What Approach Does Essentialism Believe In
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Essentialism
Have you ever found yourself struggling with information overload? Have you ever felt both overworked and underutilised? Do you ever feel busy but not productive? If you answered yes to any of these, the way out is to become an Essentialist. In Essentialism, Greg McKeown, CEO of a Leadership and Strategy agency in Silicon Valley who has run courses at Apple, Google and Facebook, shows you how to achieve what he calls the disciplined pursuit of less. Being an Essentialist is about a disciplined way of thinking. It means challenging the core assumption of ‘We can have it all’ and ‘I have to do everything’ and replacing it with the pursuit of ‘the right thing, in the right way, at the right time'. By applying a more selective criteria for what is essential, the pursuit of less allows us to regain control of our own choices so we can channel our time, energy and effort into making the highest possible contribution toward the goals and activities that matter. Using the experience and insight of working with the leaders of the most innovative companies and organisations in the world, McKeown shows you how to put Essentialism into practice in your own life, so you too can achieve something great.
Instructional Methods for Public Safety
Author: William McClincy
language: en
Publisher: Jones & Bartlett Publishers
Release Date: 2010-07-19
Quality education starts and ends with competent and knowledgeable instruction. Today’s students demand that educational programs be informative and challenging. With accreditation of EMS programs on the horizon—and the mandate that instructors develop their own teaching materials, not simply use “canned” materials off the shelf—EMS instructors need clear, detailed direction on course design and tools to enhance their courses. Instructional Methods for Public Safety offers a broad-spectrum view of the latest educational trends and cutting-edge information on emergency services instruction. Based on the current National Guidelines for Educating EMS Instructors by National Highway Traffic Safety Administration (NHTSA) and encompassing the recommendations of the EMS Education Standards, this resource offers new and experienced instructors concise guidance on the development of high-quality, interactive educational and assessment tools.
The Essential Child
Author: Susan A. Gelman
language: en
Publisher: Oxford University Press
Release Date: 2003-03-27
Essentialism is the idea that certain categories, such as "dog," "man," or "intelligence," have an underlying reality or true nature that gives objects their identity. Where does this idea come from? In this book, Susan Gelman argues that essentialism is an early cognitive bias. Young children's concepts reflect a deep commitment to essentialism, and this commitment leads children to look beyond the obvious in many converging ways: when learning words, generalizing knowledge to new category members, reasoning about the insides of things, contemplating the role of nature versus nurture, and constructing causal explanations. Gelman argues against the standard view of children as concrete or focused on the obvious, instead claiming that children have an early, powerful tendency to search for hidden, non-obvious features of things. She also attacks claims that children build up their knowledge of the world based on simple, associative learning strategies, arguing that children's concepts are embedded in rich folk theories. Parents don't explicitly teach children to essentialize; instead, during the preschool years, children spontaneously construct concepts and beliefs that reflect an essentialist bias. Essentialist accounts have been offered, in one form or another, for thousands of years, extending back at least to Aristotle and Plato. Yet this book is the first to address the issues surrounding essentialism from a psychological perspective. Gelman synthesizes over 15 years of empirical research on essentialism into a unified framework and explores the broader lessons that the research imparts concerning, among other things, human concepts, children's thinking, and the ways in which language influences thought. This volume will appeal to developmental, cognitive, and social psychologists, as well as to scholars in cognitive science and philosophy.