Podcasts about Lev Vygotsky

This week I'm joined by Dr Jan Eppingstall to talk about scaffolding - what it means, how it helps with hoarding recovery, and why our needs for support change over time. We break down practical, emotional, and motivational scaffolding, from therapy and peer support to self-made systems and the way we talk to ourselves. If you've ever wondered how to find the right kind of help without feeling stuck with it forever, this is the episode for you. Buy your copy of Everything You Need to Know About Hoarding by Dr Lynne Drummond at cambridge.org/EverythingHoarding, and get 20% off with the discount code HOARDING20. #ad Explanation of Scaffolding and the Zone of Proximal Development Definition of scaffolding from educational psychology. Origins in Lev Vygotsky's work: helping people accomplish tasks with support. Relevance to hoarding and recovery. Application of Scaffolding to Hoarding Recovery Psychological, cognitive, and emotional elements in hoarding. Physical and organisational skill deficits in people who hoard. Differences and interplay between psychological barriers and practical skills. Illustrating support levels: from high assistance to independence. Personal examples demonstrating that support needs can resurface over time. The Changing Nature of Scaffolding Scaffolding shifts in form and amount as people progress or encounter setbacks. Individualisation: What's supportive for one may not be for another. Types of Scaffolding for Hoarding Recovery External supports: therapists, peers, coaches. Direct instruction and physical assistance. Environmental modifications. Tools and resources. Social encouragement and accountability. Assessing current functioning. Matching support to challenge level (not too easy, not too hard). Gradually reducing support as independence grows. Scaffolding for Neurodivergent Individuals Adjustments for ADHD: Shorter work periods, built-in breaks. Accountability partners and visual reminders/checklists. Adjustments for Autism: Predictable routines. Clear rules and decision trees. Sensory-friendly environments. Executive Function Challenges and Tailored Scaffolding Strategies like breaking down decisions, using templates, "parking lot" systems for deferred decisions. Recognising that executive function can be context-specific and fluctuate. Importance of Emotional Scaffolding Emotional regulation during dehoarding. Need for self-soothing and distress-tolerance skills as support is reduced. Informal and Internal Scaffolding Peer support, self-talk, problem solving, reminders. Adapting systems in the home as a supportive structure. Habituation and Evolvement of Support Systems Reminder fatigue and strategies to combat it (rotating formats, colours, locations). The necessity for systems to evolve as needs and effectiveness change. Mindset Shifts and Realistic Expectations Acceptance that supports may need to be re-engaged during crises or setbacks. Not viewing return to scaffolding as failure - progress and healing aren't linear. Testing assumptions about personal limitations. Re-evaluating and Customising Support Creating, testing, and modifying practical systems in the home with or without outside perspective. Recognising the value of trying new strategies even if initial skepticism exists. Links Zone of Proximal Development The Metaphor of Scaffolding: Its Utility for the Field of Learning Disabilities, Stone, C. Addison, Journal of Learning Disabilities, 0022-2194, July 1, 1998, Vol. 31, Issue 4 Podcast ep 183: ADHD, executive dysfunction and creating hacks and systems to reduce clutter chaos, with Carrie Lagerstedt Money Love podcast Podcast ep 127: Overcoming overspending with Paige Pritchard, Money Coach Come to a Dehoarding Accountability Zoom session: Accountability Booking Form Dr Jan Eppingstall at Stuffology https://www.facebook.com/stuffologyconsulting/ https://twitter.com/stuff_ology https://www.instagram.com/stuff_ology/ Dr Jan Eppingstall on Pinterest Website: Overcome Compulsive Hoarding Become a Dehoarding Darling Submit a topic for the podcast to cover Questions to ask when dehoarding: https://www.overcomecompulsivehoarding.co.uk/podquestions Instagram: @thathoarderpodcast Twitter: @ThatHoarder Mastodon: @ThatHoarder@mastodon.online TikTok: @thathoarderpodcast Facebook: Overcome Compulsive Hoarding with That Hoarder Pinterest: That Hoarder YouTube: Overcome Compulsive Hoarding with That Hoarder Reddit: Overcome Compulsive Hoarding with That Hoarder subreddit Help out: Support this project Sponsor the podcast Subscribe to the podcast Subscribe to the podcast here

In this episode, I explore how Lev Vygotsky's ideas of scaffolding and the Zone of Proximal Development offer a powerful framework for working with neurodivergent clients. Using the image of a garden trellis, I reflect on how therapy provides the structure and support needed for authentic, self-directed growth—guiding without constraining, and always honoring the client's natural direction.

NOTE: This podcast was recording in November, 2024. Today, Clark and Matt are joined once again by our dear friend, Nidhi Sachdeva.  We talk about Desirable Difficulties, originally coined by Robert Bjork and further explored with him and his wife, Elizabeth Bjork. A great overview paper can be found here: https://bjorklab.psych.ucla.edu/wp-content/uploads/sites/13/2016/04/EBjork_RBjork_2011.pdf Of course, we talk about the five strategies to foster desirable difficulties: Spaced Learning/ Distributed Practice Retrieval Practice/ The Testing Effect Interleaving Contextual Interference Reduced Feedback We even take a brief detour on whether note taking is effective. And of course, the answer is nuanced... see more here, from Paul Kirschner: https://3starlearningexperiences.wordpress.com/2023/05/09/longhand-notetaking-is-worth-using/ Clark references Mihaly Robert Csikszentmihalyi's Flow... and frankly, the wiki page on it is pretty darn good. https://en.wikipedia.org/wiki/Flow_(psychology)#:~:text=Flow%20state%20theory%20suggests%20that,key%20determinant%20of%20learning%20success. He also mentions Lev Vygotsky's Zone of Proximal Development. https://en.wikipedia.org/wiki/Zone_of_proximal_development Matt references Thiagi's jolt called THE DAYS OF THE WEEK. Here is a video of the short activity: https://ldaccelerator.com/days-of-the-week-jolt Clark references MAKE IT STICK, by Brown, Roediger, and McDaniel: https://www.amazon.com/Make-Stick-Science-Successful-Learning/dp/B0DG1195CM, as well as their colleague, Pooja Argawal, and her book, POWER TEACHING: https://www.amazon.com/Powerful-Teaching-Unleash-Science-Learning/dp/111952184X/ref=as_li_ss_tl?keywords=powerful+teaching&qid=1572929667&smid=ATVPDKIKX0DER&sr=8-3&linkCode=sl1&tag=retrievalprac-20&linkId=a877fbf2e13704463c6402641571742c&language=en_US We do mention the LDA Learning Science Conference 2024... and how Nidhi will be there presenting about Desirable Difficulties... However, the conference is now past. But, Nidhi will be at the upcoming LDA The Evidence-Informed Practitioner Conference in April, 2025 and repeating her work in the 2025 Learning Science Conference. ________________________________________________ More about Nidhi… Nidhi Sachdeva is an evidence-informed learning designer, post-secondary educator, researcher, and educational technology specialist. She is interested in designing and integrating evidence-informed instructional practices using various educational technology tools, including GenAI. Recently, she has been researching this through microlearning and cognitive science. Nidhi is the co-author of a newsletter called The Science of Learning, which aims to reduce gaps between educational research and instructional practice. She also chaired the ResearchEd Toronto conference 2024, ' Discovering the Science of Learning.'  With almost 20 years of experience developing and facilitating learning content for both face-to-face and online courses within formal higher education, Nidhi is extremely passionate about integrating the Science of Learning into her pedagogical practice. She is currently teaching in the Teacher Education program at the Ontario Institute for Studies in Education (OISE).  

The complete audiobook is available for purchase at Audible.com. https://www.audible.com/pd/Hegel-Marx-and-Vygotsky-Audiobook/B0DB9C214H Hegel, Marx and Vygotsky Essays on Social Philosophy By Andy Blunden Narrated by Gary D. MacFadden Andy Blunden's Hegel Marx & Vygotsky, Essays in Social Philosophy presents his novel approach to social theory in a series of essays. Blunden aims to use the cultural psychology of Lev Vygotsky and the Soviet Activity Theorists to renew Hegelian Marxism as an interdisciplinary science. This allows psychologists and social theorists to share their insights through concepts equally valid in either domain. The work includes critical reviews of the works of central figures in Soviet psychology and other writers offering fruitful insights. Essays on topics as diverse as vaccine skepticism and the origins of language test out the interdisciplinary power of the theory, as well as key texts on historical analysis, methodology and the nature of the present conjuncture.

There is not much I enjoy more than sitting down with one of the innovative thinkers in compliance, Carsten Tams to find out what is on his mind regarding compliance. I recently had the opportunity to do so on the topic of making compliance training memorable. Over this short five-part series we will introduce the problem and challenges and then provide you with four proven strategies for success in your compliance training. In this Episode 4, we discuss making learning social and collaborative so that learners work together to search for understanding, meaning, or solutions. Social learning refers to learning with each other, from each other, and about each other. Social Learning Theory tells us that a lot of learning consist of observing and emulating others. Collaborative learning also affords participants with the opportunity to gain unique insights and skills. Cooperative learning allows participants to develop their social-emotional and interpersonal skills. They can practice ethical voice, simply by discussing an ethical situation with each other.  Tom and Carsten explore the concept of social learning, referencing theories by Lev Vygotsky on social constructivism and Albert Bandura on vicarious learning and self-efficacy, to explain how behaviors and ethical values are acquired through social interaction. They emphasize that learning ethics and compliance can be more effective in a social context, whether it is through discussing ethical dilemmas, observing others' behaviors, or learning from shared experiences. The dialogue also touches on the importance of building social capital through ethical discussions, which helps in crafting solutions to ethical challenges as a team. Furthermore, they argue that every aspect of work has an ethical dimension and that recognizing the ethical implications of seemingly minute actions can significantly contribute to an organization's ethical resilience. The episode concludes with anticipation for the next episode focusing on making compliance training fun.  Highlights and Key Issues Discussed ·      Introduction to Social Learning in Ethics and Compliance ·      Exploring Social Learning Theory ·      The Impact of Social Learning on Ethical Behavior ·      Social Learning's Role in Organizational Culture ·      Practical Examples of Social Learning in Action ·      Deep Dive into Safety and Ethics in the Workplace  Resources Articles and Books ·      Boyd, R., Richerson, P. J., & Henrich, J. (2011). The cultural niche: Why social learning is essential for human adaptation. Proceedings of the National Academy of Sciences, 108(Supplement_2), 10918–10925. doi:10.1073/pnas.1100290108 ·      Reed, M., Evely, A. C., Cundill, G., Fazey, I., Glass, J., Laing, A., Newig, J., Parrish, B., Prell, C., Raymond, C., & Stringer, L. C. (2010). What is social learning? Ecology and Society, 15(4), [r1].  ·      Marjan Laal, Seyed Mohammad Ghodsi, Benefits of collaborative learning, Procedia - Social and Behavioral Sciences, Volume 31, 2012, Pages 486-490, ISSN 1877-0428, https://doi.org/10.1016/j.sbspro.2011.12.091. ·      Bandura, A. (1977). Social learning theory. Englewood Cliffs, NJ: Prentice Hall.  ·      Bauman, Z. (2000). Special essay. Am I my brother's keeper? European Journal of Social Work, 3(1), 5–11. doi:10.1080/714052807   Carsten Tams on LinkedIn Emagence Consulting Tom Fox Instagram Facebook YouTube Twitter LinkedIn

VYS0034 | The Weird Review of the Year 2023 Pt.1 - Show Notes 2023 was a weird year, a slightly frightening year, a year dominated by UAPs becoming ever more unidentified, AIs becoming ever more intelligent, the Military–industrial complex becoming ever more complex and human beings becoming ever more fucking stupid. In this first part of the second annual Weird Review of the Year, Hine takes Buckley on a fevered journey through the haunted forest of the memories of the year that was, stopping along the way to point out the many strange lights in the sky, the fierce black leopards in the long grass, and the spoon bending, sooth-saying light entertainer hiding in the dark shadows cast by the impenetrable canopy of misinformation onto the windy, uncertain and often deceptive desire-path of truth... (recorded 15 January 2024) Thanks to robo-Walken for his kind words and patience and as always to Keith for the show notes - give him a follow on bluesky: @peakflow.bsky.social Again, the news stories in this episode were sourced from the weird and wonderous website https://www.unexplained-mysteries.com/ - bookmark it and check it daily. Hine's Intro They Live, “Chew Bubble Gum and Kick Ass” scene; Crazy Yak - YouTube (https://www.youtube.com/watch?v=s1TcnQxV4BE) They Live (film) - Wikipedia (https://en.wikipedia.org/wiki/They_Live) Roddy Piper - Wikipedia (https://en.wikipedia.org/wiki/Roddy_Piper) All About Dog Poop - Purina (https://www.purina.co.uk/articles/dogs/health/digestion/guide-to-dog-poop) Christopher Walken - Wikipedia (https://en.wikipedia.org/wiki/Christopher_Walken) Imagination is a spectrum – and 1% of people can't mentally visualise things at all - The Conversation (https://theconversation.com/imagination-is-a-spectrum-and-1-of-people-cant-mentally-visualise-things-at-all-199794) Aphantasia - Wikipedia (https://en.wikipedia.org/wiki/Aphantasia) Mental image - Wikipedia (https://en.wikipedia.org/wiki/Mental_image) Aidan Wachter's website (https://www.aidanwachter.com/) Jason Miller's website (https://strategicsorcery.net/) The Shamanic Journey - Shaman Links (https://www.shamanlinks.net/shaman-info/about-shamanism/the-shamanic-journey/) Does Everyone Have an Inner Monologue? - Very Well Mind (https://www.verywellmind.com/does-everyone-have-an-inner-monologue-6831748) Lev Vygotsky, Thinking and Speech - Wikipedia (https://en.wikipedia.org/wiki/Lev_Vygotsky#Thinking_and_Speech) Subtitled speech: Phenomenology of tickertape synesthesia - Science Direct (https://www.sciencedirect.com/science/article/pii/S0010945222003203?via%3Dihub) Visual imagery vividness declines across the lifespan; Science Direct (https://www.sciencedirect.com/science/article/pii/S0010945222001897?via%3Dihub) January 2023 Russia ‘liquidates' UFO Russia Says It Shot Down a UFO - Newsweek (https://www.newsweek.com/russia-rostov-ufo-object-rostov-drone-1771582) Russia Says It Shot Down a UFO (includes video footage) - Cosmos News, YouTube (https://www.youtube.com/watch?v=pPNCy5L2bgk) What are UAPs, and why do UFOs have a new name? - CBS News (https://www.cbsnews.com/news/what-are-uaps-unexplained-aerial-phenomenon-ufos-new-name/) Uri Geller blames aliens for outages Jan 11, 2023 Tweet by Uri Geller (https://x.com/theurigeller/status/1613142144599953413?s=20) Uri Geller - Wikipedia (https://en.wikipedia.org/wiki/Uri_Geller) Software maintenance mistake at center of major FAA computer meltdown: Official - ABC News (https://abcnews.go.com/US/computer-failure-faa-impact-flights-nationwide/story?id=96358202) Meta's social media apps back up after brief outage, Downdetector says - Reuters (https://www.reuters.com/technology/metas-social-media-apps-down-thousands-users-downdetector-2023-01-26/) Microsoft cloud outage hits users around the world - CNN Business (https://edition.cnn.com/2023/01/25/tech/microsoft-cloud-outage-worldwide-trnd/index.html) Phenomena: The Secret History of the U.S. Government's Investigations into Extrasensory Perception and Psychokinesis, by Annie Jacobsen - Goodreads (https://www.goodreads.com/book/show/30841980-phenomena) Andrija Puharich - Wikipedia (https://en.wikipedia.org/wiki/Andrija_Puharich) Remote viewing - Wikipedia (https://en.wikipedia.org/wiki/Remote_viewing) Why Do Artists Lip Sync? Should It Be Acceptable? - Untapped Sound (https://untappedsound.com/why-do-artists-lip-sync-should-it-be-acceptable/) Secret CIA Tests Found TV Psychic Uri Geller Really Did Have Special Powers - The Daily Beast (https://www.thedailybeast.com/secret-cia-tests-found-tv-psychic-uri-geller-really-did-have-special-powers) Third Eye Spies, Official Trailer - YouTube (https://www.youtube.com/watch?v=tZvAd4TlUNY) Third Eye Spies (Full Documentary) - YouTube (https://www.youtube.com/watch?v=-WUaS_Ynd_M) Hellier Season 1 - Planet Weird TV (https://www.planetweird.tv/hellier-season-1) Study finds link between poor sleep and paranormal beliefs Poor Sleep Linked To Paranormal Beliefs Around Aliens, Ghosts, And Demons - IFL Science (https://www.iflscience.com/poor-sleep-linked-to-paranormal-beliefs-around-aliens-ghosts-and-demons-67190) The associations between paranormal beliefs and sleep variables - Journal of Sleep Research, Wiley Online Library (https://onlinelibrary.wiley.com/doi/10.1111/jsr.13810) Insomnia - Wikipedia (https://en.wikipedia.org/wiki/Insomnia) In Our Time (radio series) - Wikipedia (https://en.wikipedia.org/wiki/In_Our_Time_(radio_series)) In Our Time podcast episodes - BBC (https://www.bbc.co.uk/programmes/b006qykl/episodes/player) Dana Scully - Wikipedia (https://en.wikipedia.org/wiki/Dana_Scully) Sleep deprivation -- Wikipedia (https://en.wikipedia.org/wiki/Sleep_deprivation) Sleep paralysis - Wikipedia (https://en.wikipedia.org/wiki/Sleep_paralysis) Exploding head syndrome - Wikipedia (https://en.wikipedia.org/wiki/Exploding_head_syndrome) Night hag - Wikipedia (https://en.wikipedia.org/wiki/Night_hag) Analysis paralysis - Wikipedia (https://en.wikipedia.org/wiki/Analysis_paralysis) Consensus reality - Wikipedia (https://en.wikipedia.org/wiki/Consensus_reality) Surf culture - Wikipedia (https://en.wikipedia.org/wiki/Surf_culture) Scientists discover that the Sea Spider can regrow its anus Sea spiders can regrow their anuses, scientists discover - Live Science (https://www.livescience.com/sea-spiders-anus-regeneration) Pycnogonum litorale - Wikipedia (https://en.wikipedia.org/wiki/Pycnogonum_litorale) Arthropod - Wikipedia (https://en.wikipedia.org/wiki/Arthropod) Arachnid - Wikipedia (https://en.wikipedia.org/wiki/Arachnid) Uncovering the Mysteries of Sea Spider Anatomy - Spiders USA (https://spidersusa.com/uncovering-the-mysteries-of-sea-spider-anatomy/) Vayse episodes in January VYS0014 | The Weird Review of the Year 2022 (https://www.vayse.co.uk/vys0014) VYS0015 | The Green Witch's Guide to the January Blues - Vayse to Face with Jennifer Lane (https://www.vayse.co.uk/vys0015) The Wheel: A Witch's Path Back to the Ancient Self by Jennifer Lane - Goodreads (https://www.goodreads.com/book/show/59126905-the-wheel) The Witch's Survival Guide: Spells for Healing from Stress and Burnout by Jennifer Lane - Goodreads (https://www.goodreads.com/book/show/91301757-the-witch-s-survival-guide) The Black Air by Jennifer Lane - Goodreads (https://www.goodreads.com/book/show/61350299-the-black-air) February 2023 The Great High-Altitude Object Flap US shoots down suspected Chinese spy balloon over east coast - The Guardian (https://www.theguardian.com/us-news/2023/feb/04/chinese-spy-balloon-shot-down-us) 2023 Chinese balloon incident - Wikipedia (https://en.wikipedia.org/wiki/2023_Chinese_balloon_incident) Roswell incident - Wikipedia (https://en.wikipedia.org/wiki/Roswell_incident) Unidentified object shot down over Alaska by US military, White House says - The Guardian (https://www.theguardian.com/us-news/2023/feb/10/alaska-us-military-unidentified-object-white-house) Why the Military Keeps Spotting so Many Unidentified Flying Objects—and Then Shooting Them Down - Time (https://time.com/6255261/us-shoots-down-unidentified-objects/) List of high-altitude object events in 2023 - Wikipedia (https://en.wikipedia.org/wiki/List_of_high-altitude_object_events_in_2023) Body Snatchers in the Desert: The Horrible Truth at the Heart of the Roswell Story by Nick Redfern - Goodreads (https://www.goodreads.com/book/show/276887.Body_Snatchers_in_the_Desert) Nick Redfern's blog (https://nickredfernfortean.blogspot.com/) Progeria - Wikipedia (https://en.wikipedia.org/wiki/Progeria) What Really Happened at Roswell? - Where Did The Road Go? podcast (https://wheredidtheroadgo.com/show-archive/2023/item/845-what-really-happened-at-roswell-march-11-2023) Nick Redfern: The Roswell UFO Conspiracy - Somewhere in the Skies podcast (https://podcasts.apple.com/gb/podcast/somewhere-in-the-skies/id1227858637?i=1000385909775) Mirage Men: An Adventure into Paranoia, Espionage, Psychological Warfare, and UFOs by Mark Pilkington - Goodreads (https://www.goodreads.com/book/show/9045589-mirage-men) Encounters: Experiences with Nonhuman Intelligences by D.W. Pasulka - Goodreads (https://www.goodreads.com/book/show/65213521-encounters) Artificial intelligence - Wikipedia (https://en.wikipedia.org/wiki/Artificial_intelligence) Zeitgeist - Wikipedia (https://en.wikipedia.org/wiki/Zeitgeist) Man killed by chicken Man dies from ‘aggressive' chicken attack causes fatal puncture wounds; Yahoo (https://uk.finance.yahoo.com/news/man-dies-aggressive-chicken-attack-142956366.html) ‘Litres of blood': Daughter of man who died after chicken attack breaks silence - The Independent (https://www.independent.co.uk/news/world/europe/brahma-chicken-man-killed-jasper-kraus-b2284350.html) Man found dead in pool of blood after chicken attack, inquest hears - Irish Examiner (https://www.irishexaminer.com/news/arid-41070338.html) DARPA trials pilotless AI-powered fighter jets ACE Program's AI Agents Transition from Simulation to Live Flight - DARPA (https://www.darpa.mil/news-events/2023-02-13) The US Air Force Is Moving Fast on AI-Piloted Fighter Jets - Wired (https://www.wired.com/story/us-air-force-skyborg-vista-ai-fighter-jets/) Beyond Automation: How Artificial Intelligence Is Transforming Aviation - Future Flight (https://www.futureflight.aero/news-article/2023-07-13/beyond-automation-how-artificial-intelligence-transforming-aviation) Brace yourselves: AI could co-pilot planes, reveals Emirates Airline president - Interesting Engineering (https://interestingengineering.com/innovation/single-pilot-flights-with-ai) Vayse episodes in February VYS0016 | We Created It By Talking About It - Vayse to Face with Ken Eakins (https://www.vayse.co.uk/vys0016) SideVayse: SVYS002 | Darkness, Darkness (https://www.vayse.co.uk/svys002) The Darkness (band) - Wikipedia (https://en.wikipedia.org/wiki/The_Darkness_(band)) March 2023 Colombian children hospitalised after playing with a Ouija board (again) 28 girls hospitalized with ‘anxiety' after playing with Ouija board - New York Post (https://nypost.com/2023/03/07/28-girls-hospitalized-for-anxiety-after-ouija-board-game/) 11 children found collapsed in school corridor after playing Ouija board game - Daily Mirror (2022) (https://www.mirror.co.uk/news/world-news/11-children-found-collapsed-school-28459270) Ouija - Wikipedia (https://en.wikipedia.org/wiki/Ouija) Virgin Mary statues - Lostpedia (https://lostpedia.fandom.com/wiki/Virgin_Mary_statues) Occam's razor - Wikipedia (https://en.wikipedia.org/wiki/Occam's_razor) The Exorcist (film), 1973 - Wikipedia (https://en.wikipedia.org/wiki/The_Exorcist) The Exorcist | 4K Ultra HD Official Trailer; Warner Bros. - YouTube (https://www.youtube.com/watch?v=BU2eYAO31Cc) Cylindrical UFO sighted over Baghdad Cylindrical UFO detected by thermal imaging drone flying over Baghdad - Curious Cosmos (includes video) (https://curiosmos.com/cylindrical-ufo-detected-by-thermal-imaging-drone-flying-over-baghdad/) The "Jellyfish UAP" is just a smudge on the IR camera's casing - Reddit (includes arguments for and against) (https://www.reddit.com/r/UFOs/comments/192w8u1/the_jellyfish_uap_is_just_a_smudge_on_the_ir/) Floating "Jellyfish" UFO haunted US military base in Iraq for years, says former US Marine intelligence analyst - Daily Mail (includes videos) (https://www.dailymail.co.uk/sciencetech/article-12956423/Floating-Jellyfish-UFO-haunted-military-base-Iraq-years-says-former-Marine-intelligence-analyst-shown-infrared-video-colleagues.html) Optics, Human eye - Wikipedia (https://en.wikipedia.org/wiki/Optics#Human_eye) Seeing "Jesus in toast" phenomenon perfectly normal, professor says - Science Daily (https://www.sciencedaily.com/releases/2014/05/140506115622.htm) Pareidolia - Wikipedia (https://en.wikipedia.org/wiki/Pareidolia) George Knapp - Wikipedia (https://en.wikipedia.org/wiki/George_Knapp_(television_journalist)) Jeremey Corbell - Wikipedia (https://en.wikipedia.org/wiki/Jeremy_Corbell) Calvine UFO photo solved? UFO investigator claims to have ‘solved' UK's biggest X-Files mystery in Scotland - MSN, Daily Record (https://www.msn.com/en-gb/news/other/ufo-investigator-claims-to-have-solved-uk-s-biggest-x-files-mystery-in-scotland/ar-AA18iVpg) Secret UFO dossier into 1990 Scottish "spacecraft sighting" sealed for another 50 years - Daily Record (https://www.dailyrecord.co.uk/news/scottish-news/secret-ufo-dossier-1990-scottish-22824456) BAE Systems Military Air & Information - Wikipedia (https://en.wikipedia.org/wiki/BAE_Systems_Military_Air_%26_Information) Warton Aerodrome - Wikipedia (https://en.wikipedia.org/wiki/Warton_Aerodrome) Woman has been eating toilet paper every day for 23 years "It's Like Crack": Chicago Woman Gets Addicted To Eating Toilet Paper Rolls - India Times (https://www.indiatimes.com/trending/wtf/woman-addicted-to-eating-toilet-rolls-594963.html) Woman has been eating toilet paper every day for 23 years - Unexplained Mysteries (https://www.unexplained-mysteries.com/news/364593/woman-has-been-eating-toilet-paper-every-day-for-23-years) Pica (disorder) - Wikipedia (https://en.wikipedia.org/wiki/Pica_(disorder)) Matter-Eater Lad - Wikipedia (https://en.wikipedia.org/wiki/Matter-Eater_Lad) Magpie - Wikipedia (https://en.wikipedia.org/wiki/Magpie) Michel Lotito - Wikipedia (https://en.wikipedia.org/wiki/Michel_Lotito) Harry Crews - Wikipedia (https://en.wikipedia.org/wiki/Harry_Crews) Car: A Novel by Harry Crews - Amazon (https://www.amazon.co.uk/Car-Novel-Harry-Crews/dp/068802145X/) Classic Crews: A Harry Crews Reader by Harry Crews - Goodreads (https://www.goodreads.com/en/book/show/24844) Penny Royal, Season Two, Episode Two: Mystery Machine (James Shelby Downard) (https://www.pennyroyalpodcast.com/) James Shelby Downard - Wikipedia (https://en.wikipedia.org/wiki/James_Shelby_Downard) Searching for the Wrong-Eyed Jesus - Wikipedia (https://en.wikipedia.org/wiki/Searching_for_the_Wrong-Eyed_Jesus) Searching for the Wrong-Eyed Jesus (trailer); Dogwoof - YouTube (https://www.youtube.com/watch?v=6p3yEqMeU64) Arena: Searching for the One Eyed Jesus - BBC iPlayer (https://www.bbc.co.uk/iplayer/episode/b0074qfn/arena-searching-for-the-wrongeyed-jesus) Kesha - Wikipedia (https://en.wikipedia.org/wiki/Kesha) Gag Order (album) - Wikipedia (https://en.wikipedia.org/wiki/Gag_Order_(album)) Gag Order by Kesha (https://www.youtube.com/watch?v=7KOCqO0pNtc&list=PLxA687tYuMWjQSSU1zRr3N2-xg5X0-LUe) Kesha and the Creepies - Apple Podcast (https://podcasts.apple.com/us/podcast/kesha-and-the-creepies/id1534028155) Alice Cooper - Wikipedia (https://en.wikipedia.org/wiki/Alice_Cooper) St Vincent (musician) - Wikipedia (https://en.wikipedia.org/wiki/St._Vincent_(musician)) Kelly Osborne - Wikipedia (https://en.wikipedia.org/wiki/Kelly_Osbourne) Mitch Horowitz - Wikipedia (https://en.wikipedia.org/wiki/Mitch_Horowitz) Rick Rubin - Wikipedia (https://en.wikipedia.org/wiki/Rick_Rubin) Uri Geller posts more UFO stuff Uri Geller posts up footage of alleged UFO on Twitter - Unexplained Mysteries (https://www.unexplained-mysteries.com/news/365560/uri-geller-posts-up-footage-of-alleged-ufo-on-twitter) March 29, 2023 Tweet by Uri Geller (https://x.com/theurigeller/status/1641148655615737884?s=20) Vayse episodes in March VYS0017 | Occult Detective - Vayse to Face with Bob Freeman (https://www.vayse.co.uk/vys0017) VYS0018 | Ex Cabus Ad Astra - Vayse to Face with Kathryn J Preston (https://www.vayse.co.uk/vys0018) April 2023 Elon Musk starts new AI company Elon Musk quietly starts X.AI, a new artificial intelligence company to challenge OpenAI - VentureBeat (https://venturebeat.com/ai/elon-musk-quietly-starts-x-ai-a-new-artificial-intelligence-company-to-challenge-openai/) US Senate Committee holds open hearings on the UFO issue UFO hearing in Senate: New videos but no hard evidence - EarthSky (https://earthsky.org/human-world/ufo-hearing-senate-uap-congress/) Pentagon has "no credible evidence" of aliens or UFOs that defy physics - Space (https://www.space.com/pentagon-aaro-ufo-hearing-april-2023) AARO website (https://www.aaro.mil/) Ontology - Wikipedia (https://en.wikipedia.org/wiki/Ontology) Spanish athlete spends 500 days alone in cave A Spanish athlete spent 500 days alone in a cave — for science - NPR (https://www.npr.org/2023/04/17/1170388759/500-days-cave-beatriz-flamini-spain) Woman spends 500 days alone in a cave – how extreme isolation can alter your sense of time - The Conversation (https://theconversation.com/woman-spends-500-days-alone-in-a-cave-how-extreme-isolation-can-alter-your-sense-of-time-204166) Circadian rhythm - Wikipedia (https://en.wikipedia.org/wiki/Circadian_rhythm) Pop out cake - Wikipedia (https://en.wikipedia.org/wiki/Pop_out_cake) Social isolation and dementia risk - Alzheimer's Society (https://www.alzheimers.org.uk/about-dementia/managing-the-risk-of-dementia/reduce-your-risk-of-dementia/social-isolation) Time anxiety: what it is and how you can deal with it - Clockify (https://clockify.me/blog/managing-time/time-anxiety/) Time out of Joint: Capitalism takes a dysrhythmic toll on nature's clocks and human lives - Sociological Review (https://thesociologicalreview.org/magazine/march-2022/time/time-out-of-joint/) Vayse episodes in April VYS0019 – It's a Very, Very Mad World: Donnie Darko (https://www.vayse.co.uk/vys0019) VYS0020 | Messages of Deception - Vayse to Face with Mark Pilkington (https://www.vayse.co.uk/vys0020) Mirage Men: An Adventure into Paranoia, Espionage, Psychological Warfare, and UFOs by Mark Pilkington - Goodreads (https://www.goodreads.com/book/show/9045589-mirage-men) May 2023 Spherical object of unknown origin intercepted off Hawaii F-22s Intercepted “Spherical Object” Off Hawaii In Latest Balloon Chase - The Drive (https://www.thedrive.com/the-war-zone/f-22s-intercepted-spherical-object-off-hawaii-in-latest-balloon-chase) ‘Definitive proof‘: Big cats prowl the British countryside New DNA evidence "confirms" presence of big cats in the UK - Discover Wildlife (https://www.discoverwildlife.com/news/new-dna-evidence-confirms-presence-of-big-cats-in-the-uk) British big cats - Wikipedia (https://en.wikipedia.org/wiki/British_big_cats) Panthera Britannia Declassified (Official Trailer); Dragonfly Films - YouTube (https://www.youtube.com/watch?v=FQd87zpahpI) Panthera Britannia streaming: where to watch online? - Just Watch (https://www.justwatch.com/us/movie/panthera-britannia) Joe Exotic (‘The Tiger King') - Wikipedia (https://en.wikipedia.org/wiki/Joe_Exotic) Stanford professor says aliens are ‘100 %' on earth Stanford professor says aliens are ‘100 per cent' on earth, US is ‘reverse-engineering downed UFOs' - News.com (https://www.news.com.au/technology/science/space/stanford-professor-says-aliens-are-100-per-cent-on-earth-us-is-reverseengineering-downed-ufos/news-story/041694ef5df4791fbdfa303a08f34a9c) This Stanford Professor With CIA Ties Says Aliens Are ‘100 Percent' Already Here - Popular Mechanics (https://www.popularmechanics.com/military/weapons/a43978705/stanford-professor-says-aliens-are-already-here/) Garry Nolan - Wikipedia (https://en.wikipedia.org/wiki/Garry_Nolan) American Cosmic: UFOs, Religion, Technology by D.W. Pasulka - Goodreads (https://www.goodreads.com/book/show/38819245-american-cosmic) Encounters: Experiences with Nonhuman Intelligences by D.W. Pasulka - Goodreads (https://www.goodreads.com/book/show/65213521-encounters) Sekret Machines: Gods - Volume 1 of Gods, Man, & War by Tom DeLonge and Peter Levenda -Goodreads (https://www.goodreads.com/book/show/32505811-sekret-machines) Communion (1989) - Trailer; The SciFi Spot - YouTube (https://www.youtube.com/watch?v=JJ9SI7WShfU) Luis Elizondo - Wikipeida (https://en.wikipedia.org/wiki/Luis_Elizondo) Immunology - Wikipedia (https://en.wikipedia.org/wiki/Immunology) Erich von Däniken - Wikipedia (https://en.wikipedia.org/wiki/Erich_von_D%C3%A4niken) Sinister Forces Book Three: The Manson Secret by Peter Levenda - Goodreads (https://www.goodreads.com/book/show/19183915-sinister-forces-the-manson-secret) Whitley Strieber - Wikipedia (https://en.wikipedia.org/wiki/Whitley_Strieber) Operation Paperclip - Wikipedia (https://en.wikipedia.org/wiki/Operation_Paperclip) MKUltra - Wikipedia (https://en.wikipedia.org/wiki/MKUltra) Prisoner of Infinity: Social Engineering, UFOs, and the Psychology of Fragmentation by Jasun Horsley - Goodreads (https://www.goodreads.com/book/show/39729748-prisoner-of-infinity) FDA approves Elon Musk's Neuralink chip for human trials The FDA finally approved Elon Musk's Neuralink chip for human trials. Have all the concerns been addressed? - The Conversation (https://theconversation.com/the-fda-finally-approved-elon-musks-neuralink-chip-for-human-trials-have-all-the-concerns-been-addressed-206610) The Gruesome Story of How Neuralink's Monkeys Actually Died - Wired (https://www.wired.com/story/elon-musk-pcrm-neuralink-monkey-deaths/) Elon Musk's claim that no monkey died as a result of Neuralink implants contradicts records that show how the animals experienced brain swelling, paralysis, seizures, and other health effects, letter to SEC alleges - Business Insider (https://www.businessinsider.com/elon-musk-neuralink-monkeys-infections-paralysis-brain-swelling-implants-sec-2023-9?r=US&IR=T#:~:text=Musk%2C%20who%20co%2Dfounded%20the,connect%20to%20a%20device%20remotely) Musk's Neuralink faces federal inquiry after killing 1,500 animals in testing - The Guardian (https://www.theguardian.com/technology/2022/dec/05/neuralink-animal-testing-elon-musk-investigation) Neuralink website (https://neuralink.com/) Vayse episodes in May VYS0021 | Song of the Dark Man - Vayse to Face with Darragh Mason (https://www.vayse.co.uk/vys0021) Spirit Box S2 #18 / Peter Hine and Stephen Buckley, Dreams, Nightmares and Pan - YouTube (https://www.youtube.com/watch?v=Mkrq25g2vWc) SideVayse: SVYS003 | Anglezarke (https://www.vayse.co.uk/svys003) Prague - Wikipedia (https://en.wikipedia.org/wiki/Prague) John Dee - Wikipedia (https://en.wikipedia.org/wiki/John_Dee) Enochian - Wikipedia (https://en.wikipedia.org/wiki/Enochian) Allen Greenfield on Twitter (https://twitter.com/allengreenfield) Vayse online Vayse website (https://www.vayse.co.uk/) Vayse on Twitter (https://twitter.com/vayseesyav) Vayse on Instagram (https://www.instagram.com/vayseesyav/) Music From Vayse - Volume 1 by Polypores (https://vayse.bandcamp.com/album/music-from-vayse-volume-1) Vayse on Ko-Fi (https://ko-fi.com/vayse) Vayse email: vayseinfo@gmail.com

Büyümek ve gelişmek için muhakkak korkuya ihtiyacımız var. Eğer konfor alanından çıktığımızı sanarken korku, gerginlik, çatışma yaşamıyorsak konfor alanımızdan çıkmamışız demektir.Bu bölümde dört alanı barındıran bir modelden ve Lev Vygotsky'den bahsediyoruz. Kendimizin farklı parçalarıyla nasıl tanışabileceğimize ve nasıl büyüyüp genişleyebileceğimizi konuşuyoruz.Bahsi geçen modeldeki dört alan sırasıyla şunlardır:Büyüme Alanı > Öğrenme Alanı > Korku Alanı > Konfor Alanı.Keyifli dinlemeler.

If you're trying to cope with a "Dark" season in your career, this episode is for you. This is a phase many encounter but few confront. This week we delve deep into the profound teachings of Lev Vygotsky and the insightful Learning Zone Model by Tom Senninger. Dive into the mysterious depths where feelings of overwhelm and self-doubt lurk, echoing the challenges and anxieties faced by countless professionals. Yet, amidst this darkness shines the compassionate beacon of Tara Brach's RAIN technique. It's a peaceful, step-by-step mindfulness tool that helps us navigate the stormy seas of overwhelming emotions with determined grace. By understanding and addressing our feelings, we empower ourselves to emerge from the dark with clarity and confidence. Whether you're battling imposter syndrome or simply seeking guidance through challenging times, let RAIN be your guiding light. Dive in, discover, and be inspired to navigate life's challenges with empathy and resilience. Join us on this enlightening journey, and let's bring clarity to the darkest of times.Related EpisodesBad Day? Try ThisHow to Ask for HelpReduce Derailer StressMore Links and Resources Pick up your Mindful in 5 Book and Journal from Amazon Join the Discussion on LinkedIn Join the Mindful Ninjas: Subscribe to the newsletter Website: https://www.spiwejefferson.com/ Get a Custom Signed Book and Journal Facebook Instagram YouTube Contact Us: info@spiwejefferson.com Rate Us: Goodreads and Amazon...

Social cultural theory states that language is a tool to help solve problems, regulate our emotions, and communicate. It is a tool to help figure things out, explain things to students and for students to use to work through problems, and construct meaning. Want to learn more? Join Becky Chism and host, Michelle Olah as they walk us through what social cultural theory looks like in the world language classroom. Bio Rebecca (Becky) Chism, Ph.D. is an associate professor of foreign language pedagogy and pedagogy coordinator in the department of Modern and Classical Language Studies at Kent State University in Kent, Ohio. She teaches undergraduate and graduate courses in second and foreign language teaching methods and approaches. Her researcher interests include best practices in teaching, pre- and in-service teacher preparation, and computer-mediated communication. https://www.kent.edu/mcls/rebecca-chism Visit the Language Lounge on Twitter - https://twitter.com/langloungepod Connect with Michelle - https://twitter.com/michelleolah Have a comment or question? Leave a voicemail at (207) 888-9819 or email podcast@waysidepublishing.com Produced by Wayside Publishing - https://waysidepublishing.com Mentions Dr. Victoria Gilbert Kagan Cooperative Learning Structures, Spencer Kagan Stephen Krashen https://www.google.com/search?gs_ssp=eJzj4tLP1TcwrTBINioxYPTiLy5JLchIzVPILkosBtIAgfIJgw&q=stephen+krashen&rlz=1C1GCEA_enUS1047US1047&oq=stephan+kra&aqs=chrome.4.69i57j0i512l2j46i512j46i10i433i512j0i512l3j46i175i199i512j0i10i512.111808462j0j15&sourceid=chrome&ie=UTF-8 Lev Vygotsky https://www.simplypsychology.org/vygotsky.html

  Arrived in Ukraine, Andy and John deliver their aid to the hospital in Lviv. With the main object of the trip accomplished, they take a walk around the city and assess the mood. John interviews Vladimir Polo, a learntech entrepreneur based in Odesa about what it has been like to run a learning company in a war zone. And, in Theorists Corner we feature Lev Vygotsky and Wilhelm Reich. 00:00 - Start 01:11 - Intro 01:43 - From the border to Lviv 04:47 - Theorists Corner: Lev Vygotsky 06:34 - Fulfilling the Prime Directive 09:48 - Interview: Vladimir Polo 15:00 - Managing a dispersed business from a war zone 21:25 - The invasion and its impact on the company 30:29 - Lviv vibes 32:21 - Theorists Corner: Wilhelm Reich 34:16 - Outro Ukraine Fundraiser 2022 More information: http://www.ukrainefundraiser.co.uk Donate: https://www.justgiving.com/crowdfunding/ukrainefundraiser2022  Contact John Helmer X(Twitter): @johnhelmer LinkedIn: https://www.linkedin.com/in/johnhelmer/ Website: https://learninghackpodcast.com/ Patreon: https://www.patreon.com/LearningHack

Show Notes: In this episode, I share my favorite skill-teaching technique that I have used with my sons for the last 18 years. The technique is based on a concept known as the "zone of proximal development" (aka Z.P.D.) first popularized by famed Russian psychologist Lev Vygotsky. The best time to help your children learn new and challenging skills is when they are in the Z.P.D. Learn how to recognize when your child is in the zone, and how your assistance can lead to exponential growth.   Follow us: Enroll in PrepWell Academy Follow on Instagram Follow on Facebook If you want to support the show, here are three immediate steps to take. Subscribe to the podcast where ever you listen to podcasts Follow me on Instagram or Facebook Give us a review Share this episode with a friend Join our mailing list (by opting in on the homepage or in this article) Enroll your 9th or 10th grader in the program Podcast Host: PrepWell Academy's Founder, Phil Black, has spent a lifetime cracking the code on the world's most competitive programs: Yale University, Harvard Business School, Navy SEALs, Goldman Sachs, Entrepreneurship, Shark Tank (2X), etc. Learn More About PrepWell: Inside PrepWell Academy, Black teaches students everything they need to know about the college admissions process in a series of expertly-timed, 3-5-minute, weekly training videos starting in 9th grade and continuing through 12th grade [Note: this program can only be joined in 9th or 10th grade]. My specialties include military service academies, ROTC scholarships, Ivy League, and student-athletes.

On this episode of Communicate for Good, Erica discusses the difference between positive and negative stress including the zone of proximal development. She also shares that when approached in a reflective and conscious way both types of stress can impact one's ability to be successful. In addition, she offers seven ways of managing stress aka. stress busters, and also how to reframe your stress (and fear) by asking yourself, how can I shift my relationship with these things when it's within my control? Resources Referenced:3 Types of Stress and what you can do to fight them by Shonna Waters, PhD: https://www.betterup.com/blog/types-of-stressZone of Proximal Development by Lev Vygotsky: https://en.wikipedia.org/wiki/Zone_of_proximal_development Connect with Erica:Website: https://claxon-communication.com/LinkedIn: https://www.linkedin.com/in/ericabarnhart/Email: info@claxon-communication.com  Book Time With Erica: https://bit.ly/ChatWithErica 

Nadejda Krupskaia foi uma revolucionária, educadora, escritora, dirigente do Partido Operário Social Democrata Russo e uma das principais pensadoras da educação libertadora para os trabalhadores e trabalhadoras. Seu legado segue vivo e atual. Se quiser conhecer mais sobre: Inês Armand, Clara Zetkin, Vladimir Lenin, Lev Vygotsky e Paulo Freire, pode ouvir os episódios de Hoje na Luta sobre eles! Os trechos citados no áudio são do poema Por Que Ocupamos, de Lene Souza, a Poeta do MTST! MTST, QUEM SABE MAIS LUTA MELHOR! #educação #comunismo #socialismo

In Episode 133, Dr. Mindi Fried joins us to discuss her experience of aphantasia, the inability to picture thoughts and memories in the mind's eye, and how that affects how she teaches and learns anatomy and physiology. This is a chat that will increase our awareness of the huge and sometimes invisible diversity that exists among our students. 00:00 | Introduction 01:01 | What is Aphantasia? 05:45 | Sponsored by AAA 07:07 | Introducing Mindi Fried 09:03 | Sponsored by HAPI 09:48 | Mindi Fried on Aphantasia 29:25 | Sponsored by HAPS 30:20 | More with Mindi Fried 46:19 | Staying Connected   ★ If you cannot see or activate the audio player, go to: theAPprofessor.org/podcast-episode-133.html

Endnu engang skal vi tale om læring og udvikling. Og det er ikke hvem som helst, vi skal beskæftige os med, det er nemlig Lev Vygotsky og hans teori om hvordan kulturen/miljøet påvirker måden vi udvikler os på. Vi skal blandt andet tale zonen for nærmeste udvikling, og så taler vi om, hvad Piaget mon ville mene om Vygotsky.

In this week's education series, we dive into Part 2 of the developmental psychology theories, focusing on the work of Russian psychologist Lev Vygotsky. We go into his theory of cognitive development, the 'zone of proximal development', scaffolding, and the importance of language and culture, and how he differed from Jean Piaget. 

Welcome back, friends! Apologies for the brief delay in getting this episode out. We're now happily back on track and super stoked for what we have coming up—starting with today's episode. My guest is Dr. Michael Tomasello, a voraciously interdisciplinary thinker, an incredibly productive scientist, and a pioneer in the systematic comparison of chimpanzee and human capacities. Mike is a Distinguished Professor in the department of Psychology & Neuroscience at Duke University, where also holds appointments in Evolutionary Anthropology, Philosophy, and Linguistics. He is the author of growing list of influential books, including the recent Becoming Human: A Theory of Ontogeny and a new book coming out this fall titled The Evolution of Agency. In this conversation, Mike and I talk about how he came to study both children and chimpanzees. We discuss the challenges of working with each of these groups—and the challenges of comparing them. We talk about some of the key concepts that have figured prominently in Mike's work over the years—like joint attention and false belief—and well as some of the concepts he's been elaborating more recently—including norms, roles, and agency. We also discuss Vygotsky and Piaget; how humans got started down the path toward intense interdependence and cooperation; and what Mike thinks he got wrong earlier in his career. Lots in here, folks—let's just get to it. On to my conversation with Dr. Michael Tomasello. Enjoy!   A transcript of this episode will be available soon.   Notes and links 3:30 – Early in his career, Dr. Tomasello was affiliated with the storied Yerkes Primate Center. 5:00 – Major works by Lev Vygotsky (in translation) include Mind in Society and Thought and Language. 7:00 – A video about some of the early work of Wolfgang Kohler. 10:30 – Dr. Tomasello is the Emeritus Director of the Max Planck Institute for Evolutionary Anthropology in Leipzig. 17:00 – A chapter outlining some key results of “looking time” (or “preferential-looking”) experiments in developmental psychology. 21:00 – A recent article by Cathal O'Madagain and Dr. Tomasello about “joint attention to mental content.” 25:00 – A paper by Holger Diessel on demonstratives and joint attention. 25:00 – A video describing work that Dr. Tomasello and colleagues have carried out on chimpanzee theory of mind. A 2019 general audience article summarizing the state of this research. 28:00 – Dr. Tomasello's book on child development, Becoming Human: A Theory of Ontogeny, was published in 2018. 31:00 – A recent paper by Dr. Tomasello on the importance of roles in human cognition and social life. 34:00 – A recent paper by Dr. Tomasello on the psychology behind the human sense of obligation. 35:00 – A paper of Art Markman and C. Hunt Stillwell on “role-governed categories.” 36:00 – A paper by Christophe Boesch on “cooperative hunting roles” among chimpanzees. 38:00 – A very recent paper by Dr. Tomasello, “What is it like to be a chimpanzee?” 39:15 – A study by Dr. Tomasello and colleagues about whether apes (and children) monitor their decisions. 40:45 – Dr. Tomasello's most cited book, The Cultural Origins of Human Cognition, was published in 2001. 43:00 – Dr. Tomasello's next book, The Evolution of Agency, will be published in September by MIT press. You can read more about Dr. Tomasello's work at his website.   Many Minds is a project of the Diverse Intelligences Summer Institute (DISI) (https://disi.org), which is made possible by a generous grant from the Templeton World Charity Foundation to UCLA. It is hosted and produced by Kensy Cooperrider, with help from assistant producer Cecilia Padilla. Creative support is provided by DISI Directors Erica Cartmill and Jacob Foster. Our artwork is by Ben Oldroyd (https://www.mayhilldesigns.co.uk/). Our transcripts are created by Sarah Dopierala (https://sarahdopierala.wordpress.com/). You can subscribe to Many Minds on Apple, Stitcher, Spotify, Pocket Casts, Google Play, or wherever you like to listen to podcasts. **You can now subscribe to the Many Minds newsletter here!** We welcome your comments, questions, and suggestions. Feel free to email us at: manymindspodcast@gmail.com. For updates about the show, visit our website (https://disi.org/manyminds/), or follow us on Twitter: @ManyMindsPod.

John Reid is the president of JMReid Group. He's an entrepreneur and author of multiple books, the latest being the Five Lost Super Powers, why we lose them and how to get them back. In this show explore: John survived cancer 4 times, find how that builds resilience. Why context is king. Compassion with Empathy is life changing. Explore the Five Lost Super Powers and if you need to get them back. Join our Tribe at https://leadership-hacker.com   Music: " Upbeat Party " by Scott Holmes courtesy of the Free Music Archive FMA   Transcript: Thanks to Jermaine Pinto at JRP Transcribing for being our Partner. Contact Jermaine via LinkedIn or via his site JRP Transcribing Services   Find out more about John below: John on LinkedIn: https://www.linkedin.com/in/john-reid-a3007a2/ Facebook: https://www.facebook.com/jmreidgroup/ Instagram: https://www.instagram.com/jmreidgroup/ Company Website: https://jmreidgroup.com/   Full Transcript Below ----more---- Steve Rush: Some call me Steve, dad, husband, or friend. Others might call me boss, coach, or mentor. Today you can call me The Leadership Hacker. Thanks for listening in. I really appreciate it. My job as the leadership hacker is to hack into the minds, experiences, habits and learning of great leaders, C-Suite executives, authors, and development experts so that I can assist you developing your understanding and awareness of leadership. I am Steve Rush, and I am your host today. I am the author of Leadership Cake. I am a transformation consultant and leadership coach. I cannot wait to start sharing all things leadership with you Joining me on the show today is John Reid. He's the president and founder of the JMReid Group, a global behavioral change organization, specializing in leadership development, sales effectiveness, and skill enhancement. But before we get a chance to speak with John, it's The Leadership Hacker News.   The Leadership Hacker News Steve Rush: Recently, Microsoft CEO Satya Nadella pointed out the power of empathy in an interview with Harvard Business Review. He connected empathy with not just taking care of people, but also to design thinking, to innovation, customer care, and ultimately the bottom line. We've been taught since school, that empathy means stepping into somebody else's shoes and seeing the world from their perspective, but truly powerful forms of empathy, neither start nor stop there. They reach all areas of our life and work. They help us feel seen and safe, connected to others and empowered to manage conflict with kindness and inclusivity. A truly empathic leader is proactive. Good leaders just don't solve problems when they arise, but they actively seek out ways to smooth the path for their people and smoothing the way and removing obstacles requires empathy. It requires the ability to understand the wiring, the needs, the pace of people, and to respond accordingly. This kind of proactivity may require you to do your homework on the people you work with, understand their strengths and their challenges. It may also be required that you occasionally push back on things. And it's difficult as those things may seem, the kind of investment in your people. The compassion you need will really drive empathy and pay you back richly. Cognitive empathy is just what it sounds like. Empathy based on cognitive understanding. Somebody else's perspective. It doesn't require emotion from us, but it does require understanding and a willingness to engage with what is their understanding. Effective empathy is empathy that is based on emotion. When somebody cries or feels anger. This is effective empathy at work. A truly empathic leader is inclusive. More than just seeing someone else's perspective. Empathy means slowing down and seeing others' needs, speeds, and creeds, and then helping them find the environments that work best for them. An empathic leader is a leader who understands that not all of our brains are wired the same. Taking time to see other people's perspectives. Seeing them as individuals with unique wiring, with unique needs and unique motivations that creates them as an individual. So, if you want the best work from the people that you work with to encourage innovation, design thinking, all of the good things that come from psychologically safe environments, then take your compassion and your empathy muscles out for a workout. Building empathy as a leader is a skill and it's a great investment. You can do it for yourself, your people and your organization all at a time when the world needs kindness more than ever. That's been The Leadership Hacker News. We'd love to hear your insights and your stories, so please get in touch with us. Start of Podcast. Steve Rush: My special guest on today's show is John Reid. He's the president of JMReid Group. He's an entrepreneur and author of multiple books. I'm delighted to have John on the show. John, welcome to The Leadership Hacker Podcast. John Reid: It's great to be here. Thank you, Steve. Steve Rush: We always like to dive into our back stories of our guest, because they provide such a great landscape to how people have arrived at doing what they're doing. So maybe we can start John by this digging into a little bit out your background and how you've arrived to do what you do. John Reid: Why, thank you. I think everything's, you know, everything's important and sometimes nothing's important, but I'll leave that to the audience, I'm the youngest of five, and I grew up in Maryland, went to the university of Maryland and got an undergraduate degree. At that point in time in America, anyway, companies would come interview you on campus, and I got interviewed and got hired by Dow Chemical. What's interesting there, is that I'd never taken a chemistry course in my life and there was a brief period where Dow would hire people that they thought were good communicators for sales roles, despite having no chemical background. Steve Rush: Right. John Reid: And I joined them and that's the beginning of my chemical career, which I had great success in. I was actually in chemical week magazine as a rising star of the chemical industry back in the early nineties. So I was in sales, marketing, business — I had P&L responsibility, sort of the classic path. Left all that behind to join the training and development industry because I had a real passion around that. Around the idea that people could get better and wanted to get better if the development training was better. So, I got into that industry and worked for several different companies and ultimately started my own company 13 years ago. Steve Rush: And what was that pivotal moment for you when you thought, okay, now it's time for me to lead my business versus work for others? John Reid: It's a great question. And the truth is, I'm a four-time cancer survivor. And in America, again, at that time, when you have cancer, you need health insurance. I had four kids and I was the worker. So, I had to have health insurance and it's hard to have health insurance. So, I changed jobs to work for a company in Dallas, Texas, and we were negotiating to be the head of sales. And I was asking for, you know, a compensation, should they decide to let me go. And they said, no, that'll never happen. They'll never let me go. But I did negotiate health coverage for a period of time. And within three months they let me go. They were having real cash flow problems and they couldn't really afford me they thought. Interestingly enough, they called me two weeks later and asked me to come back because I made the point to them that they had a revenue problem, not a cost problem, but they thought they had a cost problem, let me go. That was the driver to start my own company, because I had that safety net of having health coverage and I could take a chance finally. Steve Rush: Yeah. It's funny, isn't? How unconsciously, we sometimes just need a little bit of security to give us that entrepreneurial flare of spirit to moving different directions. John Reid: Yeah, absolutely. Because we're always making risk reward calculations. Steve Rush: Right. John Reid: That's part of the work that I think about when I do leadership or sales training — you watch current behaviors and how they're behaving, you know, unconsciously, they're making this risk reward calculation and oftentimes they're making it incorrectly. And that's why they're behaving the way they are. And so sometimes you have to— you need to have them see a different calculation for some of these behaviors. Steve Rush: Yeah, definitely so. Nonchalantly you just said, yeah. Four-time cancer survivor. That is, one. It's incredibly unusual to survive cancer four times. But what I've learned from having met you previously, John, is you have this huge amount of resilience that comes from having been able to battle through these different events, time after time. And I just wondered, you know, how much of that drives your current approach and how much of that helped you with resilience? John Reid: Oh, it's helped me greatly. I had a type of cancer that you should frankly die from. It was a spindle cell sarcoma, which is a very rare sarcoma, and they don't know much about it and all that good stuff. To survive that of course you need others. So, I had a strong social network, particularly my wife Rose. So, you know, you need to have that. What it does give you — I had a friend who was a New York Times a writer and he had the chutzpa or whatever to ask me, you know, so what's good about having cancer? And I thought that's a gutsy question, you know, but it is a good question. And what's good about it is, it does give you perspective, you know, it does make you step back and what really matters? Like what am I doing? What matters? Steve Rush: And for your perspective's, been massive, isn't it? In all of your work in life. And I've seen that through, you know, some of the articles that you've read and some of the writings that you've done. There's lot re recall to perspective and get people to think about that context. John Reid: If I could wave a wand across the world and if I had my wish, I just wish everybody knew they're just walking around with a perspective. They're not, objectively, right. They're just not, it's all subjective. So, it's just— we're people walking around with perspectives. And unfortunately, we quickly because of the way our brain processes and all the stuff we know, we quickly go to right, you know, and us versus them and right versus wrong. When no, it's just a different perspective. Steve Rush: I love the framing of that because we all do have a perspective, but from often we come from a position of being sure or being right or being wrong about things. How do you get people to think about reframing that perspective so that it can serve them well? John Reid: When we look at learning and development, we're very learner centric. We're very much “who's the learner and where's their head at and why are they acting the way they do? Do they even know that?” And we don't approach anything from right wrong or from bad to good. People aren't behaving— I mean, bad is bad and bad is obvious. So, we don't, you know, we're not going to say— but most people are behaving good. They just could be better, better versions of themselves, better decision makers, build trust in a different way. So, they could be great, right? But most of us behave in a good way. So, to get the learner there, you've first got to say, hey, you know, we all make inferences and assumptions and that's quickly easy to do. You can have an inference test where people make all these inferences and you say, look, and then you show, them like the ladder of inference, how we move from data to selecting data, to assumptions, conclusions, and forming beliefs. And then you can have them explore another person's ladder and show that. And so, you can get people to quickly realize, yeah, I just have a perspective. And then what's cool is, we have this activity where we have a list of hot topics and not that hot, but topics like, I think vegan stuff is nonsense, or I think college should be free. Whatever the issue is. And the other party selects a topic that they have some interest in, that they have a point of view in, and then they're required to ask questions to a different point of view. So, I'll play the other point of view and adults simply cannot ask a good open ended, curious question about a topic that they believe they're right in. The questions are leading questions. Don't you think? Wouldn't you agree? How about, you know, it's just, we struggle. We can be curious in stuff we don't know about, but once we have a point of view, we really get in our own way. Steve Rush: Yeah, I love that. And curiosity is one of the things you were called out for when you were in your sales career at Dow, when you were on that rising star and RMB telling me it was that curiosity that really set you apart from all the other salespeople. Tell us a little bit about what happened there? John Reid: Yeah, and it was a blessing, right? These are all hidden blessings. So, I get hired by Dow. A lot of chemical engineers, chemistry degrees, technical experts. And there's little old me, you know, with the university of Maryland marketing degree and I'm going out and I'm actually one of the most successful salespeople in the company. And they had a rating system. And anyways, I just simply was. And I was because I would ask questions because and you know, I didn't know anything, but turns out, surprise, surprise, something with all know, people like to talk about themselves. People like to talk about what they do. They like to talk about their machinery. Now I wasn't going around acting like a complete idiot, but I was like, geez, you know, I don't know much about this operation. Why do you do it this way versus a different way? And people would talk. So early on I realized, you know, let the client talk. I do believe that salespeople work way too hard. Steve Rush: Yeah. John Reid: By that, I mean, they're just talking too much. Just ask questions and let them talk. They'll come to you; you know. I was lucky not to have that knowledge. There is a curse of knowledge. There is the technical expertise trapp. The more I knew, the less curious I got. There were people Steve who would say, I would never ask that question because you should know that, but I don't know it. Steve Rush: Even if you did know it, you should still ask the question. John Reid: Yeah, and it's not fake until you make it. A lot of technical salespeople by the way, what they do, having observed them now year after year, they'll hide their technical expertise in the question. Steve Rush: Yeah. John Reid: You know, ‘what do you think about a high membrane ion exchange system?' It's like, okay, what are you doing there? What is that? You're trying to show what, you know, in your question. That's terrible. So yeah. There it was a good blessing to be who I was at that time. Steve Rush: Yeah, exactly. And it's an interesting notion, the whole sales thing. So, you know, at some point in my future, I'm going to regurgitate this in either in articles or maybe even another book, but this whole notion of, if you want to be really successful at selling, don't sell, ask, be curious, ask questions, find out, learn. And by default, if you have a product that helps fill those gaps and problems and solutions, then people will buy it from you. John Reid: Yeah, yeah, exactly. I would say the other part of that, which I'm sure you agree is, listen. Steve Rush: Yeah, absolutely. Starts with 1.1, right? John Reid: A colleague of mine has a great quote that the customer will tell you what your next question should be. What I see, you know, because of how people have been trained is that they prepare a list of questions and they're going to be consultative, but they're really not consultative. They're quasi consultative because they're only asking questions about stuff that drives to a sale. Steve Rush: Right. John Reid: They go through the question in order. And so, the buyer could say anything, to the answer the first question and there's no, let's chase that rabbit. They go right to the second question, right to the third. So, they're not really listening and then going in a conversation. So, we're doing a lot of work now on just, how do you have a conversation? We need to untrain salespeople on, how do you have a consultative sales call, where you ask questions and then, you know, position yourself, versus having a conversation, which is much more fluid. Steve Rush: It's ironic, isn't it? That if you've got a list of 10 power questions or whatever, you know, the buzzword in that organization is, you can't be listening because you're cueing your next question. John Reid: Ah, it's even worse than that. And we have insight selling and hypothesis selling and it all makes great sense. The idea that before I go in, I ought to have a point of view. And I agree with that. I go in with a point of view, but it's so hard to unwind somebody that, you know, your point of view could be wrong. Steve Rush: Yeah. John Reid: Right. Your point of view is not objectively right. Just having a point of view going in, they get trapped by their own point of view. Steve Rush: Goes back to your perceptions and assumptions. John Reid: Yes, Steve Rush: Exactly right. So, in your latest book, The Five Lost Superpowers. Title, which of course I absolutely love and it's around why we lose them and how to get them back. And you talk about these five key elements that as leaders, if we were thoughtful of them, we could pay attention if we started to lose them or indeed lost them, but here tactically, how we could put them right. And I wondered John, if we could just spin through each of those five, just to get a sense of how I might pay attention to them and notice them and maybe tactically, how I might go about fixing them. First one, ironically is curiosity. John Reid: Yeah, a fan favorite with me, of course, curiosity. And it was the first one that I came up with. So, years ago, I would say, I would teach it as a lost superpower in the sales training. And of course, at one point I said, there must be at least five lost superpowers. And so, I got a team together and we brainstormed, and we came up with these five and they had to be independent. They had to research based. I mean, you know, it wasn't just an opinion. It had to be something grounded in research, curiosity is for leaders. I mean, it's critical, right? It gets back to this. You don't know everything. One reason why leaders make terrible coaches. We actually ask this question, Steve, you know, we ask people, ‘what do you have to believe to coach somebody?' And people will say, oh, that they're motivated, that they have skills, they have capability. They miss the most important thing that you have to believe to coach somebody. And that is that the person you're coaching knows something you don't know. Steve Rush: Yeah. John Reid: Otherwise, why would you ask questions? Except for, to lead them. But we act like we know it all. It's just the human condition. We act like we know every everything, you know. And so, curiosity's critical to be more curious about why this person's behaving this way, doing this thing, you know, how did that get done? How can we leverage that? What we talk— it all gets squelched, by the way, most of these get squelched, you know, in school. Steve Rush: Yeah. John Reid: And with our parents, right?  We have our parents to blame. We have society to blame. I mean, it's just, you know, we grow up wildly curious and all of a sudden, we stop asking questions and we're rewarded for answers and all that good stuff. We say here, cast a wide net, read fiction. That'll make you more, well there's a variety of things that fiction does, but you know, cast wide net, read a lot of different things, be a person of interest. You know, ask better questions, questions that make the other person think, questions that demonstrate you really care. Not just, how's your day going? Which, you know, do you really care? Do you really want to know? Is that the best you can come up with? Steve Rush: Yeah. John Reid: So, there's better questions in there. There's perspective seeking, of course. You know your own perspective, you love your own perspective. You want to be… great? Good for you. Who cares? Steve Rush: Exactly. John Reid: Find out a different perspective and learn something. Steve Rush: Yeah, that's really neat. John Reid: You know, and then of course the whole system is sort of designed. I came upon this in the research. I can't remember the researcher but explored then exploit. Like the idea as we explore stuff. And then as we get older, we exploit what we know to make money, to make a living to do that. And we sort of lose that explore part. Steve Rush: Yeah. John Reid: So, I like the explore exploit idea. They continue to explore. Steve Rush: I like that too, yeah. Your second lost superpower is resilience. Now, if ever there was time, we needed to grab hold of some resilience is now, right? John Reid: Oh, absolutely. And it's doable, right? It's teachable. It's not something that if you're not resilient… it's not a fixed state, right? It's all learnable. The key things around resilience are always, you know, the network, your tribe, your group. Do I have a group that supports me, or do I have a group that brings me down? In other words, when things are going bad, they, is it ‘hey, you can get through this' or do they say, ‘yeah, you know, they took advantage of you. You ought to leave. You know, they don't like you'  you know, what group am I hanging around? So, the tribe matters. Of course, optimism, right. Having an optimistic viewpoint. And that's all the, you know, ‘Is this permanent? Is this temporary? Can I get through this?' But there's an Optimism— Seligman from University of Pennsylvania calls, explanatory styles. How do I explain things when they happen to me? Do I explain them if I'm a victim? Or do I explain them in a different way, that's more optimistic. Of course, meaning. Finding meaning in what you do with what you do is a way to get through resilience, find something of meaning. So, there are techniques and of course being present. Steve Rush: Yeah. John Reid: You know, being mindful, being in the moment. I don't subscribe to, you know, go out and meditate. I'm not one of those people, you know, I meditate it every day. Because I think it's all up to us. I had cancer four times. I'm almost always in the moment. Steve Rush: Yeah, I should well imagine that. Gives you a sense of focus that meditation just won't give you, right? John Reid: People will say, oh, you know, I'm always in the moment where, but I know that people in other places are worrying. Whatever their words are, searching for. But you know, they're worrying about the future. They're thinking about the past, but I'm pretty much in the moment. And you have to decide for yourself. Now we're not necessarily good, right, at self-assessments, but nevertheless, you have to figure out what what's going to work for you. Steve Rush: Yeah. John Reid: But the point is, you want to be present when it comes to resilience. Steve Rush: And it's got to be right for you. There's no good trying to read a journal or replicate somebody else's behavior. So, it doesn't fit for you, right? John Reid: Yeah, context is king, which is, you know, it's the number one premise of my company. When I went through training in the chemical industry, what I was shocked to find out and still happens is that, you know, a training company built something let's say in 1980 and there you are in 2021, and it's the same program being delivered to you and voila. They just happened to have designed it in ‘80 for you. It's the silly season. Steve Rush: Right. John Reid: I mean, nothing off the shelf was designed for you. Does it have value? I guess some, but we all want to be considered unique. We want to be appreciated. We want to be respected. And you do that by understanding the context and, you know, treating me with some respect versus treating me as an empty vessel that you've got to fill with a model. Steve Rush: Sure. Now authenticity is your third superpower that we've lost. Now, it's interesting because 10 years ago, everyone was blogging around authenticity and it's almost become a little bit cliche in so much as a little bit overused, perhaps. How do you think we did end up losing some focus around authenticity and how do we get it back? John Reid: Yeah, that's a good question because I think it's anything, so authenticity is just the latest, you know, in the bag, is the answer, right? So unfortunately, there is this desire for simple answers to complex problems. Steve Rush: Yep. John Reid: So, the simple answer is empathy. Oh, the simple answer is grit. The simple answer is purpose. The simple answer, you know, it just drives me up the wall, frankly, as a learning professional, and these people participate in it. I mean, the people that create this stuff, you know, don't say, no, this is just an answer. It's not the answer. Steve Rush: Yeah. John Reid: They go full in it. This is the answer. Authenticity, you're right, it was in the mill. I think it gets it because, you know, people know when they see it and there's genuine authenticity and transparency. And there's something that you learned in a classroom that you're trying out, which by definition isn't authentic, Steve Rush: Exactly. You know, the other funny thing I hear a lot is I'm going to be my authentic self. Well, one, if you're having to tell me that, then you're probably not going to be. And because you've given it a label, you're probably not going to be. John Reid: I always think I've operated under an…. So, you know, there's a better version of yourself, right? That's why we're all after, right? We're after a better version of ourselves Steve Rush: And that's the right language John Reid: And there is a better version of yourself, right? When you fly off the handle, you know, there's a better version of you that wouldn't have flown off the handle. When you were gossiping, there's a better version of yourself that doesn't gossip, whatever it is, there's a better version. You want to be the best version of yourself. And that best version of yourself, you know, is authentically you, it's your true self that we're after. So, we have a relationship with a company called The Wise Advocate. The idea that there is this wise advocate inside of us, all, you know, there's two mental pathways. One is the habitual sort of reactive “How do I get out of the situation?” The other one gets in the executive center and says “what's the right thing?” And what we want to encourage people is to take that other path and think about, is this decision, is this behavior aligned with my best true self? Steve Rush: Yeah, absolutely spot on. Allied with that is compassion, which is your next lost superpower. Tell us it about that/ John Reid: Well, Compassion's probably my favorite, again, I had other authors, so I should have said this earlier, not just me, but there was Corena Chase, she wrote Authenticity, Lynae wrote Resilience, Andrew Reid, my son wrote the chapter on compassion. So, I have other authors here, which I should have mentioned earlier. Compassion, I love compassion. And I'll tell you why I love compassion because I was tired of empathy a little bit on so many levels. Steve Rush: So, here's the thing, what's the difference then between empathy and compassion, is there a difference? John Reid: There is a big difference, and it depends on whose definition. So, everything becomes definitional, but I think the majority of people would agree that compassion is empathy with action. Steve Rush: Nice. John Reid: Empathy is, “I feel your pain. I can take that perspective. I feel what you must be going through” but I don't do anything about it except for verbally maybe acknowledge it. Compassion has risk. Because now I put myself in that situation, that's personal risk. I take action. So, compassion is, I think what we ultimately get judged on, not what you say, but what you do. And we want to encourage people to take more action, an inclusive environment. It's not like sitting around going, oh, you know, it's got to be tough. And I know, you know, I've thought about this a lot and being different but what am I going to do about it? You know, am I going to become an ally? Am I going to risk my neck? Am I going to say something? So, Compassion's the right word. Steve Rush: Yeah. John Reid: And I think Compassion's the next authenticity, unfortunately. As you point out that authenticity might be dated, compassion might be, I might be cutting edge on compassion. So, part of my problem with empathy, and this is debatable, but I had cancer four times and I did not want empathy. I wanted sympathy. Steve Rush: Yeah, big difference too. John Reid: And Brené Brown acts like sympathy is some horrific thing. And I'm like, she's wrong about this! She's brilliant. I think she's brilliant, but she can be wrong, right. And I don't know. I would like to have her on the podcast now to explain, maybe I'm understanding it wrong, but all I know is in that moment, I wanted sympathy. I don't want you to say, oh, I know what it must like to have cancer four times. You have no idea. You just have no idea. Steve Rush: Absolutely. John Reid: And you look foolish and why are you putting yourself into my pain? If you're not going to do something about it. So, the other thing about empathy that is problematic Steve, is that we are empathetic to people who are like us. This is the us, them quandary. I'm very empathetic to people that look like, me act like me or who are in my socioeconomic. It's the them's that I have trouble with, right? Humans now, not me personally, but you know that doesn't get talked about enough. We get told either that we're not empathetic, which is not true. And we know it's not true because we are empathetic or, you know, so we ought to be told, hey, we teach empathy, we do, and we do in terms of emotional intelligence, we say, look, you're wildly empathetic. We tell that to the participants, right? Because they are when it comes to people like them. So, we say, hey, here's the data, here's your empathetic, here's the bad news. So, we have to expand, we have to have a different way of viewing the ‘them's' in a more inclusive way or a more belonging way to think about the others in order for us to tap into our empathy. Steve Rush: And for me, compassion is a little bit more experiential as well. It means, I'm actually really thinking and immersing myself into that situation so that I can change either a behavior or a skill, or indeed my approach to other people in different situations, right? John Reid: Yeah, it takes bravery. The five lost superpowers, we have the superpower theme. So, we try to carry that through the book in some degree that wasn't hokey. But for each of the superpowers, we have like a tool belt and the tool belt for a compassion is BAM and the B stands for brave, right? It takes a level of bravery to be compassionate. Steve Rush: It does, yeah. Because you put yourself out there, right? John Reid: Yeah, you're putting yourself out there. Steve Rush: Yeah. John Reid: You're taking personal risk. I mean, he took personal risk, obviously again and again and again. So yeah, compassion is very deserving of being a superpower. Steve Rush: Your Last Lost Superpower. I absolutely love, and I'm really excited to kick this around with you. And it's a whole notion of playfulness. Now, as kids, we had no boundaries and we would've done this willingly, vast majority anyway. And yet it's something that when we get to become more mature and we get careers and jobs, we do less, and it can unlock such a lot of greatness in our lives and work. Just wondered if, what your take on that would be? John Reid: Yeah, I mean. I loved playfulness because, you know, I'm writing a book for businesspeople and, you know, there's risk, right? With playfulness, you know, we don't want to be silly and we're adults now and we shouldn't be playing. And that sounds like a waste of time. I mean, the biggest thing is that being playful sounds like a waste of time, you know? But in fact, if we look at imagination, we look at creativity, we look at innovation, there's a sense of playfulness you have to have. So, we went playfulness versus the other words. The time I came upon playfulness in the business context, when I was reading, unfortunately, the report about the towers, the 9/11 report, and it starts with, it was a lack of imagination and I thought, wow, that's, you know, we never could see that happening. We weren't imaginative enough. Which lends itself to… we're taking ourselves so seriously we couldn't just go there and think wildly. And then as I got in the business world, I ran into this theory by Lev Vygotsky that really transformed our thinking around this. Lev Vygotsky was a Russian psychologist who talked about children on the playground playing a head, taller, meaning he observed that five-year-old played like eight-year-olds and eight-year-olds play like twelve-year-olds. We took that quote to mean that kids from a playground would take these risks. They played head taller. They took risks, but eventually we play a head shorter and that's tragic, right? We don't take those risks. We don't extend ourselves and it's not the best version of ourselves again. And so that really struck me. And then when I looked at like things like brainstorming, I always had this resistance to brainstorming. This idea, that great ideas come in this antiseptic where no ideas are judged and everybody's ideas the same. And I always thought, boy, when people are being creative, they're having fun. They're laughing. They're making fun of your idea. That's a stupid idea, it's just like, we forgot to have fun. Now it needs to be safe, and people need to be respected and talented, but you can interrupt people and laugh at some idea or, you know, be a fool yourself, and I think you can get more creative than what we've been led to believe by a lot of this stuff. So, and I think we know that now to, even to a large degree, but playful is an exciting one to think about. It's not being silly. It's just not taking ourselves so seriously. And there is a gift of going second. I love this idea, Steve. I don't know if you've ever heard of it, but if I, as a leader can be playful and make fun of myself. I'll give you an example. Can I give you an example real quick? Steve Rush: Yep, yeah. Please shoot for it. Yeah. John Reid: So, I'm six foot four and I weigh too much, but I went paintballing once in the woods and there was a tree and I tried to hide behind tree, but the tree was a small tree. And so, people were pelting me with paintballs because they could see me. Well, years later years later, I find this picture of a bear hiding behind a tree. So, I send it to all my employees. I say, this is me at the paintball game. Now they thought it was funny, but that allows them to be silly. So that's the gift of going second, if you, as the leader can say, you know, we're all human. We have foibles, we do stupid stuff. I'm like you, and you get people's again, you get their best self at work. You get their playful self, their imaginative self, a 'try this' self, a sense of that can take risk. You know, not everything is life or death. I mean, I think you want that in your environment. I'm glad you like that chapter. And I think it deserves its own space. Steve Rush: And also, this is not about whether somebody's introverted or extroverted because there's also an unconscious assumption that if I'm introverted, I can't be playful. It's just a different style of playfulness. John Reid: Yeah, I'm one of those introverts who can do extroversion obviously by the pace at which I talk and all this, but I am, you know, much more regenerated when I'm alone reading, thinking, or small groups than I am in large crowds. It's where you get your energy from and it's so easy to judge somebody quickly or you're an extrovert and like, see, you don't even know what it means and that's not good. And why are you putting me in that box? And what does that mean anyway? Steve Rush: But it happens all the time, right? John Reid: Oh Yeah. We love boxes. We're trying to make it simple. Steve Rush: Labels. John Reid: Labels and boxes, and you're one of them and you're DiSC style is this. And your insight style is that, and therefore this and you do that. And it's like, oh my gosh, what's that about? Steve Rush: Well, listen, I'm delighted we had the chance to spin through those. We'll give you an opportunity at the end of the show so we can connect people to find a copy and the rest of what you do. Before we do that, though, just going to turn the tables a little bit. Now you've been a successful leader in lots of different businesses, including of course leading your own successful group. So, I'm going to tap into your leadership thinking and your leadership brain right now, John. And I'd like you to distill those down to your top three leadership hacks, what would they be? John Reid: I would say, what we did, which was very clever of me by accident, I think. We didn't declare values until we lived them. So, I had a company that was going on for four or five years and I said, okay, what are our values? Because we give grace, have a perspective, you know, but we actually lived the values before we declared them. So, I like that, well, I like the idea of having alignment, right? If you're going to say you're about this, you got to hold yourself accountable to that. Because people are going to look to when you're not. So, I think as a leader, you always want to be very clear. You don't want to leave it to people to try to figure it out. You want to be able to articulate. Here's what matters to me, and here's what it looks like. So, people have trust in you. So, there's building a trust. I would say the other one related to trust, because trust is the coin of the realm. As a leader, you've got to show an interest in the whole person. So, if they say, hey, I'd like to take off, my dog's sick. You've got to ask, oh, what's wrong with your dog? Most leaders are like, okay, no problem, you can work later or something tomorrow. They miss the opportunity to build a human-to-human connection. And then they wonder why people don't trust them, don't like them, don't confide in them, don't leave, you know? Well, because you just missed all these rapport cues. Steve Rush: Compassion again. Of course. John Reid: Yeah, it's just taking that extra step to show you're listening and oh, and that doesn't mean you have to care about this person's dog. No, what you care about is this person and you know that to care about this person, have a relationship. The dog's important to them. So, I'm going to ask about the dog. People get all caught up and that's not authentic, that's not me. I don't care about dogs. No, you do care about a relationship though, right? So, get out of your own way and ask about the dog. So, there's rapport building, there is aligning your values or whatever it is. I think the last one and this is where the training industry always gets it wrong. Not wrong, I shouldn't say that. But candor is a compliment. Being honest with people about their performance is a compliment, good and bad. Oh my gosh. Could talk so much about this. If you do nothing else, start recognizing people more. When they do something, right, thank them. That was great. I like how you did this. That makes having the difficult conversation so much easier. Steve Rush: Exactly. John Reid: You can just go right into it because you've got that. You've done that. You've told them when they're good. It's much harder when you've never said anything good to them. And now you want to deliver some bad news and then you try to hide good news in it and create that infamous crap sandwich. So, people that work for me never have to wonder what I'm thinking about their performance. They just don't, that burden's gone. Sometimes they'll say, wow, that's terrible. Oh, don't do that again. What was that? You know, but I do it in a playful way. We shank that one, we talk about that in the book, ‘shankapotamus' - I shank that one. But that's what you want to do as a leader, you want to recognize people and then be honest about their performance. People deserve honesty. People deserve to be treated a like adults, not children. And they deserve the truth in a way they can hear it. Not just let it all hang out, but in a way that is intentional about the way they can hear it. Steve Rush: Love that, great advice. Next part of the show, John, we call it Hack to Attack. Now this is typically where something in your life or work hasn't worked out. But as a result, the experience you're now using as a force of good. Now, we've already talked about surviving cancer four times. But if there was a moment in your life where you look back and think, well, that's definitely something that was pivotal for me. What would that have been? John Reid: I think the moments that are pivotal in my career were when I was under stress, and I didn't deal with things in the best way. And that happened a lot. And so as much as I said, I was mindful in the moment, I still had stress, right? Because you have cancer. You've got kids, you have kids in college. And I worked for some managers who were great. And I worked for some managers who were really not good human beings. They were really, you know, dysfunctional human beings and those dysfunctional human beings got to me. And one of them made me cry. I was like 50 years old or 45 years old. I don't know. It's a long time. It was like 45 years old. And I'm crying because this person is making my life hell. And it was funny when I did my exit interview, I said, you know, you made me cry. He said, do you think I meant to? And I said, I don't know what you meant to do. All I know is I cried. And I've never cried before, but I think those turning moments are, you know, not dealing with it, trying to wish it away, not taking control of it, not taking action on it, but just becoming a little bit of a victim, right? Where you look at things that are being done to me and losing your sense of agency. And that's where I first fell in love with the word agency, right. That we have to have agency and we don't have agency if we're so helpless until we've got to regain it if we don't have it, we've got to find a way to regain it. Steve Rush: And that's where it'll make you stronger and you'll become more resilient and more effective as a result of the learning that you get from that experience. John Reid: Sure, and I want to give people agency, I want them to know everything. I mean, I tell my employees, we just had a meeting and here's all the numbers. Here's everything you need to know. Here's everything I know. So, you know, you're making choices with full information. Because you're an adult and you're entitled to that, and you have agency and I want you to know how we're doing. Steve Rush: Yeah, definitely so John Reid: The right thing to do. Steve Rush: So last thing we get to do today is we get you to do some time travel, bump into John at 21 and give him some advice. What would your words of wisdom to him then be? John Reid: Well, I would say to John at 21, there's some things about you that the world is going to say is wrong, but it's actually your secret sauce. So, the secret sauce was, I was always authentic. I was never anybody, but me. I was always curious and always playful. I think those three qualities I had from the beginning, what I would tell 21-year-old me is, you know, it's not about you though, right? I mean, I was that guy. I was a little bit too much of that. Hey, look what I did, look what I accomplished, and nobody likes that guy. And also, there was a better version of me, a sort of a more controlled. I used to walk in a room of people. This is what I would tell younger me. I would walk in a room, a group of people, 21 and probably just start talking. And I would defend that behavior by saying, well, that's me and the people around me go, that's John, look at John, only John can walk in a room and just start talking. But you know, there is a good percentage of people in the room are like, you know, I hate John, John's a jerk. I was talking and John interrupted me. And this John that some of you like is kind of a jerk. And it took me a while to realize that you can be authentically John without being a jerk. And you know, I think that's what I would tell 21-year-old, John. I hope he would listen. He wasn't a good listener, either 21-year-old John. Steve Rush: Well good news, it kind of all figured out at the end, right? John Reid: Yeah. Steve Rush: So, John, listen, I've really loved chatting and I could spend all day chatting or be at our listeners will probably drop off about now, because this is typically where our shows kind of run to and from, but before we wrap up our conversation today, how can we make sure our global audience can connect with you and the work that you do, maybe get a copy of some of the books. John Reid: Yeah, please reach out. A couple ways, one, is the website, http://www.jmreidgroup.com and I'll give my email. Can I do that Steve? Steve Rush: Absolutely. I know you're really connecting with people, so please do. John Reid: It's John, J-0-H-N at J-M-R-E-I-D group.com. And please email me, any emails I get I'll send a copy of the book if it's in the United States of America area. But the book also available. Steve Rush: Hashtag expensive international postage. John Reid: Exactly. But you know, we're on Amazon. We've had good success with the second book and the first book. So, you know, they're readily available. We're going to have an audio version coming out, I think in the next month. Steve Rush: Sure thing. We'll make sure that the links to your books, as well as to the JMReid Group and your email are in our show notes. So, folks can click straight into when we're done. John Reid: Great. Thank you, Steve. Steve Rush: John, I've had a ball and thank you ever so much for being part of our community. Wish you ever success. I know that you are in the moment, and I know that there are some great things ahead for you and the JMReid Group. So, thanks for being part of our community. John Reid: Thank you. Closing Steve Rush: I genuinely want to say heartfelt thanks for taking time out of your day to listen in too. We do this in the service of helping others and spreading the word of leadership. Without you listening in, there would be no show. So please subscribe now if you have not done so already. Share this podcast with your communities, network, and help us develop a community and a tribe of leadership hackers. Finally, if you would like me to work with your senior team, your leadership community, keynote an event, or you would like to sponsor an episode. Please connect with us, by our social media. And you can do that by following and liking our pages on Twitter and Facebook our handle there: @leadershiphacker. Instagram you can find us there @the_leadership_hacker and at YouTube, we are just Leadership Hacker, so that is me signing off. I am Steve Rush and I have been the leadership hacker.    

O papel da linguagem segundo Vygotsky

A teoria do desenvolvimento social

A importância da interação social.

Die 48. Folge des Podcasts Fipsi, der als erster seiner Art den Dialog zwischen Philosophie und Psychologie anstrebt. In dieser Episode diskutieren Hannes Wendler und Alexander Wendt gemeinsam mit ihrem Gast Prof. Volker Schürmann über die Möglichkeit und Rechtfertigung dafür, Philosophie und Psychologie zueinander in Beziehung zu bringen.In diesem Zusammenhang kommen sie unter anderem auf Lev Vygotsky und Helmuth Plessner zu sprechen.Auf YouTube finden Sie alle Episoden von Fipsi unter https://www.youtube.com/playlist?list=PLpIT6jK3mKTiQcXbinapKRbf39mLEpKWmAuf Spotify finden Sie Fipsi unter https://open.spotify.com/show/0il832RRDoPZPaNlC7vams?si=5KbdEcF1TImSHexKYGccfw&dl_branch=1Die Website der Arbeitsgemeinschaft: https://www.phi-psy.deMelden Sie sich mit Rückmeldungen und Anmerkungen gerne unter fipsi@phi-psy.deDiskutieren Sie mit uns auf Telegram: https://t.me/FipsiPPP oder https://t.me/PhiundPsyFür das Intro bedanken wir uns bei Estella und Peter: https://www.instagram.com/elpetera

I break down the ideas and theories presented by psychologists Jean Piaget, and Lev Vygotsky

Check out Curry's book here!https://www.bloomsburycollections.com/book/a-history-of-education-for-the-many-from-colonization-and-slavery-to-the-decline-of-us-imperialism/f you enjoyed our video please consider checking our website out : https://www.midwesternmarx.com/ Also, if you are interested in helping us fund our project become a Patron : https://www.patreon.com/MidwesternMarxCheck out our online library for FREE books on Socialism, Philosophy, History, and more:https://www.midwesternmarx.com/online-library.html​

This episode is also available as a blog post: http://quiteaquote.in/2020/11/17/lev-vygotsky-through-others/ --- Send in a voice message: https://anchor.fm/quiteaquote/message

Welcome to the Educational Renaissance podcast, where we promote a rebirth of ancient wisdom for the modern era. We seek to inspire educators by fusing the best of modern research with the insights of the great philosophers of education. Join us in the great conversation and share with a friend or colleague to keep the renaissance spreading. In today's episode, Patrick will discuss how we teachers can 'get in the zone' ... the zone of proximal development. He starts out giving a history of Russian psychologist Lev Vygotsky and his theories developed 100 years ago, and then discusses how they can be applied today. Patrick elaborates on the 3 central concepts of Vygotsky's work, and then shows how they come together to create the zone of proximal development. At the end, he shares several tools you can use in the classroom to "get in the zone". Music: https://www.bensound.com/royalty-free-music

In 1896, the two most influential thinkers in the field of developmental psychology were born. Seeking to understand the development of the human mind, both Jean Piaget and Lev Vygotsky revolutionized the field despite their opposing views surrounding a key question: To what extent do social factors play a role in the development of the mind?   https://www.insightfulthinkersmedia.com/   References:    Burner, J. (1997). Celebrating Divergence: Piaget and Vygotsky. Human Development, 40(2), 63–73.   Derry, J. (2013). Vygotsky and Piaget: A case of different Philosophies. In Vygotsky, philosophy, and education (pp. 68–84). Wiley Blackwell.   DeVries, R. (2000). Vygotsky, Piaget, and Education: a reciprocal assimilation of theories and educational practices. New Ideas in Psychology, 18(2-3), 187–213.   Lilienfeld, S. O., Lynn, S. J., Namy, L. L., & Woolf, N. J. (2011). Human Development. In Psychology: from inquiry to understanding (2nd ed., pp. 358–403). Pearson.   Lourenço, O. (2012). Piaget and Vygotsky: Many resemblances, and a crucial difference. New Ideas in Psychology, 30(3), 281–295.   Semmar, Y., & Al-Thani, T. (2015). Piagetian and Vygotskian Approaches to Cognitive Development in the Kindergarten Classroom. Journal of Educational and Developmental Psychology, 5(2).   Tenzer, A. (1990). Vygotsky and Piaget. Contemporary Psychoanalysis, 26(1), 46–52.

Vida

In the second episode of the series with Basia Vucic about education and childhood, Yamila Rodríguez and Seran Demiral revisit child-centered approaches within a critical perspective by pointing out Janusz Korczak's experience with Polish children in between two wars through an experiment of building a democratic community. Basia both reveals the differences underlying between Korczak pedagogy and social psychologists, like Jean Piaget and Lev Vygotsky, and explained a unique concept Praeternatural Pedagogy to underline children being as little scientists, thinkers, and human subjects as well. Basia Vucic is an expert on the philosophy of education -and especially on JK educational philosophy- from UCL, London (UK). Invited as a 2019 visiting fellow to the UNESCO Janusz Korczak Chair at the Maria Grzegorzewska University in Warsaw, the scope of her research at UCL includes the hidden history of the child rights movement, political theory, and democratic education Yamila Rodríguez, Lawyer & Ph.D. Scholar, Department of Law, University of Buenos Aires, researches the extension of the international obligation of the state to ensure children's rights to participation and access to justice in the criminal justice system, focusing on children who are victims and witnesses of crimes with her academic training and career as a civil servant at a Criminal Court in Buenos Aires, where she worked for over ten years. Seran Demiral, Ph.D. in Sociology at Mimar Sinan University, has studied the subjectivity of children through their interaction with digital technologies. She is interested in changing childhood experiences within online environments and teaches digital childhoods, children's literature, creative writing, and sociology at various universities as a part-time lecturer. Edited by Nipunika Sachdeva Music: Little Idea by Scott Holmes (scottholmesmusic.com) / CC BY-NC

Cliff Anderson is Vanderbilt’s associate university librarian for research and digital strategy, and he’s back on the podcast interviewing another author of a fascinating book Cliff read recently. This time, he speaks with Cathrine Hasse, professor of Learning at Aarhus University in Denmark, author of the 2020 book Posthumanist Learning: What Robots and Cyborgs Teach Us about Being Ultra-Social from Routledge Press. Cliff and Cathrine have a wide-ranging conversation, covering such topics as posthumanism, Lev Vygotsky’s learning theories, why teaching humans is harder than teaching gorillas, and cyborgs. Links • Cathrine Hasse’s faculty page, https://pure.au.dk/portal/en/persons/cathrine-hasse(5ba5eb68-a94f-4626-b074-1958780ab33a).html • Posthumanist Learning: What Robots and Cyborgs Teach Us about Being Ultra-Social, https://www.routledge.com/Posthumanist-Learning-What-Robots-and-Cyborgs-Teach-us-About-Being-Ultra-social/Hasse/p/book/9781138125186 • “In 2016, Microsoft’s Racist Chatbot Revealed the Dangers of Online Conversation,” https://spectrum.ieee.org/tech-talk/artificial-intelligence/machine-learning/in-2016-microsofts-racist-chatbot-revealed-the-dangers-of-online-conversation

The way we come to understand what our world is like is pretty complex.And, psychologists over the centuries have been pondering and asking this same question too.Lev Vygotsky, when he died in 1934, left behind one of the most influential theories on development: that we learn through the social context we're placed in.In this episode, Edward Thomas explores Vygotsky's theories on the Zone of Proximal Development, the More Knowledgeable Other (MKO), and how educating children has been, in part, been influenced by Vygotsky's views and works.Be sure to tune in for the next episode where I explore Jean Piaget's ideas on development and learning!If you love this podcast, show your support by rating, subscribing, and downloading!  What are your ideas on habit-formation? Something that's worked for you? Let's start a conversation! (You can also give me some feedback using this form!): https://docs.google.com/forms/d/e/1FAIpQLSdJsdDlwPorGA5fkpCLAj4Xmufe2N7Qc44RR_WxC5GxyFcU8Q/viewformTo get the latest and greatest updates about "The Mystery of Your Mind", follow this podcast's Instagram account: @themysteryofyourmind !: https://www.instagram.com/invites/contact/?i=8u1196a7y367&utm_content=iyuwl16   To learn more about myself and this podcast, check out my website!: https://themysteryofyourmi.wixsite.com/mysite   Another way you can support me is by donating via Patreon!:https://www.patreon.com/TheMysteryOfYouMind?fan_landing=true

Donald and Rudy sit down with Wayne Au, author of A Marxist Education. They discuss his experiences on providing a critical education, how education in the US currently stands and how Covid has just brought to the forefront issues faced by students. They discuss the Au's work on Paulo Freire and Lev Vygotsky, and end up envisioning how a socialist school could look like.

Reggio Emilia Partindo do pressuposto de que a criança nasce com as suas “cem linguagens”, a pedagogia da Reggio Emilia assume que os adultos têm como tarefa prioritária, a escuta e o reconhecimento das múltiplas potencialidades de cada criança, observada e atendida em sua individualidade. As escolas criam espécie de “laboratórios do fazer”, que combinam as tradicionais linguagens gráficas, pictóricas e de manipulação (modelos e maquetes), mas também as do corpo, ligadas ao movimento, as da comunicação verbal e não-verbal, as linguagens icônicas, o pensamento lógico, científico, natural, discussões éticas, e manejo de ferramentas multimídia, sempre objetivando que a criança aprende “com todo corpo”, de forma fluída e permanentemente integrada. Logo após o término da Segunda Guerra Mundial, um grupo de cidadãos sentiu a necessidade de reconstruir todos os aspectos culturais da comunidade e decidiram fazer isso através de uma escola para crianças pequenas, em Villa Cella, na cidade de Reggio Emilia. Construída a partir de um esforço comunitário, do qual o próprio Malaguzzi fez parte, contou com verba obtida da venda de um tanque de guerra abandonado, alguns caminhões e cavalos deixados pelos alemães em retirada. Impulsionado pelas teorias psicopedagógicas inovadoras da Europa nos anos 50 e 60, como Jean Piaget, Lev Vygotsky e John Dewey; e também de pedagogos italianos, como Maria Montessori, irmãs Agazzi, Bruno Ciari, o jovem Malaguzzi estava certo de que o processo pedagógico deveria ter como centro o desenvolvimento intelectual, emocional, social e moral das crianças.

Emma and Gil welcome Sen-Foong Lim back to the show to discuss the differences—and similarities—between board games and roleplaying games. We go through the perspectives of playing them, designing them, and examining the culture of play between both. Sen originally appeared on Ludology 134: There's No "I" in Team with frequent co-designer Jay Cormier. SHOW NOTES 0m41s: Board games Sen has designed or co-designed: Junk Art, Belfort, D&D: Rock Paper Wizard. RPGs Sen has designed, co-designed, or written for: Jiang-Shi: Blood in the Banquet Hall, Kids on Bikes, The Curse of the House of Rookwood, North Sea Epilogues 3m39s: If the comparison between RPG and improv intrigues you, wait till you hear Ludology 237... 4m47s: An example of a crunchy old-school RPG: Traveller 5m10s: Chainmail was the game that D&D evolved from. 5m20s: While Gil agrees with Sen that encumbrance as implemented by a game like D&D tends to bog down gameplay, a nice counter-example is Torchbearer, a dungeon-crawling TTRPG in which encumbrance is a central mechanism. 7m44s: You can see one Emma's chats with Peter Adkison (who founded Wizards of the Coast and owns Gen Con) here. 11m34s: Sen is currently watching Black Sails. 12m31s: RPGs where your character is likely to die: Fiasco, Paranoia 17m55s: The RPG Masks: A New Generation. 19m14s: Gil and Sen's friend and beloved loudmouth Errol Elumir. 19m40s: This is literally Errol's first rule of escape room puzzle design. 20m36s: Critical Role (with GM Matt Mercer) is the most popular of the vibrant active play scene. 21m46s: The party game Cranium. 22m25s: Save Against Fear, a convention about gaming in therapy. 23m01s: Roll20 is an online platform for playing RPGs, as is Role. Tabletop Simulator can handle crunchy RPGs like D&D as well. 28m21s: Formula D (née Formula Dé) 30m00s: We had Mike Selinker on the show for Ludology 189: Missing Selinker. 31m13s: Sen's favorite D&D module, Expedition to the Barrier Peaks 31m30s: Star Frontiers 33m05s: You can hear more from Jiang-Shi co-designer Banana Chan on Ludology 228: The Roles We Play. 35m51s: Emma's storytelling games ...And Then We Died (...And Then We Held Hands is a different game) 45m02s: "Jay" is Jay Cormier, Sen's frequent collaborator. "Jesse" is game designer Jesse Wright. 45m30s: Jay and Sen's tabletop escape game Scooby Doo: Escape from the Haunted Mansion. 47m20s: The TV show Bob's Burgers. 48m50s: Itch is an online platform for digital games, but has a lot of downloadable PDFs for tabletop games. DriveThruRPG offers PDFs and PODs of many RPGs. 50m12s: RPGs that Emma mentions: Burning Wheel, Paranoia, FATE Core System, Ryuutama, Over the Edge. 51m58s: For more about safety tools in RPGs, check out Ludology 227: Respect the X. 53m04s: You can access all these tools via the TTRPG Safety Kit. 56m05s: Gil's board game safety tool Check-In Cards. 1h07m06s: Board games that allow for relaxed conversation: Sagrada, Lotus. 1h08m27s: More about the semiotic function. 1h09m57s: Sen mentions psychologist Lev Vygotsky. 1h10m30s: Emma is a Mythic-tier Magic player! 1h11m55s: More info about the D&D Adventurers League. 1h14m13s: Jay and Graeme's game In the Hall of the Mountain King. Jay also created the Fail Faster playtesting notebook. 1h19m31s: Sen's web series, the Meeple Syrup Show, with Jessey Wright and Erica Hayes-Bouyouris.  1h20m59s: Sen's licensed games: Batman: The Animated Series - Rogues Gallery, Legend of Korra: Pro-Bending Arena, and the Scooby Doo and D&D games mentioned above. 1h22m01s: The manga and anime My Hero Academia. 1h23m08s: Follow Sen on Twitter!

If I told you I could save you 60+ minutes parenting every day, would you give me 10? Of course, you would! We're all run off the rails busy, especially now with the lack of childcare. In this episode I will cover: - How to do an audit to discover how much time you're actually spending on discipline. - Why you're spending so much time repeating yourself every day. - How to parent yourself out of the job of disciplinarian. The beginning of the Theorists Series: Lev Vygotsky! Originally recorded in October 2017. An introduction to Lev Vygotsky and how his theories from the 1930s apply to your kids today. Want to apply some constructivism to your life? Grab the Scripts to Manage the Top 10 Crazy-Making Behaviours: prnt.link/scripts Watch the video recording here: Join the Parenting Posse: prnt.link/group the Mudroom is recorded live every Tuesday at 9pm ET/ 8pm CT/ 6pm PT on Facebook: facebook.com/arfamilyservices --- Send in a voice message: https://anchor.fm/mudroom/message

If this Russian psychologist is right, here's the three things we need to do: 1. Unlearn the bad stuff 2. Get clear on who we are at our best and who we were made to be 3. Surround ourselves with people who reflect who we are, who we want to be and who bring out the best in you

In this fascinating episode of Coaching Uncaged Animas Centre Director Robert Stephenson is joined by coach, author and Founder of Narrative Coaching Dr. David Drake as they dive deep into the narrative coaching approach and what it brings to the coaching dynamic. David shares how his narrative coaching approach grew out of a fascination with the hidden potential in the stories our clients tell us and a desire to move away from a linear, goal-orientated approach to coaching. He also shares what it is that makes this approach so powerful for both the coach and coachee.  Robert and David also explore the tendency to over-exert ourselves as coaches, the power of silence, the importance of building relationships and the magic that happens when we allow our client the space to do the work.  David touches on the work of Carl Rogers, Timothy Gallwey and Lev Vygotsky as well as his own work as he talks about the importance of ‘serious play', experimentation and crossing thresholds. He also shares some fascinating ideas around rites of passage in coaching and an updated view on the Hero's Journey.  David also shares his provocative thoughts around masculine and feminine approaches to development, the role of change in coaching, and Integrative Development, his pioneering grounded theory that underpins narrative coaching and opens up a new field of practice. You can find out more about David and his work here: https://www.themomentinstitute.com/ We hope that you enjoy this episode!

The name Lev Vygotsky (1896-1934) is commonplace in the field of education. Ask any teacher or professor of education about Vygotsky and chances are they will at least recall the name from their child development or educational psychology classes. His theories are still foundational to even mainstream education but, as is the case with so many revolutionaries, they have been stripped of their Marxist foundations. One result is that the revolutionary potential of Vygotsky’s theories have remained largely unknown not only inside schools and teacher education programs, but also inside social movements. This article introduces Vygotsky’s theories on educational psychology and human development, contextualizes them within the transition from Czarist Russia to the Soviet Union, draws out the main elements of his work that have utility for revolutionary organizers, and provides concrete illustrations of their utility. Read the full article: https://liberationschool.org/vygotskys-revolutionary-educational-psychology/

Você já ouviu falar de Lev Vygotsky? Ele foi um companheiro fundamental no debate sobre a educação e o saber. Bora conhecer esse companheiro? MTST, A LUTA É PRA VALER!

Assalamualaikum. Saya Laelatul Khoirrohmah (19108810008). Pada kali ini saya menjelaskan bagaimana perbedaan teori antara Jean Piaget, Lev Vygotsky dan Erik Erikson beserta implementasinya. Semoga dapat bermanfaat bagi kita semua. Selamat mendengarkan. Wassalamualaikum wr wb.

In this podcast I provide a general overview of "Sociocultural Theory" as pioneered by Lev Vygotsky. This concept is typically found in a Lifespan (Developmental) Psychology course at the undergraduate level. Thanks again for listening! Visit my podcast home page! https://drjackchuang.wordpress.com/ Find me via email: PsychExplained@pm.me, or via Twitter, @JACKBTEACHING (I know, that's clever, right?) Anonymous suggestion box: https://pht4g6i9gwi.typeform.com/to/UIfqLwxP Ways to Support my podcast: Please rate and comment on Apple Podcasts or your podcast app. Use Anchor link below for monthly support, or a single donation using PayPal to my username, @JACKYAC Or via my PayPal profile page: https://paypal.me/jackyac?locale.x=en_US All support received goes towards keeping Dr. Chuang caffeinated, and the coffee purchased will be from local, small roasters and coffee shops - so your support will help local small businesses! Coffee shops I have supported:
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In today’s Truly Talented episode, we meet Adam, a left-wing academic who is joining our movement. Adam uses what is called Cultural Historical Theory, a system of inquiry popularized by Marxist educators and educational philosophers like Lev Vygotsky to critique research practices, along with using the theory as an approach to training educators he works with. Adam has had a few stages in his educational journey that he shares with us and we hope his insights help us to see the need for a left-wing perspective to the methods of educating and researching. We also talk about the current COVID-19 crisis and how it will make for a major paradigm shift in many aspects of society, not to mention education Follow us on Twitter @LRedSchoolHouse. Support us by becoming a member of the LRSH patreon page: patreon.com/LittleRedSchoolHouse. Solidarity! ---------------------------------------------------------------- Little Red School House focuses on issues with our current education system and ways we can empower students, educators, and anyone who cares about education. Shouldn’t people be put before profits? Shouldn’t our children be educated to grow and learn instead of being treated like the means to the financial gain of those in power? If you agree with this so-called “radical” and “revolutionary” perspective, you’ve come to the right place! Join us as we call out systemic problems and discuss how we can break down barriers in the educational system.

As the world is shutting down, most of us are at home for the next three weeks. Does this change anything?!? I will let you know how to navigate through these unprecedented times. The beginning of the Theorists Series: Lev Vygotsky! Originally recorded in October 2017. An introduction to Lev Vygotsky and how his theories from the 1930s apply to your kids today. Want to apply some constructivism to your life? Grab the Scripts to Manage the Top 10 Crazy-Making Behaviours: prnt.link/scripts Watch the video recording here: Join the Parenting Posse: prnt.link/group the Mudroom is recorded live every Tuesday at 9pm ET/ 8pm CT/ 6pm PT on Facebook: facebook.com/arfamilyservices --- Send in a voice message: https://anchor.fm/mudroom/message

Michael Tomasello is one of the most influential cognitive scientists of the twenty-first century. And yet I would still argue that he is still somehow under-appreciated. He's a truly independent thinker and throughout his career he has pursued ideas that don't fit neatly into any particular intellectual silo but make their presence felt across many of them. In this episode, we talk about the influence of Jerome Bruner, Lev Vygotsky, and Jean Piaget on Mike's thought, where anthropology went after the Cognitive Revolution, how he wrote his first book because he had nothing else going on, writing to shape the minds of young people, the role of outlines in writing, being "problem centered," and the intellectual freedom that comes with being outside of the establishment. More info available at codykommers.com/podcast. If you enjoy the show, please consider subscribing! You can follow me on Twitter @codykommers, and through my newsletter at codykommers.com/newsletter.

This week, the gals are talking about Lev Vygotsky, the creator of a theory on learning called the Zone of Proximal Development. They chat about Lev’s life, how he thought language mattered to our learning, and how being social affects how we learn stuff. Which is the More Knowledgeable Other here: Bonnie or Anna? Maybe neither of them!

“Orain egiten dugunaren araberakoa izango da etorkizuna”. Baina zehar behar dugu eta nola lor genezake? Galdera horri erantzuteko, gizakiok goi mailako prozesu psikologikoak nola garatzen ditugun ikertu zuen Lev Vygotsky zientzialari bielorrusiarraren irakaspenetara jo zuen Harkaitz Zubiri idazleak Euskara ala ezkara zikloan. ‘Euskara ala ezkara mundu digitalean’ ekitaldian grabatuta, Elgoibarko Izarra, Elgoibarko Udala eta PuntuEus […]

As experiências lúdicas humanos são fundamentais para o desenvolvimento da criança e do adolescente, segundo a Psicologia Histórico Cultural fundada por Lev Vygotsky. A principal contribuição é na percepção e auto-controle da vontade. Os conceitos apresentados nesta aula serão utilizados para fundamentar o design de jogos educacionais pela perspectiva histórico-cultural.Slides Áudio Gravação realizada na disciplina Design de Jogos Educacionais do PPGDesign da UFPR. Jogo, brinquedo e brincadeira na perspectiva histórico-cultural [MP3] 1 hora Você pode ouvir em velocidade lenta ou rápida no Spotify. Série Esta aula faz parte da disciplina Design de Jogos Educacionais, ministrada a convite do professor André Battaiola no mestrado/doutorado em Design da UFPR. Jogo, brinquedo e brincadeira Design de jogos educacionais na perspectiva histórico-cultural Experimentos de dupla estimulação com jogos Análise Interacional Intervenção Formativa com Jogos Expansivos Jogos na pesquisa e prática de Design Participativo Comente este post

In the inaugural episode of S&I, Joe discusses the shift from exercise to training and trivia against full-blooded theory. Touching upon an insight from the Soviet psychologist Lev Vygotsky called the "Zone of Proximal Development" and why it's a painful, but ultimately fruitful place to be in order to physically and intellectually flourish as an individual.

Why Students Don’t Like Language Class (With Dave Weller) - TranscriptionTracy Yu: Welcome back to our podcast, everybody. We've got our favorite guest. Can you guess who he is?Dave Weller: Hurrah!Tracy: [laughs] Let's welcome Dave Weller. Hey, Dave.Dave: Hi.Ross Thorburn: What are we talking about today?Dave: I think we decided to do something almost akin to a book review on Daniel Willingham's book on cognitive psychology and neuroscience, "Why Students Don't Like School."Ross: We're going to try and apply what we read and what we remembered. We're going to go further outside taxonomy...Dave: Oh, no.[laughter]Ross: ...and try and apply it to language teaching.Dave: The book is about neuroscientific principles. The blurb is, "A cognitive scientist answers questions about how the mind works and what it means for the classroom." He's picked nine very robust findings from the field of psychology. Now, I hope you've done your homework, and you've read the book as I have.Ross: I think it says a lot about us. Dave, for this, read the book twice. I read it once. Tracy read it...Tracy: The last 10 minutes.[laughter]Dave: All it means is Tracy is a very fast reader.Ross: [laughs]Dave: What we decided when we set ourselves this challenge was that it'd be really interesting to take a book that was designed with general education in mind and see how well we could transfer the principles across to language teaching.Ross: Absolutely. We often comment that there's not enough taken from general education and applied to the field of language learning.Dave: Hopefully is we'll find out that a lot of the principles can equally apply in the language classroom as in normal classrooms.Ross: Great.Dave: Ross, one of the things I liked from his introduction was talking about why teachers are naturally skeptical of theory. There is a big gap between theory and practice. Even mental processes aren't isolated in the classroom, whereas they are in research.A classic example he uses is that about drilling. In the lab where you isolate drilling and see the effect that it has on learning is wonderful. [laughs] The more you drill, the more you repeat, the more you learn.However, any teacher that steps into a classroom knows if you drill your learners for an hour straight, the drop in motivation is not going to make up for the effectiveness of that technique in learning. This is why that he's taken a very teacher‑centered view of research and only picked principles he thinks can be used effectively in the classroom.Ross: Whatever you do read in a book, you're passing it through your own filter of what you think is going to be personally useful for you. A lot is going to get filtered out. How about for this podcast, we pick out some of the main principles?He's got nine cognitive principles. They relate to things that happen in the classroom. How about we pick some of the most interesting ones? We can talk about how we feel language teachers might be able to apply those in their classes. Should we get started?Tracy: Yeah.Dave: With this one, the principle of that people are naturally curious, but they aren't naturally good thinkers. For me, when I read this, what struck me was how similar it is to the zone of proximal development, scaffolding, Lev Vygotsky idea.He talks about oftentimes we think about what the answers are that we want our students to get. If we're trying to say, "What's the answer to this grammar question? There's a word that means this. What's the word?" We should be trying to engage them with the questions and leading them to the answer.Ross: He says, "It's the question that peaks people's interest. Being told the answer, it doesn't do anything for you." Have you seen "The Prestige" before?Dave: I've downloaded it. You asked me that the other night, but I haven't watched it yet.Ross: In The Prestige, they talk about this. As a magician, if you do a magic trick, people are amazed by it. As soon as you show them how to do the trick, people are completely unimpressed by it.Dave: Maybe, that's one of the reasons that task‑based learning or test‑teach‑test lessons can work well, is because you put this question at the beginning. You put the hardest part first, putting students into a position where it is difficult for them. It gets them to think about it.It's the question that's interesting. Then it leads to the answer later on, whereas something like PBP, which we know gets a lot of bad press, doesn't put the question at the beginning.Tracy: That's something related to the teacher's role in the classroom. They're not just to spoon‑feeding the students. They have to make sure what kind of questions they can ask the students. They facilitate the learning.You don't want to mix the prompting questions which scaffold student learning with guessing what's in my mind.Dave: Totally agree. Yes, it's a good example from real life, Tracy. One of the things to be careful with this one though is to be careful the questions you pose aren't too hard as well as grading your language, grading your instructions.If you ask students a question and it's very specific, there's only one possible right answer, it's really difficult. They're beginner students, A1 level maybe, and you ask them, "So the past perfect continuous, when would you use this?" They immediately look up and go, "I don't know. There's no way I can know," and they immediately check out.Daniel Willingham says, "Respect students' cognitive limits. Don't overload them with information. Don't make the instructions or grade your language too much," is how I would interpret that for TEFL. Also, "Make sure the questions you ask them are within their ability to answer."Ross: How about we move on to another principle, then? My personal favorite, and probably yours as well, Dave, is, "Memory is the residue of thoughts."Dave: No, I hate that one. Leave that one out.[laughter]Tracy: Can you guys explain this a little bit?Dave: Yeah. From "Memory is a Residue of Thought," I think what Daniel Willingham is saying is that students remember what they think about. In your class, if they're thinking about your flashy warm‑up where you jumped up and down and screamed around like a monkey, then they're going to remember, "Hey, teacher screamed like a monkey today. That was really funny."That's what they'll tell their parents. Whereas if they do a task where they have to figure something out and talk to their friend about the best way to negotiate with somebody or the best way to get to the train station, and they're using English to do that, then that's what they'll remember.One of my biggest takeaways from the book is that he suggests that to review your lesson plan in terms of what the students will think about. Every task you have, every activity, every stage, put yourself in your learners' shoes, and imagine what they're going to think about as they're completing that.My suggestion on top of that would be, "Do the same thing for the language use." Look at your lesson plan, or imagine it. Think about it from your learner's point of view. What language would you use to complete that task?Ross: Something else I found interesting, it was a quote from him. He said, "Fold practice into more advanced skills," which got me thinking. The way I would apply that to the language classroom is when your students advance a little bit...Say they've moved up from present simple, and now they're doing past simple, just a cliched example. Instead of practicing just that skill of past simple, make sure they get a chance to use prior practice.Make sure they get a chance to use the skills and recycle a language from previous classes. When they're practicing past simple, they're also integrating present simple and the other things and the other vocabulary that they have learned.You don't just focus only on the target language for that particular lesson, but you bring in the other language that you used previously. I find a lot of teachers don't do that. They're so focused on the target language for that one lesson, they forget the previous lessons.Ross: That might be one of the reasons why extensive reading works so well, is because all of the forms and grammar that you might have learned previously are all going to be recycled in natural stories.That's maybe why also genuine tasks where you don't prescribe the language for the students to use in some sort of prior practice can also be beneficial because students will get to bring in language that they've used from previous lessons.For teachers, if you're using a great textbook that automatically recycles or has in it recycled language from previous units, that's great. Even if you don't, you can just pause in lessons and say, "What is there from previous lessons that we've learned that you could also use in this task or in this activity that could help you," and think about that when you're planning as well.Before we finish, I wanted to talk about the very last chapter of the book which is about helping teachers improve. He makes this nice distinction between experience and practicing. Teaching, like any other complex skill, must be practiced to be improved.It reminds me, I think the same author Rubinstein, the pianist, says something like, "I play the piano for nine hours a day, but I only practice for one." There's a nice difference there between what you're actually doing and then when you're making a deliberate effort to get better.One of the things is that teachers are very busy. It's very easy for all of your classes to just go by in a whirlwind, but if you can find the occasional class or the occasional thing to work on for an hour a week, in the long term, that can improve your teaching.Dave: Actually, he suggests a good method, which I'm very eager to adopt. To find another teacher he wants to improve, he says, "Perhaps watch a video of another teacher teach and comment together jointly on that so you gain each other's kind of levels and things you talk about."After you've done that almost bonding experience, then film yourself and swap it with the other person so then they comment on yours. Of course, be nice.Ross: A couple of other points on that. He says, "When you video yourself, spend time observing. Don't start by critiquing."Dave: I remember the first time I videoed myself or saw myself teaching. I was amazed at how many unconscious habits I had. I presented myself entirely differently than the way I thought I did. It's almost like watching a stranger teach.It was that difference in my expectation. The image I had in my head of myself teaching was clearly very different to that. You can only see that if you have that visceral experience, when you see yourself teach.Ross: The purpose of watching your partner teach is to help them reflect on their practice. Often, when people do peer observations, it's so easy to just say, "Oh, you did this wrong. You need to change this. This didn't work," but the purpose of it isn't to just throw out a few quick fixes. It's to get the person to engage in their own teaching and reflect.Tracy: Sometimes, I don't blame the teachers. Their experience is like that because they have been criticized from day one. Even if they did something nicely, still their trainer or their manager will just pick the area that they didn't do very well.Also, for a positive reinforcement, people are more likely to change their behavior if you tell them what they did really well. Then they could keep working on it rather than just starting from the negative aspects, and then you didn't do it very well.I don't blame the teacher sometimes because that's what they were told. That's how they train. That's how they experience. That requires the trainers to understand how to balance it and how you demonstrate this to your teachers from day one.Dave: Totally correct. I think you've hit the nail on the head there, Trace, by saying what would change the behavior of the teacher, because they can't. You need to take the tack if the teaching is very directed feedback and that will work, then do that.If they're unconfident, nervous, anxious, you need to tell them what they've been doing right as well. Don't change everything. Keep what good they have been doing and then tweak a little bit.Ross: If you've been convinced at all by the last 14 minutes that this book would be useful, it's by Daniel T. Willingham. It's called Why Students Don't Like School. It's subtitled "A cognitive scientist answers questions about how the mind works and what it means to the classroom." I highly recommend it.Also, since we're on the topic of books and you're about to plan a lesson, I highly recommend...[laughter]Tracy: Wow, good. Nice segue.Ross: ..."Lesson Planning for Language Teachers ‑‑ Evidence‑Based Techniques for Busy Teachers" by...Tracy: By Dave Weller. Congratulations, Dave.Dave: Thank you.Tracy: Hope you guys enjoyed the podcast. See you next time.Transcription by CastingWords

Vi pratar om utmaningar i detta avsnitt av podden. Vi börjar med att försöka definiera vad utmaningar är och hur de fungerar inom lärande för att föra lärandet framåt. Efter det pratar vi om hur man kan göra, av vikten av att börja i det för eleven kända men att utmana genom att göra det jobbigt i lärprocessen ibland. I samband med detta samtal ger vi några konkreta tips på vad man kan göra. Följsamt lärande är en nyckel för att detta ska fungera. Vi tar även upp risker med utmaningar och diskuterar om det alltid är så att det är läge att utmana eller om det finns behov av att inte göra detta ibland. Vi refererar en del till förra avsnittet om flow, men även en del till tidigare resonemang om mindset då vi pratar om ur rätt utmaningar kan vara en hjälp i situationer med fixed mindset. James Nottingham och Lev Vygotsky nämns. Lätt är tråkigt, svårt är spännande!

The beginning of the Theorists Series: Lev Vygotsky! Originally recorded in October 2017. An introduction to Lev Vygotsky and how his theories from the 1930s apply to your kids today. Want to apply some constructivism to your life? Grab the Scripts to Manage the Top 10 Crazy-Making Behaviours: prnt.link/scripts Watch the video recording here: http://prnt.link/teachertrouble Join the Parenting Posse: prnt.link/group the Mudroom is recorded live every Tuesday at 9pm ET/ 8pm CT/ 6pm PT on Facebook: facebook.com/arfamilyservices --- Send in a voice message: https://anchor.fm/mudroom/message

The beginning of the Theorists Series: Lev Vygotsky! Originally recorded in October 2017. An introduction to Lev Vygotsky and how his theories from the 1930s apply to your kids today. Want to apply some constructivism to your life? Grab the Scripts to Manage the Top 10 Crazy-Making Behaviours: prnt.link/scripts Watch the video recording here: http://prnt.link/roughandtumble Join the Parenting Posse: prnt.link/group the Mudroom is recorded live every Tuesday at 9pm ET/ 8pm CT/ 6pm PT on Facebook: facebook.com/arfamilyservices --- Send in a voice message: https://anchor.fm/mudroom/message

The beginning of the Theorists Series: Lev Vygotsky! Originally recorded in October 2017. An introduction to Lev Vygotsky and how his theories from the 1930s apply to your kids today. Want to apply some constructivism to your life? Grab the Scripts to Manage the Top 10 Crazy-Making Behaviours: prnt.link/scripts Watch the video recording here: http://prnt.link/sharing Join the Parenting Posse: prnt.link/group the Mudroom is recorded live every Tuesday at 9pm ET/ 8pm CT/ 6pm PT on Facebook: facebook.com/arfamilyservices --- Send in a voice message: https://anchor.fm/mudroom/message

Jeando Masoero speaks with Mastaneh Nazarian in a third conversation about the work of F.M. Alexander, its origins and its evolutions. The process of finding out how learning and teaching happen take Mr. Masoreo to discover interrelations between aspects of the work such individuals as Pierre Janet, Lev Vygotsky, Nikolai Bernstein, François Delsarte and of F.M. Alexander. Along the way Jeando shares aspects of how he teaches individuals to teach themselves in the simple, practical and essential art of learning to expand self imposed limits through everyday activities. Jeando's website: initial-alexandertechnique.org Mastaneh's website: rediscoverease.com More information about the Alexander Technique: AlexanderTechnique.com You can learn how to support this and other Alexander Technique websites at AlexTechExpress.com/support

Jeando Masoero speaks with Mastaneh Nazarian in a second conversation about the work of F.M. Alexander, its origins and its evolutions. The process of finding out how learning and teaching happen take Mr. Masoreo to discover interrelations between aspects of the work such individuals as Pierre Janet, Lev Vygotsky, Nikolai Bernstein, François Delsarte and of F.M. Alexander. Along the way Jeando shares aspects of how he teaches individuals to teach themselves in the simple, practical and essential art of learning to expand self imposed limits through everyday activities. Jeando's website: initial-alexandertechnique.org Mastaneh's website: rediscoverease.com More information about the Alexander Technique: AlexanderTechnique.com You can learn how to support this and other Alexander Technique websites at AlexTechExpress.com/support

Jeando Masoero speaks with Mastaneh Nazarian about the work of F.M. Alexander, its origins and its evolutions. The process of finding out how learning and teaching happen take Mr. Masoreo to discover interrelations between aspects of the work such individuals as Pierre Janet, Lev Vygotsky, Nikolai Bernstein, François Delsarte and of F.M. Alexander. Along the way Jeando shares aspects of how he teaches individuals to teach themselves in the simple, practical and essential art of learning to expand self imposed limits through everyday activities. Jeando's website: initial-alexandertechnique.org Mastaneh's website: rediscoverease.com More information about the Alexander Technique: AlexanderTechnique.com You can learn how to support this and other Alexander Technique websites at AlexTechExpress.com/support

The beginning of the Theorists Series: Lev Vygotsky! Originally recorded in October 2017. An introduction to Lev Vygotsky and how his theories from the 1930s apply to your kids today. Want to apply some constructivism to your life? Grab the Scripts to Manage the Top 10 Crazy-Making Behaviours: prnt.link/scripts Watch the video recording here: prnt.link/levvygotsky Join the Parenting Posse: prnt.link/group the Mudroom is recorded live every Tuesday at 9pm ET/ 8pm CT/ 6pm PT on Facebook: facebook.com/arfamilyservices --- Send in a voice message: https://anchor.fm/mudroom/message

点击每期节目可以看到具体文稿内容The Running Conversation in Your HeadWhat a close study of "inner speech" reveals about why humans talk to themselvesBy Julie BeckLanguage is the hallmark of humanity—it allows us to form deep relationships and complex societies. But we also use it when we're all alone; it shapes even our silent relationships with ourselves. In his book, The Voices Within, Charles Fernyhough gives a historical overview of “inner speech”—the more scientific term for “talking to yourself in your head.”Fernyhough, a professor at Durham University in the U.K., says that inner speech develops alongside social speech. This idea was pioneered by Lev Vygotsky, a Russian psychologist who studied children in the 1920s and noted that when they learned to talk to other humans, they also learned how to talk to themselves, first out loud, and eventually, in their heads.Inner speech, Fernyhough writes, isn't bound by many of the conventions of verbal speech. For one, we can produce it much faster when we don't have to go at the pace required to use tongues and lips and voice boxes. One researcher the book cites clocks inner speech at an average pace of 4,000 words per minute—10 times faster than verbal speech. And it's often more condensed—we don't have to use full sentences to talk to ourselves, because we know what we mean.But it does maintain many of the characteristics of dialogue. We may imagine an exchange with someone else, or we may just talk to ourselves. But that doesn't mean it's not a conversation. Our minds contain many different perspectives, and they can argue or confer or talk over each other.“We are all fragmented,” Fernyhough writes. “There is no unitary self. We are all in pieces, struggling to create the illusion of a coherent ‘me' from moment to moment.”968重庆之声每周一至周五8点56分每天三分钟养成良好英语听说习惯

Dr. Lois Holzman is a highly respected scholar and teacher who is pioneering a cultural approach to human learningand development rooted in the human capacity to perform, play and pretend. Author The Overweight Brain (How Our Obsession with Knowing Keeps Us from Getting Smart Enough to Make a Better World),  she has helped bring and deepen the insights and discoveries of Lev Vygotsky to the fields of psychology, psychotherapy, education, youth development and organizational and community development, all while creating a new methodology for learning and development known as social therapeutics. A chief organizer of an emerging international movement of ‘performance activists,’ Dr. Holzman is an outspoken advocate for reintroducing play and creativity to advance emotional growth, educational reform and social and organizational change. She is also founder and director of an activist think tank, the East Side Institute.If you would like to learn more about the East Side Institute and its approach, or would like to be in touch with Dr. Holzman, contact Mary Fridley, Director of Special Projects at mfridley@eastsideinstitute.org. www.eastsideinstitute.org

Peter Wagstaff is a Senior Lecturer and Marketing Academic at Monash University. We speak to Peter about customer experience in higher education. We ask the question: Who actually is a university's customer? We debate the reasons why bureaucratic organisations struggle to provide great experiences. And Peter shares a controversial opinion of why it's sometimes actually good to make a student's life difficult.   Resources mentioned: The CX field-of-study is being driven by industry bodies like Gartner, Forrester, McKinsey, PwC and Harvard Business Review. The 4 Ps of goods marketing and the 7 Ps of services marketing "What people really desire are not products but satisfying experiences" (source: Abbott, 1955, Quality and Competition). Education learning management systems (LMS) such as Moodle, Blackboard, etc. Trying Slack as an alternative tool for student interaction The Zone of Proximal Development (theory), by Lev Vygotsky.   Key takeaways (starts at 27:52): Know who the customer is—that is the ultimate truth Find ways to exceed expectations The experience your customer has is partly beyond your control "What people really desire are not products but satisfying experiences"

Lernen ist nicht linear, vielmehr ist Lernen ein aktiver Verarbeitungsprozess, in dem Interiorisierung, Exteriorisierung und Dialog untrennbar miteinander verbunden sind. Links: https://de.wikipedia.org/wiki/Kulturhistorische_Schule, https://de.wikipedia.org/wiki/T%C3%A4tigkeitstheorie, https://en.wikipedia.org/wiki/Lev_Vygotsky, https://en.wikipedia.org/wiki/Aleksei_N._Leontiev

Welcome to Mere Rhetoric, a podcast for beginners and insiders about the ideas, movements, and people who shaped rhetorical history. I'm Mary Hedengren. Quintilian was a transitional figure of rhetoric. Born in a Roman province of Spain to a Spanish family at around 35 CE, he lived both geographically and temporally at the peripheries of the Roman Empire. Quintilian was, as everyone was, influenced by Cicero and the Greek instructors, Progymnasmata, which we've talked about in an earlier episode. He was deeply concerned with questions about the education of rhetoric. As a teacher of rhetoric, his students were mostly historians, like Tacitus, or authors, like Juvenal, instead of politicians. In fact, his student Tacitus will later argue that there wasn't much space for rhetoric as the Roman Empire became more authoritarian. Who's going to argue with an Emperor? But Quintilian was deeply interested in not just creating better rhetoric, but better rhetors. The most famous idea from Quintilian is probably his insistence that the rhetor will be a good person all around. Educated, kind, refined. As Bruce Herzberg and Patricia Bizzell say in their introduction, "Quintilian's insistence on the moral element may bespeak his own quiet desperation about what sort of leader would be needed to galvanize the corrupt Rome of his day." Whatever Quintilian's motivation, he explains in detail, hundreds of pages of detail, how rhetors are to be educated. >> That's right, Mary. To illustrate Quintilian's preoccupation with the intersection of ethics and the art of oratory, it's worth noting that his definition of rhetoric is "a good man speaking well.” Without good words and good morals, there cannot be good rhetoric. There can be no divorce between the content and the form of statement. The reverse was also important for Quintilian, that training in rhetoric could have some sort of moral impact on the student. Quintilian hoped that people would be more moral for their rhetorical training. Although he was teaching at a time when rhetoric and Roman society was at "no longer a severe discipline for training the average man for active citizenship." Good citizenship depends, not just on speaking technically well, but also morally well. How does the student develop this kind of technical and moral excellence in speaking? Primarily, through the impact of good examples. Nurses, classmates, and especially the teacher should "all be kept free from moral fault" or "even the suspicion of it." Classmates can have good effects on students. Instructors should also frequently demonstrate because now that we teach, examples are more powerful even than the rules." This sort of reminds me of the kind of scaffolding that Lev Vygotsky, Ridley, and Carroll talk about. When students are surrounded by students doing work that is just a little bit more difficult than what they're accustomed to, they can see how their near peers rise to the problems and learn how to imitate those strategies as well. >> So teachers, classmates, instructors, you can tell from all of these influences that Quintilian is so worried about, he believes in the little sponges model of pedagogy. Some influences like nurses and classmates maybe accidental, but Quintilian also emphasizes the conscious use of imitation exercises to strengthen the student. In fact, Quintilian declares that "an orator ought to be furnished, above all things, with an ample store of examples." The things that Quintilian recommends imitation, though, vary from the standard Progymnasmata. The Progymnasmata gave students topics like kidnappers and smugglers. Standard Hardy Boy stuff. But Quintilian believed that students should imitate the sort of things they're actually going to be writing. Real life writing. In this sense, you can see how Quintilian would be comfortable with some of the scholars who emphasize learning to write in the disciplines. All of this is sort of a social-constructed view of good rhetoric, even something a little pre-writing in the disciplines. Quintilian talks about how every species of writing has its own prescribed law, each to its own appropriate dress. So this sort of emphasizes the idea that there's not just one type of good writing and you can't teach somebody just good writing or good rhetoric. He saw that you needed to practice in the types of forms that you're actually going to be doing. This is really kind of revolutionary stuff and it's surprising that it didn't get picked up earlier until in the past, about 100 years has been a real emphasis on beginning to teach writing not just was a transferable skill, but something that is really specific to a specific task. But at the same time, Quintilian believed that his students should be generalists, because eloquence "requires the aid of many arts." So even things like gymnastics, to improve lung capacity and posture, and geometry should be taught to the would-be rhetor. A sort of balance between the liberal arts and sort of like a specific kind of technical training. But especially, you have this reading, writing, listening all being taught at the same time, because they influence each other, and Quintilian says that they are so inseparably linked with one another and that they should be taught, not as separate skills, but as sort of one fluid type of learning about language. >> That's right, Mary. Quintilian saw speaking, writing, and reading as important skills of course, but not things that could be separated from the human experience as a whole. In fact, Quintilian saw it as his duty as a teacher to cultivate not just good rhetors, but the whole person. That might sound a little authoritarian, but just because Quintilian believed that students should write real-life exercises, doesn't mean he didn't think that they should have fun. Rhetoric, in varying forms appropriate to age, surrounds the student's cradle to the grave. Little children and babies could be given alphabet blocks as toys, and young students should be allowed to play with their own writing and the student should be daring, invent much, and delight in what he invents. Practice alone, though, won't lead automatically to greatness. "Talent does matter, but he who is honorably inclined will be very different from the stupid or idol," Quintilian says, "and the wise instructor will give matter designed as it were beforehand in proportion to the abilities of each, and the teacher will help them to find their strengths and apply chiefly to that in which he can succeed." Help make students succeed. The students should be happy with what they are producing even if it isn't what a professional writer would write. Not everyone has to become a famous writer but any skill in rhetoric will pay dividends for the wealth, honor and friendship, greater present and future fame," Quintilian writes, "No matter how much or how little you obtain or feel you use." >>Unlike many other teachers of rhetoric, Quintilian rejected stylistic anachronisms and effects. "Language is excellent, perspicuous and elegant and should have the public stamp like currency. Current practices matter so much that custom in speaking, therefore, I shall call the agreement of the educated just as I call custom in living the agreement of the good." There's an obvious influence here on enlightenment rhetors like Hugh Blair who similarly reject the idea that you should speak in an old timey way and that you need to consider what the modern style is for your own region. Incidentally, Blair thought that Quintilian was the best of all the rhetoricians. Overall, students should develop fasilitas, the readiness to appropriate language for any situation. To be fluid with understanding what the social conventions are and how you can apply language to it. And after a good career, Quintilian even advises the rhetor to bow out gracefully, not full of reunion tours and botox, but to leave at your peak, "Because it becomes him to take care that he speak not worse than he has been in the habit of speaking." That's not to say that retired people are off the hook. They're still expected to study like Marcus Cato who learned Greek in his old age. But Quintilian definitely sets out a line of the entire rhetor's life, from their earliest years playing with blocks to when they retire at an old age. >>So Quintilian clearly would have been no fan of Rocky V and VI, is what we're saying there [laughter]. >>How many people were? [laughs] >>I think only a few perhaps. If all of this seems like a lot of work to raise the writer, then you're absolutely right. Quintilian describes such an involved pedagogy from cradle to grave, that the relationship is less like a teacher and more like a parent. The focus in Quintilian's pedagogy is less quick and dirty tricks, and more the formation of a rhetorical character. He feels that learning rhetoric will help make you a better person. The good man speaking well and because of that he passionately promotes a study of rhetoric. In fact, we can't put it any better than he does, so we'll end with his inspiring words and if these don't make you excited about studying rhetoric, I just don't know what will. "Let us then presume with our whole powers the true dignity of eloquence then which the immortal gods have given nothing better to mankind and without which all nature would be mute and all our acts would be deprived alike of present honor and commemoration among posterity and let us aspire to the highest excellence for, by this means, we shall attain the summit and if it does not ring great advantage to studious youth it will at least excite in them what I desire even more, a love for doing well." [musical outro]

Today's episode begins with a story in the news about a teacher who resigned from teaching because "I can't stand to make children cry anymore" and because she could not tolerate the idea that her own child would have to attend her school. We will discuss the plight of good teachers faced with giving endless standardized tests and the plight of children whose individualities are strangled in a life long quest for grades and degrees. We will tell the stories of Jean Piaget, Lev Vygotsky and other developmentalists and what we know about learning that could shape a "good" educational system. We will spend some time on the role politics plays in shaping an educational process in which classes are too large, teachers are paid wages such that they often cannot live in the communities in which they work and have to supplement their incomes outside of school and most importantly have little or nothing to say about the educational process itself. Finally, we can share stories about the love of learning and the development of creative citizens. 

How does good psycho"therapy" create positive change in the stories we live by? "Therapy" is a form of personal education whose goals are simliar to all good education. Good education is therapeutic and proper therapy is educational! When educated within relationships based on respect, good discipline, and if we are lucky, love we learn to set goals, develop necessary skills, and think more maturely and critically.  Tonight we will discuss the ideas of Jean Piaget, Lev Vygotsky and others involved in creating a theory of good education.

A very wise person of our acquaintance once said, 'Read old books to get new ideas'. Here, we pursue the ideas presented in old books by Lev Vygotsky and George Herbert Mead as a means to account for the differences in social life between human and non-human primates and, by extension, their cognition. We consider the contrasting perspectives of Vygotsky and Mead on the links between thought and language, and relate these to subsequent developments in the study of animal cognition, and the emergence of the fields of embodied and distributed cognition. We then use this synthesis to argue that, as Wundt originally suggested, the study of social life must be fundamentally social and situated, and cannot be a laboratory endeavour focused solely on processes within individuals. We use developments in social network analysis (specifically a new formalisation of social networks, which can be presented as multi-dimensional mathematical objects, 'tensors') to explore the possibilities of a new approach to comparative social cognition. This approach recognizes that sociality and behaviour are constitutive of cognition and not simply its visible manifestation, and emphasizes that there is no such thing as a social brain in isolation, but a complex nexus of brain, body and world. Presented by Louise Barrett, Peter Henzi and David Lusseau (Psychology, University of Lethbridge, Canada).

A very wise person of our acquaintance once said, 'Read old books to get new ideas'. Here, we pursue the ideas presented in old books by Lev Vygotsky and George Herbert Mead as a means to account for the differences in social life between human and non-human primates and, by extension, their cognition. We consider the contrasting perspectives of Vygotsky and Mead on the links between thought and language, and relate these to subsequent developments in the study of animal cognition, and the emergence of the fields of embodied and distributed cognition. We then use this synthesis to argue that, as Wundt originally suggested, the study of social life must be fundamentally social and situated, and cannot be a laboratory endeavour focused solely on processes within individuals. We use developments in social network analysis (specifically a new formalisation of social networks, which can be presented as multi-dimensional mathematical objects, 'tensors') to explore the possibilities of a new approach to comparative social cognition. This approach recognizes that sociality and behaviour are constitutive of cognition and not simply its visible manifestation, and emphasizes that there is no such thing as a social brain in isolation, but a complex nexus of brain, body and world. Presented by Louise Barrett, Peter Henzi and David Lusseau (Psychology, University of Lethbridge, Canada).

In this podcast, Jennifer and Beth discuss how Lev Vygotsky's theory of social constructivism can help parents, teachers, and clinicians in their work with children. Parents who struggle with children during homework time will enjoy the tips. Teachers will better understand how to gauge student learning individually and in groups. Clinicians can benefit from understanding how to facilitate understanding of treatment activities with their clients. As usual, we try to offer something for everyone while sharing Vygotsky's theory, our stories, and specific tips. Enjoy! Beth and Jennifer

Mike & Billy receive a LIVE report from the Irish Open from Dan with GolfCentralDaily.com.  Joining Mike & Billy in the first hour of the show is Bob Skura, Author of "How Great Golfers Think" and "Peanuts, Pianos & Pavlov's Dog.  Check out his website at www.howgreatgolfersthink.com. Background Bob Skura Bob discovered the secrets to the mental game of golf in response to failure. He had ambitions to play professionally but a stint on the Canadian tour didn’t turn out as planned. He was 21 at the time, and like most golfers, was perplexed by why he could shoot the lights out one day and hit it sideways the next. So Bob sat down and took stock of his attributes. First he wondered if his physique was the problem. There were players on the Tour who were taller, smaller, heavier and lighter than Bob. They were making a great living at it, so he eliminated body type as a factor. Then he wondered if his mechanics were good enough. Some players like Anthony Kim swing perfectly on plane, but others like Jim Furyk and Kenny Perry have unorthodox styles, yet still manage to win big money. So Bob concluded that swing mechanics alone don’t determine a golfer’s success. Finally Bob considered his equipment and training. But he realized that all of the money he had spent over the years on drivers, utility clubs, books, videos and swing aids had done more to make his basement look like a golf warehouse than help him lower his scores. So Bob concluded that the secret to making those days of stellar performance a more frequent occurrence wasn’t based on anything he could do physically. The answer had to have something to do with what was going on between his ears. Intrigued by these observations, Bob began reading all the psychology literature he could find on human performance, hoping to uncover secrets to the mental game. For many years he studied the ideas of more than 100 renowned psychologists like Maria Montessori (childhood education), Mihaly Csikszentmihalyi (Guru of Flow), D.H. Meichenbaum (SIT Stress Inoculation Training), Lev Vygotsky (function of language in human development), Edwin Locke and Gary Latham (goal-setting), and Albert Bandura (self-efficacy). As a result Bob came to realize that our mental skills – how we think, talk and play – are as fundamental to success in the mental game of golf as grip, posture and alignment are to the physical game. Click here for the Deal of the Week courtesy of Golflandwarehouse.com use promo code "GTR" for BIG discounts! Thank you to our GTR Partners please visit their sites and support the businesses that support GTR! Slickstix Avila Beach Golf Resort Blacklake Golf Resort Golflandwarehouse Avila La Fonda Hotel Inn at Avila Beach Email Mike and Billy at info@golftalkradio.com with questions, comments or whatever

Guest IntroductionToday’s guest is a professor in the School of Teaching and Learning at Bowling Green State University. He teaches Science Methods for the Inclusive Early Childhood Classroom, Advanced Methods in Elementary School Science, Advanced Pedagogy and Best Practices, Qualitative Approaches to Classroom Inquiry, as well as Issues and Trends in Curriculum and Instruction. His research focuses on “Play” in human and nonhuman primates, lesson study with preservice and inservice teachers, and the acquisition of pedagogical content knowledge. He is a good friend and collogue. Please welcome Dr. Rick Worch._______________________Table of Contents:00:00 - Introduction - Learning Theory & Constructivism07:25 - Interview with Dr. Rich Worch_______________________Interact with Dr. Partin and the Teaching and Learning Professor community at:https://www.facebook.com/theteachingandlearningprofessor/_______________________Support this podcast at RedCircle— DONATE TODAY!!I'm using your donation to buy a new microphone and studio equipment to improve my sound. I need coffee too :-)_______________________Learning Theory & ConstructivismLearning Theory explains how students understand, process, integrate, and retain knowledge throughout learning. Prior experience, environmental factors, cognitive ability, and emotions play a large part in a student’s world view or understanding of the world they live in. The world view influences the way knowledge and skills are acquired, changed, and retained. There are generally 3 contemporary theories of learning teachers use to guide their teaching practices: Cognitivism, Transformative Theory, and Constructivism. CognitivismCognitivism stems from Gestalt Psychology and focuses on the learner and memory. In Gestalt theory, psychologists believe that humans learn by making sense of the relationships between new and old information. The human mind views entities as part of a bigger picture and as components of more complex systems (Cherry 2019). Cognitive theories of learning focus on the learner instead of the environment and have two underlying assumptions: 1) the memory system of the brain is structured and an operational processor of information; 2) prior knowledge plays a key role in learning (Smith 2018). Because each individual has a unique view of the world, humans create their own learning experiences and uniquely decipher information in ways that may differ from others. Transformative TheoryTransformative learning theory explains how people adjust and reinterpret meaning (Taylor 2008).It is related to the mental process of creating change in a frame of reference (Mezirow 1997). A frame of reference defines the way humans view the world and emotions play a large part in creating that view (Illeris 2001). Adults typically reject information that conflicts with their views and understanding of the world. Frame of reference is made up of habits of mind and points of view. Habits of mind (such as mindset or persistence) are very difficult to change but possible, however points of view may change over time as a result of reflection, criticism, or feedback (Mezirow 1997). Transformative Learning occurs when a student critically ponders evidence in support of competing understandings and points of view (Mezirow 1997). ConstructivismConstructivism is a concept often mentioned when discussing science classroom-learning environments. In fact, much of the current science education research and literature has focused on constructivism. Constructivism is a philosophy about how people learn, and specifically addresses how knowledge is acquired and constructed. More specifically, “according to the constructivist view, meaningful learning is a cognitive process in which individuals make sense of the world in relation to the knowledge which they already have constructed, and this sense-making process involves active negotiation and consensus building” (Fraser 1998, p. 13). Science educators may agree that constructivism is ideally more desirable over more traditional methods of instruction, such as direct instruction; however, many debate exactly how knowledge is built. The two primary descriptions of constructivism derive from Jean Piaget’s (1954) theory of cognitive development and Lev Vygotsky’s (1978) social constructivism. Cognitive constructivism focuses on internal cognitive processes (Piaget 1954) and an individual’s attempts to make sense of the world (Von Glasersfeld 1995), whereas social constructivism stresses the significance of society, culture, and language (Lemke 2001), where knowledge is socially constructed and acquired in specific social and cultural contexts. Despite their differences, both branches of constructivist thought stress the importance of experiential learning and acknowledge that motivation is crucial for the construction of knowledge and the progression of conceptual change. The literature contains many testimonials and experimental research studies that support the idea that meaningful learning is tied to experience (e.g. Angelo 1990; Bodner 1986; Bybee 1993; Caprio 1994; Lawson 1992; Lawson et al. 1990, 1993; Leonard 1989a, 1989b; Lord 1994; Lorsch & Tobin 1995; Roth 1994; Seymour 1995). The National Research Council’s 1999 Report, How People Learn (Brandsford, Brown, & Cocking 2000), is also in concert with the constructivist view and suggests inquiry-based learning as a way to have students doing real scientific investigations similar to the way in which practicing scientists define problems, formulate and test hypotheses, and draw conclusions. Inquiry-based learning has many nonscience classroom applications as well.Currently there are many models of constructivist learning (e.g., Glasson & Lalik 1993; Hewson & Tabachnick 1999; Nussbaum & Novick 1982). However, David Palmer (2005) examined the extent to which motivational strategies have been considered in the design of existing constructivist informed teaching models and found that existing models were inadequate in explicitly integrating motivation. Palmer also found that some models, in fact, conflict with the currently accepted views of motivation. Thus, new models integrating motivation and constructivism are needed. In a 2012 article by BGSU faculty Partin and Haney such a model is proposed and they discuss implications for further research in this area. References Angelo, T. A. (1990). Classroom assessment: Improving learning quality where it matters most. New Directions for Teaching and Learning, (42), 71-82.Bodner, G. M. (1986). Constructivism: A theory of knowledge. Journal of Chemical Education, 63(10), 873-878.Bransford, J. D., Brown, A. L., Cocking, R. R. Commission on Behavioral and Social Sciences and Education. (2000). How people learn: Brain, mind, experience, and school. expanded edition. National Academy of Sciences - National Research Council, Washington, DC.Bybee, R. W. (1993). Leadership, responsibility, and reform in science education. Science Educator, 2(1), 1-9.Caprio, M. W. (1994). Easing into constructivism. Journal of College Science Teaching, 23(4), 210.Cherry, K. (2019, November 18). What Impact Did Gestalt Psychology Have? Retrieved from https://www.verywellmind.com/what-is-gestalt-psychology-2795808.Glasson, G. E., & Lalik, R. V. (1993). Reinterpreting the learning cycle from a social constructivist perspective: A qualitative study of teachers' beliefs and practices. Journal of Research in Science Teaching, 30(2; 2), 187-207.Hewson, P. W., & Tabachnick, B. R. (1999). Educating prospective teachers of biology: Introduction and research methods. Science Education, 83(3), 247.Illeris, K (April 2001). "Transformative Learning in the Perspective of a Comprehensive Learning Theory". Journal of Transformative Education. 2 (2): 79–89. doi:10.1177/1541344603262315Lawson, A. E. (1992). Using reasoning ability as the basis for assigning laboratory partners in nonmajors biology. Journal of Research in Science Teaching, 29(7), 729-741.Lawson, A. E., Baker, W. P., Didonato, L., Verdi, M. P. and Johnson, M. A. (1993), The role of hypothetico-deductive reasoning and physical analogues of molecular interactions in conceptual change. Journal of Research in Science Teaching, 30: 1073–1085.Lawson, A. E., Rissing, S. W., & Faeth, S. H. (1990). An inquiry approach to non-majors’ biology. Journal of College Science Teaching, (May), 340-346.Lemke, J. L. (2001). Articulating communities: Sociocultural perspectives on science education. Journal of Research in Science Teaching, 38(3), 296-316.Leonard, W. H. (1989). Research and teaching: Ten years of research on investigative laboratory instruction strategies. Journal of College Science Teaching, 18(5), 304-306.Leonard, W. H. (1989). A review of research on science laboratory instruction at the college level. U.S.; South Carolina:Lord, T. R. (1994). Using constructivism to enhance student learning in college biology. Journal of College Science Teaching, 23(6), 346.Lorsbach, A., & Tobin, K. (1995). Toward a critical approach to the study of learning environments in science classrooms. Research in Science Education, 25(1), 19-32.Mezirow, J (1997). Transformative Learning: Theory to Practice. New Directions for Adult and Continuing Education. Jossey-bass. pp. 5–12.Nussbaum, J., & Novick, S. (1982). Alternative frameworks, conceptual conflict and accommodation: Toward a principled teaching strategy. Instructional Science, 11(3), 183.Palmer, D. (2005). A motivational view of constructivist‐informed teaching. International Journal of Science Education, 27(15), 1853-1881.Partin, M. L., & Haney, J. J. (2012). The CLEM model: Path analysis of the mediating effects of attitudes and motivational beliefs on the relationship between perceived learning environment and course performance in an undergraduate non-major biology course. Learning Environments Research, 15(1), 103–123. doi: 10.1007/s10984-012-9102-xPiaget, J. (1954). The construction of reality in the child. New York: Basic Books.Roth, W. (1994). Experimenting in a constructivist high school physics laboratory. Journal of Research in Science Teaching, 31(2), 197.Seymour, E. (1995). Revisiting the `problem iceberg': Science, mathematics, and engineering students still chilled out. Journal of College Science Teaching, 24(6), 392.Smith, M. K. (2018). ‘Learning theory’, the encyclopedia of informal education. [http://infed.org/mobi/learning-theory-models-product-and-process/. Retrieved: 12/12/2019].Taylor, E.W. (2008). Transformative learning theory. New Directions for Adult and Continuing Education. Jossey-Bass. pp. 5–15. Fraser, B. J. (1998). Classroom environment instruments: Development, validity and applications. Learning Environments Research, 1(1), 7-34.Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard Univ. Press.Von Glasersfeld, E. (1995). Radical constructivism: A way of knowing and learning. Studies in mathematics education series: 6. Bristol, PA: Falmer Press.Support this podcast at — https://redcircle.com/the-teaching-and-learning-professor/donations