980 research outputs found
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“On this day in 1820: William Blake draws Pindar the greek poet and lais the courtesan (visionary Heads) for John Varley (Part I)”
No full textPindar (died c. 439BC) was a well-known, now canonical, lyric poet in Ancient Greece. Blake, who mentions ‘Pindar’ in passing in An Island in the Moon (1784), would have deepened his knowledge when illustrating Thomas Gray’s poems (c.1797-98). He would have been familiar with the apocryphal stories that include Corinna, a serious rival, and possibly one-time teacher, of Pindar. The work of this obscure poet survives in fragments and her life-story is tied to Pindar’s. Lais the courtesan, however, bears no connection to Pindar and her life-dates are even more uncertain as she left no trace in history. Like Corinna, Lais was a confident woman; she interrupted Blake’s drawing session and, according to Allan Cunningham, forced Blake to draw her rather than Corinna
Disastrous’ and ‘Detrimental’: The National Union of Agricultural Workers' Complaints against the Employment of Axis Prisoners of War, 1939–1948
No full textBring my smile back: Working with unhappy children in education
No full textComforting touch reduces reaction to stress, develops sense of empathy and helps impulse control. Free play outdoors helps develop social capacities and reduces aggression. A number of caregivers, besides mothers, influence the development of empathy, child’s IQ and ego resilience. We are aware that we are lacking on all these fronts and in most cases there is not much we can do about it. Small, nuclear families, two working parents, urban lifestyle and a huge influence media has on children development leaves very little that teachers and parents can do to affect children’s development and happiness.
Most children do not know the meaning of empathy. Compassionate, moral behaviour is considered ‘uncool.’ Scientists believe that the problems are in the strange cultural and social practices of our modern life, particularly in the way we raise our children. This book aims to explore the crucial link between emotions, wellbeing and learning and the wider social factors affecting children’s happiness. The authors draw from a range of experience, examples, case studies and educational approaches to present this engaging text on children’s wellbeing and emotions. Focusing on children’s happiness more than on their academic achievements and positive behaviour, this book puts Children’s Smiles at the heart of teaching
Blurring the boundaries - punk rock and religion.
No full textDiscourses on ‘religion’ are very much connected to colonial and neo-colonial power relations, and to constructions of ‘race’ and ‘gender’. These have been significant markers of inequality and discrimination, lurking behind pseudo-scientific classifications and the advance of ‘knowledge’. These issues of race and gender constructions are integral to critical religion.
The short essays here, which can be read at a sitting on a train or bus journey, or as a quick feed of ideas for further research on some project, are a good way to inform a wider audience about the theoretical and methodological implications of critical religion
The Dark Empath: Characterising dark traits in the presence of empathy
No full textA novel psychological construct characterised by high empathy and dark traits: the Dark Empath (DE) is identified and described relative to personality, aggression,
dark triad (DT) facets and wellbeing. Participants (n= 991) were assessed for narcissism, Machiavellianism, psychopathy, cognitive empathy and affective empathy.
Sub-cohorts also completed measures of (i) personality (BIG5), indirect interpersonal aggression (n = 301); (ii) DT facets of vulnerable and grandiose narcissism,
primary and secondary psychopathy and Machiavellianism (n = 285); and (iii) wellbeing (depression, anxiety, stress, anhedonia, self-compassion; n = 240). Latent
profile analysis identified a four-class solution comprising the traditional DT (n = 128; high DT, low empathy), DE (n = 175; high DT, high empathy), Empaths
(n =357; low DT, high empathy) and Typicals (n= 331; low DT, average empathy). DT and DE were higher in aggression and DT facets, and lower in agreeableness
than Typicals and Empaths. DE had higher extraversion and agreeableness, and lower aggression than DT. DE and DT did not differ in grandiose and vulnerable DT
facets, but DT showed lower wellbeing. The DE is less aggressive and shows better wellbeing than DT, but partially maintains an antagonistic core, despite having
high extraversion. The presence of empathy did not increase risk of vulnerability in the DE
Do you follow? Understanding followership before leadership
No full textI’ve spent most of my life in education, as a pupil, student, teacher, lecturer and manager. At every moment, I have had a sense of being a bit of a leader: for example, I led an investigation into the Incas while in primary school, later, I led half a university. At the same time, I had a sense I was a follower. Yes, I admit it: I was a follower. There were teachers, head teacher, tutors, supervisors, heads of department and vice chancellors, all, at various times, in leadership positions over me. Why is that so hard to admit? Leadership is much talked about, written about, researched and celebrated. But followership seems to me to be leadership’s forgotten companion, ignored, an embarrassment. Followership is the f-word that we hate to use. Chaleff, one of the few enthusiastic writers on followership, nevertheless writes of the ‘deepest discomfort with the term follower’, as ‘[i]t conjures up images of docility, conformity, weakness, and failure to excel’ (Chaleff, 2009: 3).
I want to explore the ethics and the politics of followership because, without it, leadership cannot be justified
Teacher Education in Autism: a research-based practical handbook
No full textAs of the academic year 2017/2018, autism education is a required element in Initial Teacher Education (ITE). This is, of course, excellent news for all of us trying to increase understanding of the perplexing and fascinating conundrum that is autism.
Unfortunately, ITE is very squeezed. There are many, many
elements to fit into the course, and in this context, elements of autism education may be very restricted.
But what if that were not the case? What if we could take the time to educate our new teachers fully in the many ways that autism will affect our pupils? In this context, what would we want our new teachers to learn and think about?
This book attempts to answer these questions. It aims to be a cornucopia of interesting angles on autism and how autism might be considered in schools and classrooms. Each chapter contains the
material for a session to be delivered to trainee teachers (or to currently working teachers through continuing professional development (CPD)), or to provide a unit of self-study. Each chapter challenges us to reconsider autism within different educational contexts. Many of the chapters contain tasks and points for discussion. Each of the subjects discussed in these chapters has wider educational implications, and each is valid ITE in its own right.
It is hoped that, with these subjects available to teacher educators, they may begin to become core content in teacher education as we begin to incorporate ‘the autism angle’ more centrally
within the wider education debate
Learning about research by doing research: developing student researchers
No full textIn this article senior lecturers and second year students from the BA (Hons) Primary Education programme at Bishop Grosseteste University, who were involved in an educational research project, reflect on the importance of teacher led research and the impact on students of leading their own research projects. Teachers’ involvement with knowledge creation is widely recognised as an effective form of professional development (Hopkins, 2014; Taber, 2013). There has also been an increasingly prevalent binary view of Initial Teacher Education in which the real practical learning goes on in school placements whilst more theoretical learning goes on in universities (Czerniawski, 2018). However, student teacher research involving children should be seen as a consolidation of theory and practice. It is therefore essential that student teachers learn how to carry out research involving children, understand the ethical implications of this and recognise the value of reflecting on the effectiveness of pedagogical approaches. However, undertaking this kind of practitioner research can be daunting. Over the period of six weeks, the students were coached in research methods, data collection, analysis of data and drawing conclusions. Children from partnership schools visited the university to take part in the research tasks. This gave the students a valuable insight to key aspects of teaching and learning such as the children’s reading preferences, the use of digital resources to teach science and using story to support mathematical understanding. Students’ findings were presented in the form of research posters. Students found the project an interesting way to develop their understanding of research and reflected positively about what they had learnt about research methods
What are the characteristics of a professional teacher educator? A think piece
No full textThis question - ‘What are the characteristics of a professional teacher educator?’ - was simply sent out as a survey to all teacher educators who engage with the Teacher Education Advancement Network (TEAN). The aim was to give respondents the opportunity to comment from their own perspectives, whatever they were, thus adding their voices to our search for the characteristics of professional teacher educators. The resulting data were collated and refined by the authors of this paper who then worked together to write the think piece. As a think piece it sets out to provoke a response from its readers and hopes that readers will ‘think’ and use it to share in dialogue with colleagues and continue to add their voices to this debate