Stuart Shanker

Last updated

Stuart G. Shanker (born October 14, 1952 [1] ) is a research professor emeritus of philosophy and psychology at York University, [2] the founder/CEO of The MEHRIT Centre, [3] and an author and speaker. [4] He has been called an expert on child self-regulation in schools. [5] [6] [7]

Contents

Education

Shanker began his university education at the University of Toronto, Ontario. [8] He won several awards while there, including a scholarship to study at the University of Oxford. [9] While studying at Oxford, he obtained a first in PPE. [10] He completed his Bachelor of Philosophy and Doctor of Philosophy and was awarded the position of postdoctoral research fellow at Christ Church, Oxford. [1] In 1986, he began as an associate professor of philosophy at York University, where he became full professor of philosophy in 1989. [1]

Books

Shanker's books include:

Self-Reg (2016) is a parenting book that explains how to support self-regulation in children by alleviating the negative impact of stress. [11] According to Shanker, many behaviour, mood, emotional, learning and developmental problems are caused or exacerbated by an overactive stress system. Shanker proposes a method, called Self-Reg, for managing stress and energy flow in order to reduce the impact of an overactive stress response system on children's day-to-day functioning and development. The method starts with reframing children's behaviour and emotional problems as stress problems and identifying and reducing stressors in the five domains discussed in Calm, Alert and Learning. The book identifies hidden stressors that affect some children in our society and also discusses the epidemic of stress and anxiety in today's children and parents.

Calm, Alert, and Learning (2012) is a practical guide for educators and parents about the recent research into self-regulation, explaining the crucial difference between self-regulation and self-control. [12] Whereas the latter refers to the effort required to inhibit impulses, the former addresses the causes of those impulses in the first place. The book takes the reader through the five principal domains of self-regulation (physical, emotion, cognitive, social and prosocial) and how stresses unique to each of these domains impact all of the others, creating a multiplier effect. All too often, such stresses result in problems with attention, emotion regulation, or behaviour that are mistakenly seen as due to poor self-control or lack of effort when, in fact, they are the result of a heightened stress load. The reader is presented with practical methods of reducing the respective stresses in a classroom context.

Related Research Articles

<span class="mw-page-title-main">John Dewey</span> American philosopher, psychologist, and educational reformer (1859–1952)

John Dewey was an American philosopher, psychologist, and educational reformer. He was one of the most prominent American scholars in the first half of the twentieth century.

The philosophy of education is the branch of applied philosophy that investigates the nature of education as well as its aims and problems. It also examines the concepts and presuppositions of education theories. It is an interdisciplinary field that draws inspiration from various disciplines both within and outside philosophy, like ethics, political philosophy, psychology, and sociology. Many of its theories focus specifically on education in schools but it also encompasses other forms of education. Its theories are often divided into descriptive theories, which provide a value-neutral description of what education is, and normative theories, which investigate how education should be practiced.

Social constructivism is a sociological theory of knowledge according to which human development is socially situated, and knowledge is constructed through interaction with others. Like social constructionism, social constructivism states that people work together to actively construct artifacts. But while social constructivism focuses on cognition, social constructionism focuses on collective meaning-making.

Autodidacticism or self-education is education without the guidance of masters or institutions. Generally, autodidacts are individuals who choose the subject they will study, their studying material, and the studying rhythm and time. Autodidacts may or may not have formal education, and their study may be either a complement or an alternative to formal education. Many notable contributions have been made by autodidacts.

Volition, also known as will or conation, is the cognitive process by which an individual decides on and commits to a particular course of action. It is defined as purposive striving and is one of the primary human psychological functions. Others include affect, motivation, and cognition (thinking). Volitional processes can be applied consciously or they can be automatized as habits over time.

Applied psychology is the use of psychological methods and findings of scientific psychology to solve practical problems of human and animal behavior and experience. Educational and organizational psychology, business management, law, health, product design, ergonomics, behavioural psychology, psychology of motivation, psychoanalysis, neuropsychology, psychiatry and mental health are just a few of the areas that have been influenced by the application of psychological principles and scientific findings. Some of the areas of applied psychology include counseling psychology, industrial and organizational psychology, engineering psychology, occupational health psychology, legal psychology, school psychology, sports psychology, community psychology, neuropsychology, medical psychology and clinical psychology, evolutionary psychology, human factors, forensic psychology and traffic psychology. In addition, a number of specialized areas in the general area of psychology have applied branches. However, the lines between sub-branch specializations and major applied psychology categories are often mixed or in some cases blurred. For example, a human factors psychologist might use a cognitive psychology theory. This could be described as human factor psychology or as applied cognitive psychology. When applied psychology is used in the treatment of behavioral disorders there are many experimental approaches to try and treat an individual. This type of psychology can be found in many of the subbranches in other fields of psychology.

<span class="mw-page-title-main">Pedagogy</span> Theory and practice of education

Pedagogy, most commonly understood as the approach to teaching, is the theory and practice of learning, and how this process influences, and is influenced by, the social, political, and psychological development of learners. Pedagogy, taken as an academic discipline, is the study of how knowledge and skills are imparted in an educational context, and it considers the interactions that take place during learning. Both the theory and practice of pedagogy vary greatly as they reflect different social, political, and cultural contexts.

Intelligence has been defined in many ways: the capacity for abstraction, logic, understanding, self-awareness, learning, emotional knowledge, reasoning, planning, creativity, critical thinking, and problem-solving. It can be described as the ability to perceive or infer information; and to retain it as knowledge to be applied to adaptive behaviors within an environment or context.

<span class="mw-page-title-main">Kanzi</span> Bonobo research subject

Kanzi, also known by the lexigram , is a male bonobo who has been the subject of several studies on great ape language. According to Sue Savage-Rumbaugh, a primatologist who has studied the bonobo throughout his life, Kanzi has exhibited advanced linguistic aptitude.

Stanley Greenspan was an American child psychiatrist and clinical professor of Psychiatry, Behavioral Science, and Pediatrics at George Washington University Medical School. He was best known for developing the floortime approach for attempting to treat children with autistic spectrum disorders and developmental disabilities.

<span class="mw-page-title-main">Classroom</span> Room desired for learning, usually in a bigger building

A classroom, schoolroom or lecture room is a learning space in which both children and adults learn. Classrooms are found in educational institutions of all kinds, ranging from preschools to universities, and may also be found in other places where education or training is provided, such as corporations and religious and humanitarian organizations. The classroom provides a space where learning can take place uninterrupted by outside distractions.

Self-regulated learning (SRL) is one of the domains of self-regulation, and is aligned most closely with educational aims. Broadly speaking, it refers to learning that is guided by metacognition, strategic action, and motivation to learn. A self-regulated learner "monitors, directs, and regulates actions toward goals of information acquisition, expanding expertise, and self-improvement”. In particular, self-regulated learners are cognizant of their academic strengths and weaknesses, and they have a repertoire of strategies they appropriately apply to tackle the day-to-day challenges of academic tasks. These learners hold incremental beliefs about intelligence and attribute their successes or failures to factors within their control.

<span class="mw-page-title-main">Sue Savage-Rumbaugh</span> Psychologist and primatologist

Emily Sue Savage-Rumbaugh is a psychologist and primatologist most known for her work with two bonobos, Kanzi and Panbanisha, investigating their linguistic and cognitive abilities using lexigrams and computer-based keyboards. Originally based at Georgia State University's Language Research Center in Atlanta, Georgia, she worked at the Iowa Primate Learning Sanctuary in Des Moines, Iowa from 2006 until her departure in November 2013. She currently sits on the Board of Directors of Bonobo Hope.

Holistic education is a movement in education that seeks to engage all aspects of the learner, including mind, body, and spirit. Its philosophy, which is also identified as holistic learning theory, is based on the premise that each person finds identity, meaning, and purpose in life through connections to their local community, to the natural world, and to humanitarian values such as compassion and peace.

<span class="mw-page-title-main">Calmness</span> Mental state of inner peace

Calmness is the mental state of peace of mind, being free from agitation, excitement, or disturbance. It also refers being in a state of serenity, tranquillity, or peace. Calmness can most easily occur for the average person during a state of relaxation, but it can also be found during much more alert and aware states. Some people find that focusing the mind on something external, such as studying, or internal, such as breathing, can be very calming.

The floortime or Developmental, Individual-differences, Relationship-based (DIR) model is a developmental model for assessing and understanding any child's strengths and weaknesses. This model was developed by Stanley Greenspan and first outlined in 1979 in his book Intelligence and Adaptation.

Informal education is a general term for education that can occur outside of a traditional lecture or school based learning systems. The term even include customized-learning based on individual student interests within a curriculum inside a regular classroom, but is not limited to that setting. It could work through conversation, and the exploration and enlargement of experience. Sometimes there is a clear objective link to some broader plan, but not always. The goal is to provide learners with the tools they need to eventually reach more complex material. It can refer to various forms of alternative education, such as unschooling or homeschooling, autodidacticism (self-teaching), and youth work.

<span class="mw-page-title-main">Pragmatic ethics</span> Theory of normative philosophical ethics and meta-ethics

Pragmatic ethics is a theory of normative philosophical ethics and meta-ethics. Ethical pragmatists such as John Dewey believe that some societies have progressed morally in much the way they have attained progress in science. Scientists can pursue inquiry into the truth of a hypothesis and accept the hypothesis, in the sense that they act as though the hypothesis were true; nonetheless, they think that future generations can advance science, and thus future generations can refine or replace their accepted hypotheses. Similarly, ethical pragmatists think that norms, principles, and moral criteria are likely to be improved as a result of inquiry.

Children's rights education is the teaching and practice of children's rights in schools, educational programmes or institutions, as informed by and consistent with the United Nations Convention on the Rights of the Child. When fully implemented, a children's rights education program consists of both a curriculum to teach children their human rights, and framework to operate the school in a manner that respects children's rights. Articles 29 and 42 of the Convention on the Rights of the Child require children to be educated about their rights.

Michelene (Micki) T. H. Chi is a cognitive and learning scientist known for her work on the development of expertise, benefits of self-explanations, and active learning in the classroom. Chi is the Regents Professor, Dorothy Bray Endowed Professor of Science and Teaching at Arizona State University, where she directs the Learning and Cognition Lab.

References

  1. 1 2 3 "Stuart Shanker CV" (PDF). www.cendi.org. Centros de Desarrollo Infantil del Frente Popular "Tierra y Libertad". 2007-06-06. Archived from the original (PDF) on 2016-05-31.
  2. ↑ "Distinguished Research Professors". vpap.info.yorku.ca. York University: Vice-President Academic & Provost. Archived from the original on 2021-07-27. Retrieved 14 January 2015.
  3. ↑ "Stuart Shanker". greatergood.berkeley.edu. The Greater Good Science Center at the University of California, Berkeley. Retrieved 2024-04-01.
  4. ↑ "Nurturing the Next Generation (NTNG)". www.peelregion.ca. Peel Public Health. Archived from the original on 2021-06-02. Retrieved 14 January 2015.
  5. ↑ "Expert on student self-regulation to speak in Surrey". Peace Arch News . July 23, 2012. Retrieved 2024-04-01.
  6. ↑ "Peterborough parent group hosts event on child self-regulation on Wednesday". Peterborough This Week . My Kawartha. November 4, 2014. Archived from the original on 2014-11-14. Retrieved 2 February 2015.
  7. ↑ Breen, Gemma (February 20, 2020). "Tantrums and after-school meltdowns are normal, but you can stop them in their tracks". ABC News . Retrieved 2024-04-01.
  8. ↑ "Shanker, Stuart G. – Contemporary Authors". www.encyclopedia.com. 2006. Retrieved 2015-01-21.
  9. ↑ "Dr. Stuart Shanker" (PDF). news.exec.gov.nt.ca. Government of Northwest Territories. 2013-01-22. Archived from the original (PDF) on 2016-05-09. Retrieved 2015-01-21.
  10. ↑ "Dr. Stuart Shanker". www.hshf.org. Healthy Start, Healthy Future. Archived from the original on 2015-02-02. Retrieved 2015-02-02.
  11. 1 2 Shanker, Stuart; Barker, Teresa (2016). Self-Reg: How to Help Your Child (And You) Break the Stress Cycle and Successfully Engage with Life. New York: Penguin Press. ISBN   9781594206092. OCLC   929055640.
  12. 1 2 Shanker, Stuart (2013). Calm, Alert, and Learning: Classroom Strategies for Self-Regulation . Don Mills, Ontario: Pearson Canada. ISBN   9780132927130. OCLC   812485046.
  13. ↑ Reygadas, Pedro; Shanker, Stuart (2007). El rizoma de la racionalidad: el sustrato emocional del lenguaje (in Spanish). México, D.F.: Grupo Editorial Cenzontle. ISBN   9789709929065. OCLC   320809383.
  14. ↑ McCain, Margaret Norrie; Mustard, J. Fraser; Shanker, Stuart (March 2007). Early Years Study 2: Putting Science Into Action (PDF). Toronto: Council for Early Child Development. OCLC   246923137.
  15. ↑ Fogel, Alan; King, Barbara J.; Shanker, Stuart, eds. (2008). Human Development in The Twenty-First Century: Visionary Ideas From Systems Scientists . Cambridge, UK; New York: Cambridge University Press. doi:10.1017/CBO9780511489693. ISBN   9780521881975. OCLC   175284081.
  16. ↑ Greenspan, Stanley I.; Shanker, Stuart (2004). The First Idea: How Symbols, Language, and Intelligence Evolved from our Primate Ancestors to Modern Humans. Cambridge, MA: Da Capo Press. ISBN   0738206806. OCLC   55131380.
  17. ↑ Savage-Rumbaugh, E. Sue; Shanker, Stuart; Taylor, Talbot J. (1998). Apes, Language, and the Human Mind. Oxford; New York: Oxford University Press. ISBN   0195109864. OCLC   38566026.
This page is based on this Wikipedia article
Text is available under the CC BY-SA 4.0 license; additional terms may apply.
Images, videos and audio are available under their respective licenses.