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5. Ted Talk: The history of human emotions by Tiffany Watt Smith

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5. Ted Talk: The history of human emotions by Tiffany Watt Smith

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The Role of Emotions

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Tiffany Watt Smith: The history of human emotions

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The words we use to describe our emotions affect how we feel, says historian Tiffany Watt Smith, and they've often changed (sometimes very dramatically) in response to new cultural expectations and ideas. Take nostalgia, for instance: first defined in 1688 as an illness and considered deadly, today it's seen as a much less serious affliction.

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Transformative Learning

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Have you noticed that language can so often get us into trouble? We try to say one thing but it can then get interpreted in different ways. This is because language is so subtle. For example when Bohr and Heisenberg explored the nature of the quantum world they asked themselves "what is quantum reality". Heisenberg's answer was that it lay in the mathematics. But Bohr objected that every time physicists gather round the blackboard to discuss this mathematics they do so in ordinary language. And the language we speak, be in English, Danish or German, contains all sort of hidden assumptions about the nature of space, time and causality. In Bohr's words "we are suspended in language so that we do not know what is up and what is down". Do you agree with this? Is that the way you see the world.
Bohm certainly agreed but wanted to go further. He noted that our subject, verb, object languages mirror the world view of classical physics. "The cat chases the mouse". This has two well defined objects in space and time connected through a verb. This mirrors the Newtonian world view of well defined objects in space and time interacting via forces or fields.
Does that mean we are trapped in the language we speak and with no escape? Bohm didn't agree and felt it was necessary to develop a strongly verb based language. That is a language of process, flow and transformation. He called this the Rheomode or "flowing mode" and tried to experiment with it via staff and students at Krishnamurti's Brockwood Park School. But he was not that successful and felt that the mind set associated with our everyday language is too strong, as a result everyone started using the verbs as nouns.
In the late 80s I had been interacting with a Blackfoot elder, Leroy Little Bear, who wanted to meet David Bohm. And so in 1992 he and I organized a meeting at the Fetzer Institute which included other Native Elders. At that meeting Bohm learned of the Blackfoot language, and that of other members of this language family which are very strongly verb based and that it do not divided the world into categories but into processes. Likewise the Blackfoot world view is one of constant process and transformation. In the last months of his life he had met the language he had dreamed about, and the world view he had pursued.

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Bohr, Bohm and Language - Infinite Potential

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Have you noticed that language can so often get us into trouble? We try to say one thing but it can then get interpreted in different ways. This is because language is so subtle. For example when Bohr and Heisenberg explored the nature of the quantum world they asked themselves "what is quantum reality".

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- "The Nature of Reflection"
- " Social Learning"
- " Transformative Learning"

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The Changing Landscape of Adult Learning Key Points Part 1

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- "The Role of Emotions"
- "Mass Media and Learning"
- "Non-Western Perspectives on Learning and Knowing"

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The Changing Landscape of Adult Learning Key Points Part 2

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Narrated Presentation

Social Learning

Knowledge and Power

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Non-Western Perspectives on Learning and Knowing

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Capturing the Voices of Learners from Non-Western and Indigenous Cultures: Links to Learning in Adulthood | Semantic Scholar

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Reviewed in this roundtable session are different frames of knowing and learning from non-western and indigenous cultures, and how these cultures contrast to those of western societies. A discussion follows of what these differences mean for teaching and organizing programs for adult learners.

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Audio followed by the Transcript

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Welcome to Padlet.
If this is your first time using Padlet, please take time to orient yourself with the page.
You can go down each column and across the columns, reading and watching videos.
Enjoy!

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8. Discussion Questions: Please use the Group 3 Discussion Forum on Blackboard to Respond

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8. Discussion Questions: Please use the Group 3 Discussion Forum on Blackboard to Respond

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1. Please take a moment to comment on at least two (2) sections that resonated with you in the Padlet (you may use the corresponding number to identify the section you are commenting on).

2. In the Blackboard Group 3 Discussion Questions, answer one (1) question below, using citations from the text.

a). Describe a real-life example of one of the themes in the presentation.
OR
b). Adult learning is more than information processing through the brain. Describe a learning experience that involved the body, emotions and/or Spiritual dimensions.

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Apple, M. W. (1995). Education and power (2nd ed.). New York, NY: Routledge.

Bohm, D. (2003). On dialogue. London, UK: Routledge.

Foucault, M. (1977).

Power/knowledge: Selected interviews & other writings. New York, NY: Pantheon.

Goleman, D. (2000). Working with emotional intelligence. NewYork, NY: Bantam.

Merriam, S.B.,& Grace, A.P. (2011). The Jossey-Bass reader on contemporary issues in adult education. San Francisco, CA: Jossey-Bass.

Shea, J. J. (2003).  The adult self: Process and paradox. Log of Adult

Development, 10(1), 23-30.

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For your convenience, we have numbered the items to help you follow the sequence of our presentation.