Mary Shine Thompson has published widely on Irish educational and cultural affairs, including law and education, Anglo-Irish literature and children’s literature. Recently, she has published “Unintended consequences of special-needs law in Ireland and Sweden” (2019, with Ann-Katrin Lena Svaerd) and edited Skelligs Haul
Gash H. & Shine Thompson M. (2002) Constructivism and Celtic spirituality: Beginning a discussion. In: Lasker G. E. (ed.) Advances in sociocybernetics and human development. Volume X. International Institute for Advanced Studies, Windsor ON: 113–118. https://cepa.info/5521
As traditional religious observances decline and Ireland’s consumer society competes in a global economy, we have evidence that many Irish young people find their heroes in American culture. It is timely therefore to reflect on our legacy of constructs of spirituality. Here we open a conversation grounded on Bateson’s analysis of epistemology, in order to begin an examination the Irish spiritual heritage within the discourse of constructivism. We explore the idea that it is in shifting between Bateson’s contextual levels that epiphanies are possible. This allows movement between understandings, so facilitating the construction of alternative realities. Psychotherapists call certain forms of this awareness insight, the sliding is central to being in love, and theologians call it grace.
Shine Thompson M. (2020) Growth Mindset and Constructivism in Irish Primary Schools: Implications of a Qualitative Study. Constructivist Foundations 15(2): 095–098. https://cepa.info/6324
Open peer commentary on the article “I Can’t Yet and Growth Mindset” by Fiona Murphy & Hugh Gash. Abstract: I review some complexities, variables and problematics of growth-mindset research, the claims that can be made for its application, and possible avenues for future related research in the Irish educational context. My commentary responds to a qualitative study in an Irish primary school in a marginalised community, which found that a growth mindset intervention consisting of lessons affirming malleable intelligence positively impacted on the students’ meta-learning skills and self-empowerment.