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Today's free blink was about Mary Wollstonecraft. It was written by Lyndall Gordon in 2006.
Interestingly enough, the suburb of Wollstonecraft is named for one of Mary's nephews who fled to Australia to escape the association with Mary (according to wikipedia)! en.m.wikipedia.org/wiki/Wollstone…
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Mary experienced a number of adverse childhood events in today's parlance. She also helped her younger sister escape an abusive husband.
"She couldn’t stand a system that taught women to simply repeat back the ideas they were told and never generate any of their own thoughts..."
Sounds rather progressive. Construction of new knowledge.
"She deplored the value society placed on trivialities like clothing and hairstyles."
I'm liking Wollstonecraft already!
"Mary wanted to set up a system that would teach her pupils how to think – not just to learn by rote, but to compare and combine ideas in new ways."
"She taught students a simple, clear writing style, devoid of flowery language and Greek and Latin words intended to signal one’s intelligence."
I hate the insider/outsider aspects of language.
"And she emphasized the needs of individual students, avoiding a one-size-fits-all approach that would only benefit certain children."
No one-size-fits-all in education. I've come to agree with the way Mary saw the world, I think.
Mary "believed that emotional intelligence was not learned at school but at home; a loving, compassionate temperament could be instilled by a child’s parents."
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Wollstonecraft published A Vindication of the Rights of Woman in 1792. "Mary dreamed not of a world in which men were feminized, but one in which both sexes were politically empowered and taught the principles of kindness, compromise, nurture, & listening"
"Women, Mary argues, are not naturally inferior to men – they are merely constrained by a system that stunts their growth."
Mary also went to Paris to see the French Revolution.
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After some adventure, Mary ended up back in England and married William Godwin. She had a daughter with him who would write Frankenstein (Mary Shelly).
Godwin ended up writing Wollstonecraft's memoir but didn't give it a fair account because he didn't know her long enough.
In time, her reputation was restored amongst the pantheon of feminist pioneers.
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"Devote more time to evaluating your ideas, values, and goals." They want us to be strategic. This reminds me of planning out your exam answer in a short answer question.
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The Contrarian is a book written by @chafkin about Peter Thiel. I had heard of Thiel before - I think in the context of Hulk Hogan.
I've finished my CPD triennium, and I'm thinking of how to best incorporate feedback and reflective processes into my practice going forward rather than the last minute scramble that it was this year. I'm thinking of two automated systems.
The first is routine MSF. I could set up an online anonymous database (like survey or qualtrics), print out business cards with the site/QR codes, and hand them out each time I work. A simple: What's one thing I did well? What's one thing I could do better?journals.lww.com/jcehp/Abstract…
The 2nd is patient feedback. Can do it the same way (surveymonkey/qualtrics), but what do I measure? The DISQ might be the answer. ncbi.nlm.nih.gov/pmc/articles/P…
They're talking about trust. Immediately I think of Brene Brown, Onora O'Neill, and most recently @CasDamian's paper.
"Trust is evidence resistant" according to @AndreaRizziMelb. It works on a number of different levels as outlined in this slide.
Trust signalling is a rhetorical device.
Interesting - as an anaesthetist I recognise I trust signal to the patient that I'm going to take good care of them when I render them unconscious to decrease their anxiety.
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We gain our skill over the course of our careers, not through attending courses." Learning takes place all the time" and we need to have a broader perspective of what learning looks like. i.e. we need to change our epistemology or concept of how we learn.
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"Employees often learn more effectively in-the-flow of work, rather than in a course."
I think this is the principle underlying the work-integrated-learning movement. (Billett)