and somewhat whiplashed, as I felt forced to change my mind again on discovery learning, to a third position (it has its place at the start of a class learning a new concept, where it can dramatically improve transfer of learning for students). I was sort of ready for it though, as I had been thinking recently that while I had seen a lot of research on discovery learning and more didactic approaches (such as Direct Instruction), I hadn't yet seen anything where the two were used within the same lesson. Well now I have, and the results are astonishing. Enjoy the episode. *** Link to paper: https://aaalab.stanford.edu/assets/papers/2005/Efficiency_and_Innovation_in_Transfer.pdf RELATED EPISODES: Mention of generative learning: 127. Necessary Conditions of Learning by Ference Marton Transfer of learning: 98. Range by David Epstein; 108. Expert Political Judgement by Phillip Tetlock; 110. Transfer of Learning by Robert Haskell Discovery learning: 88. The Failure of Constructivist, Discovery, Problem-based, Experiential, and Inquiry-based Teaching; 90. Discovery learning, the idea that won't die

Hello everyone,   actually, this episode is the most important on the whole channel :) Unfortunately, I had to oversimplify due to time constraints. It is one of the most important questions in your academic career: "Are you a positivist or a constructivist?" I had a real problem with answering this question. There were two simple reasons: I was really fascinated by my constructivist colleagues (so I wanted to be like them), and I was afraid of statistics. Luckily, I understood pretty early that I really believe in the existence of the objects of my investigation :)  I wish you to make the correct choice as early as possible. Actually, it is not about the choice, it is about understanding yourself. Good luck and sorry for the oversimplification! Best Eugene (Yevgen) 

Is Constructivism best understood as a scholarly disposition, a body of theory, or an intellectual movement? Is it still relevant, or has it exceeded its shelf life? What if there are lots of Constructivists but they use different labels for their work?In our third "Whiskey Optional" episode, Dan Nexon sits down with Michelle Jurkovich (University of Massachusetts, Boston) . David McCourt (University of California, Davis), Swati Srivastava (Purdue University), and Brent Steele (University of Utah) to get their thoughts about the state of Constructivism and Constructivist theory. 

In this podcast, Robert Fitzmaurice talks about the art that excited him even as a young boy, how his father’s POW experience in World War II sowed the seed for his interest in family dynamics, how his practice was influenced by the Constructivist painter Adrian Heath, how themes of masculinity and militarism developed, and how... Continue Reading →

Welcome to The Nonlinear Library, where we use Text-to-Speech software to convert the best writing from the Rationalist and EA communities into audio. This is: Reasons and Persons: Watch theories eat themselves, published by Aaron Gertler on December 25, 2021 on The Effective Altruism Forum. Cross-posting a zippy summary of Reasons and Persons with brief, clear descriptions of many important thought experiments. The rest of the blog is good, too! You live with a group of utterly rational and self-interested people on an island, gathering coconuts to survive. Tired of working so hard, Alice builds a machine and implants it in her brain. This machine leaves her rational except when it comes to fulfilling threats, which she always does regardless of the damage to herself. She announces to the group, “I will gather no more coconuts. Either you do it for me, or I burn the coconut trees and we all starve.” You regretfully conclude that your best choice is to capitulate. But every night as you gather coconuts for Alice, you wonder, where did you go wrong? Eventually, you realize: Upon arrival on the island, your first task should have been to implant a machine in your brain and promise, “If anyone else installs any machines in their brains, then I will burn the coconut trees.” I've long been fascinated by Derek Parfit's Reasons and Persons, often called one of the most influential philosophy books of the 20th century. How can you not love something that tries to answer these questions: We are particular people. I have my life to live, you have yours. What do these facts involve? What makes me the same person throughout my life, and a different person from you? And what is the importance of these facts? How? I'll tell you how! Turn to page 107. Those who hold a Constructivist view may question my division of a moral theory. (R1) revises what I call our Ideal Act Theory. Constructivists may see no need for this part of a moral theory. But they cannot object to my proposal that we should ask what we should all do, simply on the assumptions that we shall all try, and all succeed. Answering this question is at worst unnecessary. If a Constructivist asks what we should all ideally do, his answer cannot be some version of Common-Sense Morality. If he accepts some version of this morality, he must move to the corresponding version of (R1), the revised version of his morality that would not be directly collectively self-defeating. And, since he should accept (R1), he should also accept (R2) and (R3). He should revise his Practical Act Theory, the part that used to be his whole theory. There are two issues here. For one, this is hard to read. Now, Parfit isn't trying to be obscure, he's just happy to double the difficulty for 10% more precision. I'm sure that's right for academic philosophers, but I'd like a different tradeoff. Second, I sometimes. Well, I sometimes don't care about the questions Parfit is trying to answer. The above paragraph asks if people who think morality is created by society should accept a certain way of splitting up moral theories. To me, that feels like agonizing about definitions. You might think all this leaves the book uninteresting, but that's not true at all. Parfit's arguments are anchored by a series of evocative thought experiments. These are accessible and mind-expanding independently of the hulking logical arguments on top of them. So this is the summary of Reasons and Persons I would have liked to read: The goal is to provide a tour of the thought experiments and let you (mostly) decide for yourself what you think about them. Warning: I often changed the scenarios quite a lot. (Parfit has no alien viruses.) I also changed the order of things, and greatly shortened or dropped most of the detailed arguments. I think this still gives a lot of the value, but it's definitely not a full representation of Parfit's ideas. How self-interest gets into trouble The first part of the book asks, do ethical theories e...

Dr. Elena Antonova is a neuroscientist and senior lecturer in psychology at Brunel University London. Her research focuses on the effects of long-term mindfulness meditation practice in the hope of promoting mental wellbeing in the general population. On this episode, we dive into the different approaches to meditation and the 4 levels of meditation practice development.  We also discuss what goes on in the brains of elite meditators and what it takes for the average person to reap the benefits from a meditation practice.  FitMind Neuroscience-Based App: http://bit.ly/afitmind Website: www.fitmind.co Show Notes 0:00 | Introduction to Elena Antonova, PhD 4:28 | Categorizing Meditation Practices 7:15 | Why Breath Focus is Fundamental 10:19 | Constructivist vs. Innateist Approach to Meditation 12:08 | 4 Levels of Meditation Practice Development 17:12 | Mental Fitness Defined 20:19 | Brains of Mental Olympians 24:10 | Default Mode Network Differences 32:00 | Field of Awareness Described 35:45 | Habituation of the Attention System 46:45 | Eye Movement Paradigm Study 54:00 | Balancing Brain's Predictive Nature with the Present Moment 57:10 | Measurable Changes with Just 10 Minutes a Day 59:14 | Rapid Fire Questions

Varvara Stepanova was a leader of the constructivist movement and co-author of the constructivist manifesto. Described as “a frenzied artist,” she designed books, magazines, posters, advertisements, as well as textiles, clothing, and costumes. On top of that, she was an author and poet. Her design style and aesthetic was avant garde, modern, and often characterized by simplicity and geometric forms and patterns, but Varvara was never content with stasis. She constantly evolved her style and worked to develop new concepts and ideas. As a co-founder of the Constructivist movement, her work typifies the aesthetic and philosophies of Constructivism. While Varavara worked on many of her own projects, she also did many together with her husband, Alexander Rodchenko, another well-known Constructivist designer. Her work often gets linked to Rodchenko's, and it's Rodchenko who gets mentioned in histories of graphic design and credit for designs that should be attributed to Stepanova as well. At a time when women were largely still expected to be no more than wives and mothers, Stepanova was a woman who made an unmistakable mark on art and design.TIMELINE1894 – b Kovno [now Kaunas, Lithuania]1910-11 – Attended Kazan' School of Art (meets Aleksandr Rodchenko)1913-14 – Attended Stroganov School, studied with Konstantin Yuon & Il'ya Mashkov1920-30 – Taught at the Vkhutemas design school1921 – Work included as part of the 5 x 5 = 25 exhibition1922 – Co-wrote the Constructivist Manifesto with Alexander Rodchenko & Aleksei Gan 1922 – Designed the set and costumes for The Death of Tarelkin1923 – Worked at the  First Textile Printing Factory designing fabrics1924 – Vladimir Lenin dies, marks the beginning of the end of the Soviet Avant Garde1925 – Costume designs for the play The Death of Tarelkin were exhibited in the Soviet Pavilion at the International Exhibition of Modern Industrial and Decorative Arts in Paris1932 – Independent artist groups are banned by Josef Stalin1958 – d Moscow, May 20thREFERENCESAdaskina, N. (1987). Constructivist Fabrics and Dress Design. The Journal of Decorative and Propaganda Arts, 5, 144-159. doi:10.2307/1503941Aspden, R. (2009, Jan 26). Constructing a new world. New Statesman, 138, 40-43. Retrieved from Cunningham, R. (1998). The Russian women artist/designers of the avant-garde. TD&T: Theatre Design & Technology, 34(2), 38–51. Fer, B. (1989). Tatlin; Varvara Stepanova: a Constructivist life. Art History, 12, 382–385. Goldman, W. (2002). Women at the gates gender and industry in Stalin's Russia. Cambridge, UK; New York, NY: Cambridge University Press.Jenkins, S. (2014). Russia's dynamic duo. Art Newspaper, 24(263), 32. Lavrentiev, A. (1988). Varvara Stepanova: A constructivist life. London; Thames and Hudson.Nazarov, Y. (1996). Can Man Live Without Wonder? by Varvara Stepanova (review). Leonardo, 29(1), 79.Vkhutemas. (2004). In G. Julier, The Thames & Hudson dictionary of design since 1900 (2nd ed.). Thames & Hudson. Credo Reference: Wolanksi, M. (retrieved on June 25, 2020) “The Role of Women in Soviet Russia”. Guided History: History Research guides by Boston University students. Blog. https://blogs.bu.edu/guidedhistory/moderneurope/molly-wolanski/

Everybody’s got some niche they are into, right?  There are cat people, NASCAR people, golfing people, escape room people, and even after 55 years, Star Trek people. Today we welcome leaders in two special niches of Modernism, Beth Lennon, aka Mod Betty, of Retro Roadmap, and Howard and Gaby Morris of GreyScape, a London website dedicated to Brutalism, Modernism, and Constructivist design. Later on, jazz with the wonderful Melissa Morgan.

This newsletter is really a public policy thought-letter. While excellent newsletters on specific themes within public policy already exist, this thought-letter is about frameworks, mental models, and key ideas that will hopefully help you think about any public policy problem in imaginative ways. It seeks to answer just one question: how do I think about a particular public policy problem/solution?PS: If you enjoy listening instead of reading, we have this edition available as an audio narration on all podcasting platforms courtesy the good folks at Ad-Auris. If you have any feedback, please send it to us.India Policy Watch #1: Choose Your Nationalism WiselyInsights on burning policy issues in India- RSJA short note on nationalism to think about for this edition.There was the usual brouhaha in media last week over a few international agencies downgrading India on some kind of global ‘freedom index’. The usual reactions have followed. For some, it is a validation of all they see happening around them. Our freedoms are being eroded and we watch silently, they claim. As Majrooh wrote (in that Guru Dutt romcom ‘Mr & Mrs 55’): “मेरी दुनिया लुट रही थी, और मैं खामोश था” On the other hand, the establishment and its supporters view this as another ‘left-liberal-woke’ attempt to malign a new, confident India. To them, there is freedom in India to freely express your dissent and criticise anyone. The old order of the privileged elite who feel left out in the present order is keen to paint India in poor light. They have been discredited and rejected by the masses, yet they persist. This is the argument made by the ‘nationalists’ (or atleast that’s what their Twitter handles claim).The CounterThis was following the usual script on social media. We took interest, however, when the Minister of External Affairs (MEA) was asked about these ‘freedom’ reports. He dismissed the basis for their conclusions and questioned their intentions. More importantly, he gave two interesting counters to the usual ‘Hindu nationalist’ branding of the current dispensation in large sections of global media and among thinktanks. The first was factual - they call us nationalists but we are leading the efforts in donating vaccines to countries around the world. We have already shipped over 40-50 million vaccine doses taking a humanitarian view instead of keeping them for ourselves. Tell us which western democracy is doing so? Then the second point - in these countries almost every elected official takes the oath of office with their hand on a holy religious book (America and the Bible were possibly what he meant). Do we do so in India?Social media was abuzz with this clip. This is the ‘new, confident India’ was the usual comment among the partisans. Well, maybe it is. Who knows? To me, this incident is another useful lens to view nationalism. There are two things to parse here. One, is ‘vaccine diplomacy’ the antithesis of nationalism? Two, is the taking of an oath of office on a holy book blurring the lines between the church and the state?A Masterstroke Let’s tackle 'vaccine diplomacy’. We go on in these pages about international relations being guided by matsyanyaaya - big fish eating small fish. This is realism at play. All morality stops at the boundary of a nation-state. Beyond that is Hobbesian chaos. Going by this, donating millions of vaccines to other nations while you haven’t vaccinated your own would seem insane. But that would be taking a narrow view of matsyanyaya. International relations is a long game with a clear understanding of your adversaries and their strengths. Vaccine diplomacy for India is a perfect counter to China in the post-pandemic world. China’s conduct in suppressing information during the initial phase of the pandemic and its bullying behaviour around the region later are open flanks for India to exploit. Donating vaccines at an early stage of their mass production checks all the boxes of being a reliable friend in international relations - it is relevant and timely, and it involves sacrificing self-interest to help others. That it provides a counter to the view in global media about this being a nationalistic dispensation is an added bonus. This act isn’t one of those false masterstrokes. This is the real thing. What Kind Of Nationalism?Now on to the oath and the holy book business. What’s the core issue here? If you peel the layers, there are two questions to be tackled. How important is the role of ethnocultural nationalism in the building of a modern nation-state?If it is important then what kind of ethnocultural nationalism should a state strive for to achieve its objectives of peace and prosperity for its citizens?On the first question, it is hard to argue against the advantages of solidarity and a communitarian outlook that ethnonationalism engenders among the members of a nation. Universal brotherhood is great in the abstract but all kinship is real and very specific. The idea of a free individual owing allegiance to higher human ideals while being aloof from the emotions and instincts of his immediate surrounding is bizarre. It isn’t sustainable and it motivates no real action. It can never help in the project of nation-building. Nationalism might be seen as ‘false consciousness’ to the liberal but it is a tangible driver of change among its adherents. It can move mountains. Ethno-cultural examples of nation-building abound in modern history. From the white Anglo-Saxon Protestants who built America, the ethnic chauvinism that welded modern Germany during the pre-WW1 period or the cultural renaissance that motivated imperial Japan between the wars. Even the rise of China in the past quarter-century is an ethnocultural project.Now if that’s true, what about the second question? What kind of ethnocultural nationalism should the state strive for? There’s always the danger of an ethnocultural movement ascribing a core moral or cultural value to a nation that excludes a significant minority from it. This is almost certain if the ethnocultural value is derived from a glorious past (real or imagined) which is lost today because of reasons beyond the control of the majority that believes in the value. The notion of Aryan supremacy and its undermining by Jews in the past or the belief in the supremacy of the Japanese subjects of Sun God and its imperial project thereafter are examples of this. The momentum of a nationalist movement is beyond the control of those who start it. History has shown it destroys a lot before it builds something. And what it builds is rarely sustainable. It is never easy to balance liberal-democratic values and nationalistic attitudes. A middle ground is often sought but rarely achieved. This was the project that faced the leaders of modern India at its founding moment in 1947. They chose a modern conception of the Indian nation - liberal, tolerant and statist - and promoted cultural and historical artefacts that supported this ethnocultural nationalism. That was the middle ground they chose to build a modern India. This is what they thought worked for successful liberal, democratic nation-states they saw around the world. It was bold and it was a clear break from the past. And let’s be clear. It was also the only option that wouldn’t have plunged the nation into anarchy. This project of building ethnocultural nationalism caught the imagination of people in the early years. However, as recent years have shown, it didn’t grow deep roots. Why? It’s a whole different story and we have covered a few of the reasons on these pages. In any case, India is back at that moment in its history. What kind of ethnocultural nationalism must it choose for the current project of nation-building? That’s at the heart of the debate these days. The democratic mandate seems to suggest upending the consensus of its founding moment. There’s always the lure of learning the wrong lessons from history. Did India choose unwisely then or did it get the execution wrong over the last 70 years? It is hard to build and easy to destroy as Amit Varma says in his newsletter. There’s a lot to think over here. Choose your nationalism wisely. Lastly, the American Presidents take the oath of office placing their palms on the Bible. Sure. But they don’t open it to run the country. There’s a balance. Matsyanyaaya #1: Quad Not Being Square AnymoreBig fish eating small fish = Foreign Policy in action— Pranay KotasthaneIt’s amazing how often and quickly a common, powerful, and abrasive adversary can make States bury their mutual differences. China as an adversary has reliably displayed all the three attributes, and in the process, created a new geopolitical formation — the Quad.This formation, of course, is not new. It has hummed and hawed for nearly fifteen years. But it is China’s rapid growth and arrogant conduct that has breathed life into this idea. And finally, last week was the first time when the four heads of State met and proudly declared to the world that the Quad is here to stay and act. This reminded me of Edward Luttwak’s prescient analysis from his 2012 book The Rise of China vs The Logic of Strategy:“Other things being equal, when a state of China’s magnitude pursues rapid military growth, unless the resulting shift in the power balance passes the culminating point of resistance inducing the acceptance of some form of subjection, it causes a general realignment of forces against it, as former allies retreat into a watchful neutrality, former neutrals become adversaries, and adversaries old and new coalesce in formal or informal alliances against the excessively risen power.”In other words, for China, with great power came great adversaries.This Quad summit meeting is significant at two levels: procedural and substantive. By procedural significance, I mean that for the four States to meet and release a joint statement is itself a big deal. Usually, different countries have different readouts on major issues. The joint statement was followed up by a joint opinion piece under the names of the four heads of state. In diplomacy, where words are everything, the willingness to agree on terminologies, definitions, policy proposals, and actions with not one but three other differently placed partners, is major progress. Think of these joint statements as the diplomatic equivalents of conducting joint military exercises. Extrinsically, it is an exercise in signalling to the adversary. Intrinsically, it helps develop some comfort working in unison.By substantive significance, I mean the creation of three working groups on vaccines, critical and emerging technologies, and climate change. While China is a glue that can hold these countries together, it can’t be a fuel that propels the Quad forward. That requires a positive agenda of action items, which these three working groups do. Of the three areas, the vaccine partnership seems to be the most well-thought-out. In short, all four countries have agreed to expand the manufacturing of COVID-19 vaccines at facilities in India and give these vaccines to countries in the Indo-Pacific. Sanjaya Baru describes the geoeconomic significance of this move thus:“What Quad has already achieved in geo-economic terms is to use the Asian demand for Covid-19 vaccines as an opportunity to create a four-way economic relationship that combines the benefits of American research, Japanese funding, Indian manufacturing capacity and Australian marketing network to supply vaccines to Asian developing countries. This is without doubt a smart idea and one that can ensure its equal ownership by all four partner countries.”From the Indian perspective, Quad giving an impetus to vaccine investment in India pours cold water on the usual doubts that prevent collaboration with western countries. The second working group on critical and emerging technologies seems to be the most undercooked. For starters, there isn’t an agreement on the definition of critical and emerging technologies. The Trump administration did label 20 technologies as critical and emerging but to expect multilateral cooperation on all twenty would be a high cost, low returns approach. We have argued earlier that a better approach would be to secure semiconductor supply chains first for three reasons: “one, the semiconductor industry underlies all critical technologies. Two, it is perhaps the most globalised high-value supply chain and no country can become entirely self-resilient. And three, all four countries have complementary strengths in the semiconductor supply chain.”Better if the four countries can demonstrate measurable success on less controversial technologies such as semiconductors before dealing with the more vexing questions of cyber governance, data privacy, and AI governance. Finally, this Quad meeting was initiated by the US president, putting all doubts to rest that the Biden administration might soften its stance against China. In fact, the US now seems to have a more concerted strategy to contain China. That they have a leader who is not abrasive is itself a big relief for the other partners.Matsyanyaaya #2: Nayaa Pakistan Again?Big fish eating small fish = Foreign Policy in action— Pranay KotasthanePakistan is back in the headlines these days. Surprisingly though, for good reasons. First came the much-needed Line of Control ceasefire agreement earlier this month. Since then, no ceasefire violations have been reported. And last week came a couple of conciliatory statements by the Pakistani Chief of Army Staff and PM Imran Khan.Gen Bajwa had this to say:.. let me say profoundly that we are ready to improve our environment by resolving all our outstanding issues with our neighbours through dialogue in a dignified and peaceful manner.However, it is important to state that, this choice is deliberate and based on rationality and not as a result of any pressure. It is our sincere desire to re-cast Pakistan's image as a peace-loving nation and a useful member of international community. Our leadership's vision is Alhamdullilah transformational in this regard. We have learned from the past to evolve and are willing to move ahead towards a new future, however, all this is contingent upon reciprocity.Pakistani PM Imran Khan echoed:“Pakistan could not fully exploit its geo-economic potential unless it improved its ties with neighbours by strengthening trading connection and establishing peace in the region.” The ceasefire agreement and these two statements mean that the marginally hopeful types are again entertaining these two questions: has Pakistan turned a corner finally? Will we see a sustained improvement in India-Pakistan relations?On the first question, it’s too early to conclude. However, there are a few signs. Pakistan did not ratchet up tensions on the western border all through 2020, at a time when India was busy dealing with the China threat. Two, from Pakistan’s standpoint, India’s changing of Jammu & Kashmir’s constitutional status provided it with a potential casus belli to escalate terrorism. It hasn’t yet done so. What explains this change in strategy? Probably a mix of new drivers and constraints. The major drivers are a dawning realisation that deploying terrorism as state policy has done more harm than good and the need to impress the new US administration. The major constraint, and one that’s hurting them most, is a flagging economy with declining external benefactors. To answer the second question, let’s revisit the theory of constructivism in international relations. Constructivism contests the realist worldview that anarchy in international relations immutably leads to a security dilemma. Constructivist theorists argue that while amassing power remains the most important priority in a state of anarchy, this competition doesn't imply permanent confrontation. In Alexander Wendt’s now-famous “construction”: Anarchy is what states make of it. In other words, while all states pursue power, their identities and interests are socially constructed — it is not impossible to reimagine enemies as adversaries, adversaries as neutrals, and neutrals as friends. Big fish do eat small fish but only when they’re hungry.Seen from a constructivist lens, we can now ask if elites in India and Pakistan view each others’ states differently. If yes, we could well say that relations between the two countries are on the right path. I doubt if that’s the case. Constructivism itself acknowledges that once state identities and interests get institutionalised over time, constructing new identities and interests becomes exceedingly difficult. This is precisely the case with Pakistan and India. Moreover, on the Pakistani side, there’s an irreconcilable actor — the military-jihadi complex (MJC) — whose dominance of the affairs in Pakistan rests on being anti-India. Constructivism hasn’t hit the MJC yet. Many attempts to redefine state interests and identities have been cut short by terrorist attacks engineered by the MJC. On the Indian side, new state identities and interests are being constructed, but not in a direction that leads towards peace between the two countries. For example, the recurring rhetoric of taking back Gilgit Baltistan, and viewing partition as unfinished business prevent a reset in ties. Finally, reconstructing interests and identities would require consistent positive actions. Pakistan allowing India-Afghanistan trade over its land and India making J&K a full state again might be two good starts. HomeWorkReading and listening recommendations on public policy matters[Article] Book review of Yael Tamir’s Why Nationalism by Nick Cohen in The Guardian: “The rise of nationalism – a product of the left’s embrace of globalism – can be a benevolent force, according to this ‘wine-bar’ polemic. Nick Cohen begs to differ”. [Podcast] A Puliyabaazi on the Quad with Times of India Diplomatic Editor, Indrani Bagchi.[Report] The University of Chicago’s Kalven Committee Report on the University’s Role in Political and Social Action is a must-read given what’s happening in India. Raghuram Rajan mentions this report in his note on Pratap Bhanu Mehta’s resignation. Get on the email list at publicpolicy.substack.com

Christina Lincoln-Moore an innovative Constructivist educational leader who is tenacious and profoundly dedicated to mindful project-based learning to engender formidable mathematics identities.  She is currently an Assistant Principal as well as a featured speaker focused on the humanization of mathematics for traditionally marginalized students.  Her professional presentations include the National Council of Supervisors of Mathematics, National Council of Teachers of Mathematics, and California Mathematics Council.  Christina serves as the State Secretary for the California Mathematics Council (CMC) and Equity, Access, and Empowerment Chairperson of the California Mathematics Council: Southern Section (CMCS). Mrs. Lincoln-Moore is the Founder of Talk Number 2 Me™ Mathematics Consulting. We chat with Christina today about important aspects of math class that you won’t want to tune out.  You’ll Learn:  Why mindfulness is needed in mathematics classes.  How to be a bucket-filler for your students and for yourself.  How to be a daring leader who values identity and mindfulness.  Resources:  Christina’s Website → www.Talknumber2me.com Cathy Fosnot Episode: 24 Francis Su’s Episode 82 Francis Su’s Book: Mathematics For Human Flourishing Brene Brown’s Book: Dare To Lead How to Start The School Year Off Right White Fragility: Why It's So Hard for White People to Talk About Racism How to Be an Antiracist Culturally Responsive Teaching and The Brain: Promoting Authentic Engagement and Rigor Among Culturally and Linguistically Diverse Students The Impact of Identity in K-8 Mathematics: Rethinking Equity-Based Practices

What Video Games Have to Teach Us About Learning and Literacy is a book that I read early in my education research quest. At the time, I thought that it had interesting points to make, but I was unclear on quite how to react to it. After several more years of reading and research, it's clear to me that this book is deeply flawed. First of all, the author redefines "literacy" in a very strange way. He takes any form of semiotic system to count as a "type" of literacy. So, for example, if you know how to use a smartphone, then you are "literate" in the layout, symbols, and conventions of smartphone user interface. This is obviously not the kind of literacy that most people are interested on or concerned about, and it is less valuable than "conventional" literacy, partly because of barrier to entry (learning to read is relatively hard, learning to use a phone is relatively easy) and partly because of utility. Secondly, he coins a lot of new terminology for no apparent reason. During the recording I've had to translate some of his terms into more ordinary language, including the usual technical terms rather than his special ones. His terminology only serves to obscure his message and make it seem as if there is more content here than there really is. Finally, and most importantly, his central point is misguided. He essentially says that learning a subject is mostly about socially getting on in that world - knowing how to get on with other artists, mathematicians, surgeons, or whatever other skill "community", depending on the domain. However, this completely overlooks the glaring difference in difficulty between getting to know social conventions and attitudes of a subculture and learning the requisite knowledge and skills in order to be useful and productive in that domain, let alone to actually understand what is being said by other practitioners. The former takes a matter of weeks or months of acculturation, and the latter years or even decades of dedication. If we focus on the social context of knowledge rather than the knowledge itself, to coin a phrase, it would be like making beautiful light fittings for a house that you haven't built - pointless in the absence of the larger task that is left undone. Enjoy the episode. *** RELATED EPISODES Cognitive science (general): 19. Seven Myths about Education by Daisy Christodoulou; 52. How We Learn by Benedict Carey; 79. What Learning Is; 80. The Chimp Paradox by Steve Peters; 81a. The Myth of Learning Styles; 81b. on the Expertise Reversal Effect; 82. Memorable Teaching by Pepps McCrea; 85. Why Don't Students Like School? by Dan Willingham; 86. Learning as information compression Cognitive science (literacy-related): 41. What Reading Does for the Mind by Keith Stanovich and Annie Cunningham; 91. Vocabulary Development by Steven Stahl; 93. Closing the Vocabulary Gap by Alex Quigley; 95. The Reading Mind by Dan Willingham Expertise: 20. Genius Explained by Michael Howe; 22. The Talent Code by Daniel Coyle; 24. Outliers by Malcolm Gladwell; 49. The Art of Learning by Josh Waitzkin; 97. The Polymath by Waqas Ahmed; 98. Range by David Epstein Games and play (including computer games): 34. Reality is Broken by Jane McGonigal; 35. Minds on Fire by Mark Carnes; 36. Fun, Play, and Games; 37. A Theory of Fun for Game Design by Raph Koster Other fads / critical reviews: 42. Do Schools Kill Creativity by Sir Ken Robinson; 53. Brain-based Learning by Eric Jensen; 59, 60 on Brain Training; 62. Brainstorming makes you less creative; 65. Beyond the Hole in the Wall (on Sugata Mitra); 71. Visible Learning by John Hattie; 81. on Learning Styles; 87. Experiential Learning; 88. The Failure of Constructivist, Discovery, Problem-Based, Experiential, and Inquiry-Based Teaching

Computer-Mediated Communication (CMC) marks the point where the technology began to be used with pedagogical intent in education, providing support for emerging Constructivist models of learning. The use of CMC's also began to force questions of educators to explore the implicit assumptions involved in teaching & learning and begin to unpack those assumptions to meet the demands of CMC environments. This chapter is read by Laura Pasquini.

Political language can have a significant impact on how we understand one another and on how we react to other countries.  I think this week is an opportunity to take time to focus on political language.  We will take an abstract view of its use and influence in our social world.  Thank you for subscribing, and if you enjoy reading this, please forward the newsletter to your friends.  ~ Kevin One of my favorite country songwriting teams is Eric Church, Jeff Hyde, and Luke Dick.   A few years ago, they came out with a song called “Kill a Word”.  It is very clever and well written.  It explores the role language plays in our social world and argues for killing words like “hate”.  I have described it to friends as a mix of ideas with a spin on outlaw country killing.  It is interesting to think about.  The influence of language is something I go back and forth on and, to be honest, I have not resolved everything in my mind, though I enjoy thinking about it.  Nothing sparked my interest in this area more than my time at FIU, which is home to the study of language in international politics.  For example, Nicholas Onuf emphasizes the role of language in social interaction, including establishing rule and rules.  The rules are simply the laws and social norms and the rule is the power that reinforces or forms the rules. We are distinct individuals who interact with each other in various ways and a major part of that interaction is through language.  We relate, convey important things, joke, signal, direct, accept, and a whole range of things through the language we use.  Sometimes it takes just one word.  However, we know what we say is heard by others who may, but likely may not, hear or think the same way as the person speaking.  This can lead to regular misperception and misunderstanding that can be magnified when one of the parties wants to be misunderstood.  However, suspending intent, understanding is challenging.  Take for example the meaning of the word “literal”.  Depending on the context, and sometimes the age of the speaker, it can mean something specific or general. Possibly because it is frequently used in sarcasm, the meaning of literal has evolved to mean the opposite of what it used to mean.  The point of this illustration is that language is dynamic, and the meaning of words can change in many ways.  However, contrary to what I think my Constructivist friends would like to hear, it does not change as frequently as we notice and assume.  We see language in politics as both a medium of interaction and a way to influence other interaction.  Interestingly we pay attention to some forms of speech in different ways.  The medium of interaction in speeches and committee hearings is consequential in the formulation of policy.  We can call that the legal rule area. However, we focus considerable energy on the interaction from the way others influence and use language.  This is what we can call the norm rule area.  This involves protesting and constant bickering online.  As a society, we focus a lot more attention on the norm rule, bickering form of language. I suspect this is because some language elicits more of an emotional response. I think this is another area where our emotions, and those who stoke them, can distract us from one form of rules. I expect that more people fall asleep while watching C-SPAN congressional hearings than seeing a debate on cable news. In fact, there are norms in both areas that have little temperament for one type of behavior in another area. Who wants to hear a committee report read to them at a political rally? Regarding international political speech, one of the areas I am most interested in is how countries define each other and the degree of threat perception. Some of this is related to capabilities and history but there is also an important role of perception that is heard, interpreted, and shared through language. These definitions both mobilize and constrain relations among countries. For example, in pockets of the U.S., the perception of Russia distinctively shifted over the last four years, in ways that had not existed for over two decades. Will that perception of Russia significantly constrain the Biden administration in its policy choices in balancing against a rising China? I do not know the answer to that question but, perhaps with time, that perception may change. In fact, it may occur in parallel to the negotiations updating the New START Treaty. To me, this question illustrates how perceptions formed by language can be both static and dynamic. When looking at the constant social and political interactions of language there are plenty of opportunities to be confused and frustrated. I have collected a few thoughts that may help navigate the subject. Hopefully, this can provide an opportunity to help reflect on language and its unique role in our relationships and politics. Some general observations on language: Language reflects individuals and groups; it also influences them Those who speak things you agree or disagree with have about as much causal influence as others Expect higher standards for rule makers and what they say, but be more patient with others around you “It is not enough to show how clever we are by showing how obscure everything is." ― J.L. Austin “Language disguises thought.”― Ludwig Wittgenstein "Always remember that it is impossible to speak in such a way that you cannot be misunderstood: there will always be some who misunderstand you."— Karl Popper You can’t kill a word News: I look forward to exploring language in politics in more detail and, as situations arise, the opportunity to apply these ideas. I am enjoying the chance to share these newsletters with you in the form of the new podcasts and appreciate your continued feedback. You can reply to this email or leave your comments below.  I sincerely enjoy chatting and learning what folks think. Thank you ~ Kevin Get on the email list at modlinglobal.substack.com

The final episode in our series on the deep history of the monastery. Modernity has arrived and monasticism is living a strange afterlife. First, we discuss the early 19th century Utopian Socialism of Charles Fourier, whose Phalanstère take the framework of the monastery and repurpose it to build community whose purpose is not the Opus Dei, but to ensure that all its members live fulfilling and happy lives. Next come the Constructivist communities of the early Soviet Union, where monastic communal living is weaponised as a tool to smash traditional bourgeois lifestyles and mould the next generation. Lastly we return to the the sunny hills of southern France, where Le Corbusier brought together his late-career love of sculptural concrete with the religious revival in postwar France to build the greatest monastery of the 20th century, La Tourette. Our final episode of this series, on Romanticism and the Monastery, will be out on our Patreon feed next week. Make sure you visit our instagram and view the pinned stories on 'Monasteries' for all the images from this series. Our next series on Jane Jacobs will begin next month. Edited by Matthew Lloyd Roberts. Support the show on Patreon to receive bonus content for every show. Please rate and review the show on your podcast store to help other people find us! Follow us on twitter // instagram // facebook We’re on the web at aboutbuildingsandcities.org This podcast is powered by Pinecast.

The state characterized of my ability to learn, communicate, preserve and transmit culturally as an Author, Media Arts Specialist, License Cultural Practitioner, Student of Film and Publisher are contingent on the application of my cognitive, and intuitive skills during the application of and management of my Cultural Lenses figuratively, metaphorically, philosophically, and symbolically to enunciate my testimony within my Culturalspace regardless of my identity. WORKS CITEDAfrican Studies Association; University of Michigan (2005). History in Africa. 32. p. 119.Bem, D. J. (1967). Self-Perception: An Alternative Interpretation of Cognitive Dissonance Phenomena. Psychological Review, 74, 183-200.Bem, D. J. (1972). Self-Perception Theory. In L. Berkowitz (Ed.), Advances in Experimental Social Psychology (Vol. 6, pp.1-62). New York: Academic Press.Biggs, Simon (2007). "Thinking about generations: Conceptual positions and policy implications". Journal of Social Issues. 63 (4): 695–711. doi:10.1111/j.1540-4560.2007.00531.xJaeger, Hans (1985). "Generations in History: Reflections on a Controversial Concept" (PDF). History and Theory. 24 (3): 273–292. doi:10.2307/2505170. JSTOR 2505170.Brown, D.F. (2009). "Social class and Status". In Mey, Jacob (ed.). Concise Encyclopedia of Pragmatics. Elsevier. p. 952. ISBN 978-0-08-096297-9. Boll, Alfred Michael (2007). Multiple Nationality And International Law. Martinus Nijhoff Publishers. p. 114. ISBN 90-04-14838-8.Boletín Oficial del Estado of Spain, n. 68 of 2007/03/20, p. 11872. Statute of Autonomy of Andalusia. Article 1: «Andalusia, as a historical nationality and in the exercise of the right of self-government recognized by the Constitution, is constituted in the Autonomous Community within the framework of the unity of the Spanish nation and in accordance with article 2 of the Constitution.»Borowiecki, Karol J. and Trilce Navarette 2015. “Fiscal and Economic Aspects of Book Consumption in the European Union.” ACEI Working Paper 02-2015.Bourdieu, Pierre. 1984. Distinction: A Social Critique of the Judgment of Taste. Cambridge: Harvard University Press. d'Angelo, Mario and Vesperini, Paul. 1999. Cultural Policies in Europe: Method and Practice of Evaluation, Council of Europe Publishing, Strasbourg C Brown (2001) Understanding International Relations. Hampshire, Palgrave Chandra, Kanchan (2012). Constructivist theories of ethnic politics. Oxford University Press. pp. 69–70. ISBN 978-0-19-989315-7. OCLC 829678440 Convention on Certain Questions Relating to the Conflict of Nationality Laws Archived 2014-12-26 at the Wayback Machine. The Hague, 12 April 1930. Full text. Article 1, "It is for each State to determine under its own law who are its nationals...".Cohen, Ronald. (1978) "Ethnicity: Problem and Focus in Anthropology", Annu. Rev. Anthropol. 1978. 7:379-403; Glazer, Nathan and Daniel P. Moynihan (1975) Ethnicity – Theory and Experience, Cambridge, Massachusetts Harvard University Press. The modern usage definition of the Oxford English Dictionary is:a[djective]...2.a. About race; peculiar to a race or nation; ethnological. Also, about or having common racial, cultural, religious, or linguistic characteristics, esp. designating a racial or other group within a larger system; hence (U.S. colloq.), foreign, exotic.b ethnic minority (group), a group of people differentiated from the rest of the community by racial origins or cultural background, and usu. claiming or enjoying official recognitSupport the show (http://www.buzzsprout.com/429292)

De fleste gennemgange af økonomiens teorihistorie slutter med Keynes' død. Det gør vores også. Næsten. Vi tager også et temaafsnit om Chicago-økonomerne. Inden vi kommer så langt, vil jeg i dagens afsnit lave et lille eksperiment. Jeg vil komme med et meget kort overslag over nogle af de vigtige teoretiske udviklinger indenfor økonomi fra 1946 og frem til nu. Det er et eksperiment, fordi jeg udelukkende bruger min egen hukommelse med en forudsætning om, at jeg må have huske noget af det væsentligste. Der er sikkert meget, der er glemt, men i hvert fald kommer vi igennem as-if-economics, adfærdsøkonomi, eksperimenter, entreprenørens genfødsel og meget mere. Der er sikkert noget, som jeg har glemt, men så vil det med garanti blive dækket i næste sæson, hvor jeg og min nye medvært Otto Brøns vil tale om alle nobelprismodtagerne i rækkefølge. Glæd dig! Har du nogensinde tænkt over, hvad økonomi er for en videnskab? Hvordan opstod den, og hvem var dens grundlæggere? Eller har du interesseret dig for moderne diskussioner om samfundet, herunder ulighed, ressourceforbrug eller konkurrence? Hvis dette er tilfældet, er økonomiens teorihistorie vigtig og nyttig for dig. Den type af diskussioner er nemlig mindst lige så gammel som den økonomiske videnskab selv, og du vil i dens rødder også finde rødderne til de moderne argumenter. Til dagens afsnit har jeg læst:  Artinger, F., Petersen, M., Gigerenzer, G., & Weibler, J. (2015). Heuristics as Adaptive Decision Strategies in Management. Journal of Organizational Behavior, s. 33-52. Becker, G. S. (1993). The Economic Way of Looking at Behavior. Journal of Political Economy, s. 385-409. Boettke, P. (2017). Don't Be a "Jibbering Idiot": Economic Principles and the Properly Trained Economist. The Journal of Private Enterprise, s. 9-15. Bruni, L., & Sugden, R. (2007). The Road Not Taken: How Psychology Was Removed From Economics, and How It Might Be Brought Back. The Economic Journal, s. 146-173. Camerer, C. (1999). Behavioral Economics: Reunifying Psychology and Economics. Proceedings of the National Academy of Sciences of the USA, s. 10575-10577. Coase, R. (1937). The Nature of the Firm. Economica, s. 386-405. Conlisk, J. (1996). Why Bounded Rationality? Journal of Economic Literature, s. 669-700. De Martino, B., Kumaran, D., Seymour, B., & Dolan, R. J. (2006). Frames, Biases, and Rational Decision-Making in the Human Brain. Science, s. 684-687. Friedman, M. (1953). Essays in Positive Economics. Chicago: University of Chicago Press. Gul, F., & Pesendorfer, W. (2008). The Case for Mindless Economics. The Foundations of Positive and Normative Economics, s. 3-42. Hayek, F. A. (1948). Individualism and Economic Order. Chicago: University of Chicago Press. Kahneman, D., & Tversky, A. (1979). Prospect Theory: An Analysis of Decisions Under Risk. Econometrica, s. 263-291. Kirzner, I. M. (1973). Competition and Entrepreneurship. Chicago: The University of Chicago Press. Shane, S., & Venkataraman, S. (2000). The Promise of Entrepreneurship as a Field of Research. Academy of Management Review, s. 217-226. Smith, V. L. (2003). Constructivist and Ecological Rationality in Economics. The American Economic Review, s. 465-508. Todd, P. M., & Gigerenzer, G. (2007). Environments That Makes Us Smart: Ecological Rationality. Current Directions in Psychological Science, s. 167-171. Williamson, O. (1996). Economics and Organization: A Primer. California Management Review, s. 131-146. I like to dedicate this season to my teachers Ole Bruus and Bruce Caldwell. All mistakes and mispronunciations are mine alone and no fault of theirs.

Earlier in the life of this podcast I was experimenting with discovery learning. I was even something of a fan. I tried out "Maths Circles", a form of discovery- and inquiry-based teaching, with students aged 16-18 and 10-11, and even went on a course in the USA to try to learn more about it. My exploits are recorded in previous episodes. I could hardly call them a great success. Subsequently, I tried to find research on Maths Circles. The Internet didn't bring anything up. Eventually I put that obsession away and focused on other books and research in education and cognitive science. After much rummaging about the literature reading whatever I thought was interesting, I found this article, or perhaps it found me, and it was difficult for me to face it at first. I was already so strongly bound to my way of thinking that it was too much cognitive dissonance to read this. I had serious confirmation bias. It took me a while before I was brave enough to actually read it and shatter my illusions. It turns out that this kind of teaching has been shown many times over to be ineffective. My failures with my experiments weren't just because I was doing it wrong, it was because the whole approach is flawed. Evidence has been mounting about this for over half a century, I just didn't know about it. This was certainly an eye-opener for me. I hope that it inoculates you against something that could waste your time - or convince you to stop doing what you're doing, if you are currently using these inefficient and ineffective methods. Enjoy the episode.

In this special edition of the Dare To Be Different Podcast, Joe chats with Michael Henson, host of The Constructivist Podcast, about Joe's Shark Tank experience and the passion behind an idea.

Show Notes: Breakthrough Collaborative (3:10) Education as a vehicle for exploring the edges of social justice (6:00) Passion to give people what they need to be successful (8:20) Teach for America (10:00) Qualities of a good mentor: patience, clarity, guide through learning moments (12:10) Reasons for loving learning (13:20) How Rachel sustains her energy (14:50) How to decide what to say no to (17:20) Leave yourself room to discover IDEO (18:15) IDEO CEO Sandy Speicher and Disequilibrium (23:15) Constructivist theory of learningQuestion your own assumptions and create new constructs (25:50) Daniel Kahneman Thinking Fast and Slow (26:20) Human-centered design (26:45) Push your imagination to think about what is possible IDEO-UDesigning for an entire city (33:30) Bendable.comDrucker Institute (33:30) Culture of learning (34:50) Creative reaction lab (38:10) TED talk: Designing for a more equitable world | Antionette Carroll (38:15) Creative Confidence by Tom & David Kelley (40:45) The tenets of design (41:00) Our attempt to apply design approaches in outer space (47:00) Words create worlds (50:00) Embracing all forms of communication (53:00) Lightning Round (54:40) Book: Feminism is for Everybody by Bell Hooks Passion: Swimming What is making Rachel’s heart sing: Digital literacy National Science Foundation Convergence Accelerator (1:00:30) My project - the Convergence Hub for the Exploration of Space ScienceThe ‘era of the generalist’ (01:01:50) Find Rachel online: Twitter @msrachelyoung LinkedInhttp://msrachelyoung.com/'Five-Cut Fridays’ series Rachel’s list

This is an audio recording of an article published on January 30, 2020 to our Medium page by me, Nick Covington titled "The Case for Constructivist Classrooms",  you can read the full article and find more by our other contributors  at our Medium page by clicking the link in our show notes. The Human Restoration Project is a non-profit dedicated to informing  and spreading progressive education, through free educational programs,  resources, and online materials for teachers, families, and students.  You can learn more and follow us at humanrestorationproject.org or  on twitter @humrespro. Follow founder Chris McNutt @mcnuttGISA and myself @CovingtonAHS. Be sure to add the hashtag #restorehumanity. We  hope to hear from you. “HRP's Book of the Month, January 2020: ‘The Case for Constructivist Classrooms'” by Nick Covington https://link.medium.com/5lG1Uk2jB3 --- Send in a voice message: https://anchor.fm/reteaching/message

Second of three episodes about flashcards reveals more behind the use of this tool for learning anatomy & physiology. The term pseudogene may cause problems. A junk-DNA analogy. Bonus track: Delta Wave Radio Hour. 00:47 | Pseudogenes 08:10 | Sponsored by AAA 08:49 | Pseudogene Analogy 12:35 | Sponsored by HAPI 13:18 | Need Some Sleep? 18:20 | Sponsored by HAPS 19:08 |  Flashcards Again 28:16 | Survey Says... 29:21 | Flashcard Learning Tricks 43:05 | More Flashcards 34:31 | Staying Connected 46:26 | Delta Wave Radio Hour (BONUS) If you cannot see or activate the audio player click here. Please take the anonymous survey: theAPprofessor.org/survey Questions & Feedback: 1-833-LION-DEN (1-833-546-6336) Follow The A&P Professor on Twitter, Facebook, Blogger, Nuzzel, Tumblr, or Instagram!   Pseudogenes 7.5 minutes Are we doing our students the best service by emphasizing the classic definition of a pseudogene as a gene "without function?" Discuss. Pseudogene word dissection found in Preview Episode 59 Overcoming challenges and dogmas to understand the functions of pseudogenes (journal perspective article from Nature Reviews Genetics) my-ap.us/2PMX3DW A pseudogene structure in 5S DNA of Xenopus laevis (research article in Cell using "pseudogene" for the first time) my-ap.us/2ZfqW2R Pseudogene use history in books (from Google Ngram Viewer) my-ap.us/2Q6UdJ7 Improbable Destinies: Fate, Chance, and the Future of Evolution by Jonathan B. Losos amzn.to/2L9fzCE Browse The A&P Professor Book Club https://theapprofessor.org/bookclub.html Sponsored by AAA 0.5 minutes A searchable transcript for this episode, as well as the captioned audiogram of this episode, are sponsored by the American Association for Anatomy (AAA) at anatomy.org. Searchable transcript Captioned audiogram  Pseudogene Analogy 3.5 minutes Junk DNA, or pseudogenes, is a rather abstract concept for beginning learners, so perhaps an analogy is in order. Sponsored by HAPI Online Graduate Program 0.5 minute The Master of Science in Human Anatomy & Physiology Instruction—the MS-HAPI—is a graduate program for A&P teachers. A combination of science courses (enough to qualify you to teach at the college level) and courses in contemporary instructional practice, this program helps you power up  your teaching. Kevin Patton is a faculty member in this program. Check it out! nycc.edu/hapi Need Some Sleep? 5 minutes Sleep science suggests that podcasts can be useful in helping us fall asleep. This podcast may be especially useful as a safe and effective sleep aid. Listen to this segment to find out why. If you can stay awake for it. Science Supports Your Habit of Falling Asleep to Stupid Podcasts (feature health article) my-ap.us/34GOajz The influence of white noise on sleep in subjects exposed to ICU noise (study of white noise to help induce sleep) my-ap.us/34MF8BR Sleep With Me (podcast specifically for sleep inducement) my-ap.us/35LPKST Sleep Headphones Wireless, Perytong Bluetooth Sports Headband Headphones with Ultra-Thin HD Stereo Speakers Perfect for Sleeping,Workout,Jogging,Yoga,Insomnia, Air Travel, Meditation amzn.to/36W3p9W Sponsored by HAPS 1 minute The Human Anatomy & Physiology Society (HAPS) is a sponsor of this podcast.  You can help appreciate their support by clicking the link below and checking out the many resources and benefits found there. Don't forget the HAPS Awards, which provide assistance for participating in the HAPS Annual Conference. Anatomy & Physiology Society theAPprofessor.org/haps Flashcards Again 9 minutes Part of our role as teachers is to be learning therapists who help our students diagnose barriers to learning and then develop effective treatment plans to become better learners. Flashcards: Hidden Powers | Episode 58 Survey Says... 1 minute Please take about 5 minutes to answer some questions—it will really help improve this podcast! theAPprofessor.org/survey   Flashcard Learning Tricks 13.5 minutes Building on Flashcards: Hidden Powers | Episode 58, Kevin discusses using images, color coding, the beauty of plaid flashcards (ahem), and the layering (interleaving) effect. Six a Day (blog article for A&P students) my-ap.us/2Z4Y5OV Learn how to Study Using... Retrieval Practice (blog article for any student) my-ap.us/35GW5Ph More Flashcards 1.5 minutes Yep, there's more about flashcards coming in the third part of this series. Check out Episode 60 when the time comes. As promised, I reveal the secret of the levitating flashcard. But the only way to access this video is by using the TAPP app, where the bonus video resides. Plays episodes of this podcast Plus bonus material (PDF hanounds, images, videos) Free of charge Lots of great features and functionality Easy way to share this podcast Even folks who don't know how to access a podcast can download an app Getting the TAPP app Search "The A&P Professor" in your device's app store iOS devices: my-ap.us/TAPPiOS Android devices: my-ap.us/TAPPandroid Kindle Fire: amzn.to/2rR7HNG Delta Wave Radio Hour 6.5 minutes Need to fall asleep fast? Listen to Dr. ZZzzz drone on about Influenza, using information from the CDC, in this popular fictional podcast. Please do not drive or operate machinery while listening to this bonus track after the episode close. Dedicated to Dic and Ellen.   If the hyperlinks here are not active, go to TAPPradio.org to find the episode page. More details at the episode page. Transcript available at the episode transcript window. Listen to any episode on your Alexa device. Need help accessing resources locked behind a paywall? Check out this advice from Episode 32 to get what you need! https://youtu.be/JU_l76JGwVw?t=440   Tools & Resources  Amazon TextExpander Rev.com Snagit & Camtasia The A&P Professor Logo Items   Sponsors   Transcript and captions for this episode are supported by the  American Association for Anatomy. anatomy.org   The Human Anatomy & Physiology Society  also provides marketing support for this podcast.  theAPprofessor.org/haps   Distribution of this episode is supported by  NYCC's online graduate program in  Human Anatomy & Physiology Instruction (HAPI)  nycc.edu/hapi   Clicking on sponsor links  helps let them know you appreciate their support of this podcast!   Follow The A&P Professor on  Twitter, Facebook, Blogger, Nuzzel, Tumblr, or Instagram!   The A&P Professor® and Lion Den® are registered trademarks of Lion Den Inc. (Kevin Patton)  

This month, Gina and Tom explore the study of patterns with Northampton Community College Professor of Math, Dennis Ebersole. Join us as he explains how our brains make sense of the world and why we should think about getting rid of grading. Please be sure to subscribe to, rate, and review the podcast and follow us on Facebook, Twitter, and Instagram @pedagogyagogo.

Where do we begin building? What is the learner's foundation? How do we decide where to start building? Today we discuss formal and informal assessment and how it helps us find where to begin teaching.

We’re off to Moscow to look at one of the best-known examples of Constructivist architecture: Moisei Ginzburg’s iconic Narkomfin building. Designed to embody the early-Soviet ideal of communal living but soon falling out of favour with the Kremlin, the building fell into disrepair until Ginzburg’s grandson Alexei led much-needed renovations in 2017.

On this episode we learn from Dr. Mark Scholl, an associate professor of counseling at Wake Forest University, about his work in counseling the ex-offender population. His scholarship focuses on culturally responsive approaches to counseling and supervision; Existential counseling and psychotherapy; Constructivist approaches to counseling; Career counseling with ex-offenders & individuals with disabilities. Contact us at theoryofchangepodcast@gmail.com Music By The Passion HiFi  www.thepassionhifi.com

Failure! How do we learn from failure? I explore the use of failure to build on what we already know. How did NASA learn from Failure? How have I learned from Failure? Can Failure be fun?

I am a teacher and technology enthusiast. I want to learn and share great ideas in the constructivist and educational technology world. This podcast is an introduction to me and my reasons for podcasting. Change Tomorrow!

Tracing the revolution in graphic design in the 1920s, the exhibition Jan Tschichold and the New Typography: Graphic Design Between the World Wars, on display at the Bard Graduate Center gallery until July 7, displays materials assembled by typographer and designer Jan Tschichold (1902–1974) in Weimar, Germany throughout his life. Tschichold’s 1928 book “Die Neue Typographie” was one of the key texts of modern design, partly due to its grasp of Constructivist ideas and new print technology, but also for its practical use as a design manual. His collection of design and art works by esteemed colleagues like Kurt Schwitters, El Lissitzky, László Moholy-Nagy, Herbert Bayer, Piet Zwart, and Ladislav Sutnar, purchased by Phillip Johnson and donated to the Museum of Modern Art, forms the foundation of the exhibition. In this installment of Leonard Lopate at Large, the show’s curator Paul Stirton, an associate professor of modern European design history at the Bard Graduate Center, joins critic and co-founder of the design criticism program at SVA Steven Heller for a discussion of the work that changed graphic design forever.

Drew Perkins talks with author Natalie Wexler about her work, specifically her recent Forbes article asserting constructivist education is not closing educational gaps that are rooted in socioeconomic differences. Links & Resources Mentioned In This Episode: nataliewexler.com @natwexler Forbes: To Attack Inequality, We Need A Different Kind Of Education Forbes: Why Homework Doesn't Seem To Boost Learning--And How It Could The TeachThought Podcast Ep. 147 Unpacking PBL Through A Student’s Passion The TeachThought Podcast Ep. 146 Does Education Have a Twitter Problem? Straw Project PBL Exemplar The TeachThought Podcast Ep. 138 Is Knowledge Being Overlooked For Inquiry In Progressive Education? danielwillingham.com/ alfiekohn.org Edutopia: Project-Based Learning: Raising Student Achievement for All Learners

Juliana Texley holds a master’s in biology and chemistry, and a PhD in curriculum development/science education from Wayne State University, and has over thirty years of teaching experience. She is a graduate-level adjunct professor specializing in educational technology and assessment, science, and science teaching at Central Michigan University. Juliana has been a National Science Teachers Association (NSTA) member for thirty years, and served as president from 2014-2015. Ruth M. Ruud has over thirty-five years of teaching experience ranging from early childhood to undergraduate studies. She has a master’s degree in education with additional coursework in all areas of science. A former Delta Education FOSS (Full Option Science System) consultant, Ruth currently works as an adjunct professor teaching physical geography courses at Cleveland State University. She served as president of the Pennsylvania Science Teachers Association and has chaired a number of committees of the National Science Teachers Association (NSTA), is a member of the NSTA Recommends committee, and is the head reviewer for the NSTA Shell Science Lab Challenge. In this episode we discuss: The mission of National Science Teacher's Association (NSTA). The significance of introducing STEM to children at an early age. The process of co-authoring Teaching STEM Literacy. Amazon: Teaching STEM Literacy: A Constructivist Approach for Ages 3 to 8 with Juliana Texley and Ruth Ruud Contact: Donate to CSTEM CSTEM.org Annual Report

Restoring your own grandfather's building.What can we learn from the legacy of the Narkomfin building in Moscow? Clem Cecil talks with the building's chief restoration architect Alexei Ginzburg about Narkomfin, the building designed by his grandfather Moisei Ginzburg, one of the leading members of the Constructivist group. Alexei and his wife Natasha recently published in facsimile, the English translations of Moisei's books about architecture: 'Rhythm in Architecture' and 'Dwelling'.This podcast episode was edited and produced for Pushkin House by Borimir Totev.

Professor Paul Kirschner is a distinguished university professor and educational realist at the Open University of the Netherlands. Paul joins me for a fascinating chat about modern education and debunking a series of educational myths, such as Learning Styles, Digital Natives, Learning Pyramids and Multi-Tasking. We also touch on the challenges of problem or discovery based learning in relation to cognitive load theory.   Here are links to the papers and books Paul mentioned: Urban Myths about Learning and Education  The myths of the digital native and the multitasker Why Minimal Guidance During Instruction Does Not Work: An Analysis of the Failure of Constructivist, Discovery, Problem-Based, Experiential, and Inquiry-Based Teaching Here is a link to the website and book on Ten Steps to Complex Learning and Paul also blogs at 3-Star Learning Experiences: An Evidence-Informed Blog for Learning Professionals   You can follow Paul using the twitter handle: @P_A_Kirschner To continue the conversation use: #AnatPodcast Follow: @AnatEducPodcast Visit: anatomypodcast.co.uk for more information   The Anatomy Education Podcast is supported by the American Association of Anatomists. For information about upcoming events, membership details and much more, visit www.anatomy.org.

One hundred years after the Russian Revolution, the intellectual and ideological nature of the art and culture produced between October 1917 and the collapse of the Soviet Union in 1991 remained hotly debated and, at times, poorly understood. Here, Juliet Jacques welcomes writer/critics Maria Chehonadskih, Owen Hatherley (author of Militant Modernism (2009), Landscapes of Communism (2015) and The Chaplin Machine (2016)) and Ilia Rogatchevski to discuss the cultural legacy of the Soviet period and challenge Western preconceptions about the relationship between art and politics in the former USSR, from the Constructivist energy of the 1920s and imposition of Socialist Realism under Stalin, all the way through to the underground art movements of the 1980s. WORKS REFERENCED: Maria Chehonadskih on Pussy Riot – https://www.radicalphilosophy.com/commentary/what-is-pussy-riots-idea Adam Curtis on Vladislav Surkov - https://www.youtube.com/watch?v=Od4MWs7qTr8 SERGEI M. EISENSTEIN, Aleksandr Nevsky (1938) SERGEI M. EISENSTEIN, Ivan the Terrible (Parts I & II) (1944-1958) SERGEI M. EISENSTEIN, October (Ten Days That Shook the World) (1928) EVALD ILYENKOV (Soviet theorist) - https://www.marxists.org/archive/ilyenkov/ ILYA & EMILIA KABAKOV (Moscow Conceptual School) - https://ilya-emilia-kabakov.com/ VITALI KOMAR (Sots Art founder) - http://www.komarandmelamid.org/ MIKHAIL LIFSHITZ(Soviet philosopher) - https://thecharnelhouse.org/2014/12/15/art-is-dead-long-live-art-mikhail-lifshitz-on-karl-marxs-philosophy-of-art/ EDUARD LIMONOV (National Bolshevik Party) CHRIS MARKER, The Last Bolshevik (1993) - https://www.independent.co.uk/arts-entertainment/film-happiness-is-making-a-bolshevik-laugh-1459870.html VLADIMIR MAYAKOVSKY, '150,000,000' (1919-1920) - https://en.wikipedia.org/wiki/150_000_000 VLADIMIR MAYAKOVSKY, The Bathhouse (1929) - https://en.wikipedia.org/wiki/The_Bathhouse VLADIMIR MAYAKOVSKY, The Bedbug (1928) - http://snoowilson.co.uk/The%20Bedbug.pdf ALEKSANDR MEDVEDKIN (Soviet filmmaker) - https://en.wikipedia.org/wiki/Aleksandr_Medvedkin Deimantas Narkevičius (Lithuanian filmmaker/artist) YURI OLESHA, Envy (1927) - https://godsavethetsar.wordpress.com/2015/08/04/dont-laugh-andrei-petrovich-yuri-oleshas-envy/ VIKTOR PELEVIN (Russian author) BORIS PILNYAK, The Naked Year (1928) - http://www.overlookpress.com/ardis/naked-year-1.html ANDREI PLATONOV, The Foundation Pit (1930) - https://en.wikipedia.org/wiki/The_Foundation_Pit ABRAM ROOM, Bed and Sofa (1927) - http://www.calvertjournal.com/articles/show/1339/film-club-sofa-and-bed-abram-room VLADIMIR SOROKIN (Russian author) VLADIMIR TATLIN, Letatlin – http://www.atlasobscura.com/articles/the-birdlike-soviet-flying-machine-that-never-quite-took-off VLADIMIR TATLIN, 'Monument to the Third International' (1919-1920, unbuilt) DZIGA VERTOV, The Eleventh Year (1928) - https://www.youtube.com/watch?v=SSve8HNjZ4Y DZIGA VERTOV, Enthusiasm: Symphony of the Donbass (1930) - https://www.youtube.com/watch?v=vUInm2dC6Ug DZIGA VERTOV, Kino-Pravda (1920s) - https://www.youtube.com/watch?v=J0SJyLX9MgQ DZIGA VERTOV, Man with a Movie Camera (1929) DZIGA VERTOV, Stride, Soviet! (1926) - https://www.youtube.com/watch?v=ILG1_ceQCzE DZIGA VERTOV, Three Songs of Lenin (1934) - https://www.youtube.com/watch?v=x66SYdygrpE VOINA, phallus on Liteiny Bridge, St. Petersburg - https://www.theguardian.com/artanddesign/2011/apr/12/voina-art-terrorism

Our first discussion was held on Saturday, the 10th of January 2015. Professor K P Mohanan, Center for Integrative Studies, Indian Institute for Science Education and Research (IISER) was our first presenter in this series. He shared his views on “Implementing Constructivist Education: Educational Goals vs. the Pedagogical Means to Achieve the Goals”. Click here for a … Continue reading Implementing Constructivist Education: Educational Goals vs. the Pedagogical Means to Achieve the Goals

Teachers play a vital role in providing our children and grandchildren with the knowledge and skills they need to become productive members of society. However, that role is greatly diminished for many teachers these days. They are given little choice but to follow the directives of school administrators, who micromanage anything and everything from how to write comments in report cards to the teaching methods that can and should be used in the classroom. Constructivist teaching is often imposed on teachers, particularly in Alberta. It's a method that encourages students to discover facts and concepts on their own and avoid direct instruction from teachers. The value of such risky, new methods is rarely evident, but teachers are reluctant to complain because in their professional evaluations, administrators will consider whether teachers applied these “student-centered” methodologies in the classroom. We should all be wary of teaching methods that are fads which lack any strong evidence of success. Administrators should give teachers the freedom and allow them to adapt their methods to needs of their students to yield positive and measurable results. Teachers should teach in the way they think best, as long as they can prove their students are learning. I'm Roger Currie. Join us again next week for more thoughts on the Frontier. For more on education policy, visit our website www.fcpp.org

Walter Plotnick is a photo-based artist who lives and works in the Philadelphia area. He received his MFA from University of the Arts and BFA from Tyler School of Art. My current work is a hybrid of wet photography and digital process. I am influenced by the work of Bauhaus, Constructivist and Surrealist Photographers from the 1920s through the 1930s. I make photographs and photograms by constructing temporary still lifes, using vintage found objects and images on top of photographic paper in the darkroom. By manipulating a variety of light sources, then digitally combining, repeating or adding images, I am able to visually explore an abstract environment with objects and light, creating movement, form and tension.  http://walterplotnick.com http://www.getty.edu/art/exhibitions/heartfield/ www.thecandidframe.com info@thecandidframe.com

Do you want rock-hard abs? Slimmer hips and firmer buttocks? Do you reject the idea of autonomous art? Join Tyler Ashley and his group of dancers - the SARAHS - in today's most comprehensive exercise and education program in Constructivism! Don’t miss this opportunity to explore Constructivist concerns about the arrangement and power of the body in space through a unique mash-up of aerobics class clichés and a 19th century Czech “slet.” With explosive movement, live music, and audience interaction, Ashley and the SARAHS probe Constructivist preachings and design. Direction by Tyler Ashley. Choreography by Tyler Ashley and the SARAHS (Tyler Ashley, Ethan Baldwin, Hooba Booba, Sarah Donnelly, Zoe Farmingdale, Sarah Holcman, Benjamin Kimitch, Cacá Macedo, Rakia Seaborn, Kris Seto, Ashley Walters, Theodor Wilson). Music and Sound by Theodor Wilson. Costumes designed by Alyssa Tang and Sole Salvo, inspired by Stepanova. Production Manager, Sarah Donnelly. Press Manager, Victoria Michelotti. The performance will begin on the High Line in the Chelsea Market Passage, near West 16th Street, and move south to The Standard, New York near Little West 12th Street.

ASA Meeting 2010 on Science, Faith, and Public Policy at Catholic University in America in Washington, DC

Why did Constructivist artists of the 60s and 70s find it so hard to switch from calculators and graph paper to BASIC and PCs? Was there something in their pre-computer ‘programmatic’ ways of working that did not readily transfer to computer programming - something that could now be recovered and used to refresh current software based art practices that constantly struggle with the limitations of proprietary operating systems, desktop interfaces and network protocols?

The purpose of this action research was to describe the effect of a five month professional development innovation using portfolios to learn about teaching with constructivist principles. Participants were ten primary English teachers from a Catholic girls’ school in Guayaquil, Ecuador. The portfolios represented cycles of action, reflection and goal setting.