Mind, Self and Society from the Standpoint of a Social Behaviorist

“WHAT can men do, what do they do, and what do they want to do ?”—these are the uestions that Prof. Thorndike seeks to answer in a very comprehensive and elaborate treatise. His undertaking is inspired by the belief that man has the possibility of almost complete control of his fate if only he will be guided by science, and that his failures are attributable to ignorance or folly. The main approach is through biological psychology, but all the social sciences are appealed to and utilized in an effort to deal with the human problem as a whole. The relative immaturity of the sciences dealing with man is continually stressed, but it is claimed that they provide a body of facts and principles which are “far above zero knowledge”, and that even now they are capable of affording valuable guidance in the shaping of public policy. Human Nature and the Social Order By E. L. Thorndike. Pp. xx + 1020. (New York: The Macmillan Company, 1940.) 18s. net.

Human Nature and the Social Order

Many people in "literate" societies, when asked to define literacy, almost always do so in terms of reading
and writing abilities This narrow interpretation of literacy, an
offspring of reductionist psychology, has reigned supreme in many academic and educational contexts for decades, greatly shaping literacy theories and classroom practices Within the past ten years, however, a large body of multidisciplinary
research has begun to undermine the authority of this
perspective by situating literacy in larger social practices

Social Linguistics and Literacies: Ideology in Discourses.

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The Cambridge Handbook Of The Learning Sciences

Children of Immigration

This mixed-methods study was designed to measure and elaborate constructs of faculty online readiness from pre- COVID-19 pandemic literature. Bringing together the validation of a scale to measure ...

https://www.tandfonline.com/doi/pdf/10.1080/02619768.2020.1815702

Faculty readiness for online crisis teaching: transitioning to online teaching during the COVID-19 pandemic

Online courses are mainstream throughout higher education. This pattern has been accelerated, temporarily or permanently, due to the coronavirus pandemic (Allen & Seaman, 2016; Arum & Stevens, 2020...

A critical reconceptualization of faculty readiness for online teaching

This study documents our efforts to implement an ‘ethic of discomfort’ and a ‘pedagogy of discomfort’ in our undergraduate multicultural teacher education courses. Commitments to these moral imperatives inherently involve emotional work for teacher candidates and teacher educators. Such emotional work, particularly in academia, is often invisible and disincentivized. This study examines the following: (1) grappling with students’ emotional reactions that stem from discomfort, (2) engaging in public emotional discourses, (3) negotiating the political dimensions of teaching diverse students, and (4) remaining emotionally available to students as they work through these ideas in their own lives. The implications of this study address the types of preparation and support teacher educators need to facilitate the transformative potential of a pedagogy and an ethic of discomfort. While pre-service teacher education is considered a safe and productive learning space for students to be discomforted, questions are ...

The Emotional Work of Discomfort and Vulnerability in Multicultural Teacher Education.

Mandates for technology integration (TI) in teacher education courses continue to gain momentum. However, most teacher educators are not trained in the practices of instructional technology and, wh...

Opening Spaces for Teacher Educator Knowledge in a Faculty Development Program on Blended Learning Course Development

In contrast to the common deficit approach, this self-study explores the relationship between the funds of knowledge possessed by people of poverty and their development of professional identity in academia. All three authors have moved beyond conditions of financial poverty, but all find that the mental conditions of poverty persist. We conclude that select skills and dispositions developed in conditions of material poverty helped us to navigate graduate school and continue to productively inform, yet complicate, the development of our professional academic identities. We tease apart the myth of meritocracy and identify the value of transferable funds of knowledge developed in poverty. We document how our own practices have changed as a result of recognizing our funds of knowledge developed in poverty.

Ramona Maile Cutri

Papers

Faculty readiness for online crisis teaching: transitioning to online teaching during the COVID-19 pandemic

A critical reconceptualization of faculty readiness for online teaching

The Emotional Work of Discomfort and Vulnerability in Multicultural Teacher Education.

Opening Spaces for Teacher Educator Knowledge in a Faculty Development Program on Blended Learning Course Development

Poverty PhDs: Funds of knowledge, poverty, and professional identity in academia