Module 2: heartset
KEYWORD
While it would have been easy to choose open-mindedness, curiosity, or wonder as keywords from the weeks’ readings, I chose participation (participants) as my keyword. Participation links to the two parts of “Heartset” that were the focus this module. Though some may argue that participation can be both active and passive, I would argue that participation is active, and observation is its passive opposition. Engagement is necessary for open-mindedness to occur and is inherit in curiosity.
Merriam-Webster defines participation “as the act of participating” which is “to have a part or share in something.” In her paper, Inclusion, Power, and Community: Teachers and Students Interpret the Language of Community in an Inclusion Classroom, Berry explains that “participation implies a confluence of social relationships with academic engagement and responding” (Berry, 494). Thus, in an school setting, in order to develop social relationships, students must engage and respond with academics and one another. If we want those relationships to deepen, students must be open-minded and sensitive to one another’s cultural, linguistic, academic, and personal needs. In their learner profile framework, the International Baccalaureate Organization (IBO) recognizes that for a student to be open-minded, “they understand and appreciate their own cultures and personal histories, and are open to the perspectives, values and traditions of other individuals and communities. They are accustomed to seeking and evaluating a range of points of view, and are willing to grow from the experience” (International Baccalaureate, 2014). The acts of seeking and evaluating insinuate that participation is required by students. In 1966, Thomas F. Green who was referenced by Hare, stated that “no one’s culture or way of life is so rich that it may not be further enriched by contact with other points of view.” (Hare, 9). That contact, or participation in encounters supports the IBO’s philosophy.
Furthermore, to participate, Kashdan claims that “curiosity is an appetitive state involving the recognition, pursuit, and intense desire to investigate novel information and experiences that demand one’s attention” (Kashdan, 159). While some may deem certain activities or experiences passive, such as the boy standing in front of an aquarium gazing at fish, (Engel, 37), his participation in the observation is enough to demonstrate his curiosity heartset. In the classroom
Interestingly, there was a third dimension of participation found throughout studies presented in the articles presented in Module 2. Berry and Kashdan and Steger shared their findings from two different projects they worked on – Berry
focused “on differences between people as they negotiate their context” (Berry, 497), while Kashdan and Steger looked at trait curiosity. While only a sidebar, we can note that further studies and research in this field require active participants.
I chose participation as my keyword for another, more personal reason. I have struggled throughout this course to stay on top of the work and desired to participate fully in all the discussions, but failed miserably. While reading these articles, I reflected on my lack of participation and wondered if it was due to a lack of curiosity or wonder, or if it could be a lack of open-mindedness. After a great deal of reflection, I don’t believe either is the case. Rather, I need to focus on self-efficacy, affective and self-management skills to become more successful.
References:
Berry, R.A.W. (2006). Inclusion, Power, and Community: Teachers and Students Interpret the Language of Community in an Inclusion Classroom. American Educational Research Journal. 43(3). 489-529.
Engel, S. (2013). The Case for Curiosity. Educational Leadership. 70(5). 37.
Griffin, M. L. (2003). Using Critical Incidents to Promote and Assess Reflective Thinking in Preservice Teachers, Reflective Practice. 4(2). 207-220.
Hare, W. (2002). Teaching and the attitude of open-mindedness: Journal of Educational Administration and Foundations. EAF Journal, 16(2). Retrieved from https://proxy.queensu.ca/login?qurl=https%3A%2F%2Fsearch.proquest.com%2Fdocview%2F214080704%3Faccountid%3D6180.
International Baccalaureate. (2014). Middle Years Programme: MYP: From principles to practice. (pp.20. 64, 99).
Kashdan, T. B. & Steger, M.F. (2007). Curiosity and pathways to well-being and meaning in life: Traits, states, and everyday behaviors. Motivation and Emotion. 31(4). 159-173.
“Participation.” Merriam-Webster.com Dictionary, Merriam-Webster, https://www.merriam-webster.com/dictionary/participation.
Tedx Talks. (2015, October 28). Curiosity Saves the Cat: Tara Connor: TEDxKIDS@SMU [Video file]. Retrieved from https://www.youtube.com/watch?v=YpLUEFI23Ug.
Merriam-Webster defines participation “as the act of participating” which is “to have a part or share in something.” In her paper, Inclusion, Power, and Community: Teachers and Students Interpret the Language of Community in an Inclusion Classroom, Berry explains that “participation implies a confluence of social relationships with academic engagement and responding” (Berry, 494). Thus, in an school setting, in order to develop social relationships, students must engage and respond with academics and one another. If we want those relationships to deepen, students must be open-minded and sensitive to one another’s cultural, linguistic, academic, and personal needs. In their learner profile framework, the International Baccalaureate Organization (IBO) recognizes that for a student to be open-minded, “they understand and appreciate their own cultures and personal histories, and are open to the perspectives, values and traditions of other individuals and communities. They are accustomed to seeking and evaluating a range of points of view, and are willing to grow from the experience” (International Baccalaureate, 2014). The acts of seeking and evaluating insinuate that participation is required by students. In 1966, Thomas F. Green who was referenced by Hare, stated that “no one’s culture or way of life is so rich that it may not be further enriched by contact with other points of view.” (Hare, 9). That contact, or participation in encounters supports the IBO’s philosophy.
Furthermore, to participate, Kashdan claims that “curiosity is an appetitive state involving the recognition, pursuit, and intense desire to investigate novel information and experiences that demand one’s attention” (Kashdan, 159). While some may deem certain activities or experiences passive, such as the boy standing in front of an aquarium gazing at fish, (Engel, 37), his participation in the observation is enough to demonstrate his curiosity heartset. In the classroom
Interestingly, there was a third dimension of participation found throughout studies presented in the articles presented in Module 2. Berry and Kashdan and Steger shared their findings from two different projects they worked on – Berry
focused “on differences between people as they negotiate their context” (Berry, 497), while Kashdan and Steger looked at trait curiosity. While only a sidebar, we can note that further studies and research in this field require active participants.
I chose participation as my keyword for another, more personal reason. I have struggled throughout this course to stay on top of the work and desired to participate fully in all the discussions, but failed miserably. While reading these articles, I reflected on my lack of participation and wondered if it was due to a lack of curiosity or wonder, or if it could be a lack of open-mindedness. After a great deal of reflection, I don’t believe either is the case. Rather, I need to focus on self-efficacy, affective and self-management skills to become more successful.
References:
Berry, R.A.W. (2006). Inclusion, Power, and Community: Teachers and Students Interpret the Language of Community in an Inclusion Classroom. American Educational Research Journal. 43(3). 489-529.
Engel, S. (2013). The Case for Curiosity. Educational Leadership. 70(5). 37.
Griffin, M. L. (2003). Using Critical Incidents to Promote and Assess Reflective Thinking in Preservice Teachers, Reflective Practice. 4(2). 207-220.
Hare, W. (2002). Teaching and the attitude of open-mindedness: Journal of Educational Administration and Foundations. EAF Journal, 16(2). Retrieved from https://proxy.queensu.ca/login?qurl=https%3A%2F%2Fsearch.proquest.com%2Fdocview%2F214080704%3Faccountid%3D6180.
International Baccalaureate. (2014). Middle Years Programme: MYP: From principles to practice. (pp.20. 64, 99).
Kashdan, T. B. & Steger, M.F. (2007). Curiosity and pathways to well-being and meaning in life: Traits, states, and everyday behaviors. Motivation and Emotion. 31(4). 159-173.
“Participation.” Merriam-Webster.com Dictionary, Merriam-Webster, https://www.merriam-webster.com/dictionary/participation.
Tedx Talks. (2015, October 28). Curiosity Saves the Cat: Tara Connor: TEDxKIDS@SMU [Video file]. Retrieved from https://www.youtube.com/watch?v=YpLUEFI23Ug.
CONNECTIONS TO PRACTICE
