The Art of Teaching

1938 ◽  
Vol 31 (3) ◽  
pp. 129-131
Author(s):  
Wallace B. Graham
Keyword(s):  
Class Group ◽  
Objective Measure ◽  
General Intelligence ◽  
Short Article ◽  
Specific Subject ◽  
Teaching Unit ◽  
Art Of Teaching ◽  
Method Of Instruction ◽  
The Mind ◽  
The Given

The practice of giving a test at the end of each teaching unit or series of units is an accepted method of instruction. A lengthy justification of this procedure is not my aim in this short article. To achieve some sort of an objective measure of the pupil's ability is probably the most apparent purpose of a test. Whether this rating is of benefit to pupil or teacher is of little importance. To one who has been handling a class group regularly, both the general intelligence and specific subject abilities of each member of the class, are quite evident. A justification of the given mark in the mind of the pupil seems to me to be of definite importance. The test tends to do this, for it minimizes the subjective ranking, thus creating a better understanding between pupil and instructor.

Beérkezett könyvek

2005 ◽  
Vol 60 (3) ◽  
pp. 425-427
Author(s):  
Csaba Pléh
Keyword(s):  
Social Interaction ◽  
Cognitive Science ◽  
Evolutionary Psychology ◽  
Well Being ◽  
General Intelligence ◽  
Human Thought ◽  
Number Of Genes ◽  
History Of ◽  
Origin Of Mind ◽  
The Mind

Ádám György: A rejtozködo elme. Egy fiziológus széljegyzetei Carpendale, J. I. M. és Müller, U. (eds): Social interaction and the development of knowledge Cloninger, R. C.: Feeling good. The science of well being Dunbar, Robin, Barrett, Louise, Lycett, John: Evolutionary psychology Dunbar, Robin: The human story. A new history of makind's evolution Geary, D. C.: The origin of mind. Evolution of brain, cognition and general intelligence Gedeon Péter, Pál Eszter, Sárkány Mihály, Somlai Péter: Az evolúció elméletei és metaforái a társadalomtudományokban Harré, Rom: Cognitive science: A philosophical introduction Horváth György: Pedagógiai pszichológia Marcus, G.: The birth of the mind. How a tiny number of genes creates the complexities of human thought Solso, R. D.: The psychology of art and the evolution of the conscious brain Wray, A. (ed.): The transition to language

Of mice and men, nature and nurture, and a few red herrings

2017 ◽  
Vol 40 ◽  
Author(s):  
Marc D. Hauser
Keyword(s):  
General Intelligence ◽  
Animal Minds ◽  
Domain Specific ◽  
Of Mice And Men ◽  
Nature And Nurture ◽  
The Mind

AbstractBurkart et al.'s proposal is based on three false premises: (1) theories of the mind are either domain-specific/modular (DSM) or domain-general (DG); (2) DSM systems are considered inflexible, built by nature; and (3) animal minds are deemed as purely DSM. Clearing up these conceptual confusions is a necessary first step in understanding how general intelligence evolved.

scholarly journals Advances in Medical Hypnosis-Hypnotherapeutic Treatment of Female Sexual Disfunction

2016 ◽  
Vol 9 (1) ◽  
pp. 62-62
Author(s):  
M. Perat ◽  
◽  
A. Starc ◽  
Keyword(s):  
Somatoform Disorders ◽  
Behavioural Change ◽  
Critical Factor ◽  
Anxiety Reduction ◽  
Internal Resources ◽  
Study Results ◽  
Visualization Techniques ◽  
The Mind ◽  
The Given

Objective: Medical hypnotherapy has been recognized as a valid and successful treatment for a vast variety of physical and psychological disorders. It is well documented and researched, that it adds a significant value to all psychotherapeutic modalities and approaches. Clinical hypnotherapy has significant advantages in treating psychosomatic (somatoform disorders) and related issues, because its interventions bypass the critical factor of the mind. Hypnosis also gives us an advantage of reframing cognitive aspects of those resistant attitudes, which may serve as the secondary gain in the prevention of desired behavioural change. Hypnotic language can be regarded as language of primary thinking. Metaphors and visualization techniques play a major role in hypnotic communication. Design and Method: Qualitative case study. Results: Treatment outcome. Conclusions: The complex and multidimensional nature of female sexual disorder(s), allow us to learn how to tap at different hidden internal resources and at the same time cover the widest possible range of hypnotherapeutic interventions. In the given presentation, we will explain how to establish solid rapport with the patient and how to communicate troubled content. We will also explain the nature of sedation without medication, and how to control the pain, and other psychosomatic dysfunctions with the internal resources of the mind. Most learned intervention will also be applicable to a wide variety of psychological and medical conditions, ranging from anxiety reduction to chronic and acute pain management.

scholarly journals The Future of Intelligence: The Central Meaning-Making Unit of Intelligence in the Mind, the Brain, and Artificial Intelligence

2021 ◽  
Author(s):  
Andreas Demetriou ◽  
hudson golino ◽  
George Charilaos Spanoudis ◽  
Nikolaos Makris ◽  
Samuel Greiff
Keyword(s):  
Artificial Intelligence ◽  
Meaning Making ◽  
Mental Content ◽  
Future Research ◽  
General Intelligence ◽  
Artificial Intelligence Research ◽  
Central Meaning ◽  
The Mind ◽  
Core Meaning ◽  
The Brain

This paper focuses on general intelligence, g. We first point to broadly accepted facts about g: it is robust, reliable, and sensitive to learning. We then summarize conflicting theories about its nature and development (Mutualism, Process Overlap Theory, and Dynamic Mental Field Theory) and suggest how future research may resolve their disputes. A model is proposed for g involving a core meaning-making mechanism, noetron, drawing on Alignment, Abstraction, and Cognizance, perpetually generating new mental content. Noetron develops through several levels of control: episodic attentional inferential truth epistemic control in infancy, preschool, childhood, adolescence, and adulthood, respectively. Finally, we propose an agenda for future brain, assuming a brain noetron, and artificial intelligence research, assuming an artificial noetron, that might uncover the underlying brain mechanisms of g and generate artificial general intelligence.

Love of Wisdom

2021 ◽  
Author(s):  
B. B. North
Keyword(s):  
Everyday Life ◽  
Academic Disciplines ◽  
Way Of Life ◽  
Philosophical Thinking ◽  
Specific Subject ◽  
The Public ◽  
Different Types ◽  
The Many ◽  
The Given ◽  
Instrumental View

Philosophy as the love of wisdom is informative and can be inspiring and generative to students; it opens up possibilities for philosophical thinking to be more relevant for everyday life. Highlighting philosophy as the love of wisdom emphasizes the ancient and deep-rooted value of philosophy and does not restrict philosophy to the use of specific methodologies or to a specific subject matter, but rather expands it to encompassing a way of life. In this way, philosophy is meant to help promote valuable human lives and the public good at large. Philosophy as the love of wisdom is a call to remember that philosophy is not only a discipline to be studied in academia. Plato’s Socrates can be interpreted as a paragon of philosophy as a way of life and as exemplifying a love of wisdom. Contrary to philosophy as the love of wisdom, the popular conception of philosophy—as the paramount use of logic and argumentation—can be alienating. The scholastic or instrumental view of education promotes this popular conception and conceptually segregates the different academic disciplines. When this occurs, education is not seen as continuous with life. To move beyond the narrow and popular conception of philosophy, it is helpful to look at how explicitly connects philosophy and education: when considering the many different types of education, one should not forget the ethical value of the given intellectual pursuits. This opens up space for the peripheries of philosophy to be more centralized. Emotion, art, and practical considerations of everyday life are illuminated as the material of philosophic thinking. Philosophy is the lived love of wisdom.

The Art of Teaching: Classroom Practice in the Teaching of Everyday Mathematics I

1941 ◽  
Vol 34 (8) ◽  
pp. 368-369
Author(s):  
Raymond J. Mejdak
Keyword(s):  
Classroom Practice ◽  
Everyday Mathematics ◽  
Logical Sequence ◽  
Art Of Teaching ◽  
The Mind ◽  
Algebraic Thought

Probably the hardest thing for the teacher of Mathematics is to get the nonmathematical-minded pupils to think mathematically. The teacher of Algebra knows how difficult it is for pupils to transfer arithmetical thought into algebraic thought. Likewise the teacher of Geometry, in his attempt to develop a logical sequence of thought in the minds of pupils, encounters much difficulty. The teacher of Everyday Mathematics is not immune from similar trouble. The teachers of Mathematics are constantly endeavoring to instill into the mind of pupils the principles that make for the development of the powers of reasoning.

scholarly journals Mentalising Moderates the Link between Autism Traits and Current Gender Dysphoric Features in Primarily Non-autistic, Cisgender Individuals

2020 ◽  
Vol 50 (11) ◽  
pp. 4148-4157 ◽  
Author(s):  
Aimilia Kallitsounaki ◽  
David Williams
Keyword(s):  
General Population ◽  
Gender Dysphoria ◽  
Objective Measure ◽  
Autism Spectrum ◽  
Autism Spectrum Quotient ◽  
Population Number ◽  
Autism Traits ◽  
And Gender ◽  
The Mind

Abstract The co-occurrence between autism and gender dysphoria has received much attention recently. We found that, among 101 adults from the general population number of autism traits, as measured using the autism-spectrum quotient was associated significantly with recalled and current gender dysphoric traits. Furthermore, performance on an objective measure of mentalising, such as the “Reading the Mind in the Eyes” test was associated with current gender dysphoric traits, but most importantly it moderated the relation between number of autism traits and number of current gender dysphoric traits, such that the association was significant only when mentalising ability was relatively low. Results suggest mentalising may represent a contributing factor to the relation between autism and gender dysphoric traits in the general population.

scholarly journals Psychological Landscapes and Mines of the Mind: Narrative and Discourse of Red Displacement, White Settlements and Black Laws in the works of Leslie Marmon Silko

2020 ◽  
Vol 12 (5) ◽  
Author(s):  
Babita Devi ◽  
Keyword(s):  
Quantitative Research ◽  
Psychological Trauma ◽  
Critical Approach ◽  
Subjective Experiences ◽  
Marginalized Communities ◽  
Subjective Perceptions ◽  
Colonial Experience ◽  
The Mind ◽  
The Impact ◽  
The Given

This study explores the possibility of foregrounding narratives and discourses from marginalized communities such as that of Native Indians. It attempts to assess the efficacy of articulating subaltern subjectivities as in Leslie Marmon Silko’s works. The article investigates the narrative and informing discourse that propels writing of Native Indian authors who engage with issues like displacement, deviance and behavioural changes in context of the colonial experience. The impact that severed relationships can have on people, the psychological trauma resulting from cultural losses and the intangible changes happening in the recesses of the mind are difficult to quantify, therefore these are conveniently dismissed in mainstream discourses. Yet, the important insights that the subjective perceptions of unquantifiable and intangible losses give is unparalleled and cannot be matched by any scientific claims that may be based on surveys and statistics interpreted within the paradigm of White Man’s discourse. Silko’s narrative offers a bridge to the other side, the possibility to transcend knowledge and information validated by the Whites and glimpse the world so far relegated and marginalized. At the same time, the present study while valuing the quasi- real or semi-fictional qualities of the narrative, the subjective experiences shared and admitting the significance of deep experiences in which the reader is invited to partake of or witness, also undertakes a lexical analysis of Silko’s Ceremony using Voyant Tool to intercept psychological and cultural concerns evoked in the text by studying the frequency of words as they appear in the narrative. The author has often referred to words that have association with land and terrain inhabited by the Natives. This triangulation in research is supposed to be enriching and supportive to the concerns of the authors who many a times use the tools, approach and instruments of West to register their protests emphatically- they use the language of the colonizer, the critical approach of the colonizer and the whole jargon of the colonizer to dismantle the edifice of colonialism. Similarly, this study operates in a way analogous to the text under study by both questioning as well using quantitative research tools to unravel dimensions that may be dear in the given context.

scholarly journals Keeping Students’ Attention Active

2020 ◽  
Vol 1 (2) ◽  
pp. p171
Author(s):  
Duli Pllana
Keyword(s):  
Strong Evidence ◽  
Main Idea ◽  
Learning Trajectory ◽  
Extended Time ◽  
Short Period ◽  
Active Attention ◽  
The Mind ◽  
The Given ◽  
Wide Awake

Students’ attention during the class designs the thick lines of the learning trajectory. A good portion of the lesson’s content may be perceived slightly easy with an active alertness, and the rest of it requires extended time to analyze the given material outside the classroom-homework. Active attention equips students with the necessary data and more information of an addressed lesson during a session; the key concern remains how to keep students’ attention to the maximum in the classroom. The paper will elaborate various facts and observations, which might contradict each other in numerical aspects. For instance, a great number of researchers support the idea that a student’s attention lasts continually for ten minutes, and then is off. Afterward, the mind wanders outside the session’s frame. A certain group of researchers support the idea that attention lasts for a short period of time, it rests for a few minutes and then again is active-this process occurs periodically throughout the session. Others comply with different ideas, which are aligned with strong evidence, too. On top of everything else, the paper concerns how to keep student’s attentiveness wide-awake during a learning discussion by describing the main idea in different versions and keeping high their learning trajectory that reaches its highest points.

scholarly journals Fitness for the Muscles and the Mind

2008 ◽  
Vol II (1) ◽  
pp. 40-63
Author(s):  
Steffi Retzlaff
Keyword(s):  
University Students ◽  
German Democratic Republic ◽  
Democratic Republic ◽  
Teaching Unit ◽  
The One ◽  
The Mind ◽  
Mcmaster University

This paper describes the incorporation of a mind-body (fitness) technique called Nia into a drama-pedagogical teaching unit of Thomas Brussig’s novel Am kürzeren Ende der Sonnenallee. The participants were third year university students of German at McMaster University in Hamilton, Canada. The focus is on the description of the preparation and execution of a seven-hour weekend workshop on Brussig’s Sonnenallee. The ‘prerequisites’ for that workshop included research on life and resistance in the former German Democratic Republic (GDR) as well as a summary of the book and the production of character profiles for the main characters. The description of the workshop includes the portrayal of various activities such as the building of Standbilder (frozen frames), perception exercises und improvisations and, of course, the one-hour Nia session. According to the opinions of the students and my own experience and perception, drama-pedagogical elements and the inclusion of Nia have a great impact on the students’ understanding of various texts and themes and make for a truly holistic experience. This paper describes the incorporation of a mind-body (fitness) technique called Nia into a drama-pedagogical teaching unit of Thomas Brussig’s novel Am kürzeren Ende der Sonnenallee. The participants were third year university students of German at McMaster University in Hamilton, Canada. The focus is on the description of the preparation and execution of a seven-hour weekend workshop on Brussig’s Sonnenallee. The ‘prerequisites’ for that workshop included research on life and resistance in the former German Democratic Republic (GDR) as well as a summary of the book and the production of character profiles for the main characters. The description of the workshop includes the portrayal of various activities such as the building of Standbilder (frozen frames), perception exercises und improvisations and, of course, the one-hour Nia session. According to the opinions of the students and my own experience and perception, drama-pedagogical elements and the inclusion of Nia have a great impact on the students’ understanding of various texts and themes and make for a truly holistic experience.

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