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enabling buoyancy

one word for resilience > mindfulness > confidence > character > self-esteem

Cloud created by:

Bill Law
21 November 2013

  • 16. enabling buoyancy

Self-esteem, Confidence and Adult Learning - think-tank rundown on the interacting feelings of self-esteem and confidence - both correlate with performance - but which is cause and which effect is an open question - a lack of confidence is commonly argued to cause lack of ambition - but the lack can be an effect as well as a cause, and a person can be confident in some situations but not in others 

students can usefully invest energy in comparing how in experience self-esteem and confidence are caused, and what effects they have

Self-concept and Self-esteem - university-based study of self-image and self-esteem argues the processes to be rooted in a wider social setting - it shows how linking teachers with families to work together enhances student self-concept and improves performance

educators and their stakeholders need to understand how learned buoyancy is experienced and how it shapes what people do 

From helplessness to hope - paper collating original enquiries into self-confidence and self-control - drawing on psychology, it suggests that both are learned from experience - and each can both improve and damage prospects

educators and their stakeholders can help repair psychological damage - but also reform any social and local puncturing of buoyancy

Building Character - think-tank-based examination of mindfulness - which includes completing tasks, controlling impulses and relating to others - it is argued to be the product of upbringing - and is increasingly sought-after in selection procedures

stakeholders can discuss with recruiters how a search for ‘mindfulness’ can favour cosmetic niceness, but lose energetic robustness

‘...what is resilience?...’ - refereed-journal review of models for educational achievement - especially related to reactions to stress - it argues that resilience, and the well-being it affords, are rooted in socially-situated ‘ecologies’

students with educators, perhaps drawing on neurology, can seek examples of thinking which works better when disturbed than when comforted

Sustaining and Disruptive Innovation - thorough attempt to define innovation - speaks of it as two-fold - one improving existing products, the other developing new products - although framed in marketing terms it can be applied more flexibly - usefully calls on both on-line and off-line learning to make an unusual distinction, which rejects the frequent confusion of 'innovation' and 'creativity'

such thinking is useful to education for the way it suggests the importance of well-defined, rather than sloppily-confused, ideas

The Inter-generational Transmission of Educational Success - university-based multi-disciplinary research into the personal and social outcomes of life-long learning - examines correlations between learning and health, crime, parenting, citizenship and social cohesion - takes a special interest in what is not work-related, and in what seeks other-than-competitive outcomes - it is for well being, and is claimed trhough resilience, perseverance and self-control

stakeholders are uniquely placed to work with families and communities on local inter-generational influences

‘...think differently, creatively and learning from mistakes...’ - university-based comparison of how assessment generates stress and loss of confidence - argues for independent educators, working in neighbourhood comprehensives, and rooted in community - these are well-placed to nurture well-being and the realisation of potential - they work well because ‘local’ means nearby-and-familiar - so it affords safety which can allow for difference, support creativity and nurture fearlessness of making mistakes

it is not bad news for students to feel scared, confused and to know that they don’t know, short-term troublesome has long-term potential


'enabling buoyancy' is abstracted from what educators can do

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