• Applying Piaget’s concept of perspective-taking in ways that would support Jasmine, address the following in your response:
o Why is perspective-taking so critical to your conversation with Jasmine?
o How might you seeing Jasmine’s situation from her point of view inspire her to advocate for herself?
[Insert text.]

• Applying Goleman’s concept of empathy in ways that would support Jasmine, address the following in your response:
o Why is empathy so critical to your conversation with Jasmine?
o In Jasmine’s case, what do you believe is the main difference between perspective-taking and empathy?
[Insert text.]

• Applying Gilligan’s views on morality in ways that would support Jasmine, address the following in your response:
o Why is moral reasoning so critical to your conversation with Jasmine?
o According to Gilligan, which type of morality best aligns with Jasmine’s situation: care-based morality, justice-based morality, or both? Explain your response.
[Insert text.]

• As you wrap up your conversation with Jasmine, integrate the perspectives of Piaget, Goleman, and Gilligan by answering the following questions:
o According to Piaget, what is one factor that could inhibit your ability to take Jasmine’s perspective? How might Goleman’s concept of empathy mitigate this factor?
o How does Goleman’s concept of empathy relate to Piaget’s concept of perspective-taking in your conversation with Jasmine?
o How do Gilligan’s views on morality relate to Goleman’s concept of empathy in your conversation with Jasmine?
[Insert text.]

 

 

 

 

Sample Solution

The Progession of Poems Adrienne Rich and Paulo Freire share a common theme in transition and society. Both are talking about the transformation of society and the relationship people have in writing. Freire talked about the way teachers teach the students, and there is no contradiction as they are sitting there waiting for information. Rich uses a similar theory in her essay “When we die” where she talks about society and how it is suppressed. Both have similar theories, but they have different ways to express their arguments. “When doing mechanical language training in a mechanical way, students can train like well-trained parrots.When stimulating, students can repeat the whole thoroughly. :: ^ In addition to the received teaching materials, students must take the first lesson to apply what they remember or what they are doing to the communication context designed by the classroom group. In the mid-seventies This approach was proposed due to dissatisfaction with structural and behavioral language teaching methods, which is currently widely used in textbooks not only in the west but also in our Libya school training centers. In addition to secondary school textbooks, most petroleum departments and bank training centers apply this method to English classes. Talk about playing that language! This is a wonderful poem that teaches students the flexibility of language. The interesting thing about this poem is that students can understand what is going on, even if there are meaningless words like “vorpal” or “uffish”. A monster named “bandersnatch” captures the imagination of the student. Lewis Carroll uses portmanteaus to create new words – this is an interesting challenge to have your own students try. This is a poem that I like to make my students bit me. I handed it to them and waited. My student sat for a while, and I will assign a burn about it. A few minutes later, the students showed a reaction “Oh”. Candlelight is a rather annoying symbol in literature, but I always like Edna St. Vincent Mirei to overturn our expectations for this poem. The students said they were proud of themselves, sadness, full of hope, and a little lost. I like 4 rows of packaging very much! One poem per day: National Poetry Poems by 30 junior high school students at month (or other time)

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