exactly sir,
as per the situation mostly i do encourage
debating,discussions,translations,descriptions etc in the classrooms. The
children who are weak in writing actively participate and share their
opinion. I give freedom to speak in their mother tongue too. such
activities are helping me and the children for cce. Two days before i wrote
" JANASANKHYA HECCHAL" on the board and gave two minutes to think and
share, i was surprised and happy to listen, assess their ideas and be the
part of debate. I hope i am on the right path. Sir please encourage us by
sharing such articles. thank you very much sir.
rupali s joshi
msw Bed
g h s marakatti
On Sun, Jul 3, 2016 at 10:12 AM, Gurumurthy K <[email protected]>
wrote:
> nice article, useful life skill to develop in students (and in us :-) )
>
> It can be done through actual practice - by encouraging formal debating in
> the classroom on issues and helping students to acknowledge their errors
> (as inevitable part of learning) openly ... this will support development
> of capabilities for self learning and peer learning, two critical aims of
> school education...
>
> regards,
> Guru
>
>
> The value of intellectual humility
> Usha Raman
>
> source -
> http://www.thehindu.com/features/education/the-value-of-intellectual-humility/article8772958.ece
>
> It is a much appreciated quality at the workplace. Why not try to develop
> it in the classroom?
>
> Every year, dozens of books are written about how to succeed in the
> workplace or how to get hired by the top corporations, and many of these
> books race their way into the non-fiction bestseller lists. These books
> feed our anxieties about our own success, our doubts about which routes to
> take and what we need to do as we move along a chosen path. Most juggle the
> same themes and present them in different combinations, and we take the
> formula that seems to work for us at a particular time. They talk about
> domain knowledge (a good grasp of our subject), problem-solving and
> analytical abilities, communication skills, and leadership qualities, among
> other things. But the book Work Rules! by Laszlo Bock, Google’s head of
> People Operations (Google-speak for Human Resources), mentions one other
> factor that makes one a promising candidate — intellectual humility.
>
> We all know what humility is — the acceptance of human limitations, the
> sense that we are not, and can never be, perfect. Intellectual humility,
> similarly, is about the acceptance of the limitations of one’s own
> knowledge, and the willingness to learn from others. To paraphrase Bock, it
> is also about not attributing success solely to one’s own brilliance, and
> failure to others’ stupidity. Many scholars who have studied this
> characteristic say that someone who is intellectually humble is a better
> learner, because she/he is always curious and willing to ask questions and
> seek further explanation. In other words, being intellectually humble means
> you are conscious that there is so much more to learn than you may have
> been exposed to so far.
>
> Willingness to change
> We are generally taught that it is good to be sure about something, to
> have firm ideas about work, life and ourselves. Intellectual humility, on
> the other hand, makes us less certain. Drawing from Socrates, scholar
> Richard Paul suggests that there are two things that make up intellectual
> humility: the first is the acceptance of the limits of one’s knowledge and
> the second is the awareness of one’s own biases, prejudices and mental
> habits. Those who have the trait will be more likely to accept mistakes and
> learn from them. So, instead of sticking to a particular point or belief,
> if they are presented with evidence to the contrary, they are willing to
> change their minds. Those who are intellectually humble will have no
> problem accepting they were wrong, or that they have changed their mind
> about something, because they begin with the assumption that they don’t
> always have to be right.
>
> At the same time, it does not mean that you are uncertain or doubtful
> about everything. Paul and others say that it is about holding on to a
> belief or an idea with “as much firmness as the thing demands.” There are
> certain things that you can be very firm about — such as the number of
> vertebrae in the spinal column, or the name of the editor of a particular
> newspaper. But there are other things for which knowledge is constantly
> evolving through a process of questioning, answering, examining the answer,
> and then questioning again. And there are others where perspective or
> viewpoint makes all the difference — someone who has experienced something
> would have insights that another person may not.
>
> The value of intellectual humility is best seen in team work, or in
> addressing problems that demand complex and multi-disciplinary solutions.
> It allows you to listen to different points of view, respect others’
> expertise and knowledge, and recognise the gaps in your own, so that you
> can work together to arrive at that solution.
>
> How do we cultivate intellectual humility? Is it at all possible? In a
> culture that places a premium on “being right,” how do we get comfortable
> with the idea that we can be wrong, or, more appropriately, that being
> right draws on more knowledge than it is possible for one person to have at
> any given point? Clearly, it is not easy, particularly because of the
> competitive nature of so much of our education — we are constantly focused
> on proving that we know more and know it better than our peers. Instead,
> what if we told ourselves that it is really about understanding concepts
> rather than performing to a certain standard? That would remove the
> competitive pressure and allow us instead to focus on learning rather than
> doing. Suppose we told ourselves that it is about addressing the problem
> rather than proving we are correct? Then we focus on the solution rather
> than our contribution to it. Of course, if we have examples of such an
> attitude, it makes all the difference — so a teacher who is not afraid of
> making mistakes, in fact one who acknowledges the mistake and discusses it,
> is a good example of intellectual humility.
>
> It is a challenge to try to develop a characteristic that is valued in the
> workplace but not really in the classroom. But then, so much of our journey
> outside school and college ends up being a process of unlearning the
> attitudes we have unconsciously acquired. Knowing this, maybe we can start
> that process a little earlier?
>
> The author teaches at the University of Hyderabad and edits Teacher Plus.
> Email: [email protected]
>
>
> IT for Change, Bengaluru
> www.ITforChange.net
>
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