Podcasts about vygotsky

What if the way we learn isn't just through words and pictures—but through movement, emotion, rhythm, and story? In this essay, I introduce Plural Coding Theory, a model that expands on Paivio's Dual Coding and brings in insights from psychology, education, philosophy, trauma studies, and neurodiversity. Drawing from thinkers like Temple Grandin, Bessel van der Kolk, Antonio Damasio, and Vygotsky, I make the case for a new, whole-person way of learning and meaning-making that is inclusive, embodied, and deeply human.

William Zahner, Understanding the Role of Language in Math Classrooms ROUNDING UP: SEASON 3 | EPISODE 17 How can educators understand the relationship between language and the mathematical concepts and skills students engage with in their classrooms? And how might educators think about the mathematical demands and the language demands of tasks when planning their instruction?  In this episode, we discuss these questions with Bill Zahner, director of the Center for Research in Mathematics and Science Education at San Diego State University. BIOGRAPHY Bill Zahner is a professor in the mathematics department at San Diego State University and the director of the Center for Research in Mathematics and Science Education. Zahner's research is focused on improving mathematics learning for all students, especially multilingual students who are classified as English Learners and students from historically marginalized communities that are underrepresented in STEM fields. RESOURCES Teaching Math to Multilingual Learners, Grades K–8 by Kathryn B. Chval, Erin Smith, Lina Trigos-Carrillo, and Rachel J. Pinnow National Council of Teachers of Mathematics Mathematics Teacher: Learning and Teaching PK– 12 English Learners Success Forum SDSU-ELSF Video Cases for Professional Development The Math Learning Center materials Bridges in Mathematics curriculum Bridges in Mathematics Teachers Guides [BES login required] TRANSCRIPT Mike Wallus: How can educators understand the way that language interacts with the mathematical concepts and skills their students are learning? And how can educators focus on the mathematics of a task without losing sight of its language demands as their planning for instruction? We'll examine these topics with our guest, Bill Zahner, director of the Center for Research in Mathematics and Science Education at San Diego State University.  Welcome to the podcast, Bill. Thank you for joining us today. Bill Zahner: Oh, thanks. I'm glad to be here. Mike: So, I'd like to start by asking you to address a few ideas that often surface in conversations around multilingual learners and mathematics. The first is the notion that math is universal, and it's detached from language. What, if anything, is wrong with this idea and what impact might an idea like that have on the ways that we try to support multilingual learners? Bill: Yeah, thanks for that. That's a great question because I think we have a common-sense and strongly held idea that math is math no matter where you are and who you are. And of course, the example that's always given is something like 2 plus 2 equals 4, no matter who you are or where you are. And that is true, I guess [in] the sense that 2 plus 2 is 4, unless you're in base 3 or something. But that is not necessarily what mathematics in its fullness is. And when we think about what mathematics broadly is, mathematics is a way of thinking and a way of reasoning and a way of using various tools to make sense of the world or to engage with those tools [in] their own right. And oftentimes, that is deeply embedded with language.  Probably the most straightforward example is anytime I ask someone to justify or explain what they're thinking in mathematics. I'm immediately bringing in language into that case. And we all know the old funny examples where a kid is asked to show their thinking and they draw a diagram of themselves with a thought bubble on a math problem. And that's a really good case where I think a teacher can say, “OK, clearly that was not what I had in mind when I said, ‘Show your thinking.'”  And instead, the demand or the request was for a student to show their reasoning or their thought process, typically in words or in a combination of words and pictures and equations. And so, there's where I see this idea that math is detached from language is something of a myth; that there's actually a lot of [language in] mathematics. And the interesting part of mathematics is often deeply entwined with language. So, that's my first response and thought about that.  And if you look at our Common Core State Standards for Mathematics, especially those standards for mathematical practice, you see all sorts of connections to communication and to language interspersed throughout those standards. So, “create viable arguments,” that's a language practice. And even “attend to precision,” which most of us tend to think of as, “round appropriately.” But when you actually read the standard itself, it's really about mathematical communication and definitions and using those definitions with precision. So again, that's an example, bringing it right back into the school mathematics domain where language and mathematics are somewhat inseparable from my perspective here. Mike: That's really helpful. So, the second idea that I often hear is, “The best way to support multilingual learners is by focusing on facts or procedures,” and that language comes later, for lack of a better way of saying it. And it seems like this is connected to that first notion, but I wanted to ask the question again: What, if anything, is wrong with this idea that a focus on facts or procedures with language coming after the fact? What impact do you suspect that that would have on the way that we support multilingual learners? Bill: So, that's a great question, too, because there's a grain of truth, right? Both of these questions have simultaneously a grain of truth and simultaneously a fundamental problem in them. So, the grain of truth—and an experience that I've heard from many folks who learned mathematics in a second language—was that they felt more competent in mathematics than they did in say, a literature class, where the only activity was engaging with texts or engaging with words because there was a connection to the numbers and to symbols that were familiar. So, on one level, I think that this idea of focusing on facts or procedures comes out of this observation that sometimes an emergent multilingual student feels most comfortable in that context, in that setting.  But then the second part of the answer goes back to this first idea that really what we're trying to teach students in school mathematics now is not simply, or only, how to apply procedures to really big numbers or to know your times tables fast. I think we have a much more ambitious goal when it comes to teaching and learning mathematics. That includes explaining, justifying, modeling, using mathematics to analyze the world and so on. And so, those practices are deeply tied with language and deeply tied with using communication. And so, if we want to develop those, well, the best way to do that is to develop them, to think about, “What are the scaffolds? What are the supports that we need to integrate into our lessons or into our designs to make that possible?”  And so, that might be the takeaway there, is that if you simply look at mathematics as calculations, then this could be true. But I think our vision of mathematics is much broader than that, and that's where I see this potential. Mike: That's really clarifying. I think the way that you unpack that is if you view mathematics as simply a set of procedures or calculations, maybe? But I would agree with you. What we want for students is actually so much more than that.  One of the things that I heard you say when we were preparing for this interview is that at the elementary level, learning mathematics is a deeply social endeavor. Tell us a little bit about what you mean by that, Bill. Bill: Sure. So, mathematics itself, maybe as a premise, is a social activity. It's created by humans as a way of engaging with the world and a way of reasoning. So, the learning of mathematics is also social in the sense that we're giving students an introduction to this way of engaging in the world. Using numbers and quantities and shapes in order to make sense of our environment.  And when I think about learning mathematics, I think that we are not simply downloading knowledge and sticking it into our heads. And in the modern day where artificial intelligence and computers can do almost every calculation that we can imagine—although your AI may do it incorrectly, just as a fair warning [laughs]—but in the modern day, the actual answer is not what we're so focused on. It's actually the process and the reasoning and the modeling and justification of those choices. And so, when I think about learning mathematics as learning to use these language tools, learning to use these ways of communication, how do we learn to communicate? We learn to communicate by engaging with other people, by engaging with the ideas and the minds and the feelings and so on of the folks around us, whether it's the teacher and the student, the student and the student, the whole class and the teacher. That's where I really see the power. And most of us who have learned, I think can attest to the fact that even when we're engaging with a text, really fundamentally we're engaging with something that was created by somebody else. So, fundamentally, even when you're sitting by yourself doing a math word problem or doing calculations, someone has given that to you and you think that that's important enough to do, right?  So, from that stance, I see all of teaching and learning mathematics is social. And maybe one of our goals in mathematics classrooms, beyond memorizing the times tables, is learning to communicate with other people, learning to be participants in this activity with other folks. Mike: One of the things that strikes me about what you were saying, Bill, is there's this kind of virtuous cycle, right? That by engaging with language and having the social aspect of it, you're actually also deepening the opportunity for students to make sense of the math. You're building the scaffolds that help kids communicate their ideas as opposed to removing or stripping out the language. That's the context in some ways that helps them filter and make sense. You could either be in a vicious cycle, which comes from removing the language, or a virtuous cycle. And it seems a little counterintuitive because I think people perceive language as the thing that is holding kids back as opposed to the thing that might actually help them move forward and make sense. Bill: Yeah. And actually that's one of the really interesting pieces that we've looked at in my research and the broader research is this question of, “What makes mathematics linguistically complex?” is a complicated question. And so sometimes we think of things like looking at the word count as a way to say, “If there are fewer words, it's less complex, and if there are more words, it's more complex.” But that's not totally true. And similarly, “If there's no context, it's easier or more accessible, and if there is a context, then it's less accessible.”  And I don't see these as binary choices. I see these as happening on a somewhat complicated terrain where we want to think about, “How do these words or these contexts add to student understanding or potentially impede [it]?” And that's where I think this social aspect of learning mathematics—as you described, it could be a virtuous cycle so that we can use language in order to engage in the process of learning language. Or, the vicious cycle is, you withhold all language and then get frustrated when students can't apply their mathematics. That's maybe the most stereotypical answer: “My kids can do this, but as soon as they get a word problem, they can't do it.” And it's like, “Well, did you give them opportunities to learn how to do this? [laughs] Or is this the first time?” Because that would explain a lot. Mike: Well, it's an interesting question, too, because I think what sits behind that in some ways is the idea that you're kind of going to reach a point, or students might reach a point, where they're “ready” for word problems.  Bill: Right. Mike: And I think what we're really saying is it's actually through engaging with word problems that you build your proficiency, your skillset that actually allows you to become a stronger mathematician. Bill: Mm-hmm. Right. Exactly. And it's a daily practice, right? It's not something that you just hold off to the end of the unit, and then you have the word problems, but it's part of the process of learning. And thinking about how you integrate and support that. That's the key question that I really wrestle with. Not trivial, but I think that's the key and the most important part of this. Mike: Well, I think that's actually a really good segue because I wanted to shift and talk about some of the concrete or productive ways that educators can support multilingual learners. And in preparing for this conversation, one of the things that I've heard you stress is this notion of a consistent context. So, can you just talk a little bit more about what you mean by that and how educators can use that when they're looking at their lessons or when they're writing lessons or looking at the curriculum that they're using? Bill: Absolutely. So, in our past work, we engaged in some cycles of design research with teachers looking at their mathematics curriculum and opportunities to engage multilingual learners in communication and reasoning in the classroom. And one of the surprising things that we found—just by looking at a couple of standard textbooks—was a surprising number of contexts were introduced that are all related to the same concept. So, the concept would be something like rate of change or ratio, and then the contexts, there would be a half dozen of them in the same section of the book. Now, this was, I should say, at a secondary level, so not quite where most of the Bridges work is happening. But I think it's an interesting lesson for us that we took away from this. Actually, at the elementary level, Kathryn Chval has made the same observation.  What we realized was that contexts are not good or bad by themselves. In fact, they can be highly supportive of student reasoning or they can get in the way. And it's how they are used and introduced. And so, the other way we thought about this was: When you introduce a context, you want to make sure that that context is one that you give sufficient time for the students to understand and to engage with; that is relatable, that everyone has access to it; not something that's just completely unrelated to students' experiences. And then you can really leverage that relatable, understandable context for multiple problems and iterations and opportunities to go deeper and deeper.  To give a concrete example of that, when we were looking at this ratio and rate of change, we went all the way back to one of the fundamental contexts that's been studied for a long time, which is motion and speed and distance and time. And that seemed like a really important topic because we know that that starts all the way back in elementary school and continues through college-level physics and beyond. So, it was a rich context. It was also something that was accessible in the sense that we could do things like act out story problems or reenact a race that's described in a story problem. And so, the students themselves had access to the context in a deep way.  And then, last, that context was one that we could come back to again and again, so we could do variations [of] that context on that story. And I think there's lots of examples of materials out there that start off with a core context and build it out. I'm thinking of some of the Bridges materials, even on the counting and the multiplication. I think there's stories of the insects and their legs and wings and counting and multiplying. And that's a really nice example of—it's accessible, you can go find insects almost anywhere you are. Kids like it. [Laughs] They enjoy thinking about insects and other icky, creepy-crawly things. And then you can take that and run with it in lots of different ways, right? Counting, multiplication, division ratio, and so on. Mike: This last bit of our conversation has me thinking about what it might look like to plan a lesson for a class or a group of multilingual learners. And I know that it's important that I think about mathematical demands as well as the language demands of a given task. Can you unpack why it's important to set math and language development learning goals for a task, or a set of tasks, and what are the opportunities that come along with that, if I'm thinking about both of those things during my planning? Bill: Yeah, that's a great question. And I want to mark the shift, right? We've gone from thinking about the demands to thinking about the goals, and where we're going to go next.  And so, when I think about integrating mathematical goals—mathematical learning goals and language learning goals—I often go back to these ideas that we call the practices, or these standards that are about how you engage in mathematics. And then I think about linking those back to the content itself. And so, there's kind of a two-piece element to that. And so, when we're setting our goals and lesson planning, at least here in the great state of California, sometimes we'll have these templates that have, “What standard are you addressing?,” [Laughs] “What language standard are you addressing?,” “What ELD standard are you addressing?,” “What SEL standard are you addressing?” And I've seen sometimes teachers approach that as a checkbox, right? Tick, tick, tick, tick, tick. But I see that as a missed opportunity—if you just look at this like you're plugging things in—because as we started with talking about how learning mathematics is deeply social and integrated with language, that we can integrate the mathematical goals and the language goals in a lesson. And I think really good materials should be suggesting that to the teacher. You shouldn't be doing this yourself every day from scratch. But I think really high-quality materials will say, “Here's the mathematical goal, and here's an associated language goal,” whether it's productive or receptive functions of language. “And here's how the language goal connects the mathematical goal.”  Now, just to get really concrete, if we're talking about an example of reasoning with ratios—so I was going back to that—then it might be generalized, the relationship between distance and time. And that the ratio of distance and time gives you this quantity called speed, and that different combinations of distance and time can lead to the same speed. And so, explain and justify and show using words, pictures, diagrams. So, that would be a language goal, but it's also very much a mathematical goal.  And I guess I see the mathematical content, the practices, and the language really braided together in these goals. And that I think is the ideal, and at least from our work, has been most powerful and productive for students. Mike: This is off script, but I'm going to ask it, and you can pass if you want to.  Bill: Mm-hmm. Mike: I wonder if you could just share a little bit about what the impact of those [kinds] of practices that you described [have been]—have you seen what that impact looks like? Either for an educator who has made the step and is doing that integration or for students who are in a classroom where an educator is purposely thinking about that level of integration? Bill: Yeah, I can talk a little bit about that. In our research, we have tried to measure the effects of some of these efforts. It is a difficult thing to measure because it's not just a simple true-false test question type of thing that you can give a multiple-choice test for.  But one of the ways that we've looked for the impact [of] these types of intentional designs is by looking at patterns of student participation in classroom discussions and seeing who is accessing the floor of the discussion and how. And then looking at other results, like giving an assessment, but deeper than looking at the outcome, the binary correct versus incorrect. Also looking at the quality of the explanation that's provided. So, how [do] you justify an answer? Does the student provide a deeper or a more mathematically complete explanation?  That is an area where I think more investigation is needed, and it's also very hard to vary systematically. So, from a research perspective—you may not want to put this into the final version [laughs]—but from a research perspective, it's very hard to fix and isolate these things because they are integrated. Mike: Yeah. Yeah. Bill: Because language and mathematics are so deeply integrated that trying to fix everything and do this—“What caused this water to taste like water? Was it the hydrogen or the oxygen?”—well, [laughs] you can't really pull those apart, right? The water molecule is hydrogen and oxygen together. Mike: I think that's a lovely analogy for what we were talking about with mathematical goals and language goals. That, I think, is really a helpful way to think about the extent to which they're intertwined with one another. Bill: Yeah, I need to give full credit to Vygotsky, I think, who said that. Mike: You're— Bill: Something. Might be Vygotsky. I'll need to check my notes. Mike: I think you're in good company if you're quoting Vygotsky.  Before we close, I'd love to just ask you a bit about resources. I say this often on the podcast. We have 20 to 25 minutes to dig deeply into an idea, and I know people who are listening often think about, “Where do I go from here?” Are there any particular resources that you would suggest for someone who wanted to continue learning about what it is to support multilingual learners in a math classroom? Bill: Sure. Happy to share that.  So, I think on the individual and collective level—so, say, a group of teachers—there's a beautiful book by Kathryn Chval and her colleagues [Teaching Math to Multilingual Learners, Grades K–8] about supporting multilingual learners and mathematics. And I really see that as a valuable resource. I've used that in reading groups with teachers and used that in book studies, and it's been very productive and powerful for us. Beyond that, of course, I think the NCTM [National Council of Teachers of Mathematics] provides a number of really useful resources. And there are articles, for example, in the [NCTM journal] Mathematics Teacher: Learning and Teaching PK– 12 that could make for a really wonderful study or opportunity to engage more deeply.  And then I would say on a broader perspective, I've worked with organizations like the English Learners Success Forum and others. We've done some case studies and little classroom studies that are accessible on my website [SDSU-ELSF Video Cases for Professional Development], so you can go to that. But there's also from that organization some really valuable insights, if you're looking at adopting new materials or evaluating things, that gives you a principled set of guidelines to follow. And I think that's really helpful for educators because we don't have to do this all on our own. This is not a “reinvent the wheel at every single site” kind of situation. And so, I always encourage people to look for those resources.  And of course, I will say that the MLC materials, the Bridges in Mathematics [curriculum], I think have been really beautifully designed with a lot of these principles right behind them. So, for example, if you look through the Teachers Guides on the Bridges in Mathematics [BES login required], those integrated math and language and practice goals are a part of the design. Mike: Well, I think that's a great place to stop. Thank you so much for joining us, Bill. This has been insightful, and it's really been a pleasure talking with you. Bill: Oh, well, thank you. I appreciate it. Mike: And that's a wrap for Season 3 of Rounding Up. I want to thank all of our guests and the MLC staff who make these podcasts possible, as well as all of our listeners for tuning in. Have a great summer, and we'll be back in September for Season 4.  This podcast is brought to you by The Math Learning Center and the Maier Math Foundation, dedicated to inspiring and enabling all individuals to discover and develop their mathematical confidence and ability. © 2025 The Math Learning Center | www.mathlearningcenter.org  

Este episodio explora el diálogo interno desde cuatro enfoques: filosófico, psicológico, clínico y existencial. Analiza cómo nos hablamos a nosotros mismos, qué impacto tiene en nuestra vida y qué dicen autores como Vygotsky, Beck o San Agustín sobre esta voz interior que guía, hiere o transforma.

In this class series, Rabbi Shmuly will explore the Torah of the mind. Examining thinkers like Freud, Piaget, Maslow, Frankl, and so many others over 50 interactive sessions, we will explore how Jewish thought intersects with modern psychological studies and theories. Looking at consciousness, moral reasoning, ego, love, learning, and evil, how can we better understand why humans act as they do? Considering our relationships, traumas, memories, conflicts, and self-esteem, how can reflecting on the deep complexity of our minds help us live more meaningful lives? Further, how might Jewish ethics and Jewish philosophy help us ask not just “how do we live” but “how might we live?” Join us for a deep dive into the collective, individual, and Jewish mind.Attend these classes live over Zoom by becoming a member for just $18 per month: https://www.valleybeitmidrash.org/become-a-member.------------------Stay Connected with Valley Beit Midrash:• Website: https://www.valleybeitmidrash.org• Facebook: https://www.facebook.com/ValleyBeitMidrash ★ Support this podcast ★

TR is joined by Mauranda Comley to talk about using the MCP model in a middle school Family and Consumer Sciences classroom Show Notes Family and Consumer Science (https://www.aafcs.org/about/what-is-fcs) Mauranda's article in NGLC, "Benefits of Self-Pacing in Skills-Based, Hands-On Classes" (https://www.nextgenlearning.org/articles/benefits-of-self-pacing-in-skills-based-hands-on-classes) Vygotsky's Zone of Proximal Development (https://www.simplypsychology.org/zone-of-proximal-development.html) Mauranda's Reflection Form (https://docs.google.com/forms/d/16I_5uI7U0553N91wjsfuwIaQPtf15VColIOtox--C0g/edit) and Exploring Career's Choice Board (https://docs.google.com/document/d/1RozJLj5Uc49JYZzFxvtnxoWUSVHKK3aZ2hShPBXBqd0/edit?usp=sharing) tes Mauranda's business, "My Wholesome Table (https://mywholesometable.org)" Connect with Mauranda on her website (https://mywholesometable.org), or by email at mauranda.comley@modernclassrooms.org (mailto:mauranda.comley@modernclassrooms.org) Learning Experiences for the Upcoming Week Our co-founder, Rob Barnett, will be at the Summit for Transformative Learning presenting on How Modern Classrooms Meet Every Learner's Needs in Atlanta, GA from March 10-11.  Looking for virtual connection? Join our implementer meetup on Wednesday, March 12, at 7 pm EST to connect with other Modern Classroom educators! Register here (https://modernclassrooms.zoom.us/webinar/register/WN_sBlPYTg0SVy-lwDLyYrguQ) Toni Rose Deanon and Avery Balasbas will be at the 2025 Good Teaching Conference - South presenting on Cultivating Community in Your Classroom and Teaching Critical Pedagogy through Fil-Am Lit in Garden Grove, CA from March 14-16. If you're attending, make sure to stop by and say hi! Contact us, follow us online, and learn more: Email us questions and feedback at: podcast@modernclassrooms.org (mailto:podcast@modernclassrooms.org) Listen to this podcast on Youtube (https://www.youtube.com/playlist?list=PL1SQEZ54ptj1ZQ3bV5tEcULSyPttnifZV) Modern Classrooms: @modernclassproj (https://twitter.com/modernclassproj) on Twitter and facebook.com/modernclassproj (https://www.facebook.com/modernclassproj) Kareem: @kareemfarah23 (https://twitter.com/kareemfarah23) on Twitter Toni Rose: @classroomflex (https://twitter.com/classroomflex) on Twitter and Instagram (https://www.instagram.com/classroomflex/?hl=en) The Modern Classroom Project (https://www.modernclassrooms.org) Modern Classrooms Online Course (https://learn.modernclassrooms.org) Take our free online course, or sign up for our mentorship program to receive personalized guidance from a Modern Classrooms mentor as you implement your own modern classroom! The Modern Classrooms Podcast is edited by Zach Diamond: @zpdiamond (https://twitter.com/zpdiamond) on Twitter and Learning to Teach (https://www.learningtoteach.co/) Special Guest: Mauranda Comley.

This week's guest is Professor Phillip Dawson, who is Co-Director of the Centre for Research in Assessment and Digital Learning at Deakin University in Australia. In addition to Phill's website, we recommend following Phill on LinkedIn, or Twitter, where shares a lot of his work on the future of assessment, and also his passion project - The Peer Revue - where Phill combines his passion for academic research with his work in Improv Comedy. Every month he hosts a research who talks about their professional research, which is then turned into comedy gold by his improv team at The Improv Conspirancy Theatre (highly recommend keeping an eye out for this if you're in Melbourne) You can find Phill's research papers here on Google Scholar, and his LinkedIn feed has his books and his contributions to other advice and consultations in the education sector Phil mentions a number of researchers and their work in the podcast. Here's the links: James Reason's work on the Swiss Cheese model for failure of complex systems "The contribution of latent human failures to the breakdown of complex systems" You can either read the original research paper or this easier to grasp Wikipedia article "The Swiss Cheese Mode" Kiata Rundle's work on then applying this to academic integrity - you can find all of her papers on Google Scholar Alfie Kohn "Punished by Rewards" - https://www.mv.helsinki.fi/home/hotulain/Punished.pdf Phill mentioned Deci & Ryan's work, so here's a good place to start reading on Self-Determination Theory And here's a starting point if you need it for reading about Vygotsky's Zone of Proximal Development Then Phill mentioned the book Thanks for the Feedback, but Stone & Heen, which is on Amazon here  

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.

In this episode, I take a look at the models and theories espoused by Vygotsky and how to apply them to sessions in the woods. The Bracken Outdoors Podcast is designed for Woodland Leaders from bushcraft instructors to Forest School practitioners, helping you build a life in the great outdoors. With weekly short episodes on all aspects of life as a freelance Woodland Leader, from business tips and advice to philosophy of outdoor education, as well as monthly deep dives into larger topics or interviews with inspirational professionals and leaders in the outdoor education space.To find out more about my mission to help people Belong Outside, head to https://brackenoutdoors.com/Free Resources: + How to choose a tarp guide+ Forest School Activity Ideas PDF + The complete guide to setting your rates as an outdoor leader

Tim and Joel continue the discussion on the intersection of technology and discipleship. Topics range from applying Vygotsky's theories to faith formation, a Christian response to the creator economy, and whether we exist in a digital Babylon in Australia as posited by Mark Matlock and Davie Kinnaman in their book Faith For Exiles.00:00 Intro01:15 Tim's expedition to Chicago14:36 Applying Vygotsky's theories in faith formation26:06 Dangers of the creator economy and a Christian response49:24 Discipling in a digital Babylon when gospel inoculation is commonDISCUSSED ON THIS EPISODEChildren's Spirituality SummitLev VygotskyJean PiagetHow I Became A Full-Time Youtuber From a Garden ShedMatt D'AvellaAli AbdaalAlex Hormozi Joel's SubstackDavid KinnamanFaith for Exiles, by Mark Matlock and Dave KinnamanCONTACT USShock Absorber Email: joel@shockabsorber.com.auShock Absorber Website: shockabsorber.com.auSoul Revival Shop: soulrevival.shopCheck out what else Soul Revival is up to here

Mike leads us into a discussion about the importance of connection. Social connection is how children get through the hard things...Connections build resilience...Children are always looking for connection...All play is social and all learning is social...We're wired to learn from the group so why is assessment still tied to individual achievements...Shout outs to: Vygotsky, Gilligan and Usain Bolt...The most important job of teachers is to be there.

In this episode of the Just Schools Podcast, Jill Anderson and Dr. Jon Eckert engage in conversation about the profound impact of educators and the importance of recognizing their contributions. Jon tells us inspiring anecdotes of teachers who have made a lasting difference in students' lives, reflecting on the transformative power of kindness and support in education. Jon recounts a personal experience from his own schooling, to emphasize the enduring influence of a compassionate teacher. They explore the crucial role of validation and collaboration between educators and parents in nurturing children's well-being and development. While acknowledging the challenges educators face, such as burnout and high expectations, they also highlight the resilience and hope inherent in the teaching profession. The dialogue focuses on the significance of prioritizing joy, growth, and meaningful connections in education, beyond mere academic success. Ultimately, the conversation stands as a heartfelt tribute to educators, celebrating their tireless dedication and profound impact on shaping young lives. To learn more, order Jon's book, Just Teaching: Feedback, Engagement, and Well-Being for Each Student.   The Just Schools Podcast is brought to you by the Baylor Center for School Leadership. Each week, we'll talk to catalytic educators who are doing amazing work.   Be encouraged. Connect with us: Baylor MA in School Leadership Baylor Doctorate in Education Jon Eckert: @eckertjon Center for School Leadership at Baylor University: @baylorcsl Mentioned: The Anxious Generation: How the Great Rewiring of Childhood Is Causing an Epidemic of Mental Illness by Jonathan Haidt Bad Therapy: Why the Kids Aren't Growing Up by Abigail Shrier    Transcription: Jill: Hi, my name is Jill Anderson and I'm the director of the Center for School Leadership. Jon is with me here, and we're going to flip the script today, and I will be asking the questions. Jon has heard and experienced so many incredible stories from educators across the world. And so to celebrate the Teacher Appreciation Week, we wanted to share some of those stories to encourage and to inspire the good work that each of the educators out there are doing to help each student flourish. So we'll go ahead and get started with the first question. Can you share a story or two of an inspiring teacher? Jon: Yeah. So as we always talk about, we have the best job in education because this is what we do. We just go all over the world and find good things that are happening and try to highlight those, elevate those, and spread those ideas. And they're always built around human beings. And so these stories of cool things happening, I have a ton of those and we'll share them throughout the episode today. But I have to go all the way back to my first grade because that's now I guess about 43 years ago, that would be, that I was in first grade, and this is still as memorable as something that happened yesterday to me. And that's where the power of an educator comes in into the life of a student, where that educator comes alongside and helps that kid become more of who they're created to be. So this happened. The first part of it, it's not such a great teaching example, the second part is good, so stick with me. So I'm in art class. I love art. It's one of my favorite parts of the day. We're getting ready for Halloween, so we're making witches and so we're having to cut out the circle part of the head. And Mrs. Fleshy, the art teacher who've been doing it for quite a while and was a little grumpy, but she's been managing elementary kids in art for probably 30 years, so that could wear anybody down. But she's going around and passing out the scissors. And I don't know if people that are listening, if you're old enough to remember this, but left-handed scissors were always green-handled scissors. And so I knew I was left-handed, but I'd also been diagnosed with dyslexia. And so I had a really hard time knowing which hand was which. I had a hard time reversing words, you could put was and saw on top of each other. And I knew they were different, I couldn't tell you how. Six and nine, B and D they felt like they were invented by Satan just to confuse me. And so I get the scissors and she's watching me because I think she didn't believe I was left-handed. And I put them on my right hand. She's like, she snatched them from me. She's like, "Oh, you're not left-handed." And she gave me the silver-handled scissors. Jill: So sad. Jon: And I was like, "Ah, but I..." And she's moved on to the next person. And so then we're trying to cut out these circles. And if you remember the old scissors at least, if you had them on the wrong hand they did not cut. And so I'm sitting there so frustrated because I cannot get the scissors to cut the paper with my right hand, which I know I'm supposed to have on my right hand and I can't cut with my right. So I try on my left and then they really don't work. And so I start to cry because I'm that frustrated. And Mrs. Fleshy from the front of the room, she says to me, and I can still hear her, I can still smell her too actually, "Jon, if you're going to be disruptive, you need to just get out of class." I'm like, oh. So I go out of the class, I sit in the hallway and just tears are pouring down. And fifth graders are walking by me and sixth graders, and I'm just completely mortified but I can't stop. My first grade teacher, Ms. Thayer comes walking by and she's also been teaching for 30 years. I always say the best teachers in a building and the worst teachers in the building are typically the most veteran teachers, because they're either amazing and they have all that expertise or they're kind of just waiting for retirement. So you have that. So Ms. Thayer comes by and she sees me and she grabs me by my hand. And she takes me back to the room and we sit knee-to-knee in those little first grade chairs. And she asked me to tell her what happened. And so through those halting sobby breaths, I get out what happened? And she just looks at me and she says, "Mrs. Frischi shouldn't have done that to you." And then she gives me this big hug. And from then on I would run through a wall for that woman. And 43 years later, I still get chills thinking about the way she saw me, knew me and loved me in that moment just by breaking adult code saying, "Hey, that was wrong. And I know you weren't trying to be disruptive." And she gave me that hug and I was like, "Hey, I am forever loyal to you, Mrs. Thayer." So many other stories we see all around the world but I just thought I'd start with that one, because I don't think I've ever told that story very publicly. And so I was like, hey, Ms. Thayer needs to get honored wherever she's at now. I'm sure she's up in heaven at this point listening to this podcast. Jill: Yeah, I definitely had not heard that story, but that's such an amazing story to share it because of the validation, it's all it took. It was just to sit at your level and understand what you were going through and that was it. So it's not very hard to do, but it takes some time and thought to say, "Okay, I need to take a minute and see what this kid's going through." Jon: Exactly. Jill: So how can we celebrate teachers? Jon: So I think at the center, you're the director. It's great by the way having somebody else ask the questions because that's usually my role. So thank you for doing that. I think what we do is we just keep elevating the good work that's happening all over the place. There are amazing things happening that we see in the US. I've been to Australia, to England, I go to New Zealand this summer, and we're seeing amazing things happening with educators in public schools and private schools. And so just honoring the work of the profession and taking the time to listen and observe. I'll give you two quick examples where there's this reinforcing cycle of this relational component. That's where the hope always is, is in relationship. Teaching's one of the most human things we do. And so, I was in South Carolina last year. I was in a rural school and was in an early childhood classroom for at-risk kids and walked into this room and in the corner there's this tiny little wheelchair, which there's not much more depressing than a tiny wheelchair. And then a little guy who's less than 30 pounds laying on this mat, and he was just recovering from a seizure. And so he was really exhausted. He's trying to make eye contact with this teacher and he's making this noise. He's not verbal and he's making this noise, and you can tell he just wants the teacher's attention. And she's working with a small group of kids in the other corner. And she notices and she goes over and she just scoops him up, gives him a big hug, his head is on her shoulder and he's looking at me and he is so happy. And so the teacher just kind of offhandedly looks at me and she said, "Hey, sometimes we just need some snuggles." And that kid in that moment was seen, known and loved in that really simple way. And so I've given you a first grade example. I've given you an early childhood example. I want to jump ahead to validating what a high school teacher did. So she's got seniors, I'm not sure, I think she was either an English or a history teacher. And she was sharing this story at one of our professional learning sessions that we were doing last year. And she was recounting the fact that the office had called down to her room to let her know that her father had fallen and had a brain bleed they thought. And she needed to get to him as soon as possible. And so her students that were with her, they heard this because it came through. And before they would let her go, they all got around her and put hands on her and prayed for her before they would let her leave to go be with her father. Jill: That's so amazing. Jon: So that loving relationship, that part that we do it's not just a one way street. That comes back to us. It's not why we love kids so that they will love us back and it's not our job to be their friends, but when we see them, know them and love them, that gets reciprocated for us in a way that's just truly life-giving. So I think anytime we can find those life-giving things and lean into those and then elevate those to let people know all the amazing things that are happening in schools. We hear all the negative stuff because media has a negativity bias to it. But there are amazing things happening in classrooms all over the place. And so how do we see those relationships and the way kids are becoming more of who they're created to be because of the work that's going on in the classroom? Jill: Yeah, absolutely. Those are great stories to be able to share. So on that note, how do we bring more joy to the profession? Jon: So I think part of it is celebrating the right things. So when we think about joy or wellbeing or flourishing, sometimes people think of that as meaning freedom from struggle. And that's not what it is. To me, joy isn't circumstantial. Joy is in this deep abiding hope that there is more. And that joy isn't freedom from struggle but it's the freedom to struggle well. So how do we help educators see what they're doing in the lives of students that allows them to have the energy and fuel to do more? What does that look like for them? And then how do we celebrate that, because I think we've oversold wellbeing over the last few years that like, "Okay, that's really hard for you. You don't have to do that right now." And when we do that, that robs kids of the joy that comes from doing something that they didn't think they could do. And then they do it and they do it well, and there's great joy in that. So if we rob kids the opportunity to struggle, we also rob them of the opportunity to have joy. And so if we think about happiness as being something that we want kids to always feel happy, they're not going to grow very much. And we know all the way back to Vygotsky's own approximate development, the distance between what you can do on your own and what you can do with assistants where you push and stretch is where learning is. So learning is productive struggle. So how do we build that in without making it be a burnout thing? And we don't avoid burnout by getting Jeans day on Friday. That's nice. But where we really find meaning and joy is in celebrating the growth that we see. So if you want an educator to stay in education, help them see what's happening in my view as a Christian that the Lord is doing through them in the lives of a student. That's what gets you up in the morning, how do we keep seeing that and keep building on that. Jill: Absolutely. So you've talked a lot about using the phrase just a teacher. Can you talk a little bit about that, how we avoid using it as just a teacher and how we can switch that around to just teaching? Jon: Yeah. So the book Just Teaching, Feedback, Inclusion and Well-being for Each Student, plays on that phrase that, oh, I'm just a teacher, or, oh, they're just a teacher. And as educators we 100% have to stop referring to ourselves as just a teacher. Education is the profession that makes all others possible. There is great power in that role, and everyone has experienced this. If they've had a good teacher or their child has had a good teacher, the difference that makes. There is huge power in that. And we steal ourselves, we rob ourselves of that when we refer to ourselves as just a teacher. And so when we talk about just teachers, we're talking about teachers that teach for justice and flourishing by making sure each kid is seen, known and loved. And you do that by making sure they're well, that they're engaged and they get feedback. That we give them the opportunity to stretch. It's not to work ourselves into oblivion. It's not just continuing to add more and more to our plates. I think in some places burnout has become a badge of honor and educators think everything requires the extra mile. That's not it. How do we put the work on students that allows them to do the work that will allow them to flourish? And we take the work that's ours, but our job is to coach them through that, not do it for them. Jill: Exactly. Yeah, and even as a parent, I'm not a teacher, I haven't been a teacher, but as a parent I can see that in my own kids. And it's so hard to watch them go through that struggle, but once they get to the other side you're like, okay, this is a good thing that I did to help them grow in that area. Jon: Yeah. Well, we all know nobody wants to be stretched. It's no fun to be, but we all appreciate the benefit of the stretching on the back end. Jill: Yeah, absolutely. So speaking of being a parent, how as a parent can we support teachers in the best way? Jon: Well, I think we need to view our role as teachers, I'll start there, as being a partner of the parent and helping that kid flourish because regardless, in my view there are parents that do bad things for kids. But no parent wants to do things that harm their kid. They care about that kid more than anything else on earth. And sometimes as a teacher you sometimes scratch your head, well, I don't know why we're doing that. And parent-teacher conferences are always this eye-opening moment of, I can't believe that kid gets to school every day because of some of the stuff that goes on. But 95% of parents want what's best for kids. And I would say teachers are there too, nobody really goes into teaching because they want to harm kids. That's not a thing. So if we can keep our child the focus of the interaction and not get on the defensive as teachers or parents about hey... Because it's sometimes hard, especially if parents didn't have great experiences in schools, it's hard for them to come back into school and hear feedback that feels critical because it feels like they're being judged as a parent. And nobody wants to be judged or evaluated, we all want to get better. So how do we make getting better for the kid be our joint mission as parents and educators? And I think I'll go back to the joy piece, if we want our kids to experience joy and be the kind of human beings we want them to be, then we have to give them opportunity to struggle well. How can they stretch? And so that's where parents and educators can be great partners in that, what's the extracurricular activity that you need to really shine? You're not great in math, great, work harder at math. You can't just not do that. You're going go- Jill: Not do it, yeah. Jon: But then, oh, you really love art. Well, lean into art. What can you do there? You don't do art instead of math. You want to be a well-rounded human being that does it. The other thing I would encourage parents to do and this'll come into, I think you'll probably ask me for a book recommendation at some point, but as you think about who your kid's becoming, don't try to parent and engineer all of the pain out of their lives. You can't do it. Jill: That's good. Jon: You can't do it. And so how do you put those guardrails on where they know you're safe, they know that they are loved and nothing they do will change that love. However, some things they do may change how much they please you. So it's not like everything you do is fine. We just love you. You're all great. No, you can make some bad decisions that I am not going to be pleased about and I'm going to tell you. And here is wisdom from an adult who's been through all these things too, and here are some thoughts. And so the one place when I said that I was like, we really have to be smart with smartphones and social media. That is an introduced thing that didn't affect us as parents, and I'm so grateful I didn't have it. That world that's introduced there, the more as parents we can partner with schools to figure out the best ways to use technology. And how to create some freedom from it because it is oppressive. And no matter how much we think we're training them how to use it, adults aren't good at using their smartphones. Jill: I definitely am not either. I have to use the focus feature to be able to avoid it when I'm trying to do work. Jon: Right. If you've caught yourself, and I know I've done it when you and I have been talking, if you catch yourself talking to someone who's an embodied human being right in front of you and you get a buzz on your phone and you're paying attention to that, what are we doing? We're saying that's more important than this human being. So if adults are doing that, we really need to think through what that's like for people with underdeveloped frontal cortexes that allow them to discipline themselves with it. And so I think we really need to be thoughtful about that as parents, how can we do that in a way that allow our kids to really enjoy being with each other and figure out how to navigate life with other people? Jill: Yeah, absolutely. And I was going to ask you about book recommendations. I feel like you're leading into Anxious Generation. Is that the one that you were going to talk about? Jon: Well, we've been talking about... I just read that book last week by Jonathan Haidt, and I've been citing his article in the Atlantic from last summer about schools should ban smartphones, like hard stop ban smartphones. He also has the recommendation that anybody under the age that's not in high school should not have a smartphone, flip phones. Other ways to communicate fine, but no smartphones till high school and no social media until you're 16. And it's really hard to disagree with that. From what I've seen, I feel like kids are so much freer when they have that. And he gives an example in his book about his six-year-old daughter who's on her iPad, and she can't figure out what's going on that there are engineers in a multi-billion dollar industry whose job is to keep her paying attention to the iPad no matter what, because the kid is the product. That's what they're selling to advertisers, that's what they're selling. And she says to her dad, "Dad, can you take this away from me? I can't get my eyes off of it." Jill: Wow, that's really powerful. Jon: Yeah, and so I think that's really where we're. So The Anxious Generation, he has a lot of reasons why we're anxious. It's not just smartphone's bad, it's smartphones disrupt and stunt development for kids because we're not having the human interactions, everything's mediated through social media which is not real. So instead of looking, when I grew up in the '70s and '80s, especially for girls, you walk by the checkout at the grocery store and you see these models that are airbrushed and they look perfect and all this. Now, girls go on and they see that and these are their competition at school, and it's not real but it feels real. And so they curate their lives to look like something they're not, which just breeds all kinds of anxiety because it's not an embodied interaction. They're saying, "Oh yeah, I know that person. That person's like this. They're not like they're real or what it looks like on Instagram." So it's devastating. And then for boys, it's less the social media, it's more the gaming and the pornography that kids are finding at ages 10 and 11 where it's just wide open for them. Jill: So young, yeah. Jon: And again, there are features that are meant to try to limit it but if you can put in a fake birthday, you can get to just about anything. And so there's a lot of responsibility in technology, but I don't see them making a change because the incentives aren't there for them to change. I think as parents, we have to be the parents and say, "Hey, collectively, we're not going to do this." Because if you're the only parent doing it, that's really hard. And in the book, he suggests that get 10 families together that are going to commit to this, that we're not going to jump on this boat of social media, early smartphones all the time. And I think as schools, we have to make the hard decision to say, "Hey, for eight hours a day we're giving you a break from these" and not just don't have them out, because that becomes really hard to enforce in schools. It's these get turned into a pouch that's locked for the day, or these go into a smartphone locker for the day and then you get them at the end of the day. And parents, I would just encourage you to support your schools if they do that. A lot of parents are fighting it because you want immediate access to your kids. You have it, call the office. There are adults charged with taking care of your kid. Trust them to do that. If you trust them for eight hours a day, you can trust them to get an important message to your kid. Jill: Right. I've seen the attitude change just with my own kids. I have an 11-year-old, and so she recently got in trouble and got her phone taken away for a week. And she was an amazing kid. She's creative, she was drawing, she was involved in conversations, engaging, and then she got her phone back and we're like, Where did Bella go? Look, we haven't seen her." So it totally changes who they are. So yeah, I've seen it myself. So what advice would you give educators out there? Jon: So you've already picked up on some of it, so I'll just try to sum it up into a sound bite. Lean into joy, but don't think of joy as being lacking struggle. Where are you seeing growth in yourself as an educator? Where are you seeing growth in your classroom? Lean into that, celebrate that, that's where joy is. And so even when you talk about smartphones, it's not banning something. It's inviting kids into deeper engagement, into that human... When kids get to a camp and they don't have phones for a week and they get to try new things and get to be with other people like, oh, this is great. It's like the veil has come off, the haze that they're in is gone. It's like, oh, they look around there's this amazing world and these amazing people. And so I think we need the same thing for our classrooms. We need to lean into really why we got into teaching in the first place, and that's to help other people grow and become more of who they're created to be. Jill: Yeah, absolutely. So on the flip side, what would be the worst advice that you've heard? Jon: This is hard to say. I got an article out called The Wellbeing Myth, and I think we have oversold wellbeing. And I think it's bad advice to say that kids can't learn if you don't make sure everything's okay. I think we need to focus less on some of those, even the SEL stuff, social emotional learning pieces have been oversold. It's like do hard things together, that works. There was another line, this again goes back to Haidt's book, it maybe Haidt's book or it may be Bad Therapy. I've got two books now coming together in my head. But that parents, adults, or whatever, can help kids learn how to make friends. The way you learn how to make friends is you try to make friends. And it's great to have somebody that you can talk to, "Hey, I tried this and this didn't work very well and whatever." But there's not a recipe for making friends. Okay, be kind, do unto others as you want them doing to you. There's some basic principles. But you know how kids learn those? By trying to do it. So I think teachers and parents, I think sometimes we need to step back a little bit and let kids play more and try stuff more. The average kid in elementary school in the US right now gets 27 minutes a day of recess. That is tragic. That was the height of my day. I would go home with my basketball and kickball stats every day for my three recesses. I look back and I was like, recess was the greatest thing ever. And I might've learned more at recess than I did in the classroom about how to interact with human beings. So like, hey, step back. Give them some space. That's wellbeing. So worry more about the virtual world and worry less about the real world. Let the kids... Haidt has this great line, let them get bruises, not scars. Jill: I love that. That's really great. So what would you say is one of the biggest challenges that you see for educators in the year ahead? Jon: We have a really hard job as educators because so much is expected of educators. Every policy decision, every government action is like, we'll do this through schools because there are schools in every community. So more and more it gets layered on top of educators all the time. And it makes sense from a policy perspective. It's like you have a beach head into every neighborhood, but educators can't do everything. And when we try, we don't do any of it very well and we end up burned out. And so we are seeing amazing educators leave the profession and other people not wanting to go into the profession because teachers aren't making education look like a very appealing job, even though it's the greatest job ever. It doesn't look like that to students. And so that's a challenge and it's a vicious cycle that's continuing. So much is asked, I burn out, it doesn't look like an appealing profession and that's a challenge. Jill: Absolutely. So I want to end on a positive note, what's the thing that makes you the most optimistic as you look ahead? Jon: So our whole deal at the center is to focus on adaptive challenges and improvement that we can make. And so these are short cycle data collections, what can you do in 90 days that makes a difference for kids? And we're seeing teams of educators in schools literally all over the world, we're in 45 plus countries and all 50 states. And we're seeing people make improvement. Now, I don't like talking about solutions because I think solutions are often too pat and too oversimplified where improvement is, well, if you've got a dumpster fire, put the fire out first. You're not building the Taj Mahal while the fire is burning. So it's how do we make those gains and then that builds momentum, especially when you see teachers and students doing together. So I'll end with this really encouraging note that I saw last week. Well, I'll give you a specific example of something that just was super inspiring to me and then a system example. Is that okay? Jill: Okay. Yeah, that sounds great. Jon: All right. So the system example was in South Carolina, we've been working with these schools that are doing collective leadership all over the state for eight years. I'm the program evaluator and researcher so I've been studying this high school, Blythewood High School. And this year when they had their showcase of the progress they've made each year, they brought the students to do it. So I was in a session where juniors and seniors in high school were talking about the collective leadership of their educators, and the way that was affecting their system as students. And the way they were leading alongside educators. I was like, Oh- Jill: That's really cool. Jon: This is the dream. The kids own it. It's not buy-in, they own it. The other story I'll give, and this was maybe my favorite classroom visit from the last year where this makes me optimistic. Brad Livingstone, who's our first gent, he's the husband of our president, Linda Livingstone and I was in his history classroom. And he's an amazing history teacher. He teaches World War II history and Vietnam War history at a local school. And the teaching's amazing, I was there for the Do-little raids. It was amazing World War II, so I enjoyed that. But at the beginning of the class, he's having students report out how many veterans they thanked the past week. So every Monday morning they report in how many veterans they thanked for what they did. And he got them doing this, and he's done this for years in all the different schools he's been in. He drives a van full of them to HEB in the middle of the day at the beginning of the semester. And he said, "Go out and find people that are my age or older and ask them if they served in the military. And if they do, introduce yourself, thank them for their service." Jill: That's awesome. Jon: And so they go out in teams and do that, and then he's like, "Now it's on you. You got to do this." And you got to get 50 this semester. And if you get 50, the goal is to get 1000 thank-yous in the course of the semester. That fundamentally changes the community. It doesn't just change the classroom. It doesn't just change the kids, that changes the community. Once you get to 50, you get a vial of sand from Normandy that he's collected. The kid who has the most thank-yous in a semester gets a vial of sand from Iwo Jima, which is in his way of saying it is the most difficult soil to get in the world because the only way you're allowed to go to Iwo Jima is if you are connected to Japan or you're a military liaison to Japan for the United States. That's the only way you get on that island. And so a veteran brought him back some sand from Iwo Jima. So one kid each semester gets that sand. And I'm sitting in there and this kid has thanked 75 veterans that past week. I was like, "How did you do it?" And he said, "Well, I go to football games and I watch for how people stand up and salute the flag during the national anthem. And then I go find them." I was like- Jill: That's awesome. Jon: ...how amazing is that? So those kinds of small changes are the kinds of things that change our community in a society that feels like it's super broken and polarized, that changes people. And so that's the hope. Jill: That is such a cool story. Thanks for sharing that. Thanks for sharing all the other stories, and I really hope that it was an encouragement to all the educators out there. We are so grateful for the work that you do on a daily basis and making a difference in the lives of each student. Jon: Yeah, thanks for all you do, Jill. It's great. We have a great job. Jill: Yeah, we do.

Carole Robin spent over 20 years teaching the Stanford Graduate School of Business course Interpersonal Dynamics, affectionately known as “Touchy Feely.” After leaving Stanford, she founded a nonprofit called Leaders in Tech, which applies the Touchy Feely principles to help Silicon Valley executives build their leadership and interpersonal skills. Carole co-authored the popular book Connect: Building Exceptional Relationships with Family, Friends, and Colleagues, which shares key insights from her decades of teaching these courses. In our conversation, we discuss:• The benefits of building robust relationships, in life and work• The 15% rule, and how it will help you build better relationships• The power of vulnerability• Examples of how to practice vulnerability• Why mental models you build early in life hold you back later• The “three realities” and “the net”• The art of inquiry• Practical tips for avoiding defensiveness when getting feedback• The impact of long Covid on Carole's life—Brought to you by:• Eppo—Run reliable, impactful experiments• CommandBar—AI-powered user assistance for modern products and impatient users• The a16z Podcast—Featuring conversations with the founders and technologists shaping our future—Find the transcript at: https://www.lennysnewsletter.com/p/build-robust-relationships-carole-robin—Where to find Carole Robin:• LinkedIn: https://www.linkedin.com/in/carole-robin/• Email: carolerobinllc@gmail.com—Where to find Lenny:• Newsletter: https://www.lennysnewsletter.com• X: https://twitter.com/lennysan• LinkedIn: https://www.linkedin.com/in/lennyrachitsky/—In this episode, we cover:(00:00) Carole's background(05:17) The importance of building robust relationships(10:20) The “Touchy Feely” course at Stanford(13:29) An example of the in-class experience(17:19) Leaders in Tech: developing interpersonal competence(21:36) Progressive disclosure and the 15% rule(24:28) Appropriate disclosure(26:52) The power of vulnerability(34:57) Admitting mistakes and sharing feelings(37:08) Understanding mental models(42:57) The “three realities” framework(53:52) The power of feedback and personal change(58:47) The art of inquiry(01:03:27) How to get better at giving feedback(01:07:47) Exercises and continued learning(01:10:49) “Advice hinders relationships”(01:16:49) Failure corner: AFOG(01:20:30) Takeaways(01:21:51) Lessons from long Covid—Referenced:• How to Build Better Relationships: https://www.gsb.stanford.edu/insights/how-build-better-relationships• Connect: Building Exceptional Relationships with Family, Friends, and Colleagues: https://www.amazon.com/Connect-Building-Exceptional-Relationships-Colleagues-ebook/dp/B0894279WZ• Leaders in Tech: https://leadersintech.org/• Leaders in Tech Fellows: https://leadersintech.org/learnaboutfellows• Steve Jobs: https://www.forbes.com/profile/steve-jobs/• Sheryl Sandberg on X: https://twitter.com/sherylsandberg• Ursula Burns: https://www.forbes.com/profile/ursula-burns/• Application for Leaders in Tech: https://leadersintech.org/programs-and-applications• Vygotsky's Zone of Proximal Development and Scaffolding Theory: https://www.simplypsychology.org/zone-of-proximal-development.html• The Best Leaders Aren't Afraid to Be Vulnerable: https://hbr.org/2022/07/the-best-leaders-arent-afraid-of-being-vulnerable• The Surprising Benefits of Admitting Mistakes: 5 Ways to Build Intellectual Humility: https://www.forbes.com/sites/tracybrower/2021/12/29/the-surprising-benefits-of-admitting-mistakes-5-ways-to-build-intellectual-humility/• How to Build Conflict Skills—The Pinch/Crunch Model: https://www.forbes.com/sites/hannahart/2023/12/15/how-to-build-conflict-skills-the-pinchcrunch-model/• Slides mentioned (The Three Realities Framework | The 15% Rule | Feedback Guidelines): https://pen-name.notion.site/Carole-Robin-4-25-5d47d38a620e4636966d31f4bf3c7d00?pvs=4• Mindset: The New Psychology of Success: https://www.amazon.com/Mindset-Psychology-Carol-S-Dweck/dp/0345472322• Management Time: Who's Got the Monkey?: https://hbr.org/1999/11/management-time-whos-got-the-monkey• Long COVID: major findings, mechanisms and recommendations: https://www.nature.com/articles/s41579-022-00846-2• Leadership, acceptance, and self-management: my journey with long COVID: https://www.linkedin.com/pulse/leadership-acceptance-self-management-my-journey-long-carole-robin/—Production and marketing by https://penname.co/. For inquiries about sponsoring the podcast, email podcast@lennyrachitsky.com.—Lenny may be an investor in the companies discussed. Get full access to Lenny's Newsletter at www.lennysnewsletter.com/subscribe

In this episode, we asked our good friend, David Ganulin to join us to talk about marketing and how the domain of marketing can inform learning and development. Of course, that didn't stop us from deviating off topic! Of course, we still do The Best and the Worst.We have a brief conversation about the following concepts: Hard Fun, coined by Dr. Seymour Papert. You can find out more here: https://dailypapert.com/hard-fun/Mihaly Robert Csikszentmihalyi: Flow: https://en.wikipedia.org/wiki/Flow_(psychology)Vygotsky and Zone of Proximal Development: https://en.wikipedia.org/wiki/Zone_of_proximal_developmentRobert Bjork- Desired Difficulty: https://3starlearningexperiences.wordpress.com/2023/02/21/demystifying-desirable-difficulties-1-what-they-are/Anders Ericsson Deliberate Practice: https://psycnet.apa.org/record/1993-40718-001Matt differentiates between Openers and Icebreakers here: https://www.thiagi.com/games/2023/4/27/linking-in-with-mattIn the meantime, Matt referenced LDA's good friend, Ashley Sinclair and her company, MAAS Marketing, which provides marketing services specifically for L&D teams in organizations. You can find out more about Ashley here: https://www.maas-marketing.co.uk/A bit more about Dave:David Ganulin tries to use his marketing superpowers so good triumphs over evil. He loves that he can write in the third person, as well as the fact that he literally just used the term "marketing superpowers" in the first sentence of a professional bio unironically. He graduated from the University of Rochester with an M.S in Teaching, Curriculum, and Development and upon graduation, left for Japan where he served as a college Professor for five years in a variety of institutions teaching English as a Second Language, English literature, writing, and other advanced classes. Upon returning to New York City in 2000, he found himself at the tail end of Dot Bomb 1.0, and we all know how that went! He served in a variety of marketing positions beginning in 2001 and was lucky enough to learn the field from the ground up from being hands-on as well as from some incredible Mentors in the field. Along the way--while serving in a variety of higher level positions, he caught the entrepreneur bug and in 2001 (when absolutely nobody knew what a kettlebell was) ended up finding, scaling (with no outside capital), and eventually exiting a leading B2B education company KettleBell Concepts. He's been working alongside Pete Moore--Managing Partner of Integrity Square--as the firm's Chief Marketing Officer and Executive Producer of HALO Talks podcast since October 2018.You can find David here:Integrity Square: https://www.integritysq.com/Halotalks: https://www.halotalks.com/LinkedIn: https://www.linkedin.com/in/davidganulin/

The Cognitive Crucible is a forum that presents different perspectives and emerging thought leadership related to the information environment. The opinions expressed by guests are their own, and do not necessarily reflect the views of or endorsement by the Information Professionals Association. During this episode, Vygotsky was a seminal figure in Soviet Psychology. His multi-staged—social learning theory of cognitive development—has influenced generations of cognitive psychologists. Our discussion today focuses on Vygotsky's frequently overlooked and generally under-estimated concept of inner speech: or the use of internal words (and their idiosyncratic meanings) that differ in structure & function from the same words used in external speech—which are developed for public consumption. For Vygotsky, inner speech serves as an important catalyst and a dynamic process of adaptation linking  the “self” to society—not only for acquiring social or conventional word meaning in external language, but for eventually establishing private or personal word meaning—that fosters one's self identity. For Vygotsky, inner speech is the primary tool for mentation—the ability to think conceptually through language. Vygotsky's internal language and inner speech mediate the differences between public and private thought. In this sense, inner speech is an indispensable, private tool of comprehension: a clandestine, personal shorthand that fires memory, evokes macro-concepts represented by word meanings, and serves as the catalyst for individual identity—through the continually developing concept of self. Research Question: Rod Korda suggests an interested student investigate:  a participatory way of developing a framework to measure word meaning–especially in a cultural context. If successful, this kind of tool can become an input into measuring messaging effectiveness. Resources: YouTube Presentation Link to full show notes and resources Guest Bio:  About: The Information Professionals Association (IPA) is a non-profit organization dedicated to exploring the role of information activities, such as influence and cognitive security, within the national security sector and helping to bridge the divide between operations and research. Its goal is to increase interdisciplinary collaboration between scholars and practitioners and policymakers with an interest in this domain. For more information, please contact us at communications@information-professionals.org. Or, connect directly with The Cognitive Crucible podcast host, John Bicknell, on LinkedIn. Disclosure: As an Amazon Associate, 1) IPA earns from qualifying purchases, 2) IPA gets commissions for purchases made through links in this post.

Jeff and Lisa talk about Vygotsky's concept of The More Knowledgable Other. Thanks for listening! Links Visit Playvolution HQ Join Jeff for a CCBAG Happy Hour Check out Play Haven Share text and audio comments, or just come hang out at Play Haven Visit playvolutionhq.com/ccbag for cohost links, show archives, and more

【本集情報】 聖誕節後：愛的藝術(下)Ｘ新世紀福音戰士 大選當天：無所事事小聚Ｘ開票日 ※ 本集又是引書店大型製作（近三小時 毫無保留，希望有需要的朋友也讀讀看！ － 父母、準父母、主管、老闆 以及努力帶著自己成長的所有人 不可錯過本集節目！ － 從放任到精緻，甚至全球拚教養， 誰能保證自己的孩子，更成功？ 或者更順遂或更幸福？ － 讓教育心理學家，集結多年研究， 給我們一套普通的萬用方法學。 有步驟、有未來，當然也有愛。 － 怎麼做對孩子比較好？ 父母又該如何面對自己的有限？ 請聽聽《愛的藝術》的臨床實戰版， 《童年情感忽視》的後續解方！ － 《鷹架教養：養成堅韌、耐挫、獨立與安全感，守護孩子長成自己的建築》 讀墨超連結｜https://moo.im/a/nuvyJK 博客來商城｜https://reurl.cc/Ny55lk --- (00:07:37)　EP204《拼教養》、EP119《童年情感忽視》 (00:10:09)　鷹架理論 (00:17:25)　EP137《生兒為人是何苦》 (00:27:44)　維高斯基 Vygotsky (1920) 認知發展 (00:29:19)　鷹架理論前身：近側發展區（Zone of Proximal Development） (00:35:30)　鷹架支柱（一）架構 (00:44:08)　鷹架支柱（二）支持 (00:49:06)　鷹架支柱（三）鼓勵 - (00:56:52)　EP21《恆毅力》 (01:04:46)　鷹架踏板 ＃耐心＃關懷＃覺察＃冷靜＃追蹤 (01:28:28)　預告：愛的藝術（下） feat.《新世紀福音戰士》 (01:29:50)　（一）照顧＆責任 (01:38:54)　EP215《無所事事之必要》 (01:48:53)　(二) 責備＆讚美 (02:09:25)　(三) 尊重＆了解

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.

Olá, bio-ouvintes! Com certeza vocês se lembram de alguma professora que marcou suas vidas, né?! Nesse novo episódio, não poderíamos deixar de citar aqui algumas figuras importantes que além de professores foram pensadores clássicos de destaque para o desenvolvimento da educação do Brasil, como Paulo Freire, Piaget e Vygotsky. Além deles, outras que também fizeram história e marcaram a educação brasileira na prática foram Anália Emília Franco Bastos, Cecília Meireles, Darcy Ribeiro e outras figuras importantes. Suas vivências e contribuições para o campo podem nos ajudar a responder a seguinte questão: o que fazer para ser um professor inovador na sociedade atual, num contexto onde essa profissão não é valorizada? Precisamos também nos perguntar, mais do que nunca: qual é o papel do professor?   CONTATOS cartinhas@biologiainsitu.com.br Instagram, Facebook e LinkedIn: @biologiainsitu Twitter e TikTok: @bioinsitu   APOIO Apoio recorrente na Orelo! Pix: cartinhas@biologiainsitu.com.br   CRÉDITOS Coordenação: Bruna Canellas, Cristianne Santos, Heloá Caramuru, Ricardo Gomes e Vitor Lopes. Pesquisa de pauta: Analu Ramos, Juliana Barbosa e Mariana Santos. Revisão científica: Isabela Mayara. Roteirização: Ana Victória. Revisão textual: Sueli Rodrigues. Locução: Heloá Caramuru e Raissa Bella. Direção: Vitor Lopes. Edição e mixagem de áudio: Felipe Castro. Arte de capa: Larissa Castro.   CITAÇÃO DO EPISÓDIO (ABNT) Biologia In Situ 119: 119 – Dia das professoras 2023. Coordenação: Bruna Garcia da Cruz Canellas, Cristianne Santana Santos, Heloá Caramuru Carlos, Ricardo da Silva Gomes e Vitor Estanislau de Almeida Souza Lopes. Pesquisa de pauta: Analu Rufino Ramos, Juliana Cristina de Almeida Barbosa e Mariana Rodrigues dos Santos. Revisão científica: Isabela Mayara dos Santos. Roteirização: Ana Victória de Sousa Bezerra. Revisão textual: Sueli Aparecida Rodrigues. Locução: Heloá Caramuru Carlos e Raissa Bella da Silva. Direção: Vitor Estanislau de Almeida Souza Lopes. Edição de áudio: Felipe Gonçalves de Castro. Arte de capa: Larissa Araguaia Monteiro de Castro. [S. l.] Canal Biologia In Situ, 19 de outubro de 2023. Podcast. Disponível em: .   REFERÊNCIAS Vivescer. (2021, outubro 13). Conheça a história por trás do Dia dos Professores. Vivescer. https://vivescer.org.br/origem-dia-do-professor/ Você sabe a origem do Dia do Professor? Conheça a história por trás do 15 de outubro. (2011, outubro 14). Secretaria da Educação do Estado de São Paulo. https://www.educacao.sp.gov.br/voce-sabe-a-origem-do-dia-do-professor-conheca-a-historia-por-tras-do-15-de-outubro/ Pesquisas apontam educação como «escudo» contra criminalidade. (2017, agosto 8). G1. https://g1.globo.com/rs/rio-grande-do-sul/noticia/pesquisas-apontam-educacao-como-escudo-contra-criminalidade.ghtml Fuks, R. (2020, setembro 25). Quem foi Paulo Freire e porque a sua pedagogia foi tão importante. eBiografia. https://www.ebiografia.com/quem_foi_paulo_freire_pedagogia/ Ilhéu, T. (2020, setembro 19). Quem foi Paulo Freire e por que ele é tão amado e odiado. Guia do Estudante. https://guiadoestudante.abril.com.br/estudo/quem-foi-paulo-freire-e-por-que-ele-e-tao-amado-e-odiado/ O Método Paulo Freire. (sem data). Gov.br. Obtido 2 de setembro de 2023, de https://www.bibliotecapublica.mg.gov.br/o-metodo-paulo-freire/ Pensamento educacional freireano: perspectivas humanistas e libertadoras. (sem data). Uepg.br. Obtido 2 de setembro de 2023, de https://revistas.uepg.br/index.php/olhardeprofessor/article/view/16764/209209215816 Comparing Piaget and Vygotsky. (sem data). Uiowa.edu. Obtido 3 de setembro de 2023, de https://www2.education.uiowa.edu/html/eportfolio/tep/07p075folder/piaget_vygotsky.htm Howley-Rouse, A. (2021, março 17). Piaget's theory of education. THE EDUCATION HUB. https://theeducationhub.org.nz/piagets-theory-of-education/ Kendra Cherry, M. (2009, junho 17). Why Lev Vygotsky was one of the most influential psychologists. Verywell Mind. https://www.verywellmind.com/lev-vygotsky-biography-2795533 Samantha Lodi-Correa. 2009. Anália Franco e sua ação socio-educacional na transição do Império para a República (1868-1919). Dissertação de Mestrado. Faculdade de Educação. Universidade Estadual de Campinas (UNICAMP). Disponível em: https://repositorio.unicamp.br/acervo/detalhe/449107.  Alessandro Cesar Bigheto. 2006. Anália Franco. Coleção Navegando pela História da Educação Brasileira. Histedbr. Disponível em: https://www.histedbr.fe.unicamp.br/navegando/glossario/analia-franco. Acesso em: 07/09/2023. Arnaldo Niskier. 2003. Cecília Meireles - a educadora. Scripta. v. 6 n. 12, p. 119-133. Disponível em: https://periodicos.pucminas.br/index.php/scripta/article/view/12476/9789.  O que é a Escola Nova? Blog Significados. Disponível em: https://www.significados.com.br/escola-nova/#:~:text=Caracter%C3%ADsticas%20da%20Escola%20Nova&text=Aten%C3%A7%C3%A3o%20%C3%A0%20individualidade%20de%20cada,observa%C3%A7%C3%A3o%20e%20ao%20pensamento%20cr%C3%ADtico. Acesso em 07/09/2023. Danilo Mekari. 2014. Cecília Meireles: uma poeta em defesa da educação integral. Portal Aprendiz. Disponível em: https://portal.aprendiz.uol.com.br/2014/11/07/cecilia-meirelles-uma-poeta-em-defesa-da-educacao-integral/. Acesso em 08/09/2023. Elisabete Aparecida Ribeiro. 2004. Democracia, pragmatismo e Escola Nova no Brasil. Revista de Iniciação Científica da FFC, v. 4, n. 2, p. 170-186.  Saiba quem foi Anísio Teixeira e conheça seu legado. Página do Instituto Nacional de Estudos e Pesquisas Educacionais. Disponível em: https://www.gov.br/inep/pt-br/assuntos/noticias/institucional/saiba-quem-foi-anisio-teixeira. Acesso em 11/09/2023. Daniel Neves Silva. Anísio Teixeira. Brasil Escola. Disponível em: https://brasilescola.uol.com.br/historiab/anisio-teixeira.htm#:~:text=An%C3%ADsio%20Teixeira%20foi%20um%20importante,na%20gest%C3%A3o%20p%C3%BAblica%20da%20educa%C3%A7%C3%A3o. Acesso em 11/09/2023.  Jefferson Evandro Machado Ramos. LDB - Lei de Diretrizes e Bases da Educação. Blog Sua Pesquisa. Disponível em: https://www.suapesquisa.com/educacaoesportes/ldb.htm. Acesso em 11/09/2023.  Francisco Porfírio. Bibliografia de Darcy Ribeiro. Brasil Escola. Disponível em: https://brasilescola.uol.com.br/biografia/darci-ribeiro.htm. Acesso em 12/09/2023. "Darcy Ribeiro". Wikipedia, a Enciclopédia Livre. Disponível em: https://pt.wikipedia.org/wiki/Darcy_Ribeiro. Acesso em: 12/09/2023.  Araújo, R. B. de, Iwasse, L. F. A., Ribeiro, A. C., & Fonseca, S. C. (2022). As reformas do ensino no brasil e a educação como contingência. Cadernos CIMEAC, 12(1), 16–38. https://doi.org/10.18554/cimeac.v12i1.6265 Brasil tem histórico de alto índice de violência escolar: veja dados sobre agressão contra professores. (2023, março 27). G1. https://g1.globo.com/educacao/noticia/2023/03/27/brasil-tem-historico-de-alto-indice-de-violencia-escolar-veja-dados-sobre-agressao-contra-professores.ghtml Cruz Barbieri, B., dos Santos, N. E., & Avelino, W. F. (2021). Violência escolar: uma percepção social. Revista Educação Pública, 21(7). https://educacaopublica.cecierj.edu.br/artigos/21/7/violencia-escolar-uma-percepcao-social Fabio Giambiagi, José Guilherme Reis, André Urani. (2004). Reformas no Brasil: balanço e agenda. Nova Fronteira. https://www.researchgate.net/profile/Simon-Schwartzman/publication/224771523_Educacao_a_nova_geracao_de_reformas/links/556c411208aeccd7773a417a/Educacao-a-nova-geracao-de-reformas.pdf Matuoka, I. ([s.d.]). Os desafios para a educação brasileira em 2022 - Centro de Referências em Educação Integral. Centro de Referências em Educação Integral. Recuperado 11 de setembro de 2023, de https://educacaointegral.org.br/reportagens/os-desafios-para-educacao-brasileira-em-2022/ Rossasi, L. B., & Polinarski, C. A. ([s.d.]). REFLEXÕES SOBRE METODOLOGIAS PARA O ENSINO DE BIOLOGIA: UMA PERSPECTIVA A PARTIR DA PRATICA DOCENTE. Gov.br. Recuperado 11 de setembro de 2023, de http://www.diaadiaeducacao.pr.gov.br/portals/pde/arquivos/491-4.pdf Tedesco, G. H. S. ([s.d.]). Os principais desafios da educação no Brasil para 2023 e para o futuro. Com.br. Recuperado 11 de setembro de 2023, de https://bossanovaeducacao.com.br/os-principais-desafios-da-educacao-no-brasil-para-2023-e-para-o-futuro/

 Marie Brennan and Lew Zipin talk about their research and action-research projects with schools and universities.They present a direction for education that is intertwined with commmunities - with students researching issues that matter to them, while drawing from a range of sources and 'knowledges', and forming relevant relationships in the process.This is contrasted with the current top-down, command-and-control approach of our schools and universities, within a Neoliberal, corporatised model. Certainly, Marie and Lew's approach is much better suited to meet the many challenges facing us, such as economic disadvantage, global warming, and the effects of colonisation. ReferencesBerlant, L. 2011, Cruel Optimism, Durham, NC: Duke University Press.Boomer, G. 1999, ‘Pragmatic radical teaching and the disadvantaged schools program'. In B. Green (Ed.), Designs on Learning: Essays on Curriculum and Teaching (pp 49–58). Australian Curriculum Studies Association.Bourdieu, P. 1984, ‘The forms of capital'. In J. Richardson (Ed), Handbook of Theory and Research for the Sociology of Education, New York: Greenwood, pp 241–58.Bourdieu, P. 1993, The Field of Cultural Production: Essays on Art and Literature, New York: Columbia University Press.Brennan, M. 2019, 'Scholarly activism in and for renewed Australian universities', Social Alternatives 38(3), pp 56-62.Bunda, T., Zipin, L. & Brennan, M. 2012, ‘Negotiating university “equity” from Indigenous standpoints: A shaky bridge', International Journal of Inclusive Education, 16(9), pp 941–957.Freire, P. 1993/1970. Pedagogy of the Oppressed, trans. M. Bergman Ramos, New York & London: Continuum.Marx, K. 1967, Capital Volume 1, trans. S. Moore & E. Aveling, New York: International Publishers.Moll, L. 2014, L. S. Vygotsky and Education, New York & London: Taylor and Francis.Moll, L., Amanti, C., Neffe, D., & Gonzalez, N. 1992, ‘Funds of knowledge for teaching: Using a qualitative approach to connect homes and classrooms', Theory into Practice 32(2), pp. 132-141.Pignarre, P. & Stengers, I. 2011, Capitalist Sorcery: Breaking the Spell, trans. A. Goffey, London: Palgrave Macmillan.Santos, B. de Sousa 2018, The End of the Cognitive Empire: The Coming of Age of Epistemologies of the South, Durham & London: Duke University Press.Thomson, P. 2002, Schooling the Rustbelt Kids: Making the Difference in Changing Times, Crows Nest, Australia: Allen & Unwin.Zipin, L. 2019, ‘How Council-Management Governance Troubles Australian University Labours and Futures: Simplistic assumptions and complex consequences', Social Alternatives 38(3), pp 28-35.Zipin, L. 2020, ‘Building curriculum knowledge work around community-based “Problems That Matter”: Let's dare to imagine', Curriculum Perspectives 40(1), pp 111–115.Zipin, L. & Zipin, L. & Brennan, M. 2023, ‘Affective labour pains of academic capitalism in crisis'. In D. Nehring & K. Brunila K. (Eds), Affective Capitalism in Academia (pp 21-46), Bristol: Policy Press, imprint of Bristol University Press.Zipin, L. & Brennan, M. 2023, 'Opening school walls to funds of knowledge: Students researching problems that matter in Australian communities'. In M. Esteban-Guitart. (Ed), Funds of Knowledge and Identity Pedagogies for Social Justice: International Perspectives and Praxis from Communities, Classrooms and Curriculum (pp 41-56), London & New York: Routledge. 

This audio is brought to you by Wearcheck, your condition monitoring specialist. Copper 360's mining school in the Northern Cape is attracting attention from international mining schools and global agencies wanting to partner with it. "We've received a lot of requests," Copper 360 executive director: human capital development Quinton Adams told Mining Weekly in a Zoom interview. (Also watch attached Creamer Media video.) JSE AltX-listed Copper 360, headed by CEO Jan Nelson and chaired by Shirley Hayes, is intent on not only catering for the skills needed for its own mining and processing but also the needs of the Namaqualand area, where there are close to half a dozen mines. In addition, a strategic partnership with Sol Plaatje University of Kimberley is envisaged, talks have begun with the Camborne School of Mining of the UK, a mining school in Poland made contact last week, and requests are being received from African countries regarding involvement with what will serve as an incubation centre for mining-related skills, amid the wave of mining growth sweeping through the Northern Cape. Facilitators training the 30 students are working according to the Vygotsky theories of zone of proximal development to 'scaffold' these students towards the required levels of skill. "What I like most about these facilitators - and they are stunning, and very dynamic - are their personal stories, their own journeys that they are sharing with the students, to broaden their perspectives and horizons," said Adams. The students are learning about mining in a mining environment. When they open their doors after receiving theoretical instruction, they see that theory being carried out in practice. "It is theory combined with practical. We take them from the bottom and we move them up," said Adams. The three non-accredited courses that have been offered thus far are on basic geology and sampling and the development of ore reserve technicians. Simultaneously, future jobs that will be done at the copper operation are being mapped. The flotation plant being built requires a higher level of skills, for which non-accredited courses are being developed. "We want to be the leading mining school in the Northern Cape and to build partnerships with Sol Plaatje University, other mines, and, very importantly, the education department so that young people who are living in the area can become part of mining development," said Adams. To what extent will students obtain modern exposure to exploration, resource development, copper mining and copper beneficiation? The 'scaffolding' approach is being used as a core fundamental principle. We start at the bottom and we 'scaffold' students through all these different programmes. The last programme will be introduction into mining law, drone technology and surveying. After that, we'll start to focus next year on underground geology. A very interesting aspect is the digital skills that students are lacking. Before we can talk about artificial intelligence and mine optimisation, we first have to start at the bottom and that's why we are working with the schools because robotics and artificial intelligence need to start at an early age and that is the long-term plan to take students from the bottom and develop them to where they can understand and partake in beneficiation and exploration techniques. More than 200 curriculum vitae were received for the initial 30 places, which is an indication of the eagerness of the people of the area to be trained.

Episode: 2905 Imagination's Contributions to Science and Technology, Developmental Psychology and Imagination.  Today, the gift of imagination.

Maureen Hunt, Early Years Consultant, talks to us about self-efficacy for under 5's. Angelica and Maureen discuss slowing down and making time for independence, and seeing children as capable and competent and allowing them to persevere and build confidence. They also consider anxiety in children, supporting a sense of self, encouraging feelings of pride and satisfaction, persisting during set backs and avoiding limiting beliefs.  Maureen and Angelica tap into: 00:50 - What is self-efficacy 01:30 - Performing certain tasks - is this too adult-led?  03:30 - Allowing children to struggle 06:30 - Seeing everything as a learning opportunity 07:00 - Anxiety in children 08:00 - Coping with challenges  09:00 - Preventing mental health issues through a good sense of self 10:00 - Working with families to support children's independance  12:30 - Sensitive ways of moving through frustration 13:50 - Praising for effort, not accomplishment 15:50 - Celebrating effort and small wins 18:00 - Developing resilience and the willingness to having a go 19:00 - Avoiding limiting beliefs: A key factor in poor mental health 20:10 - Exposing children to failure or encouraging to succeeed?  22:15 - Vygotsky: Scaffolding and the zone of proximal development  23:00 - Routines of the day becoming teachable moments  24:30 - Not comparing children to others, but focusing on their strengths 25:30 - Children need to have choices to have a sense of control over their lives 26:50 - Supporting self-efficacy from birth Hear and read more on The Voice of Early Childhood website: www.thevoiceofearlychildhood.com

Episode: 2905 Imagination's Contributions to Science and Technology, Developmental Psychology and Imagination.  Today, the gift of imagination.

Helpful article, worth reading in full. For now, here are four excerpts from “Cultural-Historical Theory and the Dialectics of Lower and Higher Psychological Functions" by Nikolai Veresov (2021) (If I sound a little off, well a. i. have a little . . . cold ; )

with Francine Smolucha, Vygotskian translator, researcher, & teacher (Initially posted Nov 17, 2022) Full chat: http://tiny.cc/6g65vz

Darren looks at the contributions of Vygotsky and Bruner to cognitivism and explores why Vygotsky wasn't finished!

A new movement within Cognitive Psychology, known as 4E Cognition, views thought and behavior as embodied, embedded, enactive & extended. Each of these four strands has a rich (and ongoing) philosophical history. Merleau-Ponty, Heidegger, Bahktin, Vygotsky and others have drawn attention to the role of action and interaction in (in)forming our experience. … read more »

The Zone of Divine Discomfort is the space we move into when we step just outside our comfort zone into the zone of proximal development to complete purposeful, soul-expanding, service-oriented work. It's essentially where flow meets soul. In this episode, we dive deeper into this powerful creative space and explore ways to access it on a regular basis.Continued Reading + ResourcesAfter Skool video on the Optimal Morning RoutineZweig, J. (2021). Be. A No-Bullsh*t Guide to Increasing Your Self Worth and Net Worth by Simply Being Yourself. Sounds True.Image: Zone of Proximal DevelopmentDisclaimer: This podcast is intended for entertainment and informational purposes only and does not substitute individual psychological advice.

We conclude our discussion of Jean Lave & Etienne Wenger's "Situated Learning: Legitimate Peripheral Participation," focusing on what occurred since the book's publication. While communities of practice and their development and management have fueled active conversations, this was not necessary the intended direction of the book. In fact, the book raised more questions about situated learning than it answered. What does that mean for contemporary scholars, especially as new remote modes of learning are becoming more commonplace?

Welcome to The Nonlinear Library, where we use Text-to-Speech software to convert the best writing from the Rationalist and EA communities into audio. This is: You are better at math (and alignment) than you think, published by Trevor1 on October 13, 2022 on LessWrong. I was absolutely dazzled by the Viliam-Valentine Math-Education debate, which was in the comments section of the Seeking PCK chapter in the Center for Applied Rationality's Rationality Handbook. The debate gives an autopsy of why education systems inflicts math on children during their most formative years, resulting in the vast majority of the population falsely believing that they cannot enjoy math. In reality, you can probably get very good at math and have a great time doing it too; and, in fact, you even have a very serious chance of becoming one of the 300 AI safety researchers on earth. Odds are also good that you have a big advantage in terms of "superior-at-actually-using-math-in-real life" genes, which have a surprisingly weak correlation with the "inferior at learning math in a classroom at age 7" genes (such as being praise-motivated, obedient, and comfortable doing the same thing hundreds of times without asking why). I strongly recommend reading this debate yourself if you currently don't see yourself as quantitatively skilled or quantitatively employed, and also showing it to other people who might have had strong potential for quantitative skill all along. The phenomena described below seems to be the main reason why such a small proportion of people are willing to do the quantitative work necessary for technical AI alignment, and therefore they are a major alignment bottleneck that is worth tackling. Viliam: I think that in Slovakia an d Czechia, this style of teaching [PCK, aka paying attention to what it's like to learn something while you are teaching] is referred to as "constructivist education". On the other hand, for English-speaking audience, the word "constructivism" seems to refer to quite different things (1, 2, 3). And when I try to explain concepts like this in English, I sometimes get surprising responses when people seem to automatically run along the chain of associations: "trying to understand the student's model" = "constructivism" = "you should never explain math" = "math wars" = "total failure". I tried to figure out how this could have happened, and my current best guess is that in the past some people in USA promoted some really stupid and harmful ideas under the banner of "constructivism", which made people associate the word "constructivism" with those stupid ideas. Meanwhile, some of the original good ideas are still taught, but carefully under different labels. (Longer version here.) So perhaps the people who want to learn how to teach well, could find something useful in the writings of Piaget and Vygotsky. However, a Google search for "constructivism" might just return a list of horror stories. By the way, I would expect pedagogical content knowledge of STEM topics to be super rare, because it requires an intersection of being good at psychology and math. And, at least in my experience, psychologists are often quite math- and tech-phobic. On the other hand, people good at math often fail to empathize with the beginners, and just keep writing complex equations, preferably without explanation of what the symbols mean. Valentine: On the other hand, for English-speaking audience, the word "constructivism" seems to refer to quite different things (1, 2, 3). And when I try to explain concepts like this in English, I sometimes get surprising responses when people seem to automatically run along the chain of associations: "trying to understand the student's model" = "constructivism" = "you should never explain math" = "math wars" = "total failure". IIRC, this was the result of trying to implement the good version of constructivism in the USA. It wasn't just that some people had bad ideas and called those "constructivism" to...

This month, we discuss Jean Lave & Etienne Wenger's Situated Learning: Legitimate Peripheral Participation, published in 1991. This short but powerful book presents a new way of thinking about adult learning as a social activity in which experienced members of a group or community of practice share their knowledge with new members to perpetuate the group identity. They present five case studies – one by Lave herself with four from other researchers – to help broaden the perspective of how situated learning works social involvement in which newer members are initiated through the exercise of low-risk or controlled tasks. In Part 1, we present the book and the case studies to examine how the theory emerged inductively.

We will examine Lave & Wenger's (1991) renowned book "Situated Learning: Legitimate Peripheral Participation" that developed a novel theory of learning. This short but powerful book presents a new way of thinking about adult learning as a social activity in which experienced members of a group share their knowledge with new members to perpetuate the group identity. It became the foundation for the rich development of literature on communities of practice!

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.

You've heard the phrase “follow the science” or “science is real” over the past several years. Having “science” on one's side seems to make a viewpoint authoritative if not infallible. The Soviet Union believed this wholeheartedly. Not only that but they believed their whole system of government itself was BASED on science. This was the “Scientific Socialism” of Marx and Engels put into practice on a grand scale. Science or the idea of it permeated every aspect of Soviet life to an extent that we in the West have never known. Socialism was supposed to be hypermodern. It would sweep away all  the social and cultural baggage that had accumulated over the millenia and usher in an era of pure reason and progress. This would be accomplished through the power of science. Through science the Soviets sought to reprogram the individualistic human mind and make it communist to the very core. From the very beginning Lenin was fascinated with the work of Ivan Pavlov. He believed that this physiologist who so expertly conditioned dogs to respond to the stimuli of his choosing held the key to shaping the collective psyche of the entire Russian people. They would be fashioned into obedient Communists through the power of science. A decade later the world got its first glimpse of what these Soviet scientists were up to. During Stalin's show trials high ranking defendants admitted to fantastic crimes that they had no way of actually committing. Moreover, they pledged absolute fealty to a system and a man they knew would soon destroy them. Had the Soviets discovered a new method of dark persuasion unknown to the west? Even the Nazis were unnerved by the idea. Soon an obsession with Pavlovian “brainwashing” would overwhelm the free world. It was discussed in universities, newspapers, films and even on the floor of the United States Congress. Meanwhile, within the Soviet Union, the scientific optimism and ambition of the 1920's would give way to repression and fear. Any scientist that dared to question the state approved Pavlovian doctrine would find himself out of a job, in prison camp or worse. The Soviets came to believe the human mind was simply a series of reflexes that could be manipulated to the will of the state. There was no room for any other opinion. In the 1950's a sinister new figure would come to dominate the field of Soviet Psychology: Andrei Vladimirovich Snezhnevsky. Under his rule, the state devised a new diagnosis for individuals who dared to question the absolute superiority of the Soviet system: “Sluggish Schizophrenia.” Now, if you spoke out against the regime you could find yourself locked in a mental asylum indefinitely with no right of appeal and no correspondence with the outside world. These “patients” were often heavily drugged and made to undergo tortures that many compared with what Jewish prisoners experienced at the hands of Nazi doctors decades earlier. How did a science that promised such a bright and limitless future devolve into a dystopian tool of oppression? Maybe that's just what happens when politics and science become one and the same under a system that demands absolute conformity.     

In this episode of #Techitup Up Talk, Shirley Posey discusses enhancing academic performance through brain-based practices and how we can leverage technology to reimagine learning with innovative instruction. Shirley takes us on a deep dive into Vygotsky's theory of cognitive development, brain-based practices as an essential approach to developing students, and why it is imperative that educators cater to student needs of our time with technology.

If you find an educator with the energy for inspiring children's passion for learning, get in touch. Reuven Tzalmona delivers hands-on STEM workshops for kids (and parents, too): they're electric.Hailing from Toronto, Reuven was able to transform his live in-person, How Cool Is That? classes into online sessions when the lockdown first struck. But he's always asserted that there is no replacing the in-person touch and feel of interactive learning. And since last year, he's been running these sessions in person again, helping students (and parents) see the power of hands-on and inquiry-based learning, with experiments and projects such as Battle Tops, Marble Maze, Zipliner and Airplane Launcher.Inquiry-based learning is the future of education - hear how you can be a part of it in this conversation ...Next steps:Check out How Cool Is That? at howcoolisthatteacher.comGet in touch with Reuven at reuventzalmona@gmail.comFresh from listening to the episode, find out more about Bloom's Taxonomy and Vygotsky's Zone of Proximal DevelopmentJoin The Qualified Tutor Podcast Group in the Qualified Tutor Community and meet fellow listeners like you!️⭐️ Enjoy the podcast? Give us a 5-star review!Visit speakpipe.com/QualifiedTutorPodcast to have your voice heard by posing your thoughts and questions to ReuvenQualified Tutor is a tutor-training organisation, with a suite of high-quality, industry-first programmes. The Level 3 Qualification for Tutors (qualifiedtutor.org/training/level-3-qualification-for-tutors/) consists of 8 weeks of online learning, interactive live sessions with peers and expert facilitation at every step of the way, and will set you apart in a crowded space.Our CPD-Accredited Tutor Training (qualifiedtutor.org/training/online-tutor-training-seminar/) is a 4-week course in teaching and learning, and comes with a Certificate of Completion and a teaching qualification that many tutors will never have had the chance to obtain. Be the first to take the next step in tutoring.

Impact of Educational Leadership Episode 132 Hosted by: I. D. III for Isaiah Drone III Panelist: Charles ‘Big C' Caldwell | Larry Davis Fighting for Civil Rights from a Socioeconomics Perspective Education, Occupation, and income are considered the leading indicators of a successful life in our society. Vygotsky's sociocultural theory views human development as a socially mediated process in which children acquire their cultural values, beliefs, and problem-solving strategies through collaborative dialogues with more knowledgeable members of society. In modern societies, social mobility is typically measured by career and generational changes in the socioeconomic levels of occupations. Erik Erikson – focused on how children socialize and how this affects their sense of self. His Theory of Psychosocial Development includes eight stages from infancy to old age. A healthy personality is a result of completing each stage of development. Conflict arises if the individual does not complete a stage. Studies revealed a need for universal interventions techniques like these in school, community, and family settings that seek to avoid conflicts with peers but promote collaboration necessary for social mobility. Larry Davis: What effects do you see within education on Diversity and Inclusion since COVID-19? Charles Big C Caldwell: What are some life choices that parents and educational institutions can work together to bridge the needs of students while safeguarding the educational system during and after this pandemic episode? Larry Davis: As an educational consultant, describe how black and brown could affect social mobility within different school cultures and visions? Charles Big C Caldwell: What are some mentorship and leadership practices; that we need to put in place to ensure that black and brown students, educators, communities, and stakeholders receive their civil rights? Isaiah Drone III Closing Remarks --- Support this podcast: https://anchor.fm/isaiah-drone-iii/support

In this episode, Ms. Snyder and Mrs. Navidad are going to go focus on the first half of the unit. First, they introduce developmental psychology and then talk about two important psychologists: Piaget and Vygotsky. Stay tuned for part 2!

If you've ever been in a good position you felt undeserving of, or that you are incapable of a responsibility entrusted to you, or unworthy of the positive praise and acknowledgement of others towards you, then you might be experiencing 'imposter syndrome.'Tune in to this episode where we discuss imposter syndrome and self-image. We talk about what it is, why so many of us experience it, and what we can do to combat feeling like an imposter.Creators:  Maisa Lacevic and Madhu Ashwin.With credits to Farah Abdulrahman for editing and publishing.ReferencesChrisman, S. M., Pieper, W. A., Clance, P. R., Holland, C. L., and Glickauf-Hughes, C. (1995). Validation of the Clance imposter phenomenon scale. J. Pers. Assess. 65, 456–467. doi: 10.1207/s15327752jpa6503_6Clance, P. R., & Imes, S. A. (1978). The impostor phenomenon in high achievement women: Dynamics and therapeutic intervention. Psychotherapy: Theory, Research and Practice, 15, 241–247.Dasgupta, N. (2013). Implicit attitudes and beliefs adapt to situations: A decade of research on the malleability of implicit prejudice, stereotypes, and the self-concept. Advances in Experimental Social Psychology, 47, 233–279.http://dx.doi.org/10.1016/B978-0-12-407236-7.00005-XParkman, A. (2016). The imposter phenomenon in higher education: Incidence and impact. Journal of Higher Education Theory and Practice, 16,51–61.1V. Tajfel, H., & Turner, J. C. (1979). An integrative theory of intergroup conflict. In W. G. Austin, & S. Worchel (Eds.), The social psychology of intergroup relations (pp. 33-37). Monterey, CA: Brooks/Cole.VI. Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes Cambridge, Mass.: Harvard University Press.VII. What selfies are doing to girls' self-esteem. (2019, June 3). Child MindInstitute.https://childmind.org/article/what-selfies-are-doing-to-girls-self-esteem/ Does social media cause depression? (2021, May 10). Child Mind Institute. https://childmind.org/article/is-social-media-use-causing-depression/ The bandwagon effect is why people fall for trends. (n.d.). Verywell Mind. https://www.verywellmind.com/what-is-the-bandwagon-effect-2795895

Dr Lia DiBello is the CEO, President, and Director of Research of WTRI (Workplace Technology Research Inc), and Senior Scientist at Applied Cognitive Sciences Labs Inc. She is a cognitive scientist as well as a businessperson. In the late 2000s Dr DiBello discovered in an NSF-funded study that all great businesspeople share a common mental model of business, and that mental model can be used for all sorts of interesting things, including the assessment of business expertise, which she did — she was the principal inventor of something called the FutureView Profiler. In more recent years, Dr DiBello is more well known for her work on accelerated expertise — she published a book with a few other researchers in 2016 with that very title. She and her team have created something they call the Strategic Rehearsal, and this actually stemmed from her PhD work, where it was called the OpSim. What the Strategic Rehearsal allows WTRI to do is to accelerate the acquisition of business expertise in the businesses that they consult for, and her training interventions have been used in industries as diverse as biotech, pharma, manufacturing, financial services, and others.- The Triad Mental Model of Business, paper: https://wtri.com/wp-content/uploads/2015/06/Informed-By-Knowledge-Chapter-12.pdf - A summary blog post of the triad mental model: https://commoncog.com/blog/business-mental-model/- FutureView Platform — http://futureviewplatform.com or https://acsilabs.org/- WTRI — https://wtri.com/- List of publications by WTRI, which, if read chronologically, includes a full history of the Strategic Rehearsal — https://wtri.com/research/publications-by-wtri/- Lia's LinkedIn — https://www.linkedin.com/in/liadibello/- Lia's Twitter — https://twitter.com/LiaDiBello4- Gary Klein on WTRI's training with Rio Tinto, on miner safety — https://www.psychologytoday.com/sg/blog/seeing-what-others-dont/201803/training-if-your-life-depended-it- The Oxford Handbook of Expertise — https://www.oxfordhandbooks.com/view/10.1093/oxfordhb/9780198795872.001.0001/oxfordhb-9780198795872- Accelerated Expertise — https://www.amazon.com/Accelerated-Expertise-Research-Applications/dp/184872652X00:00 Introduction01:32 Lia's Story04:49 The Triad Mental Model of Business10:38 Transfer of the Triad Between Business Domains16:18 The FutureView Profiler Explained20:42 How She Gets Her Clients To Accept Profiler Recommendations25:21 The Midwest Foundry Story40:14 Cognitive Agility47:32 How Great Businesspeople Learn in the Real World51:08 How This Has Affected Her Practice as a Businessperson54:42 What Lia is Currently Working On1:01:10 The Cognitive Science Behind the Strategic Rehearsal1:09:47 Piaget and Vygotsky's Theories of Expertise Development1:17:50 The General Form of the Strategic Rehearsal1:21:56 Non-Business Applications of the Strategic RehearsalThe coffee company Lia mentioned: https://amorperfecto.com/The Hollywood Bowl performance: https://www.hollywoodbowl.com/events/performances/1258/2021-08-27/carlos-vives-with-the-la-philSome words from Amor Perfecto to describe what they do:This is a coffee movement launch. For almost two centuries coffee has been at the service of the intermediaries and not of the coffee growing countries. Amor Perfecto, in collaboration with amazing people like Carlos Vives, his wife, Claudia Elena Vasquez and their Tras La Perla Foundation, is going to push to rebalance the unfairly tilted value chain of coffee. Every one in the coffee world knows it exists. Equally important, the product of Roasted at Origin coffee by Amor Perfecto, harvested, roasted and set to you from the mountains of Colombia is a uniquely amazing coffee. It might be the best tasting coffee available today, because producing coffee where it is grown makes a much fresher, better tasting coffee. As Luis Fernando Velez says “have you ever seen the French exporting containers full of grapes to make champagne in Brooklyn?” Coffee should be no different.

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 this episode I discuss 3 major approaches to language teaching of the past 50+ years.  It's helpful to understand where it all started and how we arrived at the communicative teaching practices that we employ in our classroom.  [sign up for Talking Points]Sometimes we need to look to the past to fully understand how to got to where we are now.Find out  about:Behaviorism; Pavlov, SkinnerInnatism; ChomskySocial Interactionism; Vygotsky, HymesWhat has been refuted, supported or sustained in our modern approaches?  Let's Connect!Sign up for Talking Points, my weekly newsletter with tips, tools and resources for language teachers.wlclassrom.comTwitter:  @wlclassroomInstagram:  @wlclassroomFacebook:  /wlclassroomWLClassroom Facebook Group

Buckle up: it's gonna be a bumpy ride as your tour guides, Katherine and Holland, guide you through some major theories of learning in the education field. Bring along a Whiteboard Marker-ita as we begin with behaviorism and end with critical theories. Maybe you'll recognize some oldies but goodies along the way (Vygotsky, we're looking at you)!

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.

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

This PodQuiz episode will quiz your knowledge of pediatric developmental theories mentioned in our two-part YouTube series. Theories and theorists include Piaget, Vygotsky, Maslow's Hierarchy of Needs, Behavioral, Bandura's Social Cognitive, Dynamic Systems, Motor Learning, NDT, and Sensory Integration. Phew! Listen now to quiz yourself!

In this super tired rendition, I trudge through some of the back story and ideologies of the 2 great sculptors of our view on childhood development. Vygotsky believed that cognitive development varied across cultures, whereas Piaget claimed that all children pass through a number of universal stages of cognitive development.Email me at askmetherapy@gmail.com

The field of SLA is a field of competing theories grounded in different assumptions about the nature of the mind, the learning process and the social context. Please compare two of these theories: sociocultural theory based on Vygotsky's ideas and elaborated by Jim Lantolf and chaos/complexity theory adapted for the field of SLA by Diane Larsen-Freeman and Nick Ellis. What are the key assumptions about the L2 learning in each theory? What are their implications for teaching? And which one is closer to your own teaching philosophy and why? --- Send in a voice message: https://anchor.fm/kelly-broadbent/message

Episode 26 – Sally and Chad - #3 Authentic Learning (AL) 03:55-07:00    Authentic Learning Environment – what is it?07:00-07:30    Link this to outcomes – come-on man07:30-11:15    Authentic Learning designed through good Curriculum Design11:15-12:15    Video Feedback for AL12:15-15:30    AL and student engagement – Vygotsky and busy work15:30-17:30    BUZZ WORD – “CURATE” – Chad's Framework for AL                   17:30-20:25    Sequencing on the LMS- How does this relate to the real world? 20:45-21:00    Performing vs Educating vs Designing22:30-24:00    Passive and Active Education/Learning 24:30-24:50    Flow State25:30-26:40    Scared Straight with course design and giving up control27:30-29:00    Watching yourself teaching – what you learn in the first three weeks29:45-30:45    Tim's Framework for AL – Hook-Look-Book-Took32:40-33:40    Don't throw the baby out with the bathwater33:45-34:45    Growing as an educator35:00-37:00    Creating a ‘Menu' for your students so they can choose what learning is important to them (Student Agency)37:30-39:20    Stealth-MetaCognition 39:45-41:30    the whole idea of hunting and gathering – providing/protecting41:45-43:00    purposeful performer43:00-44:00    punctuated moments or sequences in learning45:00-45:40    authenticity in our authentic learning environments47:20-48:00    get rid of our worksheets49:25-51:00    Praxis Points wrap up FRAMEWORK for AL:Read-Watch-Do-ShowHook-Look-Book-TookMichael Wesch – teaching without wallsEdSurge Podcast – What a Forgotten Instructional Fad from the 70's Reveals About Teaching Twitter – Chad - @chadflinnTwitter – Sally - @docvindenTwitter – Tim - @praxisguild★ Support this podcast on Patreon ★★ Support this podcast on Patreon ★

John Launer's Sex Versus Survival: The Life and Ideas of Sabina Spielrein (Henry N. Abrams, 2017) manages to supplant (and given the power of the visual image, this is no mean feat) the picture you may have in your mind of Keira Knightley and Michael Fassbender in flagrante delicto. If this reference does not ring a bell, perhaps you can just consider yourself lucky. What follows are some head spinning facts: Sabina Spielrein was the first female member of Freudʼs inner circle. As a young Russian woman from a prominent, educated and chaotic Jewish family, she fell ill and was treated at the Burghozli Hospital for psychiatric illnesses in Zurich. There she began to recover and to do research into the psyche. On regaining her emotional balance, she attended medical school. She wrote a paper that argued for the existence of a death instinct in 1912, pre-empting Freudʼs work in that area by 8 years. She developed ways of working with children that also preceded the thinking of Anna Freud or Melanie Klein. Her dissertation was on the language of schizophrenia. She comingled evolutionary ideas with psychoanalytic ideas. She was interested in sex and sexuality. She treated Jean Piaget. She worked with Vygotsky. She was involved with the project under Trotsky to link communism with psychoanalysis. She endeavored to mend the rift between Freud and Jung. She was killed by the Nazi regime. Her life resembles a nodal point; she stood at the crossroads of extraordinary changes in world politics and psychoanalysis. She was not necessarily happy. She wrote in ways that could hide her strong points of view. She was on the scene yet left almost no footprint. She was a person with breakdown knowledge who became an analyst. She was with people, working, and yet she comes off as solitary. I have written all of this and not mentioned she had a youthful affair and fascination with Carl Jung. Why do I not lead with this story you may ask? After all that is the story we all know if we know anything about her. But given what has been detailed above, a life with many contours, doesnʼt the young adult dalliance with Jung seem more or less a footnote? Tracy D. Morgan is the founding editor and first host of NBIP. A psychoanalyst, practicing in NYC and Rome, she serves on the faculty at the Center for Modern Psychoanalytic Studies. Trained also as a historian, she writes about many things. Write to her at tracedoris@gmail.com.  Learn more about your ad choices. Visit megaphone.fm/adchoices