1. Teaching English with the 3 Cs Margit Szesztay & Uwe Pohl DELP/ELTE COMPASSIONATE thinking CREATIVE CRITICAL

2. CRITICAL T.COMPASSIONATE T.CREATIVE T. Reflective vs. being on auto- pilot, stuck in social and psychological routines Questioning vs. taking social conventions for granted Active vs. passive: my thinking matters, is ‘critical’ Arriving at new ideas, insights Playfulness, feeling free to express even ‘half-baked‘’ ideas Considering alternative viewpoints Being able to de-centre, rise above our ego-centric perspective Caring about how what you do affects others Concern for people outside your family, circle of friends, ethnic group, country, for creation

3. COMPASSIONATE CRITICAL CREATIVE

4. CRITICAL T.COMPASSIONATE T.CREATIVE T. Reflective vs. being on auto-pilot, stuck in social and psychological routines Questioning vs. taking social conventions for granted Active vs. passive: my thinking matters, is ‘critical’ Being able to de- centre, rise above our ego-centric perspective Caring about how what you do affects others Concern for people outside your family, circle of friends, ethnic group, country, for creation Arriving at new ideas, insights Playfulness, feeling free to express even ‘half-baked‘’ ideas Considering alternative viewpoints Intuitions

6. “No grades at stake, gentlemen. Just take a stroll. There it is. Left, left, left – right – left. Thank you, gentlemen.” What? Where? Who?

7. The Power of Conformity

8. “Compassion starts with empathy — imagining putting ourselves in the mind of another person, and imagining what they’re going through. We are probably wrong about what they’re going through, because we can’t know, but without this imaginative process we can’t have compassion. Once we’ve empathized, and feel their suffering, the second half of compassion is wanting to end that suffering, and taking action to ease that suffering in some way.” Babauta (2013)

9. CLOSED OPPRESSIVE NEEDS FOLLOWERS ORDER RULES MINDLESS IN TRUTH YES, YES, YES! STUDENT ACROSTIC

10. (CYBER) BULLYING HATE MAIL RACIAL HATRED CRUELTY TO ANIMALS LONLINESS family friends Social or cultural group pet ‘Widening the Circle of Compassion’ A.E.

11. Two monks were traveling together. At one point, they came to a river with a strong current. As they were preparing to cross it, they saw a woman who looked very worried also attempting to get to the other side. When she noticed the monks she asked if they could help her. One of the monks put the woman on his shoulder, crossed the river and put her down on the other bank. The other monk was very upset, but said nothing. They walked on and when the first monk noticed that his companion remained silent he asked: “Is something the matter, you seem very upset?” The monk replied, “You know that, as monks, we are not permitted contact with women, let alone touch them: how could you then carry that woman on your shoulders?” The monk replied, “I put that woman down an hour ago. But you seem to be carrying her still.”

12. The Two Monks

14. Pohl/Szesztay (2015) Bringing creative, critical and compassionate thinking into ELT. HLTMagazine. Special Issue, Year 17; Issue 2. http://gisig.iatefl.org/elesson-inspirations E-lesson Inspirations A set of video-based resources for teachers who want to strengthen the educational dimension of their teaching. Clanfield/Meddings (2012) 52: a year of subversive activity for the ELT classroom. The Round. Thank you! http://hltmag.co.uk/apr15/sart06.htm