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A. H. Maslow (1943) A Theory of Human Motivation

A. H. Maslow (1943) A Theory of Human Motivation
Classics in the History of Psychology An internet resource developed byChristopher D. GreenYork University, Toronto, OntarioISSN 1492-3713 (Return to Classics index) A Theory of Human Motivation A. Originally Published in Psychological Review, 50, 370-396. Posted August 2000 [p. 370] I. In a previous paper (13) various propositions were presented which would have to be included in any theory of human motivation that could lay claim to being definitive. 1. The present paper is an attempt to formulate a positive theory of motivation which will satisfy these theoretical demands and at the same time conform to the known facts, clinical and observational as well as experimental. It is far easier to perceive and to criticize the aspects in motivation theory than to remedy them. The 'physiological' needs. -- The needs that are usually taken as the starting point for motivation theory are the so-called physiological drives. Undoubtedly these physiological needs are the most pre-potent of all needs. Related:  Thesis - Exploration of ValueSciences cognitives

Fundamental human needs Human Needs and Human-scale Development,[1] developed by Manfred Max-Neef and others (Antonio Elizalde and Martin Hopenhayn), are seen as ontological (stemming from the condition of being human), are few, finite and classifiable (as distinct from the conventional notion of conventional economic "wants" that are infinite and insatiable).[2] They are also constant through all human cultures and across historical time periods. What changes over time and between cultures is the strategies by which these needs are satisfied. Human needs can be understood as a system - i.e. they are interrelated and interactive. In this system, there is no hierarchy of needs (apart from the basic need for subsistence or survival) as postulated by Western psychologists such as Maslow, rather, simultaneity, complementarity and trade-offs are features of the process of needs satisfaction. Classification of needs[edit] Max-Neef classifies the fundamental human needs as: Types of satisfiers[edit] Research[edit]

Étayage La notion d'étayage renvoie à la théorie de l'américain Jérome Bruner et à l'intervention de l'adulte dans l'apprentissage de l'enfant. L’étayage, lié au concept de "zone proximale de développement"1 , est défini comme "l’ensemble des interactions d’assistance de l’adulte permettant à l’enfant d’apprendre à organiser ses conduites afin de pouvoir résoudre seul un problème qu’il ne savait pas résoudre au départ."2 J. Bruner reconnaît six fonctions de l’étayage caractérisant ce soutien temporaire de l’activité de l’enfant par l’adulte : 1. 2.

Children with no shoes on 'do better in classroom', major study finds | Education News Children who learn with no shoes on are more likely to behave better and obtain good grades than peers with footwear, a decade-long study has revealed. Researchers at the University of Bournemouth found that pupils who leave their shoes outside the classroom are more likely to arrive to school earlier, leave later and read more widely – ultimately resulting in better academic achievement overall. From observing thousands of children from 25 countries over ten years, academics say they want to encourage the practice to be adopted in UK primary and secondary schools. There are already a number of schools in England where the policy has been implemented, following on from Scandinavian habits, where the practice is considered normal. As well as visiting schools in New Zealand and Australia for the project, researchers studied children’s attainment at a school in west London after the habit was introduced, analysing the pupils’ academic results all the way up through to university. Reuse content

Engel's law According to Engel's law, the share of income spent on food decreases, even as total food expenditure rises Engel's law is an observation in economics stating that as income rises, the proportion of income spent on food falls, even if actual expenditure on food rises. In other words, the income elasticity of demand of food is between 0 and 1. The law was named after the statistician Ernst Engel (1821–1896). Engel's law doesn't imply that food spending remains unchanged as income increases: It suggests that consumers increase their expenditures for food products (in % terms) less than their increases in income.[1][2] One application of this statistic is treating it as a reflection of the living standard of a country. The interaction between Engel's law, technological progress and the process of structural change is crucial for explaining long term economic growth as suggested by Leon,[3] and Pasinetti.[4] See also[edit] Engel curve References[edit] Jump up ^ Engel, Ernst (1857).

Congrès international « Les sciences cognitives dans la salle de classe » | sciences cognitives Congrès international « Les sciences cognitives dans la salle de classe » Les vidéos du Congrès international « Les sciences cognitives dans la salle de classe » 28 et 29 mars 2019 – Palais de l’UNESCO Conseil scientifique de l’Education Nationale La recherche sur les mécanismes cognitifs et cérébraux des apprentissages a récemment produit des résultats majeurs. Les avancées des sciences cognitives pourraient-elles susciter de nouvelles pédagogies qui permettent à chaque enfant de tirer pleinement parti de ses possibilités intellectuelles et affectives ? Visionner les vidéos : . . . . . . . . . . . . . . . . . . . L’équipe Apprendre et Former avec les sciences cognitives Recherche Les derniers articles 10 min pour découvrir les sciences cognitives de l’apprentissage Utilisez les flèches haut/bas pour augmenter ou diminuer le volume. Les catégorie d’article

School Belonging Consquences of Feeling a Sense of Belonging The term school belonging refers to students' subjective perception of being accepted and respected in their particular school setting. Some researchers have also examined the parallel perception in relation to specific classes; typically using the term class belonging. Baumeister and Leary (1995) have proposed that all people have an innate need to belong to social groups and to form positive interpersonal relationships with others. The fact that different researchers have examined similar psychological constructs using different terms can make it difficult to synthesize the findings of studies related to students' sense of belonging. Consquences of Feeling a Sense of Belonging Researchers interested in students' sense of belonging have examined the perception of subjective membership and acceptance at both the classroom and more general school level, although the latter is more common. Factors that Contribute to the Sense of Belonging

Energy hierarchy The Energy Hierarchy with the most favoured options at the top The Energy Hierarchy is a classification of energy options, prioritised to assist progress towards a more sustainable energy system. It is a similar approach to the waste hierarchy for minimising resource depletion, and adopts a parallel sequence. The highest priorities cover the prevention of unnecessary energy usage both through eliminating waste and improving energy efficiency. The sustainable production of energy resources is the next priority. Depletive and waste-producing energy generation options are the lowest priority. For an energy system to be sustainable: the resources applied to producing the energy must be capable of lasting indefinitely; energy conversion should produce no harmful by-products, including net emissions, nor wastes which cannot be fully recycled; and it must be capable of meeting reasonable energy demands. Energy saving[edit] Many countries have agencies to encourage energy saving.[3][4]

Wiki-TEDia : Wiki sur l'approche cognitive de l'enseignement et de l'apprentissage Présentation de Wiki-TEDia Bienvenue dans Wiki-TEDia, un site consacré à l'approche cognitive de l'enseignement et de l'apprentissage. Quels sont les objectifs de Wiki-TEDia, qui peut y contribuer, comment l'utiliser et y contribuer, quelles sont les règles à respecter ? Que vous soyez étudiant(e) ou non, vous trouverez dans cette section des réponses à ces questions. [Lire la suite] Approche cognitive L'approche cognitive qui forme le cadre conceptuel de Wiki-TEDia s'inscrit dans la perspective scientifique de l'étude de la cognition et de ses relations avec l'apprentissage et l'enseignement élaborée par les sciences cognitives. [Lire la suite] Banque de stratégies pédagogiques [Lire la suite] Actualités Cette section vous informe des actualités de Wiki-TEDia. [Lire la suite] Communauté Cette section contient la liste de tous les contributeurs à Wiki-TEDia et les liens vers leurs pages personnelles. [Lire la suite]

Leonard Jimmie Savage Leonard Jimmie Savage (born Leonard Ogashevitz; 20 November 1917 – 1 November 1971) was an American mathematician and statistician. Nobel Prize-winning economist Milton Friedman said Savage was "one of the few people I have met whom I would unhesitatingly call a genius."[1] He graduated from the University of Michigan and later worked at the Institute for Advanced Study in Princeton, New Jersey, the University of Chicago, the University of Michigan, Yale University, and the Statistical Research Group at Columbia University. His most noted work was the 1954 book Foundations of Statistics, in which he put forward a theory of subjective and personal probability and statistics which forms one of the strands underlying Bayesian statistics and has applications to game theory. During World War II, Savage served as chief "statistical" assistant to John von Neumann, the mathematician credited with describing the principles upon which electronic computers should be based.[2] See also[edit]

Taxonomie de Bloom Un article de Wikipédia, l'encyclopédie libre. La roue de la taxonomie de Bloom. La taxonomie de Bloom est un modèle de la pédagogie proposant une classification des niveaux d'acquisition des connaissances[1]. Benjamin Bloom, bien qu'il n'en soit pas le seul créateur (34 universitaires américains participent aux conférences de 1949 à 1953), est souvent reconnu comme le « père » de cet outil[2],[3]. Description[modifier | modifier le code] Composition[modifier | modifier le code] La taxonomie des objectifs éducationnels selon Bloom. Elle peut être résumée en six niveaux hiérarchiques[5]. Note: Dans la liste suivante, traduite de l'anglais[6], certains verbes peuvent se recouper par le sens, le lecteur est invité à consulter des ouvrages de références pour s'assurer du sens exact des verbes. Révision[modifier | modifier le code] Ainsi, en 2001, une taxonomie révisée de Bloom a été proposée par plusieurs auteurs dont Lorin W. Applications[modifier | modifier le code] Taxonomie de van Hiele

Art valuation An art auction at Christies An art curator, Anne Pontégnie Historic valuation and contemporary art[edit] The source of a work's artistic charisma has long been debated between artists who create and patrons who enable, but the charismatic power of artworks on those who would possess them is historically the initial driver of value.[1][2] In the 1960s that charismatic power started edging over to accommodate commercialized culture and a new industry of art, when aesthetic value fell from prominence to parity with Pop art and Andy Warhol's idea of business art, a recognition that art has become a business and making money in business is an art.[3][4] One of many artists to follow Warhol is Jeff Koons, a stockbroker turned artist who also borrowed imagery from popular culture and made millions.[5][6] The art market economic model[edit] Market size[edit] Market timing[edit] Primary and secondary markets[edit] Market entry barriers[edit] Market transparency[edit] Valuing Art[edit] Market demand[edit]

Neurosciences et éducation : la bataille des cerveaux Gaussel Marie & Reverdy Catherine (2013). Neurosciences et éducation : la bataille des cerveaux. Dossier d’actualité Veille et Analyses IFÉ, n° 86, septembre. Disponible au format PDF : 86-septembre-2013 Les débats houleux entre neurosciences et éducation existent depuis quelques décennies, mais prennent un nouveau tournant depuis les progrès considérables faits en imagerie cérébrale. Vous trouverez dans ce dossier, légèrement différent de sa forme habituelle, des renvois vers des articles de blog (de notre site Éduveille) qui nous ont permis d’approfondir des aspects techniques et d’illustrer nos propos : Ce dossier inhabituel par son volume peut être lu à plusieurs niveaux, les encadrés constituant soit un apport spécialisé (certains sont développés dans des articles publiés sur notre blog Éduveille), soit plus spécifiquement une illustration des croyances autour du cerveau, les neuromythes (également regroupés dans un article de blog Éduveille). [Retour au sommaire] Dyslexie

1960s "'60s" redirects here. For decades comprising years 60–70 of other centuries, see List of decades. Top, L-R: A soldier crawls on the ground during the Vietnam War; The Beatles, part of the British Invasion, change music in the United States and around the world. Centre, L-R: John F. Kennedy is assassinated in 1963, after serving as President for three years; Martin Luther King Jr. makes his famous I Have a Dream Speech to a crowd of over a million; millions participate in the Woodstock Festival of 1969. The 1960s was a decade that began on 1 January 1960 and ended on 31 December 1969.[1] The 1960s term also refers to an era more often called the Sixties, denoting the complex of inter-related cultural and political trends around the globe. Politics and wars[edit] Wars[edit] A child suffering the effects of severe hunger and malnutrition during the Nigerian blockade of Biafra 1967–1970. Internal conflicts[edit] Coups[edit] Prominent coups d'état of the decade included: Nuclear threats[edit]

Partie II - Le cerveau et la neuro-pédagogie digitale Suite le partie 1 ... La mémorisation Il existe plusieurs fonctionnements repérables de la mémoire. La mémoire procédurale est une mémoire perceptive. La rétention d’information est très courte s’il n’y a pas d’utilité. Par exemple « Quelle couleur était le sol en entrant dans le hall d’entrée ?» Les synapses stabilisés crée un réseau définitif et finissent par créer des routines ou « renforcement synaptique », comme un chemin qui se creuse à force de l’emprunter, même si des travaux sont réalisés sur le chemin, la trace demeure et une habitude de cheminement s’installe. La mémoire est affectée par les émotions. Il est aussi intéressant d’observer que le cerveau a un fonctionnement social. Quelques conseils pédagogiques : Créez des ancrages émotionnels pour augmenter le rappel des informations.Regroupez et fractionnez des informations pour en faciliter la mémorisation (ex: méthode des LOCI ou des MindMap). De l’intention à l’attention Un émiettement du travail est constaté. Bibliographie

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