Inteligencia de las emociones
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Metodologías Educativas

Metodologías Educativas | Inteligencia de las emociones |
  Actualizado en Febrero de 2014 El objetivo de este post es describir cómo puede afectar la innovación educativa a los diferentes tipos de metodologías educativas. Las metodologías educativas suel...

Via Sonina Darder
Pongo's curator insight, November 17, 2016 10:24 AM
¿Cómo innovamos desde las metodologías y actividades que utilizamos en el aula?
Inteligencia de las emociones
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Leaders Need Three Kinds of Focus

Leaders Need Three Kinds of Focus | Inteligencia de las emociones |
I once worked with a CEO who was paranoid about results, so much so that he never cared for relationships with those who delivered the results. The end results weren’t surprising - the intended results were never delivered because people either stopped caring or moved on. The loss was almost

Via Julie Gauthier
David Hain's curator insight, February 25, 2016 5:44 AM
Simple, insightful and cool graphic on leadership learning!
Ron McIntyre's curator insight, February 25, 2016 3:22 PM

So very true but difficult to live.  Takes time, effort, transparency and integrity to accomplish.

Adam Cairns's curator insight, March 28, 2016 7:58 AM

When leaders focus they are doing so with three elements. The inner, outer and other focus. This simple graphic reinforces the vital importance of a healthy mindset.

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Measuring Compassion in the Body

Measuring Compassion in the Body | Inteligencia de las emociones |
Two scientific teams, one led by Zoe Taylor at Purdue and the other by Jenny Stellar at UC Berkeley, have found that the answer may lie in the Vagus nerve.


That’s the cranial nerve in the body with the widest reach, influencing speech, head positioning, digestion, and—importantly for these two studies—the parasympathetic branch of the autonomic nervous system’s influence on the heart.

Students typically memorize the parasympathetic branch (PNS) as the “rest and digest” branch of the autonomic nervous system (ANS), which controls bodily functions that we’re not aware of when we’re relaxed and feeling content.


The PNS is also called the “feed and breed” branch—and recently, social psychologist Barbara Fredrickson added the label “tend and befriend” to the PNS, suggesting that it also supports functions that enable social engagement and nurturing behaviors.


By Emiliana R. Simon-Thomas 

Via Edwin Rutsch
Angeles Berman's insight:

Muy interesante :-)

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Embodying Empathy

Embodying Empathy | Inteligencia de las emociones |

We are a team of people who share the values and practice of nonviolence, inner wisdom, social action and Empathic Presence. We serve through offering ressources that promote deep personal and social transformation.

This is our full time work, sharing and learning with groups, and co creating communities of practice with people that belong to: Faith communities, prisons, Non profits, government agencies, families, and groups of all kinds.

Via Edwin Rutsch
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The Purpose of SHAME, The Power of EMPATHY : A Weekend Workshop with Sarah Peyton

The Purpose of SHAME, The Power of EMPATHY : A Weekend Workshop with Sarah Peyton | Inteligencia de las emociones |

SHAME is a rarely discussed but very common emotion. The intensity of feeling shame can be confusing and overwhelming. The chains of shame can be hard to throw off - they can be woven into our sense of who we are, our thoughts, our breath, our movement through the world. And surprisingly, self-shaming can be one of the ways that we try to support ourselves to belong in our families, our friendships, and our communitie


Working with Sarah in NVC and IPNB classes, groups and year-long programs, or in 1:1 empathy sessions, you will:

Experience resonance and learn how it supports fluidity and growthRadically change judgments and self-criticism into delight and connectionWatch yourself grow in self-understanding and self-compassionInternalize your own Resonating Self-WitnessNurture and nourish your own capacity for self-carePut down old burdens of self-limiting beliefs and self-hate,Transform entrenched family patterns into freedom with constellation workIntegrate cutting edge neuroscience into your work with yourself and othersStay connected with the latest research coming out of social neuroscience labs all over the world


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Nonviolent Communication Training Course - Marshall Rosenberg



0:00:00 - Session #1 - Introduction1:00:51 - Session #2 - Applying NCV2:08:41 - Session #3 - Honesty3:12:42 - Session #4 - Empathy (1)4:20:40 - Session #5 - Relationships5:18:33 - Session #6 - Authority6:16:17 - Session #7 - Empathy (2)7:10:34 - Session #8 - Social Change8:00:16 - Session #9 - Gratitude9:06:36 - Credits


Session #1 - #2 - #3 - #4 - #5 - #6 - #7 - #8 - #9 -


Session #1 - #2 - Session #3 -


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The Fearless Heart: Does Nonviolent Communication “Work”?

The Fearless Heart: Does Nonviolent Communication “Work”? | Inteligencia de las emociones |

Via Sophia Tara
Sophia Tara's curator insight, December 23, 2012 7:00 AM

"The premises underlying the practice of Nonviolent Communication (NVC) often stand in stark contrast to the messages we receive in the culture at large — whether from our parents or teachers while growing up, or from the media or other cultural venues for the rest of our lives. They also, often enough, belie what we see around us in terms of human behavior."

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The Neuroscience of Empathy

The Neuroscience of Empathy | Inteligencia de las emociones |

Are some people born with a brain that is wired to be more empathetic? Can compassion be learned? What daily habits or life experiences reinforce selfishness, narcissism, and at a far extreme psychopathy?


Last night, I listened to an interview(link is external) with Madonna and Anderson Cooper talking about the importance of teaching our children to be able to empathize and to not be complacent about fighting against oppression and inequality.


Two studies in the past month have identified specific brain regions linked to empathy and compassion.


This morning, a new study was released by the Max Planck Institute for Human and Cognitive Brain Sciences that revealed the neurobiological roots of how our own feelings and experiences can distort someone’s capacity for empathy. Last month, another study from the University of Chicago found the neurobiological roots of psychopathic behavior. Together, these studies offer valuable clues for ways we can fortify empathy at a neural level. Luckily, researchers have found that compassion can be trained.


The Neuroscience of Empathy


In a study(link is external) published in the Journal of Neuroscience on October 9, 2013, Max Planck researchers identified that the tendency to be egocentric is innate for human beings – but that a part of your brain recognizes a lack of empathy and autocorrects. This specific part of your brain is called the the right supramarginal gyrus. When this brain region doesn't function properly—or when we have to make particularly quick decisions—the researchers found one’s ability for empathy is dramatically reduced. This area of the brain helps us to distinguish our own emotional state from that of other people and is responsible for empathy and compassion.


The supramarginal gyrus is a part of the cerebral cortex and is approximately located at the junction of the parietal, temporal and frontal lobe. "This was unexpected, as we had the temporo-parietal junction in our sights. This is located more towards the front of the brain," explains Claus Lamm, one of the paper's authors.


The research team headed by Tania Singer said, “When assessing the world around us and our fellow humans, we use ourselves as a yardstick and tend to project our own emotional state onto others. While cognition research has already studied this phenomenon in detail, nothing is known about how it works on an emotional level. It was assumed that our own emotional state can distort our understanding of other people's emotions, in particular if these are completely different to our own. But this emotional egocentricity had not been measured before now.”


The right supramarginal gyrus ensures that we can decouple our perception of ourselves from that of others. When the neurons in this part of the brain were disrupted in the course of a research task, the participants found it difficult to stop from projecting their own feelings and circumstances onto others. The participants' assessments were also less accurate when they were forced to make particularly quick decisions.


The Lap of Luxury Can Make You Less Empathetic


When you are in an agreeable and comfortable situation it is more difficult to empathize with another person’s suffering. At a neurobiological level – without a properly functioning supramarginal gyrus – your brain has a tough time putting itself in someone else’s shoes. To test this in the laboratory the Max Planck researchers used a perception experiment in which participants, who worked in teams of two, were exposed to either pleasant or unpleasant simultaneous visual and tactile stimuli.


For example, while participant 1 was shown a picture of maggots and had slime placed on her hand, participant 2 saw a picture of a puppy and could feel soft, fleecy fur on her skin. "It was important to combine the two stimuli. Without the tactile stimulus, the participants would only have evaluated the situation 'with their heads' and their feelings would have been excluded," explains Claus Lamm. The participants could also see the stimulus that their team partners were exposed at the same time.


The two participants were then asked to evaluate either their own emotions compared to those of their partners. As long as both participants were exposed to the same type of positive or negative stimuli, they found it easy to assess their partner's emotions.


The participant who was confronted with an unpleasant or disagreeable experience could easily imagine how unpleasant the sight and feeling of slime and maggots must be for her partner. For more on the genetics of staying happily married please check out my recent Psychology Today blog: "Is the Secret to a Happy Marriage Held in Your DNA?"


Major differences arose during the test when one partner was confronted with pleasant stimuli and the other with unpleasant ones. In this scenario a person’s capacity for empathy plummeted. The participants' own emotions distorted their assessment of the other person's feelings. The participants who were feeling good themselves assessed their partners' negative experiences as less severe than they actually were. In contrast, those who had just had an unpleasant experience assessed their partners' good experiences less positively.


Until now, social neuroscience models have assumed that people simply rely on their own emotions as a reference for empathy. This only works, however, if we are in a neutral state or the same state as our counterpart. Otherwise, the brain must use the right supramarginal gyrus to counteract and correct a tendency for self-centered perceptions of another’s pain, suffering or discomfort.


The Neurological Basis for a Lack of Empathy


Psychopathy is a personality disorder characterized by ‘a lack of empathy and remorse, shallow affect, glibness, manipulation and callousness.’ When individuals with psychopathy imagine others in pain, researchers have found that brain areas necessary for feeling empathy and concern for others fail to become active and connected to other important regions involved in affective processing and compassionate decision-making.


A September 2013 study(link is external) from the Department of Psychology at the University of Chicago published in journal Frontiers in Human Neuroscience found the neurobiological roots of psychopathic behavior.


When highly psychopathic participants imagined pain to themselves, they showed a typical neural response within the brain regions involved in empathy for pain, including the anterior insula, the anterior midcingulate cortex, somatosensory cortex, and the right amygdala. The increase in brain activity in these regions was unusually pronounced, suggesting that psychopathic people are sensitive to the thought of pain but are unable to put themselves in someone else’s shoes and feel that pain.


When participants imagined pain to others, these regions failed to become active in high psychopaths. In a sadistic twist, when imagining others in pain, psychopaths actually showed an increased response in the ventral striatum, an area known to be involved in pleasure. Participants were assessed with the widely used PCL-R, which is a diagnostic tool use to identify varying degrees of psychopathic tendencies. Based on this assessment, the participants were then divided in three groups of approximately 40 individuals each: highly, moderately, and weakly psychopathic.


Previous research rate of psychopathy in prisons is much higher than the average population. About 23% of prison inmates are thought to be psychopathic while the average population is around 1%. To better understand the neurological basis of empathy dysfunction in psychopaths, neuroscientists used functional magnetic resonance imaging (fMRI) on the brains of 121 inmates of a medium-security prison.


In the study participants were shown a variety of visual scenarios illustrating physical pain, such as a finger caught between a door, or a toe caught under a heavy object. Then they were asked to imagine that this accident happened to themselves, or somebody else. They were also shown control images that did not depict any painful situation, for example a hand on a doorknob.


The researchers believe that finding the neurobiological roots of empathy vs. psychopathy may lead to intervention programs in a domain where therapeutic pessimism is running rampant. Honing in on neural networks needed to make people more empathetic may be the key to targeting psychopathic behavior and lower violent crime. “Imagining oneself in pain or in distress may trigger a stronger affective reaction than imagining what another person would feel, and this could be used with some psychopaths in cognitive-behavior therapies as a kick-starting technique,” the authors conclude.


Conclusion: Can meditation, daily physical activity, and volunteerism make your brain more empathetic?


Neuroscience allows us to see inside the human brain and better understand our minds. With this knowledge we can begin to make daily choices of mindset and behavior that not only reshape our neural circuitry but can alter the way human beings interact with one another.


Because our brain’s neural circuitry is malleable and can be rewired through neuroplasticity one's tendency for empathy and compassion is never fixed. We all need to practice putting ourselves in someone else’s shoes to reinforce the neural networks that allow us to ‘love thy neighbor as thyself’ and ‘do unto others as you would have them do unto you.'


There are no easy answers for how to elevate people’s consciousness and empathetic response. I am optimistic that through daily choices of mindset and behavior that anyone can rewire his or her brain to be more empathetic. As with everything, we need to take a multi-pronged approach. Other research has shown that compassion can be trained through: rigorous mindfulness training and/or loving-kindness meditation; physical activity that puts your body and mind in touch with "disagreeable" experiences some would consider to be a “suffer-fest"; and giving back through prosocial behavior and volunteerism.


Many studies have shown that mindfulness meditation that includes LKM (loving-kindness meditation) can rewire your brain. Practicing LKM is easy. All you have to do is take a few minutes everyday to sit quietly and systematically send loving and compassionate thoughts to: 1) Family and friends. 2) Someone with whom you have tension or a conflict. 3) Strangers around the world who are suffering. 4)

Self-compassion, forgiveness and self-love to yourself.


Doing this simple 4-step LKM practice literally rewires your brain by engaging neural connections linked to empathy. You can literally feel the tumblers in your brain shift and open up to empathy by spending just a few minutes going through this systematic LKM practice.

I also believe that regular physical exercise and getting through a tough workout makes people more empathetic to human suffering.


Some people may think that pushing yourself through a workout is masochistic. It is. This is one reason why daily physical exercise might make anyone less sadistic or likely to be a psychopath at neurological level. 


Through the daily process of consciously seeking and experiencing something that is ‘disagreeable’ you become physically and mentally tough, but it makes you sensitive to what pain feels like. By leaving the comfort zone of modern American life – on a long run, bike ride or tough workout – you viscerally connect to the essence of human struggle experienced everyday by people around the world who are less fortunate than many of us. This is one of the founding principles of The Athlete's Way: Sweat and the Biology of Bliss(link is external).


Lastly, many studies have shown that volunteerism is good for your health. Dedicating some time each week to some type of charity work creates a win-win by reinforcing the empathetic wiring of your brain while making a contribution to reduce the suffering of someone less fortunate.


These are all small steps, but taken together they can fortify empathy and altruism at a neurobiological level for each individual. Collectively, these small steps can help make the world a better place.

Via Jim Manske
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The Opportunities For Empathy In The Classroom: Terry Hieck

The Opportunities For Empathy In The Classroom:  Terry Hieck | Inteligencia de las emociones |


So much talk about empathy in education recently. Why? What’s the big idea? 


In “The Role of Empathy in Learning,” I wrote:


“The role of empathy in learning has to do with the flow of both information and creativity. A dialogic interaction with the world around us requires us to understand ourselves by understanding the needs and condition of those around us. It also encourages us to take collective measurements rather than those singular, forcing us into an intellectual interdependence that catalyzes other subtle but powerful tools of learning.”


But where does it come from? What causes it? What are the authentic sources of empathy in a classroom?


Empathy Source: Analysis of “Other”


Whether by close academic examination, more personal “evaluation,” or some kind of analysis that’s in-between, “other” lays the groundwork for empathy.


The act of an infant reaching out for your face as you hold, or making eye contact with someone during a conference, or even reading literate all are framed by empathy–or suffer tremendously without it. There is a moment when one “thing” recognizes another, followed by some momentary burst of analysis. Who is this person? Are they a threat, an opportunity, or neither? What do I need from them, and them from me?


What social contracts or etiquette are at work here that I need to be aware of and honor?


Literary study is probably the most iconic case for empathy in traditional learning environment. A novel requires the reader see the world through one (or more) of the character’s eyes–to understand their motives, and draw close to their worldview so that can have a fictional-but-still-parallel experience.


Empathy Source: Your interactions with them


This is a powerful opportunity to model empathy. Reinforcement of desired behaviors. Socratic discussion. Grading writing. Evaluating projects. Missing homework. Behavior problems. All of the dozens of interactions you have with students on a daily basis are opportunities for them to see what empathy looks like. 


This doesn’t mean they necessarily will, in turn, use it with others, but there’s no chance at all for that to happen if they don’t even know what they’re looking for. Your empathy with them may be the only empathy they’ve ever seen.


Empathy Source: Their interactions with one another


Another opportunity to see empathy in action is in working with one another—quick elbow-partner activities, group projects, peer response, group discussions and more. Sharing sentence stems that promote empathetic dialogue can be helpful to students—like training whees so they know where to start.


“I can tell you’ve…that must have…” as in, “I can tell you’ve worked hard on this writing. That must’ve taken self-determination, and even some courage.”


Empathy Source: How content is framed


How content is framed is another opportunity for empathy. For example, using essential questions that require, reward, and promote empathy can turn a unit into a study on what other people think, why they think it, and what they feel? Grant Wiggins has held up “What’s wrong with Holden Caufield?” from The Catcher In The Rye as a powerful essential question, one that requires students to examine another person in an alien context, make deep inferences based on schema that is (obviously) personal, and then—hopefully—empathize with a fictional character not as a quick writing prompt or “higher-level question,” but a 6-week study.


Studying fiction—or studying fiction well is an exercise in empathy as well. Studying history without empathy is like turning our shared human legacy, full of wonderful nuance and narrative and scandal and hope—into a dry, chronologically-based FAQ. Which sucks.


Empathy Source: Where learning goals come from


The relationship between learning goals and empathy may not be clear, but what we choose to study and why we choose to study it are—ideally—primarily human pursuits. When these are handled outside of the classroom, e.g., in the form of a curriculum standards, scopes-and-sequences, maps, units, power standards and the lessons that promote their study, this places the institution immediately at odds with the student, and sterilizes the learning experience.


When students are able to look to other schools, other classrooms, their own lives, or even non-academic “fields” to see how experts and passionate creatives identify, value, and improve their own knowledge and skills, it can help to tilt the learning experience to something emotionally immediate and relevant and authentic—fertile ground for empathy.


Empathy Source: Transfer of knowledge

What do we do with what we know? What happens when I try to take what I learned here, and use it there? What are my thinking habits? What are the chances I’ll make this transfer unprompted, now and in the future?


These questions surrounding students’ transfer of knowledge can all benefit from empathy, and promote its growth. Understanding is a problematic word, but let’s consider for a moment two kinds of understanding—that which is demonstrated within the context of a lesson or unit, and that which is able to leave this fragile academic bubble and can survive on its own outside of it. This kind of movement isn’t simple, or necessarily natural when they learning content and goals are all academic.


In The Courage To Think Critically, I was theorized as much:

“To think critically about something is to claim to first circle its meaning entirely—to walk all the way around it so that you understand it in a way that’s uniquely you. That’s not academic vomit but fully human. After circling the meaning of whatever you’re thinking critically about—a navigation necessarily done with bravado and purpose—you then analyze the thing.


See its parts, its form, its function, and its context. After this kind of survey and analysis you can come to evaluate it–bring to bear your own distinctive cognition on the thing so that you can point out flaws, underscore bias, emphasize merit—to get inside the mind of the author, designer, creator, or clockmaker and critique his work.”

Empathy Source: Movement Within & Across Learning Taxonomies

Another example? Understanding by Design’s “6 Facets of Understanding.” Note the progression:


6 Facets of Understanding–Peaking With Empathy & Self-Knowledge


Facet 1: Explain

Provide thorough and justifiable accounts of phenomena, facts, and data.


Facet 2: Interpret

Examples: Tell meaningful stories, offer apt translations, provide a revealing historical or personal dimension to ideas and events; make subjects personal or accessible through images, anecdotes, analogies, and models.


Facet 3: Apply

Examples: Effectively use and adapt what they know in diverse contexts.



Facet 4: Have perspective

Examples: See and hear points of view through critical eyes and ears; see the big picture.


Facet 5: Empathize

Examples: Find value in what others might find odd, alien, or implausible; perceive sensitively on the basis of prior indirect experience.


Facet 6: Have self-knowledge

Examples: Perceive the personal style, prejudices, projections, and habits of mind that both shape and impede our own understanding; they are aware of what they do not understand and why understanding is so hard.”

The movement in the 6 Facets here is from outward patterns to inward patterns. Explaining, interpretation, and application are, in large part, outward. The facets then tend inward—perspective, empathize, and self-knowledge. The lesson here–or one lesson of many–is that understanding is a deeply personal process. It is a matter of knowledge, but also identity, perspective, and empathy.


Our TeachThought Learning Taxonomy includes domains of “Self,” “Interdependence,” “Function,” and “Abstraction,” implying the human, emotional, and connected nature of learning. Learning is about experimenting through, playing with, and otherwise coming to internalize new information and perspective. Knowledge-holding is only one part of “knowing.”


Empathy provides not only provides a common ground between people–and a human tone–but also an authentic need to know what we know, and use that knowledge to improve the interactions we value the most.

Via Jim Manske
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Someone once asked the Dalai Lama what surprises him most. This was his response:

"Man, because he sacrifices his health in order to make money. Then he sacrifices money to recuperate his health.

Via Greg Brooks-English
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Metodologías Educativas

Metodologías Educativas | Inteligencia de las emociones |
  Actualizado en Febrero de 2014 El objetivo de este post es describir cómo puede afectar la innovación educativa a los diferentes tipos de metodologías educativas. Las metodologías educativas suel...

Via Sonina Darder
Pongo's curator insight, November 17, 2016 10:24 AM
¿Cómo innovamos desde las metodologías y actividades que utilizamos en el aula?
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Newspaper Front Page: See All Sections

Newspaper Front Page: See All Sections | Inteligencia de las emociones |

Empathy Cafe Magazine Front Page


Visit the individual magazines specifically for empathy and;

*   Main Page All
*   Animals
*   Art
*   Compassion

*   Compassionate Communications (NVC)

*   Curriculums
*   Education
*   Empaths

*   Empathy Quotes

*   Empathic Design - Empathy in Human-Centered Design (New!)
*   Health Care

*   Justice

*   Self-Empathy & Self-Compassion
*   Teaching - Learning
*   Work 

*   etc.



Please Click 'Follow' to receive updates.
It also helps us rise in the rankings 
and gives us more exposure


Thanks so much.

Edwin Rutsch, Editor

Join us on Facebook Center for Building a Culture of Empathy



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Over 50 Academic Search Engines and Databases for Educators and Researchers ~ Educational Technology and Mobile Learning

Over 50 Academic Search Engines and Databases for Educators and Researchers ~ Educational Technology and Mobile Learning | Inteligencia de las emociones |

Via Alejandro Tortolini
Alejandro Tortolini's curator insight, December 19, 2014 1:12 PM

Más de 50 buscdores académicos.

Agüero Luciana N's curator insight, December 23, 2014 8:56 AM

añada su visión ...

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Empathy : Stand in My Shoes

Empathy : Stand in My Shoes | Inteligencia de las emociones |
Complete 8 page Activity for conducting a lesson on empathy.

Goes along with the book "Stand in My Shoes", by, Bob Sornson- A MUST HAVE for Counselors and Teachers alike.


Empathy WorksheetEmpathy Scenario CardsShoes Pics to correspond with Scenario Cards

I cut the shoes and scenarios out- past them front and back of bright construction paper, then laminate.

Students work in groups to complete worksheet to demonstrate what it means to empathize with another's situation.

Via Edwin Rutsch
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Reporting Plagiarism in the Online Classroom

Via Ana Cristina Pratas
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Compassion, Empathy, Caring, and Healing: A Conversation With Roshi Joan Halifax

Compassion, Empathy, Caring, and Healing: A Conversation With Roshi Joan Halifax | Inteligencia de las emociones |
Joan Halifax: part of a rich broth of creativity and humanism that was exploring new dimensions of healing, personal growth, and spirituality in the 1970's

We will examine the similarities and the differences between empathy and compassion, and why the Dalai Lama has said that love and compassion are not luxuries, that actually they are necessities, if human life is to survive on this planet. Roshi Joan will also share with us the essence of the GRACE process and other insights on developing our ability to experience both the power and the vulnerability of compassion.

Via Edwin Rutsch
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Expanded Self Empathy Intensive

Expanded Self Empathy Intensive | Inteligencia de las emociones |

With Thom Bond and NYCNVC Trainers and Facilitators
The Expanded Self-Empathy Intensive is for NYCNVC Empathy Intensive Graduates who would like to have a refresher and extend their Self-Empathy Intensive AND NYCNVC Discovery Weekend Graduates who were not able to attend the Empathy Intensive in June AND those with 20+ hours of equivalent training. 

Understanding Self-Empathy

Your Personal Relationship to Feelings and NeedsDistinguishing Observations and Needs from What We Tell OurselvesDistinguishing Needs from StrategiesWorking with TriggersSelf-Empathy and RequestsSelf-Empathy in Dialogue Self-Empathy, Pain and SufferingDistinguishing and Translating "should/shouldn't" ThinkingSelf-Empathy and Making Choices and Decisions Core Jackals and "Life Sentences"
Via Edwin Rutsch
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Marshall Rosenberg NVC Role Play

Marshall Rosenberg NVC Role Play

Via Edwin Rutsch
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Living Empathy Workshops

Living Empathy Workshops | Inteligencia de las emociones |


♥ Living Empathy Education Workshops ♥

Information about Compassionate Communication workshops on Living Empathy and from Bullying to Empathy Education Project (BEEP)


Seek to understand the common humanity of both bullies and victims. Transform disconnecting enemy images to the shared beauty of empathic connection. Develop self awareness and a consciousness based on compassion and empathy. Learn emotional literacy and emotional intelligence. Be the change! Make a difference!
In Collaboration With the Centre for Compassionate Communication NZ


Via Sophia Tara
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Daily Spiritual Tools: Having Compassion For Yourself

Daily Spiritual Tools: Having Compassion For Yourself | Inteligencia de las emociones |
In the years I've been writing I haven't yet gotten to this topic, which isn't surprising given how much easier it is for most of us to offer compassion to others than it is to have deep compassion for ourselves.

Via Mair Alight
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Albuquerque Journal Obituaries

Dr. Marshall B. Rosenberg, age 80, passed away peacefully and surrounded by family, at his home in Albuquerque on February 7th, 2015, after a courageous battle with cancer.


Born in Canton, Ohio on October 6th, 1934, Marshall was raised in Detroit and completed his undergraduate education at the University of Michigan. He received his PhD in Clinical Psychology from the University of Wisconsin in 1961, where he met his friend and mentor, psychologist Carl Rogers. He was awarded Diplomate status from the American Board of Examiners in Professional Psychology in 1966.


Marshall launched his professional career in St. Louis where he established a successful clinical practice. Marshall's desire to put people over profits, as well as his curiosity and desire to learn more about the causes of violence that had defined his early experiences living in inner city Detroit, soon inspired him to leave private practice. He took a job as a cab driver and used this time to explore new and meaningful ways he might apply his professional training to reduce various forms of violence and disseminate peacemaking skills.


Marshall's exploration quickly evolved into Nonviolent Communication (NVC), a process that facilitates stronger interpersonal communication and cultivates mutual recognition of deeper emotional needs, resulting in greater compassion and peaceful resolution between conflicted parties.


Marshall worked closely with civil rights activists in the 1960's, mediating between rioting students and college administrators and working to peacefully desegregate public schools in long-segregated regions.


Marshall's work in this capacity motivated him to found of the Center for Nonviolent Communication (CNVC) for which he served as the Director of Educational Services. A dedicated teacher, peace-maker and visionary leader, Marshall led NVC workshops and international intensive trainings for thousands of people in over 60 countries across the world. Marshall was passionate about his work and traveled to war-torn areas and economically disadvantaged countries, offering NVC training to promote reconciliation and peaceful resolution of differences.


He worked tirelessly with such groups as educators, managers, mental health and health care providers, lawyers, military officers, prisoners, police and prison officials, clergy, government officials, and individual families. Marshall authored several books and received numerous awards throughout his career.


Marshall is survived by his beloved wife, Valentina Rosenberg, (a.k.a Kidini); children Rick Rosenberg, Dr. Marla Nosan; Dr. Brett Rosenberg, step-daughter Naila de Cruz-Dixon, granddaughter, Chloe Nosan; daughters-in-law, Olivia Ramos and Sonia Rosenberg; son-in-law, David Nosan MD; brother and sister-in-law, Calvin and Elma Rosenberg; colleagues and students from around the world; and his sweet four-legged companion Tiger-Lilly (named, by Marshall, in honor of the Detroit Tigers).


We would like to extend our gratitude to his longtime friend and Primary Care physician Dr. Patrick Rivera; his Presbyterian Hospice physician, Dr. Karen Adams; his Presbyterian Hospice Nurse, Collette Mahea Dodd; and his dedicated caregivers, Fawziya, Alma and Desmine.


In our great mourning, and with deep reverence and soaring gratitude for the spirit he released in us, we hope to carry our beloved Marshall's light forward. We find comfort in his profound sense of humor and grace, which continues to soothe our hearts with much laughter and love. We will miss you Dear One! In lieu of flowers, donations can be made to Presbyterian Hospice Homecare (8300 Constitution Ave NW, Albuquerque, NM 87110) or a charity of one's choice.


An announcement regarding a memorial service to celebrate Marshall's life will follow. "Only from the Heart can you touch the Sky" -Rumi

Via Jim Manske
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A Mindful Minute: How to Observe a Train of Anxious Thoughts (Illustrated)

A Mindful Minute: How to Observe a Train of Anxious Thoughts (Illustrated) | Inteligencia de las emociones |
Kids have anxious thoughts all the time…

“I’m going to fail math and never get into college.”

“I’m totally screwing up this speech right now, and everyone knows it.”

“What if I don’t get asked to the dance? I’ll be humiliated for life.”

Research shows us that anxious thoughts are often blown out of proportion, skewed, or just plain wrong. Nonetheless, thoughts have power. Why? Because thoughts influence feelings and behaviors.

A simple thought passing through a child’s mind can cause them to feel scared, worried, or sad; it can cause them to sulk, withdraw, or act out. Here’s this point illustrated another way:

Thoughts → Feelings → Behavior

“No one likes me.” → Sadness and embarrassment → Skipping school

Anxious thoughts can also become habitual and tip kids into a downward spiral of negativity.

So, what if we could teach our kids to take some of that power back? What if we could teach them to pick and choose which thoughts they “listen” or react to? We can. The first step in this process is the focus of today’s mindful minute exercise on thought observation.

Why is mindfulness good?

In the late 1970s, developmental psychologist John Flavell gave a name to the idea that humans are aware of their own ability to think. Cognition about our own cognition (or thinking about thinking) was labeled metacognition.

As metacognitive beings, we have the capacity to disentangle ourselves from our own thinking with the use of mindfulness meditation. According to a pioneer in the field, Jon Kabat-Zinn, mindfulness is a mental practice of remaining present in the moment in a nonjudgmental way. At the heart of this practice is the idea that you are not your thoughts.

With this in mind, the goal for our children is to learn to observe their thoughts as something separate from themselves. In this, it’s easier to see that thoughts are transient; children also learn they have a choice as to whether to act upon their thoughts.

A substantial body of research shows that mindfulness practices have incredible benefits for children. Here’s a small sample of findings:

Research shows that teaching children mindfulness skills leads to greater well-being and less stress.
Research shows that mindfulness improves children’s ability to bounce back from challenges.
Research shows that children enjoy learning mindfulness skills; in one study, 74% of kids said they would continue to practice mindfulness after their training was over.
How do you practice observing your own thoughts?

Teaching kids to disentangle themselves from their own cognition seems a bit complex, but let’s not underestimate our kids—they are extraordinarily sophisticated and self-aware. It’s our responsibility to tap into this self-awareness and leverage kids’ love of creativity to make lessons relevant. In other words, use language that makes sense and make it fun!

Try the GoZen! Train of Thoughts exercise:

Teach your child that thoughts are like trains that come and go through a busy station; we are simply standing on platform watching the trains go by. To practice, ask about a recent anxious thought your child had. Now, have your child visualize the train (thought) coming into the station.
Explain that when the train (thought) arrives, sometimes it just passes by and sometimes it stops for a while. When the train (thought) hangs out at the station for a while or remains in our mind, we can start to feel different emotions. It’s OK to feel things; that’s no problem. This is a good time to breathe in deeply and breathe out. Focus on the breath and not the train, because soon it is going to pass by.
Have your child “watch” as the train leaves. Explain that in time, just like the train, our thoughts move on and we stay behind.


This simple exercise can teach our kids we don’t have to react to every thought. We can simply observe them. In doing this, the goal is not to change our thoughts, but rather to change our relationship with them.

Via Jim Manske
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How to start a movement

How to start a movement | Inteligencia de las emociones |
With help from some surprising footage, Derek Sivers explains how movements really get started. (Hint: it takes two.)

Via CatRoberts, Mark E. Deschaine, PhD
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Teaching Compassion After the Sandy Hook Elementary School Shooting

Teaching Compassion After the Sandy Hook Elementary School Shooting | Inteligencia de las emociones |

Kaitlin Roig-DeBellis

Our mission is to actively engage students in learning a social curriculum by doing, not just talking about these themes. This is accomplished through the projects classrooms post for other classrooms. Students learn that it is a far better gift to give than to receive and that it starts with them.

At Classes 4 Classes we believe that when we teach our students kindness, compassion and empathy there simply isn't room for hate.

Via Edwin Rutsch
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Claves para el diseño de preguntas de opción múltiple

Claves para el diseño de preguntas de opción múltiple | Inteligencia de las emociones |
La evaluación de los aprendizajes es un proceso inmerso en uno más amplio que es precisamente el aprendizaje propiamente dicho. Desde el paradigma cuantitativo, la evaluación es objetiva, neutral, predictiva. Desde el paradigma cualitativo, se evalúan los procesos y los productos y desde el para

Via Alejandro Tortolini
Pongo's curator insight, October 26, 2016 11:23 AM
¿Cómo diseñar preguntas de opción múltiple que sean estrategias de aprendizaje y no de adivinación?
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La rueda de la pedagogía (Padagogy Wheel) de Allan Carrington traducida al español!

La rueda de la pedagogía (Padagogy Wheel) de Allan Carrington traducida al español! | Inteligencia de las emociones |
Desde hace varios años han aparecido interesantes modelos de aplicación de la Taxonomía de Bloom, la mayoría muy buenos pero casi todos en inglés. Entre todas esas adaptaciones sin duda las del Dr....

Via L. García Aretio, Raúl Luna, Alejandro Tortolini
Francisco Morfin's curator insight, February 5, 2015 1:21 PM

Me gusta el montón de cosas para elegir

Pongo's curator insight, October 25, 2016 10:12 AM
Este cuadro  incluye la taxonomía de Bloom con actividades y aplicaciones tecnológicas para su ejercicio. 
Carlos Germán Murillo's curator insight, December 9, 2018 5:13 PM
La rueda de la pedagogía de Allan Carrington, una excelente opción traducida al español, donde se nos muestran herramientas para crear, recordar, apliacar, analizar y evaluar.