Pre-PIVOT: The Commemorative Trophy for Good Works

A pre-PIVOT taster - the 'Commemorative Trophy for Good Works' is a short entry-level exercise that starts you thinking about yourself and how you think others 'see' you. It will give you an idea of the kind of enhanced reflection that the PIVOT tools will ask you to do

The Empty Page

This work is the combination of several different pieces harvested from a cluster in my graduate program that focused on writing the memoir. Memoir writing, for those who may be unfamiliar with it, is the art of dissecting memories into pictures, textures, aromas, melodies and flavors, then reconstructing them into some coherent form so as the reader may feel as if she has lived the experience herself. This is ultimately the goal of the memoir, but I do not believe it is the purpose of writing it in the first place. The purpose of the memoir is reflection. The writing of the memoir is the very personal and private act of examining one\u27s own actions, personality, blunders and triumphs. It is the task of explaining to yourself how and why you are the way you are. And that is the easy part. The hard part is realizing that at times you are not a very good person at all. To so closely inspect your own actions, your own flaws, is humbling at best, embarrassing at worst. Writing your memoirs makes you yearn for a real-life time machine so that you may go back and slap yourself in the face, or at the very least give yourself a good shake and a stem lecture. However much cringing you do in the process of writing your memoirs, there are happy moments, too. Revisiting simple, joyful times, for one. Visiting with loved ones who are long gone for another, and having the chance to tell the world how great they were. Quite a tribute, in its own way. The memoir is the writing of your history, however biased it may be. And while it may not be an easy history to write, if you are honest with yourself, it will be worthwhile

Learning and teaching in business through rich and varied information sources

There is an old Chinese proverb, sometimes attributed to Confucius, which states 'I hear and I forget. I see and I remember. I do and I understand', which suggests that experience is the best teacher. There is a close fit here with issues which Kolb (1984:21)) discussed about the Lewinian experiential learning model which hinges progress in learning on the impact of the 'concrete experience'. However, another proverb sometimes attributed to Confucius says 'By three methods we may learn wisdom: First, by reflection, which is noblest; Second, by imitation, which is easiest; and third by experience, which is the bitterest.' But there is no real dichotomy here, experience can be a bitter teacher – how many students do you know (or even colleagues or perhaps even yourself) who have learned through personal bitter experience the simple lesson of 'Read the question before you start, while you are answering it, and again when you think you have finished'. For a graded summative assessment failing to consider this can be personally disastrous, but it is a lesson remembered (hopefully) by most. But is personal experience the only option? Can we learn 'experientially' from other people's experience? Dewey ( 1938:69) [A1] suggested a model of experiential learning based on observation of the environment (conditions), knowledge of what has happened in similar situations in the past – through personal experience or from information, advice or warnings from those with wider experience, and judgement to blend these into a decision (author's emphasis)

The Intelligent Troglodyte’s Guide to Plato’s Republic

The Republic of Plato is one of the classic gateway texts into the study and practice of philosophy, and it is just the sort of book that has been able to arrest and redirect lives. How it has been able to do this, and whether or not it will be able to do this in your own case, is something you can only discover for yourself. The present guidebook aims to help a person get fairly deep, fairly quickly, into the project. It divides the dialogue into 96 sections and provides commentary on each section as well as questions for reflection and exploration. It is organized with a table of contents and is stitched together with a system of navigating bookmarks. Links to external sites such as the Perseus Classical Library are used throughout. This book is suitable for college courses or independent study.https://scholars.fhsu.edu/philosophy_oer/1001/thumbnail.jp

KELUARGA, AGAMA DAN PEMAKNAAN SUBJEKTIF PEMUDA DALAM TRANSISI MENUJU PERNIKAHAN

Abstrak : Artikel ini menjelaskan mengenai peran agama dan keluarga dalam transisi pemuda menuju pernikahan di era modernitas lanjut. Studi ini merepresentasikan sintesa antara tiga jenis kajian, yaitu perubahan sosial, kajian kepemudaan, dan sosiologi agama. Dengan mengkombinasikan temuan, kesimpulan, dan narasi dari studi-studi terdahulu, artikel ini menunjukkan bahwa agama sebagai sacred canopy dan pengaruh keluarga masih relevan dalam membentuk imajinasi pemuda tentang pasangan dan pernikahan masa depan. Namun, alih-alih memainkan peran konservatif di era modernitas lanjut, pemuda justru secara subjektif menginterpretasikan ulang nilai-nilai agama untuk mendukung penciptaan Do It Yourself (DIY) Biography dan mengantisipasi risiko ketidakbermaknaan di masa depan.Abstract :This article explainsthe role of religion and family for young people’s transition to marriage in the context of late modernity era.This study represents a synthesis between three kinds of studies, namely social changes, youth studies and sociology of religion. By combining findings, results, and narratives of previous studies as a basis of critical reflection, this article shows that religion as sacred canopy and family influence are still relevant in shaping young people’s imagination about the future partner and marriage. However, instead of playing a conservative role in the late modernity era, young people are subjectively reinterpret the religious values in order to support the making of Do It Yourself (DIY) Biography and to anticipate the condition of anomie as a manifestation of future risk

DIY assessment feedback: Building engagement, trust and transparency in the feedback process

This study evaluates a novel assessment and feedback process in which students were tasked with actively engaging in the feedback process in a ‘DIY’ – do-it-yourself – assessment feedback workshop. The research team set out to explore how an active participation in the construction of the assessment criteria and utilisation of that co-constructed criteria would affect the students’ engagement with assessing their own work. Through providing the space in which students were encouraged to use criteria to mark their own work, the research team aimed to build the students’ trust and confidence in the transparency of the assessment process. The main findings of this study have shown the value of this DIY assessment feedback workshop, as it has proven to encourage a deeper level of reflection in the student participants and catalysed a greater connection between the learning process of assessment feedback with both their past and future assessments

Overseas Student Teachers’ Reflections on American National Identity: A Longitudinal Study

This study draws on narratives submitted between summer 2008 – summer 2018 by 78 student teachers across all grade bands [K-12] and content areas [Language Arts, Social Studies, Science, Mathematics] who completed three months of student teaching in an overseas country through the Consortium for Overseas Student Teaching (COST) during their final undergraduate senior year. All student teachers were in their early 20s. Upon completing their student teaching each student submitted a written reflection in response to the following prompt: Now that you have finished your student teaching abroad experience, what did you learn about yourself as an American? What did you learn about others’ perspectives of what it is that makes someone American? In other words, how do you answer Crevecoeur’s question, “What is an American?” Our findings include 12 major themes categorized into three major categories, i.e. socialization, hegemony and individuation

Introductory Workshops in Creative Writing: Writing Prompt Phase 1 - Understanding the Self

What is this idea of “self?” How do we define it or more specifically how do we represent ourselves (as the writer) on page and to what extent can we make our own voice visible? Anyone can write a story, but where do you as the author exist within your own work? For this assignment, you will be required to write a memoir (a personal narrative) or a short piece of fiction that depicts some aspect of yourself or an attribute of it, present within your own life. You can either focus on a specific moment of time, place, person, or even an object that reveals at least some perception of who you are NOT what other people perceive you to be. Think of this as an experimental piece of writing: a self-reflection or a deeper understanding of how you perceive life or the world around you. *Remember: this course will always value the idea of comfortability – how much you are willing to express yourself on page. Don’t feel the need to restrain yourself or hold back! You are not writing for the masses or with the intention of wanting to please me or an audience. Be comfortable and confident in your skills as a writer

Selfhood and Relationality

Nineteenth century Christian thought about self and relationality was stamped by the reception of Kant’s groundbreaking revision to the Cartesian cogito. For René Descartes (1596-1650), the self is a thinking thing (res cogitans), a simple substance retaining its unity and identity over time. For Immanuel Kant (1724-1804), on the other hand, consciousness is not a substance but an ongoing activity having a double constitution, or two moments: first, the original activity of consciousness, what Kant would call original apperception, and second, the reflected self, the “I think” as object of reflection. Both are essential to the possibility of an awareness of a unified experience. Such an awareness is achieved only insofar as the self is capable of reflecting on its activity of thinking. As such, the possibility of self-consciousness, or the capacity to reflect on one’s own acts of thought is essential to the constitution of the self. This new model of the mind became the starting point to the thought of central 19th century figures such as Friedrich Schleiermacher (1768-1834), J. G. Fichte (1762-1814), Friedrich Hegel (1770-1831) and Søren Kierkegaard (1813-1855). This chapter will explore their reception of Kant’s model of self-consciousness, the controversies surrounding its development and exposition, and the advantages of this model for theological reflection. The idea of mind as essentially capable of reflection provided an account of how the self can stand in an ontologically immediate relation to God constitutive of the self, while at the same time allowing that the self’s consciousness of itself is distinct from this original moment, so that a limited or false consciousness of self is possible. As such the task of the self is to recognize (that is, to realize in and through self-consciousness) who it most truly is, both in relation to God, and in relation to self and other