Author: drichards

Thanks all for attending.  While I was unsure how the conversation would go given the sidestep from our typical material, I must say I was quite pleased with the result.

https://journals-sagepub-com.ezproxy.csu.edu.au/doi/full/10.1177/1477878516656563

A quick introduction to the premise of the article; indoctrination to most is the delivery of information and having it accepted uncritically by the learners.  The author observes the extremes of indoctrination, exemplified in terror, force, coercion or psychological manipulation of those unprepared to handle the information and accepted it at face value without questioning.  This is, it is claimed, how most people see indoctrination but it is actually well beyond basic indoctrination.  Indoctrination has a tendency to target the beliefs of the learner rather than the knowledge they receive.

Particularly socially today, there are very polarised views on many issues.  Monique brought up the topic of critical race theory, where a number of the participants voiced their disapproval of the idea, justifying their position with the thought that it creates groups where no groups need to exist, however particularly in the USA it appears to be more commonplace and there are many that are against the forced delivery of this theory with no contrary perspectives provided.  Information such as evolution is delivered in schools as an idea that represents the best description we have for the observed process, exemplifying the targeting of the knowledge base of the students.  Contrary to this, ideas such as CRT, Neo Marxism and similar ideas tend to focus more on the individuals belief system, not to mention vilification in the event someone disagrees with the concepts.  Of all things that are currently seen as spectrums, it does appear that socio-political views are not, which is by definition indoctrinal through force or social pressure.

Monique posed a hypothetical to the group that she had encountered previously involving the moral value of a youtuber dropping money in front of a homeless person and filming their behaviour after the event.  Do they return the money or keep it?  Perspectives on the morality of this action were varied as the youtuber would likely profit from the recording, as well as dehumanise the homeless person by treating them as a commodity, particularly should they opt to keep the money dropped.  Some saw the act as positive as the homeless person received what they likely needed badly.  Others saw it as reprehensible for the usage of the homeless person for personal gain.  This is an example of varied views where no perspective is objectively superior, and I made a comment that summarised my mindset on the matter: if you think you know definitively which perspective is correct, you likely haven’t thought about it enough.

We discussed another example of morality in generations past with the application of moral values onto other racial groups.  The example provided involved the intent to prove negative racial stereotypes (namely an inherently cheating nature) by asking an individual to hit a target with a bow.  Acknowledging they weren’t the best archer within their community, they opted to enlist the aid of the individual that could make this claim instead.  While the conductors of this test saw this as validation of their claim, all that was really happening was that the individual was simply accessing the best tools available in order to complete the objective they were given.  While not racially driven, the same mindset can still apply a certain objectivity to addressing tasks when that same may not be the first approach that comes to mind for everyone.  One of us provided the example of a student with low confidence in the acquisition of academic articles enlisting a friend to locate those articles in their stead.  To many this would be treading very closely to the realm of questionable academic integrity, but to the student, this was nothing more than using the resources available to them in order to complete the task.  After all, supposedly the writing and synthesis was done independently.

Ultimately, the food for thought for this discussion when applied to the higher education setting is mindfulness when delivering information, particularly when certain ideas are clearly contentious.  Is the way we do things objectively more correct than another way?

Zoom Recording 28/1/2022

Introverted students have often been seen as quiet, timid and often unengaged in the typically high-stimulation, social classroom environment.  This environment is experienced in different ways between students, particularly those with introverted tendencies.

The article defines an introvert as a person that reflects an inward orientation in which psychic energy is invested in internal and personal experiences such as a preference for spending time alone.  Their energy comes from within rather than external sources such as their environment.  Introverts will typically be physically and mentally drained by prolonged social situations, recuperating through time in their own company or in the company of smaller social groups of close friends, many demonstrating a particularly investment in creative or artistic work.

Introversion in the Classroom

Until recently, it was assumed that introverted students were under achievers, while more recent studies suggest that the typical classroom environment, across all ages and inclusive of higher education, is not often conducive to the learning style of more introverted students.  When forced into an educational setting that puts the student in a state of discomfort, it can be assumed that their performance will suffer due to this discomfort.

In our discussion, we addressed a number of strategies that are becoming increasingly commonplace in order to facilitate a better learning environment for introverts:

Cooperative Learning, in which students use small groups to work together, using their individual strengths to maximise their own learning and that of others, however the risk is run that the workload will not be evenly distributed; a risk present in group assignments with students of all ages.  In this situation, it is imperative for teachers to explain to their students the importance of cooperation, collaboration and personal responsibility.

Accountable Talk, where students are given the opportunity to speak uninterrupted, as it is demonstrated through the research in the article that one of the major concerns of the self-appointed introverts among the participating students was that they will not get their turn to talk, they will be interrupted or the environment will be too noisy for them to be heard.  This topic led into the concept of circle time, in which only the student in possession of a token item may speak and with careful management from the teacher, will ensure introverts will get their opportunity.

Madelle brought up the concept of the Socratic circle (see below), which tied in very well to the idea of accountable talk, in which a group of students hold a discussion under observation by other students who do not participate, but instead provide feedback to the speakers.  Following this, they swap roles and repeat the process, ensuring everybody gets a chance to speak.  We discussed toe feasibility of conducting a Socratic circle in an online environment with active speakers using their cameras and observers not, however the obstacle associated with this is encouraging students to turn on their cameras at any point.

Possible Assessment Equity for Introverts

While as operations and support staff, our influence over the assessment process is limited, we did discuss a number of ideas that could better facilitate the improved performance of introverted students, particularly pertaining to presentations and group work.  In observing students delivering presentations to an audience, one can observe the discomfort felt by introverted students as they present, which can and has caused a lowering of potential results.

Additional ASDP sessions for presentation skills were suggested, however it could be safely assumed that introverted students by their very nature will be unlikely to sign up for such a workshop, even though it would prove itself to be tremendously valuable to their confidence and presentation ability; often with the end result being insufficient as an incentive.

Recording

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