Junhwan Paul Kang | Blog
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What is the idea?

In philosophy, ideas are usually construed as mental representational images of some object. Ideas can also be abstract concepts that do not present as mental images.[Many philosophers have considered ideas to be a fundamental ontological category of being. The capacity to create and understand the meaning of ideas is considered to be an essential and defining feature of human beings. In a popular sense, an idea arises in a reflexive, spontaneous manner, even without thinking or serious reflection, for example, when we talk about the idea of a person or a place. A new or original idea can often lead to innovation.

Creative A.C.T with CollisioN™

Creative A.C.T with CollisioN™ is a kind of innovative program for potential young entrepreneurs. and A.C.T has doubled meanings with the process and elements. The first definition of the elements is Art, Charity, Technology. However, BigC School’s program never handle it as the separated elements like stem education. We always strive for young entrepreneurs to go through activities with the integrated approach in Time, Space and Life. I have expected that throughout the whole creative activities has been integrated three elements, Young entrepreneurs might get the opportunities to achieve the simple goal which They set before entering Creative A.C.T program.

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Spiral perspective 360°+1° approaches

Perspective taking skills are rooted in a cognitive skill called, “Theory of Mind.” A formal definition of Theory of Mind is, “an understanding of other people’s mental states” (their thoughts, feelings, desires, motivations, intentions). People use this information to make sense of other people’s behavior, predict what people may do or say next, and to think about one’s own social behavior and adjust it accordingly. Theory of Mind deficits may result in difficulties with: being sensitive to other people’s feelings, taking into account background knowledge, reading the listener’s interest level in conversation, detecting a speaker’s hidden meaning, anticipating what others think of one’s own social behaviors, and understanding “unwritten” social rules.

The foundations of Theory of Mind skills develop gradually from infancy until 6-7 years of age.The most basic level is referred to as understanding “First-order False beliefs.”This means a child can understand one person’s belief about something.“Second-order False beliefs” refer to understanding one person’s belief about another person’s belief.Finally, “Higher order False beliefs” refer to understanding what people think that others think about their thoughts.

Parallel to the development of basic perspective taking skills throughout childhood, a child is undergoing the development of empathetic thinking as well. Empathetic thinking is also a demonstration of perspective takingability.There are 5 stages of development:

Stage I:Global Empathy– During 1st year of life, babies cannot distinguish between their own discomfort or that of another child, so they may cry when they hear another child crying.

Stage II:Egocentric Empathy – Around age 1, children understand another person’s discomfort is not their own – may show great concern for the person who is crying.

Stage III:Emotional Empathy – 2-3 years of age may identify the source of discomfort for another person-may offer to help or ask a question

Stage IV:Cognitive Empathy – By about age 6, a neurotypical child can see things from another’s perspective, so there is a noticeable increase in their efforts to provide comfort, support and to try to help and fix the problem.

Stage V:Abstract Empathy – By ages 10-12, a child can extend sympathy beyond people they know to more global situations such as world hunger, war victims, homelessness, etc.

Perspective taking skills relate to pragmatic development in that they assist children to be able to demonstrate empathy and sensitivity in friendships, interpret and react to non-verbal cues, predict other people’s reactions to one’s own social behaviors, and increase self-awareness of interaction skills. Fostering perspective taking abilities is a critical component of social language programming and intervention.

The Teaching Ideas section under this Perspective Taking skills page contains ideas for you to explore and PDF documents you can download and use. Check back often to find new ideas!

Hidden 1 Level and 9th Technology Readiness Level

Technology Readiness Levels (TRL) are a method of estimating technology maturity of Critical Technology Elements (CTE) of a program during the acquisition process. They are determined during a Technology Readiness Assessment (TRA) that examines program concepts, technology requirements, and demonstrated technology capabilities. TRL are based on a scale from 1 to 9 with 9 being the most mature technology. The use of TRLs enables consistent, uniform, discussions of technical maturity across different types of technology. A comprehensive approach and discussion about TRLs has been published by the EARTO.