Do We Know What They Are Thinking? Theory of Mind and Affect in the Classroom

Autor/inn/en	Knupsky, Aimee; Caballero, M. Soledad
Titel	Do We Know What They Are Thinking? Theory of Mind and Affect in the Classroom
Quelle	In: Teaching & Learning Inquiry, 8 (2020) 1, S.108-121 (14 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2167-4779
Schlagwörter	Theory of Mind; Neurosciences; Misconceptions; Classroom Communication; Teaching Methods; Emotional Response; Affective Behavior; Student Attitudes; Interdisciplinary Approach; English; Psychology; Course Descriptions; Undergraduate Students; Group Dynamics; Learner Engagement + Suchen Sie Ihr Suchwort? Neuroscience; Neurowissenschaften; Neurowissenschaft; Missverständnis; Klassengespräch; Teaching method; Lehrmethode; Unterrichtsmethode; Emotionales Verhalten; Affective disturbance; Active behaviour; Affektive Störung; Schülerverhalten; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; English language; Englisch; Psychologie; Kursstrukturplan; Gruppendynamik
Abstract	Research on Theory of Mind explores how we develop the capacity to understand that others have thoughts and feelings that differ from our own and how we are compelled to "read" them. However, a preponderance of evidence from the cognitive humanities and cognitive neurosciences tells us that our readings are often misguided or just plain wrong. None of this work has considered how teachers and learners might engage in open conversations about theory to mind to identify misperceptions and enhance their understanding of one another's thoughts and reactions in the classroom. In this essay, we explore how using what we call "Theory of Mind'ing'" as a rhetorical device may invite moments of vulnerability and of clarification when we engage in learning with our students, thus enhancing classroom dynamics. We describe how the idea of Theory of Mind'ing' developed, present an initial evaluation of it by students, and situate this technique in the rich literature about affect and pedagogy. We propose that using Theory of Mind'ing' in the classroom can be used to encourage more authentic and interactive engagement. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01