This episode is part 3 of 3 episodes that delve into the role of motivated thinking.

In this conversation, Catherine Quinlan discusses motivated thinking and shares video clips of her prior interview to delve into the intersections of art, culture, and science, particularly through the lens of the Gullah culture. By using prior video clip interviews from her research, particularly her interview with authentic Gullah Artist, Sonja Griffin Evans, she demonstrates the importance of motivated thinking in the role of understandings, spiritual connections, and biases in shaping perceptions, and how cultural narratives can influence education and identity. Through her artistic expressions, Quinlan emphasizes how recognizing and celebrating cultural contributions while addressing historical complexities can add color to the sciences.

Please visit her websites to discover and support the works of artist Sonja Griffin Evans: http://www.sonjagriffinevans.com/

You can visit my YouTube channel for a clearer and STEM related video recording:

https://www.youtube.com/@visibilityinstem

This recording is Part 2 of 3 episodes looking at Motivated Thinking (see citation below).

Summary Notes:

In this conversation, Catherine Quinlan explores the concept of motivated thinking, particularly in the context of research and curriculum development. She discusses the importance of accuracy in research, the challenges of aligning personal goals with mainstream educational paradigms, and the impact of information bias on student learning. The conversation emphasizes the need for rich discussions in education and the role of closure in the learning process.

You can access the anthology that contains this paper from your library system or university library.

Molden, D. C., & Higgins, E. T. (2005). Motivated Thinking. In K. J. Holyoak & R. G. Morrison (Eds.), The Cambridge handbook of thinking and reasoning (pp. 295–317). Cambridge University Press.

Link to Abstract: https://psycnet.apa.org/record/2005-09680-013

This recording is Part 1 of 3 episodes discussing motivated thinking.

In this conversation, Catherine Quinlan delves into the concept of motivated thinking and its implications for education. She discusses how expectations, both high and low, influence student success and the importance of understanding personal experiences in shaping teaching methods. The conversation also touches on the significance of cultural relevance in education and the powerful impact of motivated thinking on individual and collective success.

You can access the anthology that contains this paper from your library system or university library.

Molden, D. C., & Higgins, E. T. (2005). Motivated Thinking. In K. J. Holyoak & R. G. Morrison (Eds.), The Cambridge handbook of thinking and reasoning (pp. 295–317). Cambridge University Press.

Link to Abstract: https://psycnet.apa.org/record/2005-09680-013