129 Matching Annotations
  1. Last 7 days
    1. Résumé de la vidéo [00:00:02][^1^][1] - [00:22:19][^2^][2] :

      Cette vidéo présente une conférence sur la compréhension et les fonctions des émotions, animée par David Sander, professeur de psychologie à l'Université de Genève. Il explore la définition des émotions, leur impact sur l'attention, la mémoire et la prise de décision, et discute de l'approche componentielle des émotions.

      Points forts : + [00:00:30][^3^][3] Introduction de la conférence * Accueil et présentation de David Sander + [00:01:39][^4^][4] Les émotions et leurs fonctions * Définition et compréhension des émotions en 2024 * Impact sur les processus cognitifs + [00:12:01][^5^][5] L'affectivisme et les sciences affectives * Évolution des sciences cognitives vers les sciences affectives * Intégration des émotions dans les modèles psychologiques + [00:17:47][^6^][6] Approche componentielle des émotions * Les cinq composantes formant une émotion * Influence des émotions sur les processus cognitifs

      Résumé de la vidéo [00:22:22][^1^][1] - [00:41:31][^2^][2] : La vidéo traite des émotions humaines, de leur déclenchement, de leur expression et de leur impact sur l'attention, la mémoire et la prise de décision. Elle explore comment les émotions sont toujours liées à un objet spécifique et comment elles influencent nos réactions physiologiques et nos actions.

      Points forts : + [00:22:22][^3^][3] Déclenchement et expression des émotions * Les émotions déclenchent des réactions physiologiques + [00:23:04][^4^][4] Les émotions ont toujours un objet * Différence entre émotions et humeurs + [00:24:10][^5^][5] Composants de la réponse émotionnelle * Tendance à l'action, réaction corporelle, expression, ressenti + [00:24:49][^6^][6] Lien entre émotion et attention * Les émotions orientent l'attention vers ce qui est important + [00:25:52][^7^][7] Émotions et mémoire * Les émotions modulent la mémoire, surtout lors d'événements marquants + [00:32:45][^8^][8] Émotions et prise de décision * Les émotions intégrales et incidentes influencent les choix différemment

    1. les émotions elles ont 00:21:09 été beaucoup mises sous le tapis à l'école si ce n'est chez les collègues de maternelle qui depuis très longtemps n'ont pas attendu ses travaux là pour voir que les émotions c'était un peu nécessaire les travails chez leurs 00:21:22 élèves si vous voulez en faire quelque chose mais très rapidement les émotions c'est hop c'est dégagé déjà dès le cycle de cycle 3 on a tendance à plus y penser aux émotions je vous parle même pas du collège des 00:21:34 lycées ah non bah vous comprenez je suis prof de maths j'ai pas bossé sur les émotions des élèves j'ai un compte les maths je donne souvent les matchs je suis désolé peut-être des profs de maths dans les salles j'ai rien contre les maths mais 00:21:45 vous voyez cette fameuse prise en compte du bien-être et cette prise en compte des émotions en tant que pédagogue et je dirais au-delà de profs au-delà de prof disciplinaires de profs des écoles prof 00:21:58 de collège prof de lycée au-delà de ça en tant que pédagogue on est obligé d'en tenir compte parce que c'est un levier d'apprentissage et comme en tant que pédagogue nos job c'est quand même d'aider des élèves à 00:22:10 apprendre à utiliser là il fonctionne
    2. sans rentrer dans le détail des corrélations on va pas faire un cours de stats mais on s'aperçoit que toutes les 00:20:05 corrélations hormis celles-ci sont positives et toutes les corrélations avec les émotions négatives sont négatives qu'est-ce que ça veut dire ça veut dire que plus je vais ressentir des émotions positives de la joie de 00:20:18 l'espoir de la fierté du soulagement plus ma motivation va être élevée plus mon intérêt va être élevé plus je vais faire des efforts plus je vais élaborer mes réponses plus je vais être autonome et plus mes résultats scolaires seront élevés 00:20:30 et quand on est enseignant d'avoir des élèves motivés des élèves intéressés des élèves qui font des efforts c'est quand même pas mal pour discuter souvent avec eux c'est souvent qu'ils disent ouais mais non ils sont pas motivés ils baissent les bras 00:20:43 ils font pas d'efforts
    1. Résumé de la vidéo de [00:00:00][^1^][1] à [01:17:25][^2^][2] :

      Cette vidéo est la première partie d'un podcast intitulé "Un podcast à soi" qui explore les questions de genre, de féminisme et d'égalité. Dans cet épisode, la réalisatrice Charlotte Bienaimé s'intéresse à la violence des femmes, qu'elle soit subie ou commise. Elle donne la parole à des femmes qui ont été incarcérées pour des actes de violence, souvent liés à leur propre histoire de victimation. Elle interroge aussi des sociologues et des historiennes sur les causes, les formes et les représentations de la violence des femmes dans la société.

      Points forts : + [00:00:00][^3^][3] Le témoignage de Zineb, ancienne prisonnière * Elle raconte son enfance marquée par l'absence de père, la violence du beau-père et la délinquance * Elle explique comment elle a mis le feu à un immeuble et comment elle a été placée en hôpital psychiatrique puis en prison * Elle exprime sa colère et son refus de l'autorité masculine + [00:15:44][^4^][4] Le texte d'Anonyme, infokiosque * C'est un texte poétique et militant qui revendique la violence des femmes comme une forme de résistance au patriarcat * Il dénonce la répression et l'invisibilisation des femmes violentes par la société * Il affirme la solidarité entre les femmes qui se battent pour leur liberté + [00:16:01][^5^][5] L'analyse de Coline Cardi et Karine Rostain, sociologues * Elles expliquent que la violence des femmes est minoritaire et marginalisée par rapport à celle des hommes * Elles montrent que les femmes sont socialisées différemment des hommes et qu'elles sont soumises à un contrôle plus strict de leur comportement * Elles soulignent que la violence des femmes est souvent pathologisée, infantilisée ou folklorisée par les institutions et les médias + [00:23:42][^6^][6] La fin de la première partie * Charlotte Bienaimé annonce la suite du podcast qui portera sur les conditions de vie des femmes en prison * Elle remercie les intervenantes et les sources qui ont participé à l'épisode * Elle invite les auditeurs et les auditrices à réagir et à partager leurs témoignages

      Résumé de la vidéo de [00:00:00][^1^][1] à [01:17:25][^2^][2] :

      Cette vidéo est la deuxième partie d'un podcast sur l'autodéfense des enfants, qui aborde les violences subies par les femmes et les filles dans différents contextes. Elle donne la parole à plusieurs femmes qui ont été victimes de violences conjugales, familiales, sexuelles, économiques ou symboliques, et qui ont réagi de différentes manières pour se protéger, se défendre ou se reconstruire.

      Points forts : + [00:23:44][^3^][3] La violence conjugale et ses conséquences * Eve raconte son parcours de vie marqué par la violence de son père, de sa mère, de ses clients quand elle se prostituait, et de ses conjoints * Elle explique comment elle a fini par se rebeller et passer à l'acte contre son deuxième mari violent * Elle témoigne de la difficulté à se faire soigner et à se faire reconnaître comme victime + [00:47:26][^4^][4] La violence symbolique et le consentement * Natacha Chetcuti-Osorovitz, sociologue, analyse le concept de continuum des violences de genre, qui montre le lien entre la domination et l'appropriation du corps des femmes par les hommes * Elle présente les résultats de son enquête auprès de femmes détenues, qui révèlent que la plupart d'entre elles ont subi des violences multiples et cumulées tout au long de leur vie * Elle interroge la notion de consentement et la façon dont les femmes sont socialisées pour se conformer aux rôles de genre attendus + [01:11:22][^5^][5] L'inceste et ses traumatismes * Ined raconte comment elle a été violée par son père pendant son enfance, et comment elle a développé une colère et une rage qui l'ont conduite à la violence * Elle explique comment la prison a été pour elle un moment de pause et de réflexion sur elle-même et sur son histoire * Elle parle de sa relation avec sa mère, qui a aussi subi l'inceste et qui n'a jamais pu se libérer de son emprise

      Résumé de la vidéo de [00:00:00][^1^][1] à [01:17:25][^2^][2] :

      Cette vidéo est la troisième partie d'un podcast intitulé "L'autodéfense des enfants", qui explore les différentes formes de résistance et de violence que les enfants et les adultes peuvent développer face aux violences qu'ils subissent.

      Points clés : + [00:48:37][^3^][3] Le témoignage d'Eve, une femme qui a poignardé plusieurs hommes violents * Eve raconte comment elle a tenté de tuer son ex-compagnon qui la trompait et la battait * Elle explique qu'elle a été victime de pédophilie et qu'elle a affronté ses agresseurs * Elle revendique la légitime défense et dénonce le système judiciaire qui ne la reconnaît pas comme victime + [00:51:57][^4^][4] Un extrait du livre "Deux ou trois choses dont je suis sûre" de Dorothy Allison * L'auteure raconte comment elle et sa sœur ont menacé leur beau-père violent avec des couteaux de boucher * Elle décrit le mélange de peur, de colère, de haine et de plaisir qu'elle a ressenti * Elle questionne les normes sociales qui condamnent la violence des femmes + [00:54:03][^5^][5] Le parcours d'exécution des peines des femmes détenues pour violences * Natacha Chetcuti-Osorovitz, sociologue, analyse les contradictions entre le langage juridique et le langage biographique des femmes incarcérées * Elle montre que le système pénal ne prend pas en compte la temporalité et la complexité des violences subies et agies * Elle expose les différentes positions féministes sur la question de la légitime défense et de l'abolition des prisons + [01:00:06][^6^][6] La radicalisation de Zineb, une femme convertie à l'islam * Zineb raconte comment elle s'est intéressée à l'islam après une rupture et un avortement difficiles * Elle explique comment elle a été influencée par des discours djihadistes sur les réseaux sociaux et comment elle a parlé avec Adel Kermiche, l'un des auteurs de l'attentat de Saint-Étienne-du-Rouvray * Elle dit qu'elle a été condamnée à 15 mois de prison ferme pour association de malfaiteurs en relation avec une entreprise terroriste et apologie du terrorisme

    1. Résumé vidéo [00:00:01][^1^][1] - [00:24:31][^2^][2]:

      Cette vidéo présente le module 7 du parcours climat scolaire et bien-être à l'école, consacré à la relaxation active. Il s'agit de prendre conscience de ses tensions et d'apprendre à les relâcher par des exercices de respiration, d'étirement et de dynamisation. Les intervenantes proposent trois ateliers pratiques avec des exemples d'exercices adaptés aux élèves et aux enseignants.

      Points forts: + [00:00:07][^3^][3] Le principe et les objectifs de la relaxation active * Permet de recharger l'énergie, de développer l'écoute et l'attention, de retrouver le calme intérieur * Aide à se libérer des émotions, des doutes, des angoisses, et à s'ouvrir à son environnement * Favorise la connaissance de soi, la posture, la respiration, l'équilibre et la vitalité + [00:03:28][^4^][4] Le premier atelier : le relâchement des tensions * Propose trois exercices : le ballon de baudruche, le spaghetti cuit, le je ne sais pas * Vise à provoquer un relâchement par la respiration, à ressentir la contraction et le relâchement musculaire, à se concentrer sur les différentes parties du corps + [00:10:41][^5^][5] Le deuxième atelier : les étirements * Propose trois exercices : le réveil du roi ou de la reine, la graine à l'arbre, l'angle droit * Vise à étirer et relâcher l'ensemble du corps, à renforcer l'équilibre et la vitalité, à favoriser le retour veineux et détendre les muscles + [00:17:29][^6^][6] Le troisième atelier : la dynamisation * Propose trois exercices : la douche, le super héros, les pieds * Vise à réactiver le corps, à réveiller les sensations corporelles, à booster l'énergie, à réduire le stress, à décupler la confiance et l'estime de soi, à se concentrer + [00:21:53][^7^][7] Les possibilités d'ouverture * Propose des fiches récapitulatives des exercices, des ressources bibliographiques, des liens vers d'autres webinaires

  2. Feb 2024
    1. Cette vidéo présente une formation sur le développement de l'empathie et des compétences émotionnelles pour améliorer le climat scolaire. Elle est animée par Bénédicte Art, inspectrice pédagogique régionale de l'académie de Créteil, qui partage son expertise et ses outils sur ce sujet.

    1. Résumé de la vidéo [00:00:00][^1^][1] - [01:07:00][^2^][2] :

      Cette vidéo est une conférence de la pédiatre Catherine Guéguen sur l'éducation à la lumière des neurosciences affectives et sociales. Elle présente les découvertes récentes sur le cerveau des enfants et des adolescents, et les implications pour les parents et les enseignants. Elle explique comment l'empathie, le soutien, la bienveillance et la communication non violente sont essentiels pour le développement optimal du cerveau et des compétences psychosociales. Elle donne des exemples concrets et des conseils pratiques pour accompagner les enfants avec respect et compréhension.

      Points clés : + [00:04:46][^3^][3] Le cerveau des enfants est immature, vulnérable et malléable * Il faut avoir de la compassion et de la patience pour les enfants * Les enfants ne sont pas méchants, ils sont dépassés par leurs émotions et leurs impulsions * Les humiliations verbales et physiques entravent le développement du cerveau + [00:13:03][^4^][4] L'importance capitale du rôle des émotions * Les émotions ont un rôle dans la connaissance de soi, la réflexion, le sens moral, la capacité de faire des choix et l'apprentissage * Il faut apprendre à exprimer et à écouter les émotions, les siennes et celles des autres * Il faut partager les émotions agréables et apaiser les émotions désagréables + [00:26:02][^5^][5] Les compétences psychosociales * Ce sont les compétences émotionnelles, sociales et cognitives qui permettent de vivre en harmonie avec soi-même et avec les autres * Elles sont recommandées par l'OMS et l'éducation nationale * Elles se développent par des activités ludiques, créatives, coopératives et réflexives + [00:40:09][^6^][6] L'empathie, le soutien et l'encouragement * Ce sont les conditions fondamentales pour que le cerveau se développe de façon optimale * Ils favorisent la motivation, la confiance, l'estime de soi, la résilience, la créativité et la réussite scolaire * Ils permettent de prévenir et de réparer les troubles du comportement, de l'attention, de l'apprentissage et de la santé mentale

    1. Résumé de la vidéo [00:00:00][^1^][1] - [01:11:35][^2^][2]:

      Cette vidéo présente une conférence de Béatrice Laroche sur le développement du cerveau et des fonctions exécutives pendant l'adolescence. Elle aborde les aspects biologiques, cognitifs, sociaux et émotionnels de cette période de la vie, ainsi que les implications pour l'éducation et la santé mentale.

      Points clés: + [00:00:23][^3^][3] L'adolescence est une période paradoxale * Les capacités cognitives atteignent un sommet, mais l'application est souvent inadéquate * Le début est marqué par la puberté, mais la fin est définie par la société * Le développement du cerveau n'est pas homogène ni synchronisé + [00:04:38][^4^][4] Le développement du cerveau implique des changements structurels et fonctionnels * La myélinisation des axones augmente la vitesse de communication entre les régions * La synaptogenèse et l'élagage synaptique modifient le nombre et la force des connexions * Le cortex préfrontal, impliqué dans le contrôle cognitif, est la dernière région à maturer + [00:18:57][^5^][5] Le contrôle cognitif regroupe plusieurs fonctions exécutives * La mémoire de travail permet de maintenir et de manipuler des informations * L'inhibition permet de résister aux interférences et aux impulsions * La flexibilité permet de s'adapter aux changements de règles ou de contexte * Ces fonctions se développent progressivement et sont influencées par l'environnement + [00:32:39][^6^][6] La cognition sociale implique de prendre la perspective d'autrui * Les adolescents sont plus sensibles aux pairs et à leur statut social * Ils ont plus de difficultés à se mettre à la place du directeur dans une tâche de communication * Ils utilisent davantage le cortex préfrontal que les adultes pour traiter les émotions des visages + [00:39:41][^7^][7] La recherche de sensations et la régulation des émotions sont des enjeux majeurs * Les adolescents sont plus attirés par les récompenses et les risques que les autres âges * Ils sont plus vulnérables aux influences négatives des pairs et à l'abus de substances * Ils ont moins de stratégies internes pour gérer leurs émotions et comptent plus sur le soutien externe + [00:47:56][^8^][8] L'adolescence est une période critique pour la santé mentale * La plupart des troubles mentaux adultes commencent avant l'âge de 24 ans * Les facteurs biologiques, psychologiques et environnementaux interagissent pour déterminer la trajectoire de développement * Il existe des facteurs de protection et de risque qui peuvent être modifiés par l'éducation

    1. Résumé de la vidéo [00:00:10][^1^][1] - [00:05:20][^2^][2]:

      Cette vidéo explique comment utiliser les récompenses et les punitions pour gérer efficacement les comportements des élèves en classe. Elle présente les principes de la psychologie du comportement et les méthodes issues de la recherche pour influencer positivement les comportements.

      Temps forts: + [00:00:10][^3^][3] Le problème des comportements perturbateurs * Une préoccupation constante pour les enseignants et les élèves * Une perte de temps pour les apprentissages * Un besoin de diminuer ces comportements + [00:01:14][^4^][4] La sagesse populaire de la carotte et du bâton * Une compréhension intuitive des récompenses et des punitions * Une démarche spontanée et inconsciente dès le plus jeune âge * Une manière d'influencer le comportement des autres + [00:02:12][^5^][5] Les limites de la sagesse populaire * Les humains ne sont pas des pantins sensibles aux récompenses et aux punitions * Les comportements humains ont de nombreux déterminants complexes * Il n'est pas possible de contrôler totalement le comportement des élèves + [00:03:35][^6^][6] L'apport de la recherche en psychologie * Une meilleure compréhension des mécanismes du comportement * Des conditions précises pour augmenter ou diminuer la probabilité d'un comportement * Des méthodes expérimentées et évaluées dans les conditions réelles de la classe + [00:04:04][^7^][7] Le changement d'équilibre entre les récompenses et les punitions * L'école est un environnement dominé par les punitions et leurs effets pervers * Les récompenses sont sous-utilisées et peu efficaces * L'enjeu est de diminuer les punitions et d'augmenter les récompenses + [00:05:17][^8^][8] La proposition d'apprentissage des séquences suivantes * Compléter la compréhension intuitive du comportement * Fournir des méthodes plus efficaces pour réguler les comportements * Rendre la vie des enseignants et des élèves plus agréable

    1. Résumé vidéo [00:00:13] - [02:47:10] :

      Cette vidéo est une conférence de Daniel Favre, professeur honoraire des universités en sciences de l'éducation, sur le thème "Penser ce que l'on sent et ressentir ce que l'on pense : prendre en compte la dimension affective des apprentissages". Il expose les résultats de ses recherches sur les liens entre la violence, l'échec scolaire, la pensée dogmatique et la régulation émotionnelle. Il propose des pistes pédagogiques pour favoriser l'autorégulation des élèves et des enseignants, notamment à travers le théâtre forum et l'alphabétisation émotionnelle.

    1. TOULOUSE Table ronde enregistrée au REC22 avec Jacques Van Rillaer (Professeur émérite de psychologie à l'université de Louvain) et Franck Ramus (Directeur de Recherche CNRS, laboratoire de Sciences Cognitives et Psycholinguistique).

      00:01:31 : (J.V.R.) définitions historiques de psychanalyse et termes voisins ; explications ultimes des troubles ; avant et à partir de 1914 , dont comme Freud l'a conçue, 00:09:10 : il n'a pratiquement rien enlevé ; change la théorie de la séduction ; 00:15:50 : du nouveau et du bon dans la psychanalyse = le bon n'est pas nouveau et le nouveau n'est pas bon (1909 - un psy de Fribourg) 00:29:45 : (F.R.) interface psychanalyse et neurosciences = "neuropsychanalyse" ; psychanalyse a légitimité scientifique contestée ; neuro-foutaises ; 00:33:25 : concepts qui se ressemblent ; mots voisins ; bon mais pas nouveau ; jusqu'à Platon 00:36:55 : pas de preuves aux hypothèses psychanalyse de troubles mentaux 00:38:15 : ce que les psychanalystes essayent de s'approprier ; 00:38:55 : ce dont ne parle jamais la neuropsy. 00:40:00 : épistémologie (3 points) 00:41:10 : Biblio avec méta-analyses : conclusions pas en correspondance avec citations 00:47:15 : quand aboutit au désespoir et suicide ; 00:48:08 : nombre de croyants en psychanalyse = argument non convainquant 00:50:22 : prédominance en France dans milieu psychiatrique... / TCC : effet Lacan 00:54:00 : les psychanalystes d'aujourd'hui : mélange d'absurdités et de bon sens ; nombreuses écoles pour gérer les désaccords (comme schismes) 01:00:26 : encore enseigné à l'université, sans source ou juste un livre ; programme national en médecine mais pas en psycho, progrès lents.

      Animation : Priscille Lacombe

    1. Les fonctions exécutives, de quoi parle-t-on ?

      🔍 On parle des fonctions exécutives partout. Mises à toutes les sauces pédagogiques, présentées dans certaines publications comme plus prédictives que le QI, que sont-elles réellement ? Quel lien existe-t-il entre ces fonctions « chef d’orchestre » et les apprentissages ?

      Vous avez déjà entendu parler, au détour d’une équipe de suivi de scolarisation ou dans les échanges avec des maîtres spécialisés, des fonctions exécutives. Ces dernières au nombre de six (ce nombre pouvant varier en fonction de la littérature) président et régulent l’activité intellectuelle. Pour un enseignant, comprendre ces fonctions exécutives et leur altération, c’est souvent porter un autre regard sur la difficulté scolaire.

      C’est ce que nous tenterons d’explorer avec notre invité, Vincent Lodenos, enseignant spécialisé au Centre Référent des Troubles d’Apprentissage du CHU de Nantes.

      00:00 Introduction 00:45 Définition 05:44 QI et fonctions exécutives 15:16 À l’école 20:24 Réussite des élèves 27:12 Troubles des fonctions exécutives 38:29 Bon à savoir

      Pour plus d'informations et d'autres contenus :

      Le conners, outil de repérage, télécharger en PDF : http://tinyurl.com/CHU-nantes-conners...

      LE BRIEF, inventaire d’évaluation comportementale des fonctions exécutives : http://tinyurl.com/BRIEF-fonctions-ex...

      Le programme Atole de JP Lachaux : https://project.crnl.fr/atole/

      Le livre « Apprendre... une question de stratégies : développer les habiletés liées aux fonctions exécutives » d’André Rousseau et Normand Leblanc : http://tinyurl.com/apprendre-avec-str...

      Les articles sur les liens entre fonctions exécutives et apprentissages :

      http://tinyurl.com/PDF-role-fonctions... et http://tinyurl.com/CHU-nantes-etat-de...

      Le programme Reflecto : http://tinyurl.com/livre-apprendre-av...

    1. Webinaires "Comprendre ses élèves" Pour échanger avec Amélie Lipp le mardi 07 mars 2023 à 12h30, inscriptions ici : https://comprendreleseleves.ensfea.fr...

      Intervenante : Amélie Lipp Enseignante chercheure en didactique de la zootechnie, ENSFEA, Unité Mixte de Recherche Education, Formation, Travail, Savoirs.

      Qu’est-ce qui amène certains élèves à fustiger le bien-être animal ? A se comporter parfois violemment avec les animaux d’élevage ? A défendre des positions éthiques peu souhaitées par la société ? Les élèves peuvent prendre des prises de position contradictoires selon les situations dans lesquelles ils sont engagés. Il ne leur est pas toujours facile de trouver un alignement entre ce qu’ils souhaiteraient personnellement faire et ce qu’ils parviennent à faire ou à défendre. Les valeurs individuelles, sociales, les expériences émotionnelles antérieures et les connaissances acquises en formation s’entrecroisent et se reconfigurent pour tenter de trouver un compromis soutenable par l’élève en question. La conférence amènera des éléments de compréhension de jugements éthiques exprimés par des élèves de bac professionnel dans le domaine de l’élevage au cours de scénarios pédagogiques menés sur la question socialement vive du bien-être animal. Amélie Lipp proposera quelques pistes concrètes pour favoriser la mise à l’étude autant des émotions, des valeurs et des savoirs pour favoriser le développement du jugement éthique chez les élèves.

      00:00 Présentation et introduction 01:22 Exposé 06:12 Exemples 18:40 Conclusion et références

    1. Classe virtuelle animée par Christophe Marsollier, inspecteur général de l'Education Nationale, organisée par Réseau Canopé dans le cadre du retour en classe des enseignants. L'objectif étant de créer les conditions relationnelles pour susciter le sentiment de confiance des élèves envers eux-mêmes et envers l'enseignant.

    1. Les « billets moments spéciaux ». Une voie d’accès à l’expérience émotionnelle de la classe. Sophie Necker, maîtresse de conférences, INSPÉ Lille HdF, Université de Lille, CIREL

      Samedi 22 janvier 2022, site INSPÉ de Villeneuve d'Ascq

    1. dernière question si un enfant est perturbateur et que lors du dialogue il se focalise uniquement sur le responsable et et des autres dans l'incident et qu'il a tendance à nier la 01:21:26 sienne à deux à vouloir voilà nié sa responsabilité sinon va c'est si on essaye de rentrer berg avec lui de rentrer dans une nouvelle crise alors que voilà il a une 01:21:39 période d'apaisement juste avant que faire quand l'élève et en-cas titude
    2. questions 01:13:22 suivantes qui est très intéressante est-ce qu'ils ne risquent pas d'y avoir un attrait du geste au réparateur c'est à dire un peu un plaisir de pouvoir se soustraire au groupe pour prendre un petit peu le temps d'exprimer 01:13:35 quelque chose à attirer l'attention vers soi en quelque sorte
  3. Jan 2024
    1. Partie 1 de la vidéo parle de la notion de douce violence dans le contexte éducatif et de ses conséquences sur la sécurité affective et les situations d'apprentissage.

      La deuxième partie de la vidéo parle de la sécurité affective dans le contexte scolaire et de l'importance de l'auto-empathie, de la bienveillance et de la bientraitance pour favoriser les apprentissages.

      L'intervenante, Christine Schuhl, donne des exemples de situations de violence qui peuvent nuire à la confiance et à l'estime de soi des élèves, et propose des pistes pour les éviter ou les remédier.

      La partie 3 de la vidéo parle de la conclusion du conférencier, qui remercie les auditeurs pour leur attention et leur souhaite une bonne rentrée. Il exprime son envie de les sentir physiquement et techniquement, et il affirme que l'optimisme est encore possible malgré les difficultés actuelles.

    1. Guts, accustomed to heartbreak and death, and empathising with the emptiness that follows the loss of a loved one (especially at the hands of Griffith), comforts her, encouraging Schierke to cry and express her emotions. He got a scalding from Godo months before; he now understands how dangerous it is to manage emotions poorly. Bottling up the pain cannot help Schierke. Guts allows her to have time to cry, and Schierke rushes to him for comfort. Her actions are childlike here, which is a change from her usual adult-like demeanour. Schierke is used to behaving older and wiser than she is, but with Guts, she learns to be a child again

      How to handle emotions — not bottling it up, letting them be.

  4. Dec 2023
  5. Oct 2023
    1. 08:00 growth is also avoidance of shame: the more an emotion hurts, the more it is important for progress

  6. Sep 2023
    1. scientists following this line of research have become increasingly convinced that to fully understand our emotions and behaviors, we need to study the gut as much as the brain.

      Gut influencing behaviour as much as brain

  7. Jun 2023
    1. they feel 00:09:58 emotions
      • claim
        • AI feels emotions
          • "in my work I describe everything with equations
          • fear is a very simple equation
            • fear is a a moment in the future
              • that is less safe than this moment
          • that's the logic of fear
          • Even though it appears very irrational,
            • machines are capable of making that logic
            • They're capable of saying
              • if a tidal wave is approaching a data center
              • the machine will say
                • that will wipe out my code,
                  • not today's machines
                  • but very very soon and
              • we feel fear and
              • puffer fish feels fear
              • we react differently
                • a puffer fish will puff and
                • we will go for fight or flight
              • the machine might decide to replicate its data to another data center
              • different reactions different ways of feeling the emotion
              • but nonetheless they're all motivated by fear
              • I would dare say that AI will feel more emotions than we will ever do
                • if you just take a simple extrapolation,
                  • we feel more emotions than a puffer fish
                  • because we have the cognitive ability to understand he future
                  • so we can have optimism and pessimism,
                    • emotions puffer fish would never imagine
                  • similarly if we follow that path of artificial intelligence
                  • it is bound to become more intelligent than humans very soon
                  • then then with that wider intellectual horsepower
                  • they probably are going to be pondering concepts we never understood good and
                  • hence if you follow the same trajectory
                  • they might actually end up having more emotions than we will ever feel
  8. May 2023
  9. Feb 2023
    1. a number of various aesthetic emotions that can range from well 00:07:16 interesting i like it to while this is moving um up to even sometimes rarely a visual art but sometimes transformative experiences
      • there is a number of various aesthetic emotions that can range from
        • interesting
        • moving
        • transformative experience (rare)
  10. Jan 2023
    1. Emotional distress causes increased heart rate, muscle tensing, faster breathing, and inability to focus on other subjects.

      Is emotional resilience important?

    1. fell tumultuously.

      Tumultuously means giving rise to a loud/ confused voice. Here Tumultuously refers to Mrs. Mallard's heart repeatedly striking so hard.

    2. She could see in the open square before her house the tops of trees that were all aquiver with the new spring life. The delicious breath of rain was in the air. In the street below a peddler was crying his wares. The notes of a distant song which some one was singing reached her faintly, and countless sparrows were twittering in the eaves.

      Why would Chopin use such a positive description for such a tragic scene? This description is a large contrast to what the character is feeling in this moment, but what is its intentions? This is worth further investigation.

    3. She would have no one follow her.

      Knowing she had a heart condition, why would no one follow her to make sure she is alright? This could imply some foreshadowing of how the character feels.

  11. Nov 2022
    1. Novelists Ernest Hemingway and Wil-liam Faulkner, for example, went backand forth about the virtues of simplic-ity in writing. Faulkner once criticizedHemingway, who he said “had nocourage, never been known to use aword that might send the reader to thedictionary.” “Poor Faulkner,” Heming-way responded, “Does he really thinkbig emotions come from big words?He thinks I don’t know the ten-dollarwords. I know them all right. But thereare older and simpler and better words,and those are the ones I use.”15

      15 A.E. Hotchner , PAPA heminGwAy 69-70 (1966) (quoting Hemingway).

  12. Sep 2022
    1. she demonstrates the casual and ugly cruelty of positivity as she worked her way through her own personal breast cancer struggle. One person blamed her for not believing that cancer was an opportunity in disguise.
  13. Aug 2022
    1. Whistling to keep up courage is no mere figure of speech. On the other hand, sit all day in a moping posture, sigh, and reply to everything with a dismal voice, and your melancholy lingers. There is no more valuable precept in moral education than this, as all who have experience know: if we wish to conquer undesirable emotional tendencies in ourselves, we must assiduously, and in the first instance cold-bloodedly, go through the outward motions of those contrary dispositions we prefer to cultivate.

      We can sit around and be sad, or we can get up and have a more positive outlook to be able to change or perception hence changing how we feel.

    2. Surprise, curiosity, rapture, fear, anger, lust, greed, and the like, become then the names of the mental states with which the person is possessed.

      Example of emotions that one can have a "bodily disturbance"

    3. only emotions I propose expressly to consider here are those that have a distinct bodily expression

      Only the feeling discussed would be the type one can seen/ reaction

  14. Jul 2022
    1. 5.1 Recognize that 1) the biggest threat to good decision making is harmful emotions, and 2) decision making is a two-step process (first learning and then deciding).

      5.1 Recognize that 1) the biggest threat to good decision making is harmful emotions, and 2) decision making is a two-step process (first learning and then deciding).

    1. Unfortunately, many corporate software programsaim to level or standardise the differences betweenindividual workers. In supporting knowledgeworkers, we should be careful to provide tools whichenable diversification of individuals’ outputs.Word-processors satisfi this criterion; tools whichembed a model of a knowledge worker’s task in thesoftware do not.

      Tools which allow for flexibility and creativity are better for knowledge workers than those which attempt to crystalize their tasks into ruts. This may tend to force the outputs in a programmatic way and thereby dramatically decrease the potential for innovative outputs. If the tools force the automation of thought without a concurrent increase in creativity then one may as well rely on manual labor for their thinking.


      This may be one of the major flaws of tools for thought in the educational technology space. They often attempt to facilitate the delivery of education in an automated way which dramatically decreases the creativity of the students and the value of the overall outputs. While attempting to automate education may suit the needs of institutions which are delivering the education, particularly with respect to the overall cost of delivery, the automation itself is dramatically at odds with the desire to expand upon ideas and continue innovation for all participants involved. Students also require diverse modes of input (seen/heard) as well as internal processing followed by subsequent outputs (written/drawn/sculpted/painted, spoken/sung, movement/dance). Many teachers don't excel at providing all of these neurodiverse modes and most educational technology tools are even less flexible, thus requiring an even larger panoply of them (often not interoperable because of corporate siloing for competitive reasons) to provide reasonable replacements. Given their ultimate costs, providing a variety of these tools may only serve to increase the overall costs of delivering education or risk diminishing the overall quality. Educators and institutions not watching out for these traps will tend to serve only a small portion of their intended audiences, and even those may be served poorly as they only receive a limited variety of modalities of inputs and outputs. As an example Western cultures' overreliance on primary literacy modes is their Achilles' heel.


      Tools for thought should actively attempt to increase the potential solution spaces available to their users, while later still allowing for focusing of attention. How can we better allow for the divergence of ideas and later convergence? Better, how might we allow for regular and repeated cycles of divergence and convergence? Advanced zettelkasten note taking techniques (which also allow for drawing, visual, auditory and other modalities beyond just basic literacy) seem to allow for this sort of practice over long periods of time, particularly when coupled with outputs which are then published for public consumption and divergence/convergence cycles by others.

      This may also point out some of the stagnation allowed by social media whose primary modes is neither convergence nor divergence. While they allow for the transmission/communication portion, they primarily don't actively encourage their users to closely evaluate the transmitted ideas, internalize them, or ultimately expand upon them. Their primary mode is for maximizing on time of attention (including base emotions including excitement and fear) and the lowest levels of interaction and engagement (likes, retweets, short gut reaction commentary).

  15. Jun 2022
    1. Perhaps the most immediate benefit of capturing content outsideour heads is that we escape what I call the “reactivity loop”—thehamster wheel of urgency, outrage, and sensationalism thatcharacterizes so much of the Internet. The moment you firstencounter an idea is the worst time to decide what it means. Youneed to set it aside and gain some objectivity.

      Not sure I agree wholly with

      The moment you first encounter an idea is the worst time to decide what it means

      Sometimes your fleeting reactions are incredibly useful upon first encounter as they won't return as easily. However this is also a space where setting things aside for diffuse thinking apparatus to work can be highly useful.

      Either way, one should always return to ideas in their notebook for future processing.

  16. Jan 2022
    1. https://threadreaderapp.com/thread/1477714767854850049.html

      original thread: https://twitter.com/garwboy/status/1478003120483577859?s=20

      This takes a part Johann Hari's Guardian article Your attention didn’t collapse. It was stolen, but it does so mostly from a story/narrative perspective. Burnett is taking the story as a science article (it was labeled "psychology") when it's really more of a personal experience story with some nods to science.

      Sadly the story works more on the emotional side than the scientific side. It would be nice to have a more straightforward review of some of the actual science literature with some of the pros/cons laid out to make a better decision.

  17. Nov 2021
    1. in the old view of enlightenment reason emotion got in the way of reason and motion was the 00:08:34 enemy of reason reason was what you know sort of like mr. Spock on Star Trek you know who is you know super reason no emotion or whatever not true suppose 00:08:49 that you had a stroke or a brain injury that wouldn't allow you to feel emotion and there are such strokes and brain injuries rep Antonio Damasio and his 00:09:01 wife Hana figured out some years ago and published in a book called des cartes error is that you can't reason without emotion emotion is necessary and it's 00:09:14 easy to see why if you cannot feel emotion then like and not like mean nothing to you and you do not know what to want think about it 00:09:27 if you couldn't feel anything if you wouldn't know what it meant to like or not like something or if somebody else or you couldn't tell if someone else would like or not like what you were doing you wouldn't know what to want you couldn't set a goal and this is what 00:09:41 happens to people with such brain injuries they act randomly they don't know how to plan they don't know how to structure their lives or set rational 00:09:53 goals because rationality requires emotion very very deep finding

      "If you do not feel emotion, you do not know what you like or not like, and you do not know what you want.....you couldn't set a goal...and this is what happens with people with such brain injuries. They act randomly. They don't know how to plan. They don't know how to structure their lives or set rational goals, because rationality requires emotions."

      This is a hugely profound statement that Lakoff talks about. Without emotions, we cannot make choices, and without choices we cannot set goals and without goals there can be no intentionality behind actions.Can one imagine a human life without setting goals? We take this so much for granted as a normative human behavior, but our social lives would be profoundly different without this intimate connection between emotion and rationality.

  18. Oct 2021
    1. But first, a word of caution. Writing affirmations is a good way to manage stressful situations and mitigate negative thoughts for many people. However, for people with low self-esteem or depression, studies suggest that self-affirmation can be harmful. Repeating a statement that you do not believe to be true can make you feel worse. In circumstances where self-affirmations could do harm, it is more appropriate to invest in support from a therapist or counsellor.

      Our emotional state is a magnet for what we accent or believe, if we're positive we believe the positive and if we're negative we look for confirmation for that state. Maybe our emotious is our boss?

  19. Jul 2021
    1. Refer to the research of Rimé et al, _Social Sharing of Emotion (see references) who have found people talk about troubling topics like emotions a lot. Some suggest this is an indicator that talking will clarify your understanding. 

      I've heard that keeping a journal can also be helpful for sorting out and expanding on emotions. This is assuredly related. More often it's framed from the perspective of getting things out rather than working them out.

      This could be useful research to read.

  20. Jun 2021
  21. May 2021
    1. For instance, when someone is not confident in what they are saying or know that they are lying, they may take a step backwards as if stepping back from the situation.

      Example of micro expression to detect a lie

    2. People with ADHD are highly sensitive to micro expressions.
    3. There are seven expressions that are universal to all humans no matter which country they are born: anger, fear, disgust, sadness, happiness, surprise, and contempt.

      7 universal expressions

    4. A macro expression is the normal facial expression you notice that lasts between ½ a second to 4 seconds. These are fairly easy to notice and tend to match the tone and content of what is being said.A micro expression is an involuntary facial expressions that lasts less than half a second. These expressions are often missed altogether but they reveal someones true feelings about what they are saying.

      Macro vs micro expressions

  22. Apr 2021
  23. Mar 2021
    1. There are no emotions in this game

      Of course there are emotions. I don’t thing that emptiness gets rid of emotions. On the contrary, it allows us to experience them as they are, free of what we’d like to make them.

  24. Feb 2021
  25. Jan 2021
    1. The psychophysiological method uses physiological signals, such as facial electromyography (EMG), electrodermal activity (EDA), and electrocardiography (ECG) for investigating different psychological processes
  26. Nov 2020
    1. Observations, on the other hand, cultivate connection by showing you’re paying attention, Braman explained in her post; that’s why she encourages parents to lead with statements like “You seem frustrated,” or “You’re full of smiles.”

      Asking a kid "how was your day" can cause them anxiety because they still don't have the language to describe their feelings. This question usually don't lead to any good.

      On the other hand, make observations! Say something like "you seem frustrated" or "You seem pretty happy today". This helps them develop a language to describe how they are feeling.

      As I was writing this I thought about how important books are. They can describe the emotional language of someone and help the reader empathize with it and also adopt ways to express themselves.

    1. because emotion andaffect are complicated psychological constructs

      As emoções e os afetos são construções psicológicas complexas bem como o conceito de ciberespaço.

  27. Oct 2020
    1. No, it was too difficult. “I’ll—I’ll go with them, and write to William later. Some other time. Later. Not now. But I shall certainly write,” thought Isabel hurriedly.

      Once again we see themes of neglect, and of becoming ones own person. The ambiguity of Mansfield's stories, leave us to our own subjective interpretations. This is the kind of writing that I love, because it challenges our own sensibilities, forcing the reader into making up their own minds, without anymore meaningful a measure for right or wrong, than the readers own life experience. In this way her stories successfully imitate real life. We go around imperfect machines, interpreting life through a murky lens, with feelings that are complicated, dull, sharp, definite... I know this story is a sad one. I feel sad for William, but I'm not sure I should.

    2. He turned crimson

      I really appreciate Mansfield’s utilization of visual arts through color. I noticed how colors stand out a lot in her writing, which give and promote a more prominent perception of her character’s reactions.

    1. It turns out, I don't mind knowing about current events, but it hurts to see lots of people I care about going through anguish or pain when bad news happens. I want to optimize for being aware, but not emotionally overwhelmed.
    1. Historically, a lot of work on tools for thought has either ignored emotion, or treated it as no more than a secondary concern.

      These guys are going to have their skirts blown up when they come across the work of Lynne Kelly.

    1. Second, I have a not-very-well supported theory that’s paired with the book Thinking, Fast and Slow. The behavior design implication of that book is that you need to speak to two systems of the brain. Speaking to the rational, Slow System is easy. Just lay out the facts.Speaking to the emotional Fast System is much harder, namely because it’s so hard to see or introspect on what’s going on in there. But if you accept that difficulty (and this is the part of my theory that feels like pop brain science), then you realize that you need to start looking for ways to rewire your emotional core.Then, having accepted that rewiring your emotions is part of most behavior design, I’ve started to notice things — like that most self-improvement advice is not very rational. That’s by design. A self-improvement book is mostly emotional rewiring. That is exactly why you need to read the entire book rather than cheating with a summarized version.

      This is an interesting sounding take. Worth thinking about further.

  28. Sep 2020
    1. Poems are the perfect way to tell someone you love them.

      Poems can also be used to express yourself or to motivate others into a great path not only just to express love.

    2. If we can overcome this disadvantage with carefully chosen words, a loving relationship can grow.

      In order to overcome the challenges of expressing emotion through gestures we must learn how to use the right words in order to do so.

  29. Jun 2020
  30. Jan 2020
    1. Antonio Damasio, a neuroscientist at USC wrote about a patient he called Elliot, who had damage to his frontal lobe that made him unemotional. In all other respects he was fine—intelligent, healthy—but emotionally he was Spock. Elliot couldn’t make decisions. He’d waffle endlessly over details. ­Damasio concluded that although we think decision-­making is rational and machinelike, it’s our emotions that enable us to actually decide.
  31. Nov 2019
    1. Drawing from constructivist principles, the authors address how emotions affect motivation and learning for adults. They then provide practical application for instructors to implement to create productive learning environments where adult learners feel safe to explore new knowledge and learn from their experiences.

      9/10: while most of the application is to learning in general, the strategies are still applicable to technology in the classroom

  32. Aug 2019
    1. a syllabus can’t mandate a particular emotional experience

      And yet, machines are being invented and put in to use that attempt to measure student emotion and attention to inform assessment...

  33. Jun 2019
    1. “We can predict if residents are happy based on their digital interactions with the service, which gives us more information about whether they will renew their leases,” says Zego CEO Adam Blake.

      happy? Defined as? Lisa Feldman Barrett, the Neuroscientist and author of How Emotions are Made, argues that emotions are constructed. In other words, who gets to say what is "happy"? Adam Blake does?

  34. May 2019
    1. Yoslow observed that the Third-Generation has a deep affection for humanity, which is a transformation of the post-Holocaust trauma. This process is the ability to transform the emotional effects of the Holocaust by letting go, and thus increases the quest for meaning in ones life and concern for social issues.
  35. Apr 2019
    1. “Emotion is not opposed to reason; our emotions assign value to experiences and thus are the foundation of reason.”
    2. “Under normal conditions people react to a threat with a temporary increase in their stress hormones. As soon as the threat is over, the hormones dissipate and the body returns to normal. The stress hormones of traumatized people, in contrast, take much longer to return to baseline and spike quickly and disproportionately in response to mildly stressful stimuli. The insidious effects of constantly elevated stress hormones include memory and attention problems, irritability, and sleep disorders. They also contribute to many long-term health issues, depending on which body system is most vulnerable in a particular individual.”
    1. Securely attached kids learn the difference between situations they can control and situations where they need help. They learn that they can play an active role when faced with difficult situations. In contrast, children with histories of abuse and neglect learn that their terror, pleading, and crying do not register with their caregiver. Nothing they can do or say stops the beating or brings attention and help. In effect they’re being conditioned to give up when they face challenges later in life.
    2. Agency starts with what scientists call interoception, our awareness of our subtle sensory, body-based feelings: the greater that awareness, the greater our potential to control our lives. Knowing what we feel is the first step to knowing why we feel that way. If we are aware of the constant changes in our inner and outer environment, we can mobilize to manage them.
    3. When our senses become muffled, we no longer feel fully alive. […] In response to the trauma itself, and in coping with the dread that persisted long afterward, these patients had learned to shut down the brain areas that transmit the visceral feelings and emotions that accompany and define terror. Yet in everyday life, those same brain areas are responsible for registering the entire range of emotions and sensations that form the foundation of our self-awareness, our sense of who we are. What we witnessed here was a tragic adaptation: In an effort to shut off terrifying sensations, they also deadened their capacity to feel fully alive.
    4. The body keeps the score: If the memory of trauma is encoded in the viscera, in heartbreaking and gut-wrenching emotions, in autoimmune disorders and skeletal/muscular problems, and if mind/brain/visceral communication is the royal road to emotion regulation, this demands a radical shift in our therapeutic assumptions.
  36. Feb 2019
    1. to manage ourselves

      Good point - it's tempting to think that hot moments are in the student domain, but that's not entirely true. Faculty have reactions too.

    2. For some instructors, hot moments are the very stuff of classroom life. They thrive on such moments, encourage them, and use them for pointed learning. Others abhor hot moments and do everything possible to prevent or stifle them. For them, conflict prevents learning.

      One presumes the same is true of students. But how does a student know which style a faculty member prefers, and vice versa?

    1. and omit<; the use of the true signs of the passions, which are, tones, looks, and gestures.

      This happens in poetry all the time. When we just read the words on the page (which we'll often do internally), we miss so much of the tonal and sonic qualities of the work. Listening to a poet actually read their work aloud is always fascinating, because suddenly you're thinking "oh, this was meant to be performed, and I'm supposed to actually feel these things."

  37. Jan 2019
  38. www.poetryfoundation.org www.poetryfoundation.org
    1. In her poetry, though, veneration for the erotic is freed from agricultural associations and traditional formulas and seems rather the natural expression of an individual whose observations are true to the complexity of her experience and include conflicted and aggressive emotion.

      Some scholars suggest that Sappho's poetry does not necessarily reflect her personal emotions and experiences, since they were probably written for public performance and may have been recited by a choral group. Such groups had 15 members, but typically sang in the first-person singular "I". What do you think?

  39. Sep 2018
    1. Put more directly what you are really saying is that you claim the right to be unhappy – Alright, I claim the right to be unhappy

      The use of the phrase "claim the right to be unhappy" here is most indicative of the type of culture that the film created. Emotions are no longer inherent or natural, they are something you must claim or fight for. To have "the right" to something inherently means that it is not simply given. It makes the issue one of possession rather than oppression. It's not that the new society is oppressing the emotions, but rather that they are no longer claiming/possessing them.

    1. That’s Dr. Hunter, isn’t it? “By the Way do you mind if I ask you a personal question?

      HAL, a supposedly emotion feigning ultra-intelligent A.I., has just asked Dave if he could ask him a "personal question?" This should raise a concern in Dave, but it doesn't. Earlier in the film, during the BBC interview, the interviewer asked the Astronauts if HAL had emotions or if he was just faking it, their reply was that he was definitely programmed to feign emotions, however the fact whether if he actually had emotions or not remains a mystery. In this scene HAL acknowledges the existence of emotions by asking if he can ask a question that might incite a negative emotional response, a "personal question." This revelation should have frightened Dave, because it shows that HAL is more than a computer and is capable of more than just controlling the ship and maintaining optimal performance, HAL is capable of reading emotions and perhaps even capable of being afflicted by them.

  40. Feb 2018
    1. But within the context of contemporary politics this minor event points toward a larger and more pressing concern: as the old manual trades die away, what symbols do we have to convey a sense of collective identity as laborers within the machinery of capitalism?

      Another personal aspect of the writer personal life to further his argument. Growing up farming this cultural portrayal of machetes as weapons undermines his identity. A traditionalist view on the matter shows that the culture that the writer grew up in is being over taken by a violent and terror fantasia that is infecting the the idealism of his identity. He is also trying to gain sympathy with the audience, portraying his old livelihood being destroyed in front of his every eyes. Using pathos to persuade his audience of this cultural take over.

    2. However, one thing remains constant: those who use it as a tool in their daily lives are also the most likely to turn to it as a weapon, because it is often the only option available to the slave, the peasant, or the proletariat within the agricultural regions of the tropics.

      The writer bring in the view of revolt which runs deep in American culture since really the foundation of America was based on revolutions. This article was most likely published to feature an American audience so by bridging its emotional and cultural history is a great persuasive tactic. Though it never explicitly said revolts the use of slaves and pheasants using machetes as a weapon can imply such. The writer is trying to discretely imply this notion to the reader in order to make them think and have a deeper and more personal connection with the topic.

    3. A story like Walker’s illustrates why the machete so well captures the problem of the tool vs. the weapon. This simple object is imbued with enormous symbolic political power, because its practical value can never be isolated from its violent potential.

      Object can signify any form of history, culture or emotion depending on how it presented. As Haltman puts it the views on objects can be potentially limitless but why do some views have more significance than the others. Well it all comes down to the culture of it. A recent bate on gun violence have surged popular media both main and social. Historically in America guns were used as a point of self-defense and a balance of power but recent tragedies in Parkland and Las Vegas and any other mass shooting in America has depicted them as killing machines. As practical as a "tool" maybe the cultural significance will always tip the scale to what society depicts it to be.

    4. the machete has a special place in the labor history of Florida, where for three and a half centuries slaves and wageworkers cut sugarcane in the fields by hand. Indeed, machetes are unique to the extent that they have always been used for both purposes—and not just as a plot device in horror flicks, either.

      These historical contexts make a strong point of evidence to argument. A lot of times when examining a object its historical meaning comes to mind and bringing up dark historical points in America's history of slavery to argument brings up some emotional feelings to the mix. It goes beyond the scholarly talk of an object and expands the idea of the object to further the readers interpretation of it. By using more of these emotional deductions it serves as a bridge to speculation about meaning for the reader. (Haltman 8)

  41. Dec 2017
    1. It’s evidence of something that really happened. I wasn’t alive then, and it wasn’t taught in our history classes.” She was still uncertain about the painting. “I don’t know if it has the right emotionality,” sh
        1. she is kind of worried that she did not portray it the way ppl during the time would imagine it
        • she was not alive at the time so she was not there to feel the emotions
  42. Mar 2017
    1. Basically, an organism experiences too much or too little of something either within them or around them in the environment (i.e. something deviates from neutrality or optimum balance), which is then detected by our brains (i.e. via neural maps of the body).

      That reminds me of a complex-adaptive system and an external condition or intervention that makes the resilience of the system kick in to cope with the threat to have its system functions remain intact. So emotions could be the body-mind-soul complex's defense mechanism.

  43. Feb 2017
  44. Oct 2016
    1. Earth in forgetful snow, feeding A little life with dried tubers.

      April is a time of rebirth, good for people with loved ones, but can be a lonely time for people who are alone. Winter seems like a better time of year because you can numb your emotions. And take joy in small doses (dried tubers).

  45. Sep 2016
    1. Passent les jours et passent les semaines            Ni temps passé      Ni les amours reviennent

      Peut-être le poète sent seul. Peut-être il regrette l'amour perdu.

    2. L'amour s'en va comme cette eau courante            L'amour s'en va      Comme la vie est lente Et comme l'Espérance est violente

      Ces mots sont très mélancolique. Le poète semble avoir perdu l'espoir dans l'amour.

    3. La joie venait toujours après la peine

      C'est une strophe très èmotionnel. Il y a la peine dans la vie mais l'espoir pour l'avenir après. C'est encourageant.

    4. L'amour s'en va comme cette eau courante            L'amour s'en va      Comme la vie est lente Et comme l'Espérance est violente

      Les mots sont très émotionnels.

    1. Guillaume Apollinaire

      (from Alcools)

      Le pont Mirabeau

      Sous le pont Mirabeau coule la Seine Et nos amours Faut-il qu'il m'en souvienne La joie venait toujours après la peine Vienne la nuit sonne l'heure Les jours s'en vont je demeure

      Les mains dans les mains restons face à face Tandis que sous Le pont de nos bras passe Des éternels regards l'onde si lasse

             Vienne la nuit sonne l'heure
             Les jours s'en vont je demeure
      

      L'amour s'en va comme cette eau courante L'amour s'en va Comme la vie est lente Et comme l'Espérance est violente

             Vienne la nuit sonne l'heure
             Les jours s'en vont je demeure
      

      Passent les jours et passent les semaines Ni temps passé Ni les amours reviennent Sous le pont Mirabeau coule la Seine

             Vienne la nuit sonne l'heure
             Les jours s'en vont je demeure
      
  46. Apr 2016
  47. Feb 2016
    1. narratives of emotional and social journeys from being at academic risk in high schools to being academically successful in universities academic experiences.

      These are indeed the stories we need to hear, and the data that needs to be collected -- how ever she drew data from narratives.

    2. the personal, social, and emotional transformations that adolescents and adults who are at risk experience as they develop resilience and shift from disengagement to engagement, and/or academic failure to success in schools.

      I think it's important to be able to identify the changes in attitude, relationships and moods that we can see when at-risk teenagers begin to be self-directed learners. If we could see what these changes look like and agree on them, then we might be able to assess students better. Currently none of the ways we move or prevent students from moving through school make sense to me: social promotion (advancement because of age), testing (usually of a small subset of math and reading skills), or even portfolio assessment (because at-risk students usually don't have a body of "mastery" level work).

  48. Jan 2016
    1. People rightly tend to be mean to those they are sure are assholes, so continued interaction between them will probably only serve to reinforce their beliefs the other is acting in bad faith.

      This reminds me of the situation of a parrot in front of a mirror. Will he fall in love with the other, or will he start hating him, ignoring the fact that he is only seeing his reflection? Once he starts acting on one of the affections, positive feedback kicks in.

  49. Nov 2015
    1. According to set point theory, our attitude and behaviors have a bigger effect on our happiness than our external circumstances – and that’s good news for mindfulness. Mindfulness shapes our brain by increasing gray matter in areas related to attention, learning, self-awareness, self-regulation, empathy, and compassion.
    2. Mindfulness literally changes our brains, making some areas more responsive, interconnected, and dense. In particular, these are areas related to empathy (the insula); memory, emotion, and emotion regulation; and reward circuitry. In response to distressing stimuli, meditators see more activation in their prefrontal structures (for awareness) and less in their fear-driven amygdala.
    1. If I am grateful for something you provided to me, I have to take care of that thing—I might even have to reciprocate at some appropriate time in the future. That type of indebtedness or obligation can be perceived very negatively—it can cause people real discomfort. The data bear this out: When people are grateful, they aren’t necessarily free of negative emotions—we don’t find that they necessarily have less anxiety or less tension or less unhappiness. Practicing gratitude magnifies positive feelings more than it reduces negative feelings. If it was just positive thinking, or just a form of denial, you’d experience no negative thoughts or feelings when you’re keeping a gratitude journal, for instance. But, in fact, people do.
    1. We don’t have total control over our emotions. We cannot easily will ourselves to feel grateful, less depressed, or happy. Feelings follow from the way we look at the world, thoughts we have about the way things are, the way things should be, and the distance between these two points.
    1. Compared to people who didn’t receive the favor, including some who were put in a good mood by watching a funny video clip, the people who received the favor and felt grateful toward the confederate were more likely to go through the trouble of filling out the survey. This suggests the unique effects of gratitude in motivating helping behavior, more so than the general effects of simply being in a positive mood.
  50. Oct 2015
    1. Each of us has our own pet scenarios that chafe against our expectations. When they pop up, they threaten to stir up jealousy, anger, defensiveness, mindless striving, and a stew of other possibilities. We may end up saying or doing something hurtful, something we’ll regret later and may have to apologize for. We leapt before we looked. Conversely, when we stop to examine how we typically respond to situations, we create space for more creative and flexible responses. Ultimately, as we build the habit of mindfully examining our responses in the moment, mindful awareness becomes our new default mode.
  51. Sep 2015
    1. One of the greatest buffers against picking up others’ stress is stable and strong self-esteem. The higher your self-esteem, the more likely you will feel that you can deal with whatever situation you face. If you are finding yourself being impacted by others’ moods, stop and remind yourself how things are going well and that you can handle anything that comes your way. Exercise is one of the best ways to build self-esteem, because your brain records a victory every time you exercise, via endorphins.
    2. Instead of returning a harried coworkers’ stressed nonverbals with an equally stressed grimace of your own, return it with a smile or a nod of understanding. Suddenly you have the power. As suggested in the new book Broadcasting Happiness, you can create a “power lead” to short-circuit a negative encounter.
    3. if you create a positive mindset about stress and stop fighting it, you experience a 23% drop in the negative effects of stress. When we see stress as a threat, our bodies and minds miss out on the enhancing effects of stress. (Even at high levels, stress can create greater mental toughness, deeper relationships, heightened awareness, new perspectives, a sense of mastery, a greater appreciation for life, a heightened sense of meaning, and strengthened priorities.)  Instead of fighting and being frustrated at negative people around you, take it as an opportunity to feel compassion or a challenge to help that person become more positive. Our HBR article “Making Stress Work for You” includes more ideas on how to change your stress mindset to a more positive one.
    4. In our highly connected working world, we are hyper-exposed to other people. This means negative emotions and stress become even more contagious as we have high exposure to negative comments on news articles and social media; stressed body language of financial news shows; stressed out people on our subways and planes; and open office plans where you can see everyone’s nonverbals.
    5. New research shows that stress causes people to sweat special stress hormones, which are picked up by the olfactory senses of others. Your brain can even detect whether the “alarm pheromones” were released due to low stress or high stress. Negativity and stress can literally waft into your cubicle.