scholarly journals Attunement as a Pedagogical Starting Point

2021 ◽  
Vol 16 (1) ◽  
pp. 19-39
Author(s):  
Andrew Foran ◽  
Evan Throop-Robinson ◽  
Kevin Redmond
Keyword(s):  
Lived Experiences ◽  
Self Esteem ◽  
Youth Leadership ◽  
Phenomenological Method ◽  
Educational Challenges ◽  
Starting Point ◽  
Institutional Expectations ◽  
Learning Outdoors ◽  
The Moment ◽  
K 12

For many teachers, the value of pedagogical reflection is missing from practice. Rational educational approaches that prioritize judging and measuring students overshadow the relational dimension of teaching. Our study investigated this relational gap to explore more fully teachers’ attunement to the child as a unique person. We examined lived experiences of six teachers pedagogically engaged with children (K–12) participating in an active outdoor living program. The program aimed to develop a youth network of friends, nurturing positive self-esteem and youth leadership. Using a phenomenological method, we facilitated open-ended interviews to show teachers’ pedagogical awareness through hermeneutic conversations. We present the data as three anecdotes representing a synthesis of teacher reflection, writing, and on-going conversation. Our findings reveal the importance of being-in-time with children as teachers relate pedagogical moments with children learning outdoors. Through attunement as the flexibility to adapt educational challenges and approaches to suit the moment and uniqueness of the child, teachers became careful observers, allowing students to be children without the competing tensions of institutional expectations.

L’absence chez Michel Butor. L’Emploi du temps et Degrés

2012 ◽  
pp. 66-80
Author(s):  
Michał Mrozowicki
Keyword(s):  
Human Memory ◽  
Point Of View ◽  
Narrative Discourse ◽  
The Novel ◽  
Michel Butor ◽  
Starting Point ◽  
One Year ◽  
The Moment ◽  
Narrative Mode ◽  
The City

Michel Butor, born in 1926, one of the leaders of the French New Novel movement, has written only four novels between 1954 and 1960. The most famous of them is La Modification (Second thoughts), published in 1957. The author of the paper analyzes two other Butor’s novels: L’Emploi du temps (Passing time) – 1956, and Degrés (Degrees) – 1960. The theme of absence is crucial in both of them. In the former, the novel, presented as the diary of Jacques Revel, a young Frenchman spending a year in Bleston (a fictitious English city vaguely similar to Manchester), describes the narrator’s struggle to survive in a double – spatial and temporal – labyrinth. The first of them, formed by Bleston’s streets, squares and parks, is symbolized by the City plan. During his one year sojourn in the city, using its plan, Revel learns patiently how to move in its different districts, and in its strange labyrinth – strange because devoid any centre – that at the end stops annoying him. The other, the temporal one, symbolized by the diary itself, the labyrinth of the human memory, discovered by the narrator rather lately, somewhere in the middle of the year passed in Bleston, becomes, by contrast, more and more dense and complex, which is reflected by an increasinly complex narration used to describe the past. However, at the moment Revel is leaving the city, he is still unable to recall and to describe the events of the 29th of February 1952. This gap, this absence, symbolizes his defeat as the narrator, and, in the same time, the human memory’s limits. In Degrees temporal and spatial structures are also very important. This time round, however, the problems of the narration itself, become predominant. Considered from this point of view, the novel announces Gerard Genette’s work Narrative Discourse and his theoretical discussion of two narratological categories: narrative voice and narrative mode. Having transgressed his narrative competences, Pierre Vernier, the narrator of the first and the second parts of the novel, who, taking as a starting point, a complete account of one hour at school, tries to describe the whole world and various aspects of the human civilization for the benefit of his nephew, Pierre Eller, must fail and disappear, as the narrator, from the third part, which is narrated by another narrator, less audacious and more credible.

scholarly journals Language is land, land is language: The importance of Indigenous languages

2021 ◽  
pp. 194277862110228
Author(s):  
Susan Chiblow ◽  
Paul J. Meighan
Keyword(s):  
Traditional Ecological Knowledge ◽  
Lived Experiences ◽  
Language Immersion ◽  
Indigenous Languages ◽  
Indigenous Language ◽  
Ecological Knowledge ◽  
Scottish Gaelic ◽  
Starting Point ◽  
Ojibwe Language ◽  
Humanitarian Crises

This collaborative opinion piece, written from the authors’ personal perspectives (Anishinaabe and Gàidheal) on Anishinaabemowin (Ojibwe language) and Gàidhlig (Scottish Gaelic language), discusses the importance of maintaining and revitalizing Indigenous languages, particularly in these times of climate and humanitarian crises. The authors will give their personal responses, rooted in lived experiences, on five areas they have identified as a starting point for their discussion: (1) why Indigenous languages are important; (2) the effects of colonization on Indigenous languages; (3) the connections/responsibilities to the land, such as Traditional Ecological Knowledge (TEK), embedded in Indigenous languages; (4) the importance of land-based learning and education, full language immersion, and the challenges associated with implementing these strategies for Indigenous language maintenance and revitalization; and (5) where we can go from here.

When Fear Surrounding Childbirth Leads Women to Request a Planned Cesarean Birth

2021 ◽  
pp. 019394592110101
Author(s):  
Janet Bryanton ◽  
Cheryl Tatano Beck ◽  
Stephanie Morrison
Keyword(s):  
Lived Experiences ◽  
Healing Process ◽  
Phenomenological Method ◽  
Birth Process ◽  
Healthy Baby ◽  
Cesarean Birth ◽  
Traumatic Birth

Fear surrounding childbirth requires a more in-depth understanding from women’s perspectives, especially those who request a planned cesarean due to that fear. Therefore, we explored primiparous and multiparous women’s lived experiences of fear surrounding childbirth in relation to their decision to request a planned cesarean birth. We used Colaizzi’s (1978) phenomenological method to interview 16 women from 4 provinces and to analyze the data. Women expressed numerous fears and most experienced more than one fear. Most feared their baby/babies being injured or dying during childbirth or developing complications themselves. Others feared experiencing a traumatic birth. Women described numerous emotional and physical manifestations of fear, and all believed that a planned cesarean birth would provide more control over the birth process. For some, the birth of their healthy baby/babies began a healing process, whereas others noted that their fear subsided or resolved upon confirmation that they would have a planned cesarean.

Competitive Memory Training (COMET) for Low Self-Esteem in Patients with Personality Disorders: A Randomized Effectiveness Study

2010 ◽  
Vol 39 (1) ◽  
pp. 1-19 ◽  
Author(s):  
Kees Korrelboom ◽  
Marlies Marissen ◽  
Tanja van Assendelft
Keyword(s):  
Personality Disorders ◽  
Self Esteem ◽  
Borderline Personality ◽  
Effect Sizes ◽  
Memory Training ◽  
Therapeutic Effects ◽  
New Approach ◽  
The Moment ◽  
Mental Health Institution ◽  
Intermediate Effect

Background: Self-esteem is a major concern in the treatment of patients with personality disorders in general. In patients with borderline personality disorder, low self-esteem is associated with factors contributing to suicidal and self-injurious behaviour. At the moment there are no well-proven interventions that specifically target low self-esteem. Recently, a new approach, Competitive Memory Training or COMET, aimed at the enhancement of retrieving beneficial information from memory, appeared to be successful in addressing low self-esteem in different patient populations. Aims: To assess whether COMET for low self-esteem is also an effective intervention for patients with personality disorders. Method: 91 patients with personality disorders who were already in therapy in a regular mental health institution were randomly assigned to either 7 group sessions of COMET in addition to their regular therapy or to 7 weeks of ongoing regular therapy. These latter patients received COMET after their “7 weeks waiting period for COMET”. All patients that completed COMET were contacted 3 months later to assess whether the effects of COMET had remained stable. Results: Compared to the patients who received regular therapy only, patients in the COMET + regular therapy condition improved significantly and with large effect sizes on indices of self-esteem and depression. Significant differential improvements on measures of autonomy and social optimism were also in favour of COMET, but had small to intermediate effect sizes. The therapeutic effects of COMET remained stable after 3 months on three out of the four outcome measures. Conclusion: COMET for low self-esteem seems to be an efficacious trans-diagnostic approach that can rather easily be implemented in the treatment of patients with personality disorders.

scholarly journals Actualizing hope and joy in K-12 curricula through Daisaku Ikeda’s human education

2021 ◽  
Vol 2 (1) ◽  
pp. 19-34
Author(s):  
Nai-Cheng Kuo ◽  
◽  
Amy Wood ◽  
Kyra Williams ◽  
◽  
...  
Keyword(s):  
School Districts ◽  
Lesson Design ◽  
Global Citizens ◽  
Life And Death ◽  
Starting Point ◽  
Local Contexts ◽  
Human Education ◽  
Children's Stories ◽  
K 12 ◽  
Teachers Perspectives

Abstract Purpose: Our study aims to create a framework grounded in Daisaku Ikeda’s philosophy of education for educators and researchers to implement and evaluate human education in the classroom. Research Methodology: We first synthesized the eighteen chapters by scholars involved in Ikeda studies, published in the book entitled: Hope and Joy in Education: Engaging Daisaku Ikeda across Curriculum and Context to discover the main themes in Ikeda’s human education. Based on these themes, we selected six children’s stories developed by Ikeda to design lessons. We then conducted surveys with ten K-12 teachers across disciplines and school districts to explore their perspectives toward humanity and their feedback on our lesson design. Results: Our finding indicates that creating hope and joy in education is inseparable from human revolution, value creation, happiness, the greater self, global citizens, as well as life and death. In addition, the participant’s responses to the survey questions help educators and researchers understand what K-12 teachers look for in order to implement lessons on humanity more efficiently and effectively. Limitations: By no means would we consider our lesson design exemplary or applicable in all different contexts. Instead, we consider these lessons a starting point to continue exploring a better way to teach humanity in school. Contribution: Seeing examples of lesson plans on humanity and learning from K-12 teachers’ perspectives provide an aspect for educators and researchers to use, extend, or expand the present study to bring hope and joy to students in their local contexts.

scholarly journals Authoring Bioconductor workflows with BiocWorkflowTools

F1000Research ◽  
2018 ◽  
Vol 7 ◽  
pp. 431
Author(s):  
Mike L. Smith ◽  
Andrzej K. Oleś ◽  
Wolfgang Huber
Keyword(s):  
Data Analysis ◽  
The Other ◽  
Technical Solution ◽  
Single Source ◽  
Journal Publication ◽  
Source Document ◽  
Manual Intervention ◽  
Starting Point ◽  
The Moment ◽  
High Degree

The Bioconductor Gateway on the F1000Research platform is a channel for peer-reviewed and citable publication of end-to-end data analysis workflows rooted in the Bioconductor ecosystem. In addition to the largely static journal publication, it is hoped that authors will also deposit their workflows as executable documents on Bioconductor, where the benefits of regular code testing and easy updating can be realized. Ideally these two endpoints would be met from a single source document. However, so far this has not been easy, due to lack of a technical solution that meets both the requirements of the F1000Research article submission format and the executable documents on Bioconductor. Submission to the platform requires a LaTeX file, which many authors traditionally have produced by writing an Rnw document for Sweave or knitr. On the other hand, to produce the HTML rendering of the document hosted by Bioconductor, the most straightforward starting point is the R Markdown format. Tools such as pandoc enable conversion between many formats, but typically a high degree of manual intervention used to be required to satisfactorily handle aspects such as floating figures, cross-references, literature references, and author affiliations. The BiocWorkflowTools package aims to solve this problem by enabling authors to work with R Markdown right up until the moment they wish to submit to the platform.

scholarly journals Marginal memories of Lebanon�s civil war: challenging hegemonic narratives in a small town in North Metn

2021 ◽  
Vol 9s3 ◽  
pp. 11-27
Author(s):  
Carmen Hassoun Abou Jaoude ◽  
Daniele Rugo
Keyword(s):  
Civil War ◽  
Lived Experiences ◽  
Power Relations ◽  
Small Town ◽  
Public Culture ◽  
Lebanese Civil War ◽  
Starting Point ◽  
Violent Conflicts ◽  
Ordinary Citizens

This article focuses on the �hidden public culture� formed by individual memories of violent conflicts, with particular reference to the Lebanese Civil War (1975�90). Taking memory as a terrain through which individuals can contest authoritarian governance and repressive memory scripts, the article argues that personal memories of ordinary citizens can contribute to illuminate the power relations that structure war memorialisations. Through a series of interviews, the article analyses militia practices in a small town in North Metn to challenge the idea that militias were merely defending a territory from external enemies. Militia abuses against the populations they were meant to defend during the Civil War are also used as a starting point to reflect on Lebanon�s present. This case study is then used as a starting point to advocate for the use of personal memories in the research of violent conflicts as a way to broaden our understanding of conflict�s lived experiences.

scholarly journals “Wir Arme Leut”: Undignified Death and Madness in Berg’s Wozzeck

2013 ◽  
Vol 6 (1) ◽  
Author(s):  
Meaghan Parker
Keyword(s):  
Lived Experiences ◽  
Social Stigma ◽  
Western Society ◽  
Class Structure ◽  
Western Art ◽  
Tragic Hero ◽  
Starting Point ◽  
The Social ◽  
Death Experience ◽  
History Of

Images in Western art of the tragic hero meeting his end typically conjure Romantic topics of honour, stoicism, and transcendence, yet it is questionable whether these projections of artistic death translate to the lived experiences of the dying. The titular protagonist of Alban Berg’s 1922 opera, Wozzeck, experiences death in a way that starkly contrasts Romantic ideals. Wozzeck does not die the honourable, ‘masculine’ death that might be expected from a tragic hero; rather, he capitulates to madness, misery, and poverty. Spurned by those who socially outrank him, Wozzeck is condemned to a shameful death, his fate sealed by his destitution and the sanctimonious prejudice against his ‘immoral’ life. These considerations provide a fascinating starting point for an examination of Berg’s poignant representation of Wozzeck’s death — a death that reflects early twentieth century attitudes that shaped and stigmatized the death experience. In this article I will frame my discussion of Wozzeck by considering the history of death in Western society, particularly the stigmas surrounding the gender and class of the dying individual. This history will inform my analysis of the symbolism in Berg’s music. Detailed analysis of Wozzeck sheds a critical light on the social stigma and class structure mapped onto the suffering, madness, and death of Wozzeck and his lover Marie.

scholarly journals IMAGINAÇÃO, CRIATIVIDADE E LIBERDADE: PENSAR A ÉTICA RELACIONAL EM SERVIÇO SOCIAL

2014 ◽  
Vol 4 (7) ◽  
pp. 58-74
Author(s):  
Raquel Marta
Keyword(s):  
Social Work ◽  
Social Worker ◽  
Social Ethics ◽  
The Other ◽  
Starting Point ◽  
The Social ◽  
Work Intervention ◽  
German Philosopher ◽  
Ethical Thinking ◽  
The Moment

Sublinhando as formas fundamentais da subjectividade subjacentes à intervenção do assistente social, o presente artigo explora diferentes contributos para a ética no serviço social contemporâneo. O trabalho do filósofo alemão Fichte fornece-nos o ponto de partida para a incorporação da imaginação e da liberdade no pensar ético. O acto da invenção criativa não é um acto solitário, mas antes um acto animado na e pela relação com o Outro. Nesta relação, a atenção ao contexto, ao instante, ao acontecimento e à singularidade que contribuem para o pensar e o agir ético do assistente social são ainda considerados sob diferentes perspectivas. Underlining the fundamental forms of subjectivity implicit on the of social work intervention, this article explores different contributions to contemporary social ethics. The work of the German philosopher Fichte provides a starting point from which to incorporate imagination and freedom in ethical thinking. The act of creative invention is not a solitary act, but developed in and through the relation with the Other. In this relation, attention to the context, to the moment and uniqueness of the ethical event are also considered as contributes to the social worker ethical thinking and action.

scholarly journals Educational Challenges of Molecular Life Science: Characteristics and Implications for Education and Research

2010 ◽  
Vol 9 (1) ◽  
pp. 25-33 ◽  
Author(s):  
Lena A.E. Tibell ◽  
Carl-Johan Rundgren
Keyword(s):  
Applied Sciences ◽  
Pure Sciences ◽  
Life Science ◽  
Daily Life ◽  
Life Sciences ◽  
Science Research ◽  
Technical Innovation ◽  
Research And Teaching ◽  
Educational Challenges ◽  
Starting Point

Molecular life science is one of the fastest-growing fields of scientific and technical innovation, and biotechnology has profound effects on many aspects of daily life—often with deep, ethical dimensions. At the same time, the content is inherently complex, highly abstract, and deeply rooted in diverse disciplines ranging from “pure sciences,” such as math, chemistry, and physics, through “applied sciences,” such as medicine and agriculture, to subjects that are traditionally within the remit of humanities, notably philosophy and ethics. Together, these features pose diverse, important, and exciting challenges for tomorrow's teachers and educational establishments. With backgrounds in molecular life science research and secondary life science teaching, we (Tibell and Rundgren, respectively) bring different experiences, perspectives, concerns, and awareness of these issues. Taking the nature of the discipline as a starting point, we highlight important facets of molecular life science that are both characteristic of the domain and challenging for learning and education. Of these challenges, we focus most detail on content, reasoning difficulties, and communication issues. We also discuss implications for education research and teaching in the molecular life sciences.

Sign in / Sign up

Export Citation Format

Share Document