2.2. The notion of risk taking The theoretical notion of risk taking comprises several dimensions of ambiguity and unexpectedness. At its most general, risk taking refers to the willingness to be risky in specific conditions. Many scholars have paid more attention to the process of risk taking rather than to its outcomes. Proponents of such view give emphasis that the process of taking risks begins by having an array of actions to choose in order to solve a task (Beebe, 1983). Bem (1971, as cited in Beebe, 1983) identifies the significance of choices and further considers risk taking a process of constant selection of actions which can lead the learner to a worse position (ibid). On the one hand, it can be asserted that Bem’s negative view of language risk taking does not identify the value or usefulness of being venturous in the classroom. Bem does not pose the idea of risk taking as a possible positive agent in the academic scenario, but he mentions a vital constituent of the risk taking process: selection of courses of action. Definitely, a risk taker has to select what is considered the best option at the moment of making a decision. Therefore, risk taking includes uncertainty not only of the outcome but also of the action or procedure selected …show more content…
Learners' personal variables and their affective states are of crucial importance in accounting for individual differences in learning outcomes (Ellis, 1994). Personal variables influence language learning at the individual level. According to Schumann and Schumann (1978), personal variables or factors interact with cognitive, affective, and socio cultural variables in patterns that are idiosyncratic for each individual. Personal variables represent learner's gender, personality, desire to learn, and the way they choose to go about
In “Ethos and Error: How Business People React to Errors”, Larry Beason (2016) demonstrates how academic mistakes affect both students and teachers, especially business people. Beason’s main argument is that errors influence seriously on nonacademic audiences, not only in common reading but also in normal life. To prove his point of view, Beason does his experiment on fourteen business people reading articles about business and everyday handwriting and see how they react. Beason divides his examination into two phases: a survey with twenty mistakes and an interview with everyone. In the questionnaire, the author introduces five common academic errors and each of them consists four examples.
Though, Wayman tries his best to teach his students to use “Learning as self-defence. The more you understand about what occurring around you, the better prepared you are to deal with difficulties ” (pg.1, Ln. 27-29); his students tend ignore him and use easier methods like the ‘Vacinnatination Theory of Education’ or the ‘Easy Listening Theory of Learning’ (Wayman 1, 2). The same boredom from the students is shown in “Crow Lake” with one student who even “yawned so massively that she seemed in danger of dislocating her jaw” (pg.6, Paragraph 13). This act of boredom, caused by the dull lesson, gets to the teacher, making her unable to continue with her lesson plan and forces her to leave the classroom.
This means that the act is riskier because the stakes are
Our decisions should be well thought out and reckless ones should be avoided, no matter if “most of the smart ones get away” or
In the essay “Why the Reckless Survive” by Melvin Konner, the author describes why individuals perform reckless activities. Konner also explains that people do no think clearly about the risks that they are taking, and provides assumptions about why we do what we do. In the essay “In Wildness is the Preservation of the World” by Michael Dirda, the author states that we should re-inspire our children with noble ideals, and persuade them to build a new world. In the essay by Melvin Konner the author provides many sources such as psychologists, physicians, sociologists and many more to explain his assumptions about why people participate in reckless behavior.
Risks are a possibility of loss or injury; all humans at least once in their lifetime have to do something risky. If life has no risks, you’re not really living it, since we humans do not grow as a species (or society) if there is no challenge in life. People in this world must have challenge and struggle to overcome an obstacle in their life to discover the real world. This way a person will grow physically and most importantly, mentally, to never do something adventurous or take the easy way out is on them. Krakauer, Emerson and Thoreau all have their own ideas on risk, but they all have in common is that risk can change a person for the good or bad.
Since the dawn of humanity, people have acted with various intentions and various degrees of judgement. For centuries, people have considered the necessity of considering the outcomes before action. In “The Rime of the Ancient Mariner”, Samuel Taylor Coleridge argues that one should avoid impulsive action. Similarly, Frankenstein by Mary Shelley concerns the importance of contemplating the outcomes before action. One should never act without consideration, instead avoiding impulsive behavior.
It is also important to acknowledge the difference between unwise decisions (which a person has the right to make) and decisions based on a lack of understanding of risks, or an inability to weigh up information relevant to a
Is risk taking worth the effort? By: Gwen May Have you ever taken a risk? Risks are things that may have a positive or negative outcome. Whether it is something small like trying something new.
Taking a risk means that you are stepping out of your comfort zone, trying something new, and doing something you might be unsure about .When we take risks we are broadening our knowledge and understanding ourselves better. Risks help us learn new things and grow as people. People who take risks are more sure of themselves, they have a better understanding of the world around them. The risks will change you in some way and will impact your life usually for the better.
J. What is controlled choice? Retrieved October 02, 2016, from http://www.wral.com/asset/news/education/2010/07/27/8044241/controlledchoice.pdf Antonio, A. L., Chang, M. J., Hakuta, K., Kenny, D. A., Levin, S., & Milem, J. F. (2004). Effects of Racial Diversity on Complex Thinking in College Students. Psychological Science, 15(8), 507-510. doi:10.1111/j.0956-7976.2004.00710.x
In Paulo Freire’s essay The “Banking” Concept of Education, Freire highlights two differing forms of education: “banking” and “problem posing”. The banking concept is one in which the students are simply being “filled” by the teachers’ transferal of information, rather than actually learning material (Freire 216). This type of education resists dialogue and suggests that the students are simply objects in a passive setting that they have essentially accepted. Often this causes certain facts to be concealed and a lack of true critical thinking, especially about reality. On the opposite side of the spectrum, problem posing encourages communication.
And so I further consider the approaches of choice theory from Glasser (1988) as it draws from both humanist tradition and cognitive theory (Porter, 2000). Glasser asserts that behaviour is determined by the student’s choice, not teacher control (1988). Under choice theory there is potential to influence and create quality teaching and learning experiences through focusing on the students’ needs and the teacher’s ability to practice positive relationship habits such as caring, befriending, trusting and supporting (Glasser, 1998). It is an encouraging approach to call upon in the future as it reminds the teacher to consider their own behaviour first, before responding to the
Everyday, people are faced with the task of making decisions. Most people decide when to wake up, what to eat, what to wear, who to interact with, and countless other choices. In a world surrounded by choices, people are confronted with easy-to-make and, conversely, challenging decisions. A decision can be influenced by one’s own experience, logic, and feelings. Making a decision is synonymous with a result; whatever choice one accepts, results in a particular outcome.
While the behaviourist approach can be used to explain simple tasks, it becomes much more problematic in the learning process when tasks and objectives become more complex, such as with higher education. Even though behaviourism has had a major impact on the education in the western world, some critics highlighted the theory’s limitations by stating it was merely a scientific model that has been tested in a laboratory under specific test conditions, and how humans have a higher cognitive process than animals. They also found the theory to be dehumanising and unethical, not to mention that there was no consideration to the humans’ thought complexity compared to animals. A possible problem in relation to teachers utilising behavioural strategies in the classroom, such as praise or time-out, is the potential for haphazard, inconsistent and incorrect implementation (Angela M O’Donnell 2012, p