What was missing in U.S. policy-making was empathy: imagining or simulating another’s experience and perspective, in order to better understand them.
Empathy, in this sense, is rational and cognitive. Is a tool for understanding the way another person thinks, feels or perceives. It enables us to comprehend another’s mindset, driving emotions or outlook, without requiring us to share the other’s thoughts, feelings and perceptions, or, indeed, approve of them.
An empathic approach involves the assimilation of diverse information, including social, historical and psychological details, and a conscious effort to see the world through that person’s eyes. Thus, it serves the first demand of strategy: know your enemy. Crucially, empathy can help leaders anticipate how enemies and perceived allies are likely to act and react, and help avoid strategic errors.
As the theorist Robert Jervis has said:
“The ability to see the world and oneself as others do is never easy and failures of empathy explain a number of foreign policy disasters." ===========
...empathy, mischaracterized as purely a sentimental impulse, has been marginalized by theoretical and practical empathy approaches to foreign policy that are dominated by rational pursuit of power and self interest.
Matt Waldman, Research Fellow, International Security Program Harvard - Belfer Center for Science and International Affairs
Yet another reminder to stay human. Especially important when working with today's youth, and tomorrow's world leaders. Empathy is a timeless and invaluable ideal that needs to stretch far into the future.
Someone can do very well in college and not have what it takes to succeed in the real world – and vice versa. Bock went on to say that an increasing proportion of people hired at Google these days don’t have college degrees. Bock then shared the five criteria Google does use when evaluating job candidates. I was struck not only by the list, but by the order. Here’s my understanding of what he said, and why it’s important for any job seeker:
There is popular cartoon going around, that plays off of a popular quote, that has a bunch of animals (students) lined up in front of a tree. A presenter (teacher) commands them to climb the tree. Obviously the array of animals, including a fish in a bowl, monkey, elephant, and cat, will all have varying abilities to accomplish the task. The bottom reads "Our educational system". There is a bit of truth to that, I think, which is why I advocate the introduction of practical skills into the education system. Learning to balance your checkbook and do your taxes is more important to some students, where advanced calculus may be more appealing to some as well.
New research show how these top executives have taken charge of their careers.
It’s the responsibility of management to tackle gender diversity..[and]… evidence suggests that our leaders aren’t doing a very good job of it, at least not yet.
[T]here’s no reason for an ambitious woman to sit on the sidelines and wait for her boss to get with the program.
Women still represent less than 5% of CEOs around the globe, and they remain seriously underrepresented in other top management positions and on executive boards.
[T]here’s no reason for an ambitious woman to sit on the sidelines and wait for her boss to get with the program. … Lauren Ready concluded [this] from a study she did here at the International Consortium for Executive Development Research, in which she interviewed 60 top female executives from around the world to learn how they rose to the top.
For one, these executives take the time to explore what they want out of work and life [photo, chart.]
One byproduct…they pay special attention to how they might fit within a company’s culture.
This finding is consistent with research from Harvard professor Boris Groysberg, who’s found that while the performance of male stars falters when they switch companies, women continue to excel, in part because they’ve done their homework when it comes to fit.
The women in Ready’s study also understand the limits of fit. They aren’t “one of the guys” and they don’t try to be.
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There is sexism in the workplace, and I'll do my best to keep it out of my future classroom. I think that feminism has the potential to be taken overboard, by way of radicals, and that a 'humanism' is a better approach. Equality is obviously better than some of the superiority complexes associated with oppression ideologies gone awry; something I hope doesn't happen to feminism in the coming years as we combat this women-don't-riseto-the-top trend.
"What I do get upset over is the attitude, held by some, that the problem with flipped learning resides in the students. That students, generally speaking, are the problem. That students these days simply aren’t as 'good' as they used to be; that they have no attention span; that professors are complicit by not holding students to any kind of rigorous standard; that the flipped classroom is 'obviously' not rigorous and so it’s a perfect match for students these days; that what we profs really need to do is 'teach the willing' rather than 'take care of the mediocre'; that we should not be 'at the mercy of the students'.
I have learned that whenever I post something about flipped learning or anything else that is not standard lecture, I will get comments from folks whose words make it painfully clear that their work in higher education would be a lot easier if it weren’t for all those damned students. To those people, I would just like to say a few things."
In my introduction to education class at my local community college, we spent a great deal of time talking about the "essence" of teaching and developing (for those of us who were taking the class to become educators, and not a GUR) educational philosophies. I personally have a philosophy that students should be heavily dependent on reasoning, communication and collaboration; if you're a genius but can't share your thoughts, what good are you?
"Educational author and former teacher, Dr. Michael Schmoker shares in his book, Results Now, a study that found of 1,500 classrooms visited, 85 percent of them had engaged less than 50 percent of the students. In other words, only 15 percent of the classrooms had more than half of the class at least paying attention to the lesson.
So, how do they know if a student is engaged? What do "engaged" students look like? In my many observations, here's some evidence to look for:"
I don't think that teachers should waste as much time as they do PITCHING lessons to today's students (high schoolers in particular), and that students aren't taking enough responsibility in their education. The entire point of the students being there is to invest in their futures, and that time is spent trying to convince them that their futures are worth investing in, on some level they ALL KNOW THIS. I'm still trying to narrow in on exactly what the root cause of this is, but I think it has something to do with standardized testing score requirements for schools, and the subsequent dumbing-down of lessons for students to avoid school wide repercussions. In my time dual spend at community college and my high school, I do get more out of my college experience...
Resources are not only becoming more available, but more applicable as well! Maybe the way of the future is not sitting in a classroom, but that would require more self-directed learners... and there is a lack of such in my experience, at least in the commonly recognized academic fields. Everyone has their own interests, whether inside or outside the classic realm of academia, but maybe that's a distinction worth respecting.
What do rap shows, barbershop banter and Sunday services have in common? As Christopher Emdin says, they all hold the secret magic to enthrall and teach at the same time — and it’s a skill we often don't teach to educators. The science advocate (and cofounder of Science Genius B.A.T.T.L.E.S. with the GZA of the Wu-Tang Clan) offers a vision to make the classroom come alive.
It's important to have teachers that inspire their students. As I've mentioned in another scoopit commentary, powerpoints make you less memorable. Bringing creative, unordinary resources (including your attitude) into the classroom is a surefire way to spark the desire to learn in students, and maybe that resource is the Wu-Tang Clan!
I think It's interesting that most people don't grasp just how much some teacher's are compensated, especially when that information is public. I can access the salary data to every public school teacher that I've had, as well as my community college professors. Because teacher salary is largely dependent on experience, and level of education, teachers who have been in the game longer get paid accordingly. My eigth grade science teacher makes almost $100k a year, that's insane!
I find it unsettling that such a low percentage of Israeli parents would encourage their children to be teachers. Hopefully world attitudes will change over time to embrace such an important profession.
This article discusses discipline as the root cause of all collaboration and productivity problems as a part of any team, and I think the message it has to offer can be readily applied to the classroom. One major problem is idenfitied as being a lack of clear direction, something invaluable for learning; if you can't see the big picture, then what is motivating you to start down this path? Another issue is identified as consistency; you can't go making exceptions for your favorite employee or student. Consequences and rewards can't be relative, there needs to be a solid reward system for your actions or respect can be lost. Overall this article is a good place to start when trying to establish a healthy classroom attitude.
University staff battling anxiety, poor work-life balance and isolation aren't finding the support they need
Keaton Toscano's insight:
"The article, which reported instances of depression, sleep issues, eating disorders, alcoholism, self-harming, and even suicide attempts among PhD students, has been shared hundreds of thousands of times and elicited comments outlining similar personal experiences from students and academics.
But while anecdotal accounts multiply, mental health issues in academia are little-researched and hard data is thin on the ground."
What is disturbing about the prevalence of mental illness and self-harming tendencies in academia, is the level of apathy many clearly have about it; even those that would normally be responsible for collecting data on the subject have seemingly ignored it. It's not as if this is a new phenomenon, either. As far as anecdotal evidence goes, I have more than one friend who is taking a year off between high school and university to get a handle on their mental state and prepare for this destructive culture. People know the realities of the college scene, and as a society we are voicing a collective "OK".
This lifestyle doesn't just exist at the university either, many students take this taxing environment with them when they leave, "Dr Alan Swann of Imperial College London, chair of the higher education occupational physicians committee... says most academics are stressed rather than mentally unwell: '"They are thinking about their work and the consequences of not being as good as they should be; they're having difficulty switching off and feeling guilty if they're not working seven days a week.'"
What are we as a country supposed to do when our opportunities to better the lives, further the education, and brighten the future of our youth are systematically killing them in ways unseen? In ways that no one cares to document?
Something we can apply to the classroom as well! The more available you are, the more you will be reached. It's comparable to always saying "yes!" when friends ask you to hang out. Be available and they will come.
Empathy is the lifeblood of any system of health—it gives us all a shared stake in being healthy and helping others to thrive as well.
Building empathy has been a critical strategy in my household of late—not only because it helps motivate them, but also because it is an important part of their social development. Lately I have been thinking about empathy on a larger scale, beyond my household, and how critical it is to building a Culture of Health.
Most people don't think about empathy as a key to health, but it is profoundly important.
Empathy is an important attitude to have as a teacher as well, for many reasons. You do not want your students to bring their problems into the classroom, it needs to be a safe place. You also need to empathize with the fact that you are here because you have already mastered the required material, they are trying to understand it through you. Not everyone is going to respond well to your teaching style, let alone how YOU understand the information, you'll be doing a bit of catering as a teacher, as is to be expected.
The irony of many great discoveries is that they really weren't discoveries at all, at least not in the sense that Columbus discovered America. In actuality, they came from people who took well established concepts and applied them to new domains.
The careful consideration of facts using your own reasoning is always important, therefore the value of repeatable experiments is enormous. Collaboration is also important, in reference to the article's mention that some discoveries were not actually discoveries at all... truly funny! The concept of the latest ideas crossing fields outside of renaissance Europe's coffee shops, a society blooming with classical antiquity knowledge, excites me to no end.
There are many ways to distance yourself from the crushing tidal wave that is your work inbox. You can, for instance, impose an email sabbatical, which is supposed to be good for your mental health. Or you can plow through all of your emails in one go with the savvy use of search filters.
Now, there's a new lifehack for dealing with email 24/7, and it might just be our favorite yet: Move to France. The Guardian reports that the country's workers unions just imposed a ban that forbids employees from attending to "work-related material on their computers or smartphones" after they clock out for the day:
I wonder if this idea could be implemented into the U.S. public education system. I'm a strong believer in being a well rounded person, and devoting time each day to something you actually WANT to do, just for the sake of doing it! So much time seems to be devoted to things that you HAVE to do, and it's painful to realize.
One of the most astounding facts about the the creation of memories is that it is the result of a biochemical reaction that takes place inside neurons, one particularly common among neurons responsible for our senses. Scientists have recently discovered that our short-term memory — also known as “working memory,” the kind responsible for the “chunking” mechanism that powers our pattern-recognition and creativity — is localized to a few specific areas of the brain. The left hemisphere, for instance, is mostly in charge of verbal and object-oriented tasks. Even so, however, scientists remain mystified by the specific distribution, retrieval, and management of memory.
Ideas like this are absolutely crucial for teachers to know about. This article could be a good way to reform the lesson plans of one teacher, many, or even the way the U.S. public education system works as a whole. Definitely something I will take into consideration as I work towards my desired career.
As a future teacher I'm on the lookout for the latest in networking that I could use in the classroom, and this is one of those things. If it's easier for my students to communicate, they'll be more likely to study and work together on projects and homework.
"I give them their test results and their homework scores so they should know how well they are doing, but then I tell them, "Let's look at what you did wrong." Why don't I celebrate what they did right? Well, I know why. I feel that if I don't spend the time to correct their mistakes, they will keep making them."
This is a good attitude to have, however, I think that identifying mistakes is equally as important as celebrating successes. "Doesn't this guy know that positive reinforcement is just as important as negative reinforcement?" -Jacob
As a student raised in the "tech. age" as it is often referred to by my parents, I can say that computers and the internet can and will play a role in my future classroom. As many teachers say, the internet can allow them to reach across many mediums of communication and reach kids that were distant before. The online allocation of educational resources can also improve the amount of time spent on learning each day outside of school for students, as the number of hours spent in school each day has been identified as a major problem (by my education textbook). The inforgraphic states that students who study on mobile devices spend 40 more minutes a week studying than those who do not study on mobile devices, and that makes sense considering that the availability of computers has extended far beyond the living room desk, let alone an entire dedicated room. As computers continue to get smaller and smaller it's only a matter of time until they make ther way into our bodies in the form of fully functional body augmentations, allowing access to information at literally any moment the user wishes. If this is the case, would standardized testing be based around one's ability to access the correct information, rather than today's focus on reasoning and memorization that NCLB has cracked down on? Every day I see more and more what I refer to as the "Technological Pacification" of our generation; nobody knows how to do anything, and that is scary. What happens when the information frame holding up our schools and government come crashing down and nobody knows how to fix it?
I just skimmed an article about how a captive chimpanzee was 'more intelligent' than American high school students (the criteria for 'intelligent' being measured was problem solving ability) and I think that speaks for itself. What is doubly scary to me is the prevalence, and even in some cases the embrace and celebration of apathy in today's youth. We're forgetting how to do things, and one of those things is how to stand up for ourselves. We're more content with watching netflix or talking about how Oprah is releasing a new tea blend (something anyone can do in just a few clicks).
With technology creeping- rather, sprinting- into the classroom, I'll do my best to stay optimistic, but on the inside I'll harbor a sort of melancholy regret at what I see to be the inevitable.
I can't wait for augmented reality (AR) to make its way into the classroom. Not only could it provide a visceral visual aid to students who are struggling with a concept, but it's also just plain cool. You want to take your students on a field trip to the louvre in art class, but lack the funding? Do you want to (pseudo)Literally put your engineering students into their CAD structure? When film first came about, people didn't have to worry about wading through crowds to be in the front row at a public speech, they would just watch it later from the camera's perspective. The same idea is happening here. Now you can put on a helmet, be in a different world for a fraction of the cost, have an, arguably, more fulfilling experience and do so for a fraction of the cost. Schools + AR? Count me in.
"What’s fascinating for me is the fact this was written 7 years ago. It doesn’t date the message. It challenges us as educators to reflect on how far we have actually progressed. I started hearing the talk about 21st Century Learning back in the 90s and here we are in 2013 and, looking at this chart from Rankin, we have to ask ourselves; for all the talk and planning, have we really moved out of the 20th Century and embraced what this nebulous concept of 21st Century is really about?"
As a student in the 21st century, I can say the efforts of teachers to move the classroom out of the 1900's has not gone unnoticed, however some classrooms are definitely lagging behind. It will be interesting to enter the profession of teaching at such a pivital time in the practice. What is particularly useful about this article is, as the author has said, it is a timeless message to educators, a reminder of how far education has come in the past 100 years, and a warning of where we do not want to end up. After reading this article I have to wonder: Is the style of education so crucial that students should stand up to dated teaching styles and demand innovation?
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