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9 Practical Questions to Answer for Better Learning Experiences (Education 2.0 Conference in Dubai) (E/DE)

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Hello all. As promised, here are a few selected practical points/questions, which, among others, were discussed at the Education 2.0 Conference in Dubai last weekend from an international, multi-disciplinary and inter-generational perspective.

mathias sager Psychology & Art 2022-12-27 education 2 panel discussion
Panel discussion “Art and Art Education in the Shadow of the Pandemic”. Education 2.0 Conference Dubai 2022

I’m very grateful for the honor of having been part of the Education 2.0 Conference in Dubai these days. Getting the opportunity to discuss with so many bright and kind minds and receiving the Outstanding Leadership Award is another fantastic kind of motivation to further contribute to humane and awareness-intelligent learning and education with progressive and well-balanced multi-disciplinary, cross-cultural, and inter-generational approaches. I want to thank the organizers, the committee and jury, and all participants and supporters for this vital work in serving the successful and healthy development of human potential.

mathias sager Psychology & Art 2022-12-18 education 2 award 02
Outstanding Leadership Award Ceremony at the Education 2.0 Conference in Dubai 2022

Let’s continue the discussion. How would you answer?

  1. If learners (including learners with special conditions) do not understand how we teach, then we should make ourselves understood. Do you agree that communication is the sender’s responsibility (not the receiver’s)?
  2. Peer-to-peer learning is about students teaching each other. Do you see how you could use this approach more at our organization?
  3. The cell phone offers a (low-threshold) possibility to report difficult topics to address in person, if necessary. Could we use the cell phone constructively and even more in our education work? Perhaps there would be a fun way to reward more regular contact, even during absences? Perhaps we could also use apps for tele-counselling/supervision more often?
  4. To promote creativity and the openness required for it, it is important to prevent judgments as much as possible for the time being in the process. Are we (at any time) sufficiently judgment-free to make this possible?
  5. Often ideas and solutions are judged based on our educational and cultural background. Do we always ask “why” to be aware of this?
  6. Example: autistic people may stand out at school/work but be “normal” at home/recreation and learn more successfully there. Do we ask this environment enough about how learning happens otherwise?
  7. The Institute for the Future predicts that about 80 percent of technology jobs in 2030 are unknown today. So how/what needs to be learned to keep up with the reality of work? Is there still a need for school/education in its current form?
  8. The people concerned (e.g., people with ASD) are always the real experts on their condition. Are we using their expertise enough?
  9. Psychological services/approaches in everyday life can help clients. Should/could we promote even more mindfulness training, meditation, and similar methods?

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9 zu beantwortende praktische Fragen für bessere Lernerfahrungen (Education 2.0 Conference Dubai)

Hallo zäme. Wie versprochen, hier ein paar ausgewählte, evtl. für uns relevante und praktische Punkte/Fragen, welche unter vielem anderem an der Education 2.0 Konferenz in Dubai von letztem Wochenende international, inter-disziplinär und generationsübergreifend diskutiert wurden.

Wie würdet ihr antworten?

  1. Wenn Lernende (inkl. Lernende mit speziellen Konditionen) nicht verstehen, wie wir lehren, dann sollten wir Lehr-/Erziehungspersonen dies verständlich machen. Findet ihr auch, dass Kommunikation in der Verantwortung des Senders (und nicht in der des Empfängers) liegt?
  2. Peer-to-Peer Lernen nutzt, dass Kinder/Jugendliche sich gegenseitig Sachen beibringen. Seht ihr Möglichkeiten, wie wir diesen Ansatz bei uns noch mehr nutzen könnten?
  3. Das Handy bietet eine (niederschwellige) Möglichkeit, persönlich schwierig anzusprechende Themen ggf. trotzdem zu melden. Könnten wir das Handy diesbezüglich konstruktiv und noch mehr in unserer Bezugspersonen-/Arbeitscoach-Arbeit nutzen? Vielleicht gäbe es eine spielerische Art, regelmässigere Kontakte auch während Zimmerzeiten und auf Kurven zu belohnen? Eventuell könnten wir auch Apps für Tele-Beratung/Betreuung verwenden?
  4. Um Kreativität und dazu dienliche Offenheit zu fördern ist es wichtig, Beurteilungen/Urteile vorerst im Prozess möglichst zu verhindern. Sind wir (jederzeit) tatsächlich ausreichend urteilsfrei, um dies zu ermöglichen?
  5. Oft werden Ideen und Lösungen aufgrund unserer erzieherischen und kulturellen Prägung beurteilt. Fragen wir dabei immer nach dem «Warum», um uns dies bewusst zu machen?
  6. Beispiel: Autisten können in der Schule/am Arbeitsplatz auffallen, zu Hause/in Freizeit jedoch «normal» sein und dort erfolgreicher lernen. Fragen wir die Eltern/das Umfeld genug, wie Lernen sonst stattfindet?
  7. Das Institute for the Future sagt voraus, dass ca. 80 Prozent der Technologie-Jobs von 2030 heute noch nicht bekannt sind. Wie/was muss also gelernt werden, damit die Entwicklung mit der Arbeitsrealität schritthält? Braucht es Schule/Erziehung in der heutigen Form noch?
  8. Die Betroffenen (z.B. Leute mit ASS) sind immer die eigentlichen Experten ihrer Kondition. Nutzen wir ihre Expertise ausreichend?
  9. Psychologische Dienste/Mittel im Alltag können Klienten helfen. Sollten/könnten wir noch mehr Achtsamkeitstraining, Meditation und die Nutzung ähnlicher Methoden fördern?

Break out
Self-reflection tool (English)
Selbstreflexions-Tool (Deutsch)
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Paths to the true self

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Have fun looking at it (www.mathias-sager.com) and if you like what you see, welcome, and please spread the word. Thanks!

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The power of self-reflection

Self-reflection is the adventurous process of (1) becoming aware of self-judgment and developing self-motivation, (2) finding self-reliance and applying self-leadership, and (3) using self-imagination and exerting self-control.

There are available live 1-to-1 sessions on www.mathias-sager.com. Call, chat, or video-call!

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SOCIO-TEMPORAL WORLDVIEW PERSONALITY ASSESSMENT. Now basic online tool/report for free!

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A MORE RELEVANT AND HOLISTIC PERSONALITY ASSESSMENT. COME ON TO THIS PSYCHO-PHILOSOPHICAL ADVENTURE AT WWW.MATHIAS-SAGER.COM.

It’s not our circumstances that determine our lives; it’s our circumthoughts.

MATHIAS SAGER – PSYCHOLOGY

The ability to be aware and adjust the social and temporal scope in one’s thinking allows more effective approaches towards worries, remaining adaptive, and a sense of meaningful satisfaction.

Socio-temporal wheel SIMPLE EN

The scientifically and expert-validated novel Socio-Temporal Mental Schema Analysis (STMSA) provides a simple yet more relevant and uniquely holistic self-reflection tool that explores a person’s overall worldview. The tool, therefore, is an ideal starting point for further targeted and meaningful personal development.

Science and wisdom put into practice.
Based on the Socio-Temporal Mental Schema Analysis (STMSA).
Powered by Awareness Intelligence ™

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The novel self-reflection online tool / Das neuartige Online-Tool zur Selbstreflexion (TRY IT OUT)

socio-temporal matrix
socio-temporal matrix

Wholeness and coherence of thoughts.

The Socio-Temporal Mental Schema Analysis (STMSA) and its awareness intelligence properties

It’s online now: The novel Self-reflection Tool STMSA. It offers a simple yet holistic approach to explore one’s mental world. The tool’s matrix-organized systematic allows to navigate thought preferences, which indicate mental schema constellations that can explain personality tendencies and related psychological properties. Want to deepen your insight, expand your horizon, and harmonize thought patterns for increased thriving, meaning, and well-being?

Try it out for free at www.mathias-sager.com (available in English and German).

Sozio-temporale Matrix
Sozio-temporale Matrix

Ganzheit und Kohärenz der Gedanken.

Die sozio-zeitliche mentale Schemaanalyse (STMSA) und ihre Eigenschaften der Bewusstseinsintelligenz

Es ist jetzt online: Das neuartige Selbstreflexions-Tool STMSA. Es bietet einen einfachen, aber ganzheitlichen Ansatz, um die eigene mentale Welt zu erkunden. Die matrixorganisierte Systematik des Tools ermöglicht das Navigieren von Gedankenpräferenzen, die auf mentale Schemakonstellationen hinweisen, welche wiederum Persönlichkeitstendenzen und damit verbundene psychologische Eigenschaften erklären können. Möchtest du deine Einsichten vertiefen, deinen Horizont erweitern und Gedankenmuster harmonisieren, um mehr Erfolg, Sinnhaftigkeit und Wohlbefinden zu erzielen?

Probiere es kostenlos unter www.mathias-sager.com aus (verfügbar auf Englisch und Deutsch).

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99 Ways to Grow the Learner & Leader in You

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Think about personal development as a threefold set of understanding, that includes the psychology of learning, leadership, respectively self-leadership psychology, as well as developing a growth and global mindset. Growth always starts with you. This short program provides you with the knowledge, which, if you internalize and apply it, can radically change your behavior, and consequently, the results you produce, in your personal and professional life.

This recording contains progressive views and in-depth background information in a summarized way. Therefore, especially if you did not attend any prior program of mine, I recommend that you repeatedly listen to the following 99 ways to grow the learner and leader in you.

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Certificates of Awareness

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You can book a 1-to-1 online session to earn your Awareness Certificates as there are currently, due to Covid-19, no onsite nor group events happening.

You can choose from the 18 topics available, each qualifying for a session certificate. For a bundle of 6 sessions, the school issues a module certificate, and for the completion of the whole program (18 sessions), you are granted the highly distinguishable program-level certificate.

Session / Module / Proram list:

Course program 80 PERCENT IS PSYCHOLOGY_mathias sager_brochureDownload

For questions, please don’t hesitate to contact me at goodthings@mathias-sager.com.

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Take the ‘80% is Psychology’ Quiz!

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For all (and not so) personal developers! 🙂

Should you participate in the ‘80% is Psychology’ seminars/webinars? – Take the 3’ Quiz!

Promo Quiz 1

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Become aware and follow your inner calling that is your true self (Live Webinars)

The 80% is Psychology (Powered by Awareness Intelligence) courses

Become aware and follow your inner calling that is your true self.

Live Webinars starting on August 1st, together with Patty Wolters (https://www.dreampack.org/)

80% is Psychology (Webinar) page
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A casual conversation about the upcoming ‘80% is Psychology’ webinars (powered by Awareness Intelligence)

Warming up “uhm”:-) for the ‘80% is Psychology’ webinars. Looking forward to this exciting series, starting from August 1st, 2019 together with Patty Wolters!

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Want to expand your mental world?

Everything you achieve, become, and feel is the direct result of how you think! We are often made to believe otherwise; but in reality, our human experience is a mental world.

In the ‘80% is Psychology’ webinars, you get reminded of the fact that you can change your thoughts, and therefore, you can change your world. What it takes, however, is

  1. The realization that you are not controlled by your genes;
  2. The awareness that you can unlearn and learn whatever you want if you put in the effort; and
  3. The courage to say “no” to societal expectations and to connect to all humanity regardless of cultural divisions

If you want to increase your Awareness Intelligence for deeper experiences and more significant impacts in your private and professional life, I invite you to join our unique, interactive live online sessions; every Thursday, starting from August 1st.

I see you there!

80% is Psychology (Webinar) page
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Help and be helped! -> Simple and effective Affiliate program

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As you know I’m passionate about making a positive impact through promoting psychological concepts and practices. Over the last years I’ve developed and tested a program that is called ‘80% is Psychology (powered by Awareness Intelligence),’ which I’m relaunching on August 1st also as a Live Webinar. It would be great if you’d like to join sometime as well. Here are all the information and seat reservations: https://mathias-sager.com/80-is-psychology-online/

To farther spreading the word, to serve and inspiring more people, and to let you participate, you can refer the courses to your family, friends, etc. through the following affiliate program.

Help and be helped! -> Simple and effective Affiliate program

It’s secure and straightforward to being of this big help and getting a fair share at the same time:

  1. Join the affiliate program (https://www.sendowl.com/programs/13887/join/0e9f67f930)
  2. For any assistance contact me or see https://help.sendowl.com/help/joining-an-affiliate-program
  3. Having gotten the site link from the affiliate program, you can share the link with your family, friends, on your website, social media, etc. You can use the attached flyer with the link.
  4. Start earning and see the impact you make. Every time somebody reaches the webinar sales page from your affiliate link (site link) that you’ve shared and purchases a webinar, you will get 40% of the revenue, which will be paid to you the following month.
  5. Please share this post with others for deeper experience and bigger impact!

Thank you, and all the best!

Mathias

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Developing (Cultural) Empathy

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Empathic concern •Empathic concern goes beyond simply understanding others and sharing their feelings; it actually moves us to take action, to help however we can (https://www.inc.com)

Positive Empathy (and the avoidance of antipathy) can be taught! •The main roadblock to be removed is the distraction from paying attention. Motivate yourself to be more empathetic by knowing how important empathy is to personal (private and career) and collective well-being!

Emotional hypersensitivity •Emotional hypersensitivity does even sense covered negative emotions (Rozell, E., & Scroggins, W., 2010); Overdoses of negative feelings and pain of others may be a burden for anybody exposed to it (Young, E., 2016)

Misuse of empathy •Empathy can be for the good or the bad, e.g., not only for help, but for manipulation, bullying, and exert cruelty where it harms others most (Fairbairn, 2017)

Emotional contagion •Empathy for the physical and psychological suffering of others, can spread across a team. This is a relevant phenomenon for work places to address as it can cause depression and sickness. Some organizations, therefore, introduce stress-free zones (Young, E., 2016).

Social amplification of risk •Media plays a crucial role in reminding people of threats, coalition challenges, and feelings of uncertainty, which results in increases of the proclivity for prejudices against out-group members.

Empathic imagination •Imaginative empathy is one of the great gifts that humans have and it means that we can live more than one life. We can picture what it would be like from another perspective. – Dan Chaon

Course-3-Session-6-Developing-Cultural-Empathy_v02-compressed

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Strategic and Systems Thinking & Global Talent Management Strategies

  1. Strategic thinking involves SYSTEM THINKING, reframing (e.g., positive thinking), and reflection (e.g., evaluating one’s reasoning). Strategic thinking is best enabled in unforceful leadership communities and has positive effects on information seeking behavior (Pisapia, J., 2006)
  2. A system thinker (as compared to a linear thinker) is able to improve the performance of a whole by not only improving its parts but by enhancing the RELATIONSHIPS AMONG THE KEY PARTS systemwide.
  3. Often, solution approaches are rather reactive and focus on addressing symptoms rather than the underlying problems. CHANGES COMES AT THE LEVEL OF CULTURE, mindset, by regenerating MENTAL MODELS based on (self-) awareness.
  4. Be aware of the heuristics (“rules of thumbs”) in DECISION-MAKING STRATEGIES. For important decision, mental shortcuts may rely too heavily on limited (personally available) and representative (personal image) information.
  5. Although GLOBAL MOBILITY SURVEYS (BGRS, 2016) report the strategic importance of global mobility function for the competitive advantages of large organization, only 10% of the respondents answered that their company’s global mobility strategy is aligned with the broader talent agenda.
  6. Immersion into international assignments/expatriation may foster more deep LEARNING ABOUT THE ‘HOW’ AND ‘WHY’ of how foreign cultures on the otherwise invisible level work. This can be beneficial for individual career capital and talent retention.
  7. Different career trajectories (e.g., dual careers) require a more strategic ALIGNMENT OF LIFETIME STAGES AND CAREER STAGES that are integrated into the organization’s strategic direction.
  8. Cultural tightness (independent of nationality, culture, and legislation for gender equality), in some organizations in some countries, hinders ADVOCATING WOMEN LEADERSHIP (Toh, Leonardelli, 2013)
  9. REVERSE/BACKWARD MENTORING can help to bring together the younger generations’ digital talent and the older colleagues rich experience, while providing both a possibility to engage and develop (Claire, 2011).
  10. More PROFESSIONAL FREEDOM, MEANINGFUL WORK, and WORK-LIFE BALANCE tend to constitute job characteristics increasingly crucial as a high-level tendency across different cultures. The question remains how far these can be achieved in environments of fierce competition and profit requirements.
Course-3-Session-5-Global-Talent-Management-Strategies_v02-compressed

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Global Mindset, Intercultural Sensitivity, and Global Communication Competency

Course-3-Session-4-Global-Mindset_v02-compressed

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Mobility, Cultural Agility, & Cultural Humility

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Course-3-Session-3-Mobility-and-Cultural-Agility_v02-compressed

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Human Capital & Success in Learning

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Human capital

Human capital refers to the production factors, coming from human beings, that are used to create goods and services. These include knowledge, skills, habits, and social and personality attributes (marketbusinessnews.com).

Neuroplasticity

Changes to neurological pathways in the brain take place with practice. This would suggest that innate talent has no/little role to play (C. Ackerman, 2018)

Metacognition

Metacognition as the study of mental processes is about “thinking about thinking” and “learning how to learn” (Flawell, 1979).

Expert learners

Expert learners are more aware of/able to monitor systematic cognitive processes and therefore have more knowledge and better problem solving capabilities (Laureate education).

Self-efficacy

Self-efficacy comes from own believes and attitudes that are stronger than social discouragement (Adapted from Bandura, 1997).

Efficacy judgments

Self-efficacy is influenced by four factors: Verbal persuasion (encouragement), vicarious experiences (role models), performance outcomes (motivational lifts), and physiological feedback (arousal) (Bandura, 1977; Redmond, 2010).

Motivation success

Motivation success will increase if the individual attributes his/her successes & failures to internal, unstable factors over which he/she has control (e.g., effort) (Weiner, 1974).

Just World Hypothesis

To make meaning of the world, people tend to have a need for believing that the world is fair. However, people often are less generous about other people than about themselves (M.J. Lerner, 1980).

Course-3-Session-2-Developing-Human-Capital-Success-in-Learning-_v01-compressed

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The Psychology of Talent, Competencies, and Appraisal

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Takeaways from ‘80% is Psychology’ session, January 23rd, 2019 in Tokyo.

  1. Unlike the fixed influence of genes on body size, elite achievement is rather the result of differences in experiences, training, (elite) education, and networks.
  2. Whether talent develops or not heavily depends on how and to whom organizations allocate their resources.
  3. IQ test results from children do not support a relationship with later exceptional performance.
  4. Avoid mindless repetitions that arrest development. Instead, deliberately practice by focusing purposefully and systematically your attention on performance improvement.
  5. The Pygmalion effect: Viewing somebody as a talent could result in a self-fulfilling prophecy. Good managers can use this phenomenon positively by instilling high productivity in their employees through their high expectation.
  6. There is scientific evidence that talent geographically concentrates where there is diversity.
  7. The Peter Principle: Employee careers tend to rise to their level of incompetence. Therefore, do appreciate people who are modestly staying with and competently doing their jobs.
  8. Team talent: Celebration of “stars” should not neglect the importance of the whole team (incl. B) players
Course-3-Session-1-The-Psychology-of-Talent-Competencies-and-Appraisal_v02-compressed

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Leadership & (Em-)Power(-ment)

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From our ‘80% Percent is Psychology’ session, Wednesday, January 16th, 2019. Thanks all for the great discussions!

  • Force causes counter-force; and transactional leadership likely results in compliance only; It is transformational leadership based on inspiration and collaboration that increases most follower’s involvement and true commitment.
  • It is not the acquisition of power (whether it be positional or personal), but the mindset through which it is employed which determines the nature and effectiveness of leadership.
  • Agile leaders are able to cope with uncertainty and complex issues. Based on self-awareness, they are willing to ask for help and transfer experiences and values to different areas of the business, which is inspiring and developing others too.
  • Representativeness posits that leaders need to demonstrate how they are similar to their followers and then succeed by representing the values of the group. Leaders themselves may be required to adapt to followers to ensure continued representation.
  • Leadership and follower diversity is an important contributor to organization’s success (DuBrin, 2016). Unfortunately, gender stereotypes still cause a preference for men in ‘power’ roles. •Acceptance of inequality doesn’t stem from a passive stance, but rather an active endorsement that allows to justify and perpetuate the status quo.
  • System Justification Theory (SJT) states that an underlying ideology is motivating the justification of social order in a way that contributes to the often-unconscious belief of inferiority most strongly among individuals of underprivileged groups. Although it is a myth that Western Societies are characterized by equality of opportunity, studies found that a majority’s belief in equality helps to justify a meritocratic ideology, i.e., that it is, given we all start with the same possibilities, fair that individual differences are rewarded. The motive to legitimize economic inequality is further blocking critical thinking capacities with severe consequences for the economic and psychological well-being of marginalized persons (Godfrey & Wolf, 2015).
  • It’s a good description for Authentic Leadership too: “Your true character is most accurately measured by how you treat those who can do ‘nothing’ for you.” – Mother Teresa
Course-2-Session-6-Leadership-Power-and-Influence_v02-compressed

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Inspirational Leadership: Allowing the Soul to be Free

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1.Inspirational leadership is a less studied, but holistic concept that centers within the presence of a whole mind that is aware of the being and doing of the self and others.

2.As an inspirational leader who gives ideas to others, investing time and effort into self-development is vital. One can only give what’s inside of him/her.

3.The human side of leadership is fundamental for an inspirational interaction between leaders and followers.

4.The most appreciated leadership aspect is the ability to inspire. The capacity to inspire does result in high employee commitment.

5.Inspirational leaders positively influence employee characteristics, such as independent thinking and pro-activeness. These qualities not only foster innovativeness and drive business performance, but also have a positive effect on followers’ happiness at work.

6.The quest for the ‘Why,’ critical thinking, purpose, passion, and caring emotional intelligence all come from within oneself. Self-awareness and autonomy is the foundation for accessing the source of inspiration. Allow your soul to be free.

7.Authenticity is the core of inspirational leadership. Authentic behavior arises when the ‘who you are’ and the ‘what you do’ are aligned. A genuine and ethical leader differentiates between the true needs of his/her inner being as compared to the many and often conflicting demands and conditions of society.

Slides from our 80% is Psychology event, December 12th, 2018 in Tokyo.

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