Group items tagged

Each individual is born into a socially-organized network that both teaches and requires behavior and conforming beliefs

most part, individuals do not feel or recognize these coercive forces, and may attribute their choices and beliefs to internal processes

oercive influence of social organization on our morality and behavior both by describing what we are born into

e external is necessarily primary to the existence of an individual belief

born into familie

onstrained in every respect by the organization of law

ustoms of the societies in which we live. The businessman who tries to conduct business outside of the organized economy will fail

ules a

eligious leaders teach us what to believe and what to think about right and wrong

4Similarly, the lack of strongly aligned family structures or political structure signals a dangerous lack of integration.

challenges the view held by psychologists of his time, who maintained that suicide could be explained by individual psychological characteristic

This pursuit of knowledge, however, is not the cause of suicide rates to rise. Rather, it signals a lack of integration of the religious society’s norms and values.

belongs to a weakly cohesive society, and experiences a change in regulation, usually during a period of rapid change or crisis.

or a choice

s he describes, for society to regulate individuals’ cohesion into the society, “the passions first must be limited” (248). This is usually done with an establishment of social codes, laws and rules.

Anomic suicide

either integrated nor regulate

e wants sociology to be more scientific and move from the realm of subjectivity to objectivity

primacy of the “social fact.

Anomic Suicide

incessant communication

does not lead to intellectual growth, but rather to a stunting of genuine intellectual development

solipsistic,

"being online" can contribute to hyper-individualism and a sense of unearned celebrity,

ubiquitous

requires literacy

Human society has experienced three profound social, economic, and cultural transformations—the agrarian revolution, the Industrial Revolution, and now the electronic revolution.

we can blend the best of our traditional intellectual linear culture—Socrates' wisdom of the 5th century BCE—with the current digital culture, creating a new learning and intellectual environment consistent with the cognitive and expressive demands of the 21st century.

Technical fixes to our outdated educational system are likely to be inadequate.

Critical reflection enables us to see the world from multiple points of view and imagine alternate outcomes

Thinking empirically is a form of social responsibility

education has taken on the role of dispensing "cultural capital" to individuals on the basis of a merit system that is a camouflaged proxy for social class and social position.

real basis of teamwork is the willingness to think collectively to solve common problems

that all knowledge is social.

When we think about thinking, we turn our mental pictures around ever so slowly to view them from different angles

multiple frames of reference

where knowledge creation is fluid, fast, and far more democratic.

we will incorporate a whole array of technological options into how, when, and where we learn. We will cease to think of technology as something that has its own identity, but rather as an extension of our minds, in much the same way that books extend our minds without a lot of fanfar

answers were always steps on the way to deeper questions.

Current high school dropout rates clearly indicate that our standardized testing regime and outdated curriculums are wasting the potential of our youth

f we stop thinking of schools as buildings and start thinking of learning as occurring in many different places, we will free ourselves from the conventional education model that still dominates our thinking.

"personal learning network,"

Even thoug

Although today's youth are more media savvy than ever before, there seems to be a missing link within the information chain. From soldiers' deaths in the Middle East to fundraising events in their own community, today's teenagers are often uninformed about current events and world news.

"Students would rather spend hours on social-networking sites like Facebook and chatting on instant messengers like MSN than searching Google for important world issues," says Clarke.

Quick thinking, making fast analysis and decisions

Strategy and anticipation

Developing reading and math skills

Perseverance

Memory                o    Reasoned judgments               

Estimating skills                o    Inductive reasoning and hypothesis testing

Mapping

Pattern recognition

Teamwork and cooperation when played with others

Simulation, real world skills

Too much video game playing makes your kid socially isolated.  Also, he may spend less time in other activities such as doing homework, reading, sports, and interacting with the family and friends.   Video games do not exercise your kid’s imaginative thinking.  Using imagination may be important in developing creativity.   Some video games teach kids the wrong values.  Violent behavior, vengeance and aggression are rewarded.  Negotiating and other nonviolent solutions are often not options.  Women are often portrayed as weaker characters that are helpless or sexually provocative.    Games can confuse reality and fantasy. Academic achievement may be negatively related to over-all time spent playing video games. Studies have shown that the more time a kid spends playing video games, the poorer is his performance in school.  (Anderson & Dill, 2000; Gentile, Lynch & Walsh, 2004) Video games may also have bad effects on some children’s health, including obesity, video-induced seizures. and postural, muscular and skeletal disorders, such as tendonitis, nerve compression, carpal tunnel syndrome. When playing online, your kid can pick up bad language and behavior from other people, and may make your kid vulnerable to online dangers.