Do We Know What They Are Thinking? Theory of Mind and Affect in the Classroom
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Author(s)
Knupsky, Aimee
Caballero, M. Soledad
Date Issued
2020
Abstract
Research on Theory of Mind explores how we develop the capacity to understand that others have thoughts and feelings that differ from our own and how we are compelled to read them. However, a preponderance of evidence from the cognitive humanities and cognitive neurosciences tells us that our readings are often misguided or just plain wrong. None of this work has considered how teachers and learners might engage in open conversations about theory to mind to identify misperceptions and enhance their understanding of one another's thoughts and reactions in the classroom. In this essay, we explore how using what we call Theory of Minding as a rhetorical device may invite moments of vulnerability and of clarification when we engage in learning with our students, thus enhancing classroom dynamics. We describe how the idea of Theory of Minding developed, present an initial evaluation of it by students, and situate this technique in the rich literature about affect and pedagogy. We propose that using Theory of Minding in the classroom can be used to encourage more authentic and interactive engagement.
Journal
Teaching & Learning Inquiry-The Issotl Journal
Department
English
Psychology
Citation
Knupsky, A. & Caballero, M. S. (2020). Do we know what they are thinking? Theory of Mind and affect in the classroom. Teaching & Learning Inquiry, 8(1). http://dx.doi.org/10.20343/teachlearninqu.8.1.8
Publisher
Indiana Unvi. Press
Version of Article
Published article
DOI
10.20343/teachlearninqu.8.1.8
ISSN
2167-4779
2167-4787
Rights
CC-BY-NC License 4.0 . This is an Open Access article distributed under the terms of the Creative Commons –Attribution License 4.0 International (https://creativecommons.org/licenses/by-nc/4.0/), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly attributed.
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