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David C. Korten Berrett-Koehler Publishers ePub

At this stage of history, one of two things is possible: Either the general population will take control of its own destiny and will concern itself with community interests guided by values of solidarity and sympathy and concern for others, or alternatively there will be no destiny to control.


Empire’s greatest tragedy is the denial and suppression of the higher-order possibilities of our human nature. The culture and institutions of the Wall Street economy cultivate and reward our capacity for individualistic greed, hubris, deceit, ruthless competition, and material excess.

They communicate the message in both subtle and unsubtle ways that this is our human nature and that it is all for the good because individualism, competition, and greed drive economic innovation and growth. Our capacities for sharing, honesty, service, compassion, cooperation, and material sufficiency are denied and discouraged, even punished.

The touts of Wall Street would have us believe “there is no alternative.” Former British prime minister Margaret Thatcher gave it a name: TINA. To accept TINA is to give up all hope of a future for our children.

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A Gentle Command

Elizabeth Jennings Carcanet Press Ltd. PDF
Medium 9781855757042

CHAPTER FOUR: Concern and control: Caring and coercive aspects of the psychoanalytic situation

Roy Schafer Karnac Books ePub

The terms coercion and concerned care are so general that they are open to widely different applications; I will be detailing my use of them as I go along. My dwelling particularly on coercion should be understood not as a warning or proscription, but rather as an effort to bring balance and add depth to our understanding of analysands’ multiple modes of experiencing the analytic setup and process. Analysts have not yet adequately emphasized, or even much considered, how these modes can induce in the patient feelings of being coerced and, in the analyst, feelings of being coercive. To begin with, it is not useful to think of coercion and care as single variables or as opposing, dichotomous factors. We analysts are constantly working in complex and fluid contexts that can be deconstructed. Contextual analysis defies dichotomous thinking. In dealing with care and coercion, as with all other significant analytic variables, we are obliged to go on and on analyzing interlocking, multifaceted transferences and countertransferences, all of them expressed or hinted at in fantasies and enactments, some of them typical and expectable and some surprising.The discussions that lie ahead in this essay are these: first, some consideration of concerned care; then, examination of four regular and essential features of analytic work around which coercive experiences and enactments tend to gather. These features are interpretation, the analyst's working in a responsible manner, free association, and collaboration with the analyst. A fifth feature is not ordinarily included in lists of recommended analytic interventions, though not infrequently it makes an appearance in our work, usually inadvertently and subtly, but nonetheless with coercive effect. That feature is reassurance. Manifestly an expression of concerned care, reassurance has a coercive potential through which it may have a paradoxical effect: providing both relief or comfort while adding to the emotional distance between analysand and analyst.

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Chapter 9 Sustaining the Work

Kim Bailey Solution Tree Press ePub


•  In a PLC, the goal is continuous improvement. Common formative assessments can be the driving force of that improvement.

•  Teams can sustain their efforts by continuously focusing on the why, examining their results, and celebrating their successes.

•  Common formative assessments are best implemented as part of a system—one that informs interventions and teacher practice on a schoolwide basis.

We’ve had the pleasure of working with teams across the United States as they have developed and used common formative assessments. With few exceptions, two patterns have emerged.

First, when teams collaboratively design, implement, and analyze common formative assessments, their collective understanding of what students should know and do greatly increases. Second, when teams use common formative assessments, they shift from lesson planning to learning planning. Teams are focused on getting the desired results from students and responding accordingly when students are not learning. Teams steeped in the use of common formative assessments don’t blame the students—on the contrary, they examine their instructional practices and find solutions for supporting student learning.

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Sharon Hamblin Hunter Publishing ePub

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