期刊名称：Teaching & Learning Inquiry: The ISSOTL Journal
印刷版ISSN：2167-4779
电子版ISSN：2167-4787
出版年度：2020
卷号：8
期号：1
页码：108-121
DOI：10.20343/teachlearninqu.8.1.8
出版社：University of Calgary
摘要：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.
其他摘要：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 Minding” 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 Minding 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 Minding in the classroom can be used to encourage more authentic and interactive engagement.
关键词：Theory of Mind; affect; rapport; classroom dynamics
其他关键词：Theory of Mind;Affect;Rapport;Classroom Contribution;classroom dynamics
