Self-Regulation Competency
Human Evolution Resources Moral intuitions A basic insight of social psychology is that our beliefs and attitudes about ethical-moral issues are also 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 […]
Discoverer, Noticer, Advisor Resources on the DNA-V model Psychologists Louise Hayes and Joseph Ciarocchi have developed the DNA-V model. It contains the metaphors of the “Discoverer“, “Noticer“, and “Advisor” as well as Values, to help humans be aware of, make use of, and practice different skills towards valued living. https://vimeo.com/142767519?embedded=true&source=video_title&owner=33385105 The Discoverer Function: To increase
This activity lets students explore the six different values domains by considering why we humans might have evolved to find these areas of life meaningful and important, and what kinds of different things we can do to live towards these valued domains.
Values domains sorting activity Read More »
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 »
Students learn about the concept of evolutionary mismatch and apply it to various problems of sustainable development.
Mismatch? (lesson plan) Read More »
In this lesson students explore the causes of our moral intuitions with the help of a sorting activity and reflection questions.
Causes of our moral intuitions Read More »
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.
A handout about the “Triune Brain” model highlighting different functions of different brain regions
Reading text – brain areas and their functions Read More »
OpenEvo is an educational innovation project from the Department of Comparative Cultural Psychology at the Max Planck Institute for Evolutionary Anthropology.
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