The role of innovation process in crafting the vision of the future

The article analyzes the new role of the teacher of a modern institution of higher education, points out the relevance of solving the problem of adaptive management in education. Attention is drawn to the managerial culture of the teacher, his readiness for changes in himself and the educational process. It is emphasized that the teacher must prepare not only the future professional specialist, but also a person with “soft skills” that can empathize, lead, bear responsibility for independently made decisions. Such preparation requires the teacher to rethink his role in the educational process and readiness for qualitative changes, primarily in himself. The teacher as a manager in education should be the organizer of the innovation process, a professional and a person. Models of teaching a teacher as a coach, facilitator, mentor, tutor are described. The necessity of a new role of a teacher in the process of adaptation to requirements and changes in society is substantiated.

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Challenges of Fear Conditioning Research in the Age of RDoC

Zeitschrift für Psychologie ◽

10.1027/2151-2604/a000303 ◽

2017 ◽

Vol 225 (3) ◽

pp. 189-199 ◽

Cited By ~ 5

Author(s):

Tina B. Lonsdorf ◽

Jan Richter

Keyword(s):

Fear Conditioning ◽

Clinical Diagnosis ◽

Research Domain Criteria ◽

Major Focus ◽

The Future ◽

Definition Of ◽

Methodological Considerations ◽

Research Domain

Abstract. As the criticism of the definition of the phenotype (i.e., clinical diagnosis) represents the major focus of the Research Domain Criteria (RDoC) initiative, it is somewhat surprising that discussions have not yet focused more on specific conceptual and procedural considerations of the suggested RDoC constructs, sub-constructs, and associated paradigms. We argue that we need more precise thinking as well as a conceptual and methodological discussion of RDoC domains and constructs, their interrelationships as well as their experimental operationalization and nomenclature. The present work is intended to start such a debate using fear conditioning as an example. Thereby, we aim to provide thought-provoking impulses on the role of fear conditioning in the age of RDoC as well as conceptual and methodological considerations and suggestions to guide RDoC-based fear conditioning research in the future.

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