Belk (2013) The Extended Self in a Digital World
Belk (2013) The Extended Self in a Digital World Read More »
Metacognitive Competency
Metacognitive Competency
Moral intuitions
Human Evolution Resources Moral Intuitions A basic insight of social psychology is that our beliefs and attitudes about ethical-moral issues are largely influenced by “fast thinking“. People tend to quickly decide what is morally “right” and “wrong” through intuition and emotion, and only then, through conscious, rationalizing thinking, to find reasons that support their initial
DNA-V
Psychologists Louise Hayes and Joseph Ciarocchi have developed the DNA-V model. It contains the metaphors of the “Discoverer“, “Noticer“, “Advisor” and the “Valuer”, to help humans be aware of, make use of, and practice different skills towards valued living.
Interpreting emotions sorting activity (Slides)
In this activity students sort a range of examples of emotions into a matrix of good-bad and mild-intense. There are no right or wrong answers (or rather all answers are correct) since this is about their personal experience.
Interpreting emotions sorting activity (Slides) Read More »
Hanisch, S., & Eirdosh, D. (2020). Conceptual clarification of evolution as an interdisciplinary science. EdArXiv. https://doi.org/10.35542/osf.io/vr4t5
This article aims to provide evolution educators with a short review of current discourse in evolution science and a conceptual clarification of core concepts in evolutionary theory, in the service of promoting deeper and transferable understanding of these concepts in evolution education.
Causes of our moral intuitions
In this lesson students explore the causes of our moral intuitions with the help of a sorting activity and reflection questions.
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Hanisch, S., & Eirdosh, D. (2023). Behavioral Science and Education for Sustainable Development: Towards Metacognitive Competency. Sustainability 15, no. 9: 7413. https://doi.org/10.3390/su15097413
Behavioral science is increasingly considered foundational for addressing various sustainable development challenges. Behavioral change and action competence have also become important goals in Education for Sustainable Development (ESD), complementing and interacting with other educational goals such as the development of sustainability-relevant knowledge, skills, values, and attitudes. We argue that these interconnected learning goals of ESD can be advanced by integrating interdisciplinary behavioral science concepts, methods, and insights into the design of curricula, learning environments, and processes for participatory whole-school approaches. Specifically, we highlight the role of metacognitive competency in self-directed individual and collective behavior change and we present our educational design concept for teaching human behavior as an interdisciplinary theme in ESD.
Reading text – brain areas and their functions
A handout about the “Triune Brain” model highlighting different functions of different brain regions
Reading text – brain areas and their functions Read More »
