Re: [xmca] The power of internalization is overwhelmingly pervasive

From: <tvmathdude who-is-at>
Date: Tue Aug 05 2008 - 11:12:39 PDT


Last summer, I received basic training in neuro-linguistic programming. I was greatly concerned when I recognized our ability as teachers to influence our students in a away that they are unaware of our imprinting within their subconscious. I have begun to recornize these tactics used in the media.

I have begun to see that I actually create reality for my students in my classroom for the time that they are there. I am more careful now then ever before. Because my discipline (mathematics) is seldom a free choice of my students, I spend extra time creating a welcoming, fun environment. The classroom is a social entity and I provide time us to get to know each other. Once they are having fun, teaching them college Algebra or statistics is easy. And even though my tests and projects are demanding, they thank me at the end of the course.?I also rely heavily on group learning and student-to-student dialog.

I believe that it critical that we respect our students as individuals and treat them as we would want to be treated.


-----Original Message-----
From: Michael G. Levykh <>
To: 'eXtended Mind, Culture, Activity' <>
Sent: Mon, 4 Aug 2008 10:58 pm
Subject: RE: [xmca] The power of internalization is overwhelmingly pervasive

I wanted to thank those few who responded (not via xmca, but directly) to my
previous email. For those who, for whatever reason, missed my previous email
and find the topic of internalization interesting enough, I attached some
"bits and pieces" related to the concept of internalization and emotions vs.
exteriorization and appropriation from my unpublished PhD thesis. Please, do
not quote!

However, in this email I wanted to share with all of you my thoughts on the
pervasive power of internalization. I am fascinated by how our brain (or is
it our mind?) works. We educators work extremely hard, for example, to deal
with the problems of bullying, specifically, the most vicious type,
relational bullying, where gossip, hearsay, and rumours rule. In Canada, for
instance, there are numerous calls from various educational groups and
organizations for updated legislation to allow treating online bullying
(cyber-bullying) as a criminal offence. It is, however, regrettably common
to find many teachers-educators not only actively listening to others
spreading gossip, but - what is more disgusting - also witnessing those very
educators spreading the gossip themselves and even acting (or basing their
decisions) upon the gossip - quite often without having any proven shred of
evidence. Yet, what fascinates me most is that some of those educators
belong to the field of educational psychology, and by their very nature
(professional and personal) are supposed to question the validity and verify
the legitimacy of any rumours and gossip. Unfortunately, it is only when one
is cornered legally, that one is forced to think whether there is any actual
evidence to what was so easily believed by many.

Now, isn't it fascinating that we, educators and psychologists, demand one
thing from our students, colleagues, and even governments, but do the
complete opposite, and in that process, surely run the risks of ruining the
reputations and even lives of real and innocent people, and, hence, the
reputation of "education"? We talk the talk bu
t we don't walk the walk.
Perhaps, once internalized, even an unacceptable and distractive (for self
and others) behaviour is hard to undo and change. The power of
internalization is overwhelmingly pervasive and astonishing, isn't it?

It would be nice to hear what others think about it.

Michael G. Levykh,
PhD candidate, Ed. Psych.
Sessional Instructor, SFU

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Received on Tue Aug 5 11:15 PDT 2008

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