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

Beautifully stated, Elinami. It is too bad that American values see
kindness as weakness....hopefully this is a perspective that can be
modeled and changed.
Best,
Cathrene

Michael et al. Thank you for a very interesting discussion. I think it
> is possible to achieve power without making others powerless; and
> impossible to achieve power amidst the powerless. If a father fights
> his four years old daughter, we cannot say he has power because power
> can only be measured against power, not against powerlessness. I don't
> see how one can achieve power by bullying. A powerful teacher is the
> one who empowers her/his students. His power emanates from, as you
> said, the respect from students and learning outcomes. Bully teachers
> are feared, they make their students internalize anger, resentfulness
> and it is hard for them to learn in such a relationship. Her/his
> power/powerlessness can be measured against the achievement of her/his
> goal.
> Elinami
>
> On Tue, Aug 5, 2008 at 3:33 PM, Michael G. Levykh <mglevykh@telus.net>
> wrote:
>> Thank you, Roger, for your very interesting insight.
>>
>> I am sure that your students internalize well not only the content of
>> your
>> subject due to the safe and positive emotional environment established
>> by
>> you, but they also internalize the environment itself; hence, becoming
>> resentful to others' negativities (e.g., spreading unfounded rumours)
>> and
>> respectful of others.
>>
>> I completely support the belief that respecting others relates to
>> "treating
>> others as we [teachers] would want to be treated." Here, is probably one
>> of
>> the best examples of achieving and maintaining power on many levels
>> based on
>> caring, nurturing, and overall supportive positive environment. Is it
>> possible to achieve power without making others powerless? What do
>> others
>> think about it?
>>
>> Cheers,
>> Michael.
>>
>> -----Original Message-----
>> From: xmca-bounces@weber.ucsd.edu [mailto:xmca-bounces@weber.ucsd.edu]
>> On
>> Behalf Of tvmathdude@aol.com
>> Sent: Tuesday, August 05, 2008 11:13 AM
>> To: xmca@weber.ucsd.edu
>> Subject: Re: [xmca] The power of internalization is overwhelmingly
>> pervasive
>>
>>
>> Michael,
>>
>> 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.
>>
>> Roger
>>
>>
>> -----Original Message-----
>> From: Michael G. Levykh <mglevykh@telus.net>
>> To: 'eXtended Mind, Culture, Activity' <xmca@weber.ucsd.edu>
>> 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.
>>
>> Cheers,
>> Michael G. Levykh,
>> PhD candidate, Ed. Psych.
>> Sessional Instructor, SFU
>>
>>
>>
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>
>
>
> --
> Dr. Elinami Swai
> Womens' and Gender Studies
> University Hall 4220-A
> The University of Toledo
> Toledo, OH, 43606
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Received on Tue Aug 5 21:46 PDT 2008