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- W4245984844 abstract "This chapter shows how we can use the relational dimension to rectify the problematic aspects in the epistemic one and vice versa. In this regard, the authors show how teachers can make students feel competent and encouraged to learn in their own way by sharing their common interests such as friendship or dance. Again, the real-life situations show how overcoming teachers' thinking in terms of traditional categories can increase students' epistemic inclusion. There is a stronger tool to federate students than sharing common interests, that is, common goals. Indeed, although school trips, outings and picnics are sufficient to maintain the good relationships, they are insufficient to build them. The hostile-behaving students can be federated facing a problem when, focused on the search for a solution, they forget their animosities. Sometimes even the bullied student can find the adequate solution and become the class hero. Unifying students can be facilitated through cooperative skills and hence increase group cohesion and prevent school bullying." @default.
- W4245984844 created "2022-05-12" @default.
- W4245984844 date "2021-01-01" @default.
- W4245984844 modified "2023-10-16" @default.
- W4245984844 title "How Can Common Interests and Goals Increase Students' Epistemic Inclusion" @default.
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- W4245984844 doi "https://doi.org/10.4018/978-1-7998-4366-5.ch012" @default.
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