A Systems Thinking Approach to Reflective Practice in Blogs: Implications on Social-Emotional Learning and Resilience Building

Brailas, Alexios

doi:10.35542/osf.io/hwrvc

Cited by 3 publications

(3 citation statements)

References 20 publications

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“…Schools should be relational communities that create optimal conditions for learning, by supporting facilitating, and encouraging participants in their inquiry toward personal and collective flourishing and well-being (Lewis, 2020). In an appreciative relational community, participants develop a rich set of social-emotional skills, learn to recognize diverse perspectives, and experience how different, and often competing, ideas may be turned into a process of co-creation (Brailas, 2020b). To design thriving learning communities, we first need to understand how nature sustains and promotes life.…”

Section: The Call For a New Pedagogy For The 21st Centurymentioning

confidence: 99%

Rhizomes, nomads, and complexity: A new relational pedagogy for the era of networks, social media and artificial intelligence

Brailas¹

2022

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Today, we live in an era characterized by unprecedented technological development and the rise of artificial intelligence mediated technosocial spaces. In this context, it becomes more and more evident we need a different conception of learning that shifts the focus from the consumption of disembodied knowledge to the catalyzation of personal and collective development through the formation of meaningful and transformative synergies. knowledge exists only in a web of relationships and education's primary goal should be to facilitate the development of learning communities where students can engage in meaningful relational activities with their peers and with the world outside. Rhizomatic learning networks are self-organized collectives able to demonstrate emergent properties like novelty and innovation. In this article, we try to envisage a new nomadic pedagogy for the 21st century that facilitates the development of learning rhizomes, negentropic islands in an entropic environment, self-organized and evolving learning organizations. We suggest there is something in learning that you can realize, understand, and take advantage of, only if you look at it as the developmental process of a living rhizome.

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Section: The Call For a New Pedagogy For The 21st Centurymentioning

confidence: 99%

Rhizomes, nomads, and complexity: A new relational pedagogy for the era of networks, social media and artificial intelligence

Brailas¹

2022

Preprint

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“…And this skill and attitude and mentality lies at the core of helping prevent bullying and empower a community: nurturing the ability to relate and connect with different human beings instead of isolating, scapegoating, and attacking. This interpersonal work is a prerequisite for promoting social-emotional learning and raising empathy (Brailas, 2020a;Goleman & Senge, 2014). As Hessler and Lambert (2017) point out, "storytellers recognize one another as peers as they move through a shared creative struggle and culminating experience.…”

Section: Concluding Thoughtsmentioning

confidence: 99%

Digital storytelling and the narrative turn in psychology: Creating spaces for collective empowerment

Brailas¹

2021

Preprint

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In this article, we propose a model that combines digital storytelling with narrative practice to create a facilitated peer-to-peer experiential learning space for collective empowerment. This model was inspired by an educational intervention that utilized participatory digital comic strip making to raise students’ awareness of bullying and its consequences. The makerspace involved allows for the creation of digital artifacts representing participants’ personal narratives. Narrative practice is grounded in the idea that there are no problematic people but rather not effective narratives about how people are supposed to act. Making digital stories, getting constructive peers feedback, and then releasing more polyphonic and adaptive sequel versions is proposed here as an effective way to raise participants’ awareness and help them integrate different points of view, as well as enrich their narratives on critical social phenomena. A significant advantage of the digital storytelling genre employed is that the digital artifacts produced have a concrete material presence: they can be shared, performed, or modified. Participants, with the help of their peers, participate in a group process facilitated by their teacher, aiming to locate and change problematic elements in their stories, and by doing so they materialize and consolidate the improvement in their personal narratives.

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“…(Brailas, 2021, p. 12) And this skill lies at the core of a culture of inclusivity: nurturing the ability to relate and connect instead of isolating, scapegoating, or attacking the different other. This intra-and inter-personal work is a prerequisite for promoting social-emotional learning and raising empathy (Brailas, 2020;Goleman & Senge, 2014).…”

Section: Introductionmentioning

confidence: 99%

Relational, Appreciative, and Process-oriented Digital Storytelling: A Duoethnography

Brailas

Sotiropoulou

2023

Hu Arenas

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In this paper, we propose an approach to group and community digital storytelling based on the following pillars: (a) extensive periods dedicated to group forming; facilitating meaningful interactions and members synergies through organized group work activities, (b) cultivating an appreciative and inclusive culture that takes advantage of the individual differences, and (c) a process-oriented practice, informed by systems thinking, that listen to the individuals’ voices and needs as well as to the group-as-a-whole process. In this context, digital storytelling could help people and communities to re-author themselves in more empowering, meaningful, and life-promoting ways. In the first part of this work, we discuss the theoretical underpinnings of our approach, we describe the details of a first pilot offering, and we provide an initial narrative evaluation by the participants. In the second part, we engage in an evocative duoethnography of our practice to provide a narrative, performative, in-context, and dense description of our lived experience as designers and facilitators, and as human beings that we actively participated in the unfolding of our program. Implications for the transformative power of duoethnography are discussed.

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A Systems Thinking Approach to Reflective Practice in Blogs: Implications on Social-Emotional Learning and Resilience Building

Cited by 3 publications

References 20 publications

Rhizomes, nomads, and complexity: A new relational pedagogy for the era of networks, social media and artificial intelligence

Rhizomes, nomads, and complexity: A new relational pedagogy for the era of networks, social media and artificial intelligence

Digital storytelling and the narrative turn in psychology: Creating spaces for collective empowerment

Relational, Appreciative, and Process-oriented Digital Storytelling: A Duoethnography

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