When does a person go from seeing the world as their subject to seeing the world as an object.

The distinction between the maturing with matured mind.

Thought foundation:

All students (14 years old) are asked whether it was fair that the 62 richest people in the world had as much wealth as the poorest 50%.

All students said it was fair because, every person is born with opportunities. It was implied that the expectations are that these opportunities are equal. However, it was individuals who decided not to take them. So what could this mean?

In a very real initial sense, the world is because we say it is. Therefore a child’s idea is partly based on their ability to define objects within their reality. For example, the fact presented earlier is defined by the individuals ability to make sense of it, using their current methods of sensibility. Consequently, the world makes sense because we’ve made it make sense.

The mature mind is one which accounts for the objective world, to some degree humanistic understanding is removed. Where once we understood using simple subjective thoughts we now prefer objective descriptions of the world, what is actually causing what I see. Therefore the world is no  longer defined by ones self but as a set of interleaving constructs through which we try to understand, but not by relating personal experience.

There will be a point in every individuals life where seeing the world as their subject to seeing it as a object will happen. For example, realising the 62 wealthiest people probably didn’t come from a poor community, taking every opportunity to be successful. 

We intervene by not involving students in understanding inequality, because we perceive their ability to understand as being non-wise. However, just because a person’s understanding of the world when they were young might have been, “incorrect”, why is the opportunity to re-evaluate using their objective brain not offered to all? To what value is adult education?

What do we do?


The Scare Tactic: Motivating students for exams.


“At the moment you’re not working hard enough to get to where you want to go once you finish here!”

For many, myself included, the line above was frequently delivered by teachers at school as a source of motivation to propel students on to achieve their full potential. However, did this open up an unchartered capacity for success, or did this resulted in unexpected anxiety and stress. For myself, it was the latter and usually denial as well. But, as a teacher, what messages should I relay to my students around exam time?

Fear Appeals – framing a question or statement to students allowing them to see what they could possibly lose, miss or never attain. Make the message of education personal.

Where do we go from here? 

Student decides whether what is going to be lost is of personal interest to them. If yes or no, then corrective action can be taken.

What next, teacher’s input. Two options:

Challenge Appraisal – Framing questions and comments from a positive challenge based perspective. For example, I’ll be impressed if someone achieves 80% or over, if not then it’s up to you whether you resit or not and you can only do you best, remind me what that is…

Threat Appraisal  – A way of motivating students to work for a desired goal, based upon threat alone. For example, you must achieve 80% or over if you don’t then you’ll resit and (focusing on the negative) you’re predicted a B, I think you’ll get a C.


Challenge Appraisal – Students show better academic self efficacy post challenge based motivation and better results. Not only this, but it is suggested that students continue to perform better, with better self efficacy as well as increased enjoyment and engagement within the subject area.

Threat Appraisal – Students initially have better academic attainment, however  academic self efficacy can be reduced with traits of denial and over compensation. So when future assessments come around, students are less likely to engage academically and are likely to underperform through fear that anxieties surrounding the assessments becoming true when they try their best. For example, if I try and do not succeed, then this will confirm that I am a failure.

A couple of interesting and small ideas any teacher should always consider when communicating the smallest ideas or dreams.

Blog a digest of for teachers to use immediately: https://podcasts.ox.ac.uk/scare-tactic-does-it-work-motivating-students-test-and-examinations