Group items tagged

being knowledgeable and being intelligent are not the same. Being knowledgeable generally refers to having access to information and facts as well as the ability to recall them. Intelligence usually refers to a person’s ability to reason, solve problems, think critically, comprehend subject matter, use language to communicate effectively, construct relationships, employ logic, and manipulate numbers (Gardner, 1999)

Experiencing diversity challenges expectations not only by increasing acceptance of different cultural, ethnic, and racial groups but also by enhancing students’ overall psychological functioning (Crisp & Turner, 2011). Pascarella (1996) reached a similar conclusion from the national study of student learning that found that diversity experiences in the first year of college had long-term positive effects on critical thinking throughout college, particularly for white students.

Learning how to express emotions within a social system is knowledge acquired through social interaction governed by the rules and customs of the culture. One culture may encourage open and intense expression of emotional feelings, whereas another may see that same behavior as inappropriate. The exception is primal emotions, such as fear when confronted by a predator. Emotional expression is a matter of how much or the degree to which one expresses an emotion. Plutchik’s (1980) eight basic emotions include continuums from minimal to extreme expression: Trust: acceptance to admiration Fear: timidity to terror Surprise: uncertainty to amazement Sadness: gloominess to grief Disgust: dislike to loathing Anger: annoyance to fury Anticipation: interest to vigilance Joy: serenity to ecstasy Combinations of these basic emotions create other forms of expressions. For example, the combination of the emotions joy and trust produce love, while the combination of the emotions anticipation and anger produce aggression (Plutchik, 1980).

We live in a world of increasingly complex and intractable problems. These are especially evident in the environmental and social domains. They range from climate change and destruction of ecosystems, to scarcity of water and other critical natural resources, and to the disproportionate effects these growing scarcities are having on the poor of the world

We have deep intractable social issues, such as youth unemployment around the world and the growing gap between rich and poor. All these ultimately are economic in the same sense that all social and environmental issues ultimately show up in our economic system. No one is very happy with the ability of their economies to establish pathways of sustainable progress

Without reflection, people tend to just assume their point of view is the right point of view and defend and argue from that point of view. Reflection is a key gateway that opens people to beginning to think together and move from just arguing for about who is right to collaboratively solving the problems we all face

English actually trails Chinese and Spanish as the third most commonly spoken language in the world, just ahead of Bengali, Hindi and Arabic. In 1950 about 9 per cent of the world’s population spoke English as their first language. That figure is now about 5.6 per cent.

While the proportion increases significantly when you add speakers of English as a second or third language, we’re still left with around 70-80 per cent of humanity not speaking English. Being a monolingual English-speaker places you firmly in humanity’s minority group.

The view that ‘English is enough’ fails to acknowledge that being bilingual or multilingual is an increasingly necessary passport to personal mobility, opportunity and prosperity, particularly in knowledge and services based economies where the ability to collaborate and communicate effectively across borders is a prized skill-set.

What is needed is a broad culture of innovation where diverse skills and dispositions merge to offer the best chance of a unique idea emerging and importantly making it to market. Significantly the definition of innovation very much includes the ability to deliver on the imaginative ideas Australians are known for but are presently handing off to international developers to capitalise on. For schools such a definition is useful as it encourages a shift away from vague conversations about creativity and imagination and looks at how these skills can be used in ways that bring about change

Innovation requires a pedagogy that values a student focused learning processes over teacher directed transfer of knowledge. Teaching for innovation is by nature messy and imprecise. In the short term results on traditional assessments may not be what we would expect from traditional methods but if we desire to produce innovators this needs to be accepted