RESPECT

FOR SELF

 

 

Respect for self is about identifying our emotions about different topics and becoming aware on how they influence our views on these topics.

Learning and thinking critically is also an emotional process. We need time and space to be able to share our stories, fears, concerns, and anxieties in a safe environment.

five key emotions activate OR deactivate tHE desire to learn

 

Pride (Activating)

Joy (Activating)

Boredom (Deactivating)

Hopelessness (Deactivating)

Anxiety (Activating or Deactivating)

We can consider pride and joy to be activating and when we feel these emotions, we are more likely to engage with the topic and in critical thinking. Boredom and hopelessness are on the opposite end of the scale. When we feel these emotions, we generally have lower interest and the ability to create new connections in our brain reduces. Anxiety on the other hand, can either be activating or deactivating, depending on much we feel in control of it. It is important to recognise that emotions play a significant part in our learning and ability to think critically.

In the process of learning, our brain makes sense of new information by connecting it with prior knowledge. Therefore, critically thinking skills can be built upon by relating new information and connecting it with our own cultural and prior knowledge. Putting a context to issues helps us understand them better.

Lets take a look at the Canadian folk tale “War of the Ghosts”. Read this story to yourself (once) and then retell the story to someone. Then ask that person to retell the story to someone. At the end, listen to the final version. 
More Info

WAR of the ghosts

One night two young men from Egulac went down to the river to hunt seals and while they were there it became foggy and calm. Then they heard war-cries, and they thought: “Maybe this is a war-party”. They escaped to the shore, and hid behind a log. Now canoes came up, and they heard the noise of paddles, and saw one canoe coming up to them. There were five men in the canoe, and they said:

“What do you think? We wish to take you along. We are going up the river to make war on the people.”

One of the young men said,”I have no arrows.”

“Arrows are in the canoe,” they said.

“I will not go along. I might be killed. My relatives do not know where I have gone. But you,” he said, turning to the other, “may go with them.”

So one of the young men went, but the other returned home.

And the warriors went on up the river to a town on the other side of Kalama. The people came down to the water and they began to fight, and many were killed. But presently the young man heard one of the warriors say, “Quick, let us go home: that Indian has been hit.” Now he thought: “Oh, they are ghosts.” He did not feel sick, but they said he had been shot.

So the canoes went back to Egulac and the young man went ashore to his house and made a fire. And he told everybody and said: “Behold I accompanied the ghosts, and we went to fight. Many of our fellows were killed, and many of those who attacked us were killed. They said I was hit, and I did not feel sick.”

He told it all, and then he became quiet. When the sun rose he fell down. Something black came out of his mouth. His face became contorted. The people jumped up and cried.

He was dead.

Reflection

A group of British soldiers were asked to retell this Canadian folk tale. The British soldiers replaced words unfamiliar to them with other words, which were a reflection of their own personal and cultural experiences, as well as their prior knowledge of the topic. The words “hunting seals” were replaced with “fishing”. The word “canoes” was replaced with “boats.” The British soldiers replaced unfamiliar words and retold the story with their own personal experiences and cultural background.
Compare the final version you heard with the original folktale. Write down all the words and sentences that were changed and replaced with the personal experiences and cultural background of your peers.

finding connections from

cultural and

social knowledge

CONNECT THE TOPIC TO YOUR OWN EXPERIENCE (ON YOUR OWN).

Choose a topic as a class or from these list of topics. A printable version of this activity can be found in student resources. Answer the following questions below:

  • How do I feel about this topic?
  • Why do I feel this way about this topic?
  • Does any of my background influences affect how I feel about this topic such as my religion, ethnicity, if I belong to a big or a small family, what my friends think?
  • What would it take to stop me thinking this way about this topic?
  • How important is it to me, to make others think the same way that I do?

TELL YOUR STORY OF YOUR OWN EXPERIENCE WITH THE TOPIC (IN GROUPS)

Tell your story, relating it to your own experience with the topic. This can be an event, something you have read, heard, or watched that relates to this topic. Do not mention the names of others as you do not have their permission to tell your story. If you don’t have experience of the topic but have some ideas, you can share these too.

Move on to the next stage (respect for reason) when everyone has shared their stories and ideas. 

OBSTACLES TO CRITICAL THINKING (Respect for Self)

Confirmation bias is an obstacle which hinders our ability to think critically. It particularly affects the Respect for Self component of the Street Smarts model.  

Confirmation bias

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