skip to main | skip to sidebar
Reflective Online Teaching
My Personal Site for Reflective Teaching
RSS
    Jonathan Acuña Solano, Post Author
    Contact Email: jonacuso@gmail.com

From Boards to Screens: Reconfiguring Classroom Resources and Interaction in Online Adult ELT

Adult Learning, British Council, Digital Resources, ELT, Instructional Design, Instructional DesignBritish Council, Interaction Patterns, online teaching, Reflective Practice 0 comments

 

Elements of pedagogy and technology
AI-generated illustration by Prof. Jonathan Acuña Solano in April 2026

Introductory Note to the Reader

     As I often share with peers and colleagues, teaching face to face is not the same as teaching online, at least not in the sense of being a truly trained, certified virtual instructor. The global shift toward emergency remote teaching compelled many language educators to migrate abruptly to digital platforms; however, this transition alone does not suffice to transform a teacher into an online practitioner. The distinction is not merely technical but pedagogical, methodological, and, ultimately, epistemological.

     My own trajectory reflects this distinction. It took nearly two years of formal preparation and certification through Laureate Education before I was entrusted with teaching in fully online environments, first as an asynchronous instructor and later as a synchronous language teacher. This process was not incidental; rather, it was formative. It required a re-conceptualization of teaching presence, interaction, and resource management in ways that diverge significantly from traditional classroom practices.

     I deem it important to foreground this experience because it has shaped me into a reflective online teaching practitioner, one who is not only aware of the affordances and constraints of digital instruction but also committed to sharing the insights that have emerged from years of practice. Teaching online, particularly with young adults and working professionals, demands more than adaptation; it requires a deliberate reconfiguration of pedagogical assumptions so that learning can truly take shape and substance in virtual spaces.

     Now, as I engage with professional development courses offered by the British Council, I find that these experiences compel me to articulate, almost to set in black and white, the nuanced ways in which teaching unfolds differently in online contexts. While many of the principles presented in such courses are grounded in face-to-face or school-based settings, they nonetheless serve as a valuable springboard for reflection. In revisiting them through the lens of adult online education, I aim to bridge the gap between established pedagogical frameworks and the lived realities of virtual instruction.

Jonathan Acuña Solano


From Boards to Screens: Reconfiguring Classroom Resources and Interaction in Online Adult ELT

 

Abstract

This essay examines the reconfiguration of classroom resources and interaction patterns in online English Language Teaching (ELT) contexts for young adult and adult learners. Drawing on reflections from professional development courses by the British Council and the author’s experience as a certified online instructor through Laureate Education, the paper argues that effective online teaching requires more than the adaptation of face-to-face methodologies. Instead, it involves constructing an assemblage of digital tools, pedagogical strategies, and interactional designs that respond to the specific needs of adult learners. Supported by theoretical perspectives from educational technology and andragogy, the discussion highlights the importance of intentional resource planning, teaching presence, and reflective practice in ensuring meaningful learning experiences in virtual environments.

Key Words:

British Council, Online Teaching, Adult Learning, ELT, Digital Resources, Interaction Patterns, Reflective Practice, Instructional Design

 

 

Resumen

Este ensayo examina la reconfiguración de los recursos didácticos y los patrones de interacción en contextos de enseñanza del inglés en línea dirigidos a jóvenes adultos y adultos. A partir de reflexiones derivadas de cursos de desarrollo profesional del British Council y de la experiencia del autor como instructor certificado en línea por Laureate Education, se argumenta que la enseñanza virtual efectiva requiere más que la simple adaptación de metodologías presenciales. En su lugar, implica la construcción de un conjunto articulado de herramientas digitales, estrategias pedagógicas y diseños de interacción que respondan a las necesidades específicas de los aprendientes adultos. Con el respaldo de perspectivas teóricas de la tecnología educativa y la andragogía, el ensayo resalta la importancia de la planificación intencional de recursos, la presencia docente y la práctica reflexiva para garantizar experiencias de aprendizaje significativas en entornos virtuales.

 

 

Resumo

Este ensaio examina a reconfiguração dos recursos de ensino e dos padrões de interação em contextos de ensino de inglês online voltados para jovens adultos e adultos. Com base em reflexões provenientes de cursos de desenvolvimento profissional do British Council e na experiência do autor como instrutor online certificado pela Laureate Education, argumenta-se que o ensino virtual eficaz exige mais do que a adaptação de metodologias presenciais. Em vez disso, envolve a construção de um conjunto integrado de ferramentas digitais, estratégias pedagógicas e desenhos interacionais que atendam às necessidades específicas dos aprendizes adultos. Apoiado por perspectivas teóricas da tecnologia educacional e da andragogia, o texto destaca a importância do planejamento intencional de recursos, da presença docente e da prática reflexiva para assegurar experiências de aprendizagem significativas em ambientes virtuais.

 



Introduction

The organization of classroom resources has long been considered a cornerstone of effective teaching practice no matter what the subject is being taught. Within frameworks such as the British Council’s TeachingEnglish program, language teachers are encouraged to reflect critically on how materials, space, and interaction patterns shape learning outcomes. However, many of these frameworks implicitly assume a physical classroom populated by young learners. This assumption risks producing what might be deemed a partial pedagogical vision, one that, for instructors of adult learners in online environments, threatens to tell only of shadows and forebodings rather than offering practical, adaptable guidance.

This essay argues that while traditional resource-management principles remain relevant, they must be reconceptualized as an assemblage of digital affordances, interactional strategies, and teacher positioning in virtual spaces. Drawing on course reflections by Prof. Jonathan Acuña Solano, as well as scholarship in language pedagogy and educational technology, this paper explores how resources in online adult English Language Teaching (ELT) contexts take shape and substance in ways that differ significantly from their physical counterparts.

Rethinking Classroom Resources in the Digital Age

According to the British Council (n.d.), “one other important aspect of your lesson is what resources you have.” Traditionally, such resources include chalkboards, flashcards, paper, and physical seating arrangements. Yet, in a fully online environment, these elements are either absent or radically transformed. As I have repeatedly noted, “I can type directly on my PowerPoint by using the annotate feature in Zoom or Microsoft Teams… I often use Word or Notepad” (Acuña Solano, 2026). This reflection highlights a fundamental shift: the “board” is no longer a static object but a dynamic interface. In this sense, the digital screen becomes a blazing torch, illuminating content in real time, adaptable, and interactive.

Scholars such as Gavin Dudeney and Nicky Hockly argue that digital tools are not mere substitutes for traditional resources but transformative agents that reshape pedagogy itself. They assert that technology “enables new forms of interaction and collaboration that are not possible in face-to-face classrooms” (Dudeney & Hockly, 2012). Thus, what might initially appear as a bleak island, a classroom devoid of physical materials, can, in fact, become a richly networked learning environment.

The Board Reimagined: From Surface to Interface

The British Council’s (n.d.) course emphasizes that “boards are very versatile… there’s no technology, so they always work.” While this claim holds true in physical settings, it does not translate so seamlessly into online teaching. Instead, the digital “board” introduces both “opportunities” to exploit and “constraints” to be overcome. As I have often reflected on this matter: “Whenever it is necessary, I can type on my screen for my students to see” (Acuña Solano, 2026). This practice underscores a crucial pedagogical shift: visibility is no longer guaranteed. Teachers must consciously manage screensharing, font size, and layout to ensure accessibility.

From a mere theoretical standpoint, Lev Vygotsky’s concept of mediation becomes particularly relevant in this online teaching context. The digital board acts as a mediational tool that structures student interaction and learner cognition. However, unlike a physical board, it requires deliberate orchestration to avoid cognitive overload. Poorly managed digital resources may lead to dire repercussions, including disengagement and fragmented attention. Moreover, the teacher’s physical positioning, once a key consideration (“Where did you stand when you wrote on the board?”), is now replaced by digital teacher and teaching presence. Eye contact, for instance, becomes a function of camera alignment rather than spatial orientation and positioning. In this way, teacher visibility must be reinterpreted as performative presence within the screen.

Interaction Patterns in Online Adult Learning

The British Council’s checklist shared among course content material emphasizes interaction patterns, grouping strategies, and classroom organization. While these elements remain essential, their implementation differs markedly in online contexts. Adult learners, particularly working professionals, bring distinct expectations and constraints. As Malcolm Knowles (1984) argues in his theory of andragogy, adult learners are self-directed and goal-oriented. Consequently, interaction patterns must be purposeful and efficient. Digital platforms such as Zoom or Microsoft Teams allow for breakout rooms, chat functions, and collaborative documents. These tools can be used to sway learner engagement positively, provided they are deployed strategically and purposefully.

However, without clear instructions, group activities may quickly devolve into confusion, a challenge acknowledged in the course checklist: “Did learners know what to do?” Based on my own reflections, studies on online teaching, and sharing of ideas with online colleagues, I have personally come to address this issue by emphasizing clarity and adaptability. The use of familiar tools like Word or Notepad ensures that learners are not overwhelmed by technological novelty. This aligns with Richard Mayer’s (2009) cognitive theory of multimedia learning, which cautions against extraneous cognitive load.

Resource Planning as Pedagogical Design

Effective resource management is not merely logistical; it is fundamentally pedagogical. The British Council’s (n.d.) checklist encourages teachers to consider interaction patterns, grouping, and resource selection. In online adult ELT, these considerations must be integrated into a coherent instructional design. Planning, therefore, becomes an act of constructing an assemblage of tools and strategies that support learning objectives. Each element, PowerPoint slides, shared documents, breakout rooms, must be aligned with pedagogical goals. Failure to do so may result in lessons that lack cohesion, leaving learners metaphorically stranded on a bleak island of disconnected activities.

Furthermore, digital environments demand contingency planning. Technical issues, such as platform instability, are not uncommon. As I have noted after working for several years in videoconferencing platforms, “Teams gives us headaches at times” (Acuña Solano, 2026). Such challenges necessitate flexibility and backup strategies, such as switching to simpler tools. In this context, the teacher’s role resembles that of a curator, carefully selecting and organizing resources to create meaningful learning experiences. This perspective is supported by Terry Anderson (2008), who emphasizes the importance of teaching presence in online learning environments.

From Material to Meaning: The Symbolic Dimension of Resources

Beyond their practical function, classroom resources carry symbolic significance. In traditional settings, objects like flashcards or boards serve as tangible anchors for learning. In online environments, these anchors must be reimagined. Digital tools, when used effectively, can take shape and substance as meaningful learning artefacts. For instance, a collaboratively edited document becomes not just a resource but a record of shared knowledge construction. This aligns with social constructivist principles, which emphasize the co-construction of meaning.

However, there is a risk that digital resources may become mere “fagots of firewood, assembled without purpose, ready to ignite confusion rather than clarity. To avoid this, teachers must ensure that each resource serves a clear instructional function within the lesson plan and classroom delivery.

Adult Learners and the Ethics of Resource Use

Teaching adults introduces ethical considerations that differ from those in primary or secondary education. Adult learners often invest significant amounts of time and financial resources in their own education. Consequently, inefficient or poorly planned lessons may have dire repercussions for learner motivation and retention. As Stephen Brookfield (2013) argues, effective adult teaching requires critical reflection and responsiveness to learner needs. Based on my own reflective practice, it exemplifies this approach, demonstrating a commitment to continuous improvement (Acuña Solano, 2026).

Moreover, adult learners are more likely to question pedagogical choices made by their instructor. Teachers must therefore be prepared to justify their use of resources and interaction patterns. This transparency fosters trust and enhances the learning experience for them.

Conclusion

The principles outlined in the British Council’s TeachingEnglish course provide a valuable foundation for understanding classroom resource management. However, when applied to online adult ELT contexts, these principles must be adapted and expanded.

This essay has argued that classroom resources in digital environments constitute an assemblage of technological tools, interactional strategies, and pedagogical intentions. Far from being a bleak island, the online classroom can become a dynamic and engaging space, provided that teachers approach resource management with intentionality and creativity.

I have also tried to use my personal online teaching reflections to illustrate how traditional concepts, such as the board, can be reimagined in digital terms. By integrating insights from educational theory and practice, teachers can transform their virtual classrooms into spaces where learning does not merely occur but flourishes.

Ultimately, effective resource management is not about the tools themselves but about how they are used to illuminate understanding, like a blazing torch guiding learners through the complexities of language acquisition, rather than leaving them to navigate a landscape of shadows and forebodings.

San José, Costa Rica

Saturday, April 11, 2026


 

📚 References

Acuña Solano, J. (2026). Personal reflections on TeachingEnglish: Organising the classroom course.

Anderson, T. (2008). The theory and practice of online learning. Athabasca University Press. http://www.aupress.ca

British Council. (n.d.). TeachingEnglish: Organising the classroom. https://open.teachingenglish.org.uk/Team/UserProgrammeDetails/699499?stepId=2

Brookfield, S. D. (2013). Powerful techniques for teaching adults. Jossey-Bass.

Dudeney, G., & Hockly, N. (2012). How to teach English with technology. Pearson.

Knowles, M. (1984). The adult learner: A neglected species. Gulf Publishing.

Mayer, R. E. (2009). Multimedia learning. Cambridge University Press.

Vygotsky, L. S. (1978). Mind in society. Harvard University Press.


 

From Boards to Screens Reconfiguring Classroom Resources and Interaction in Online Adult ELT by Jonathan Acuña



Listen to the podcast version of this article!

If the Google Drive player doesn’t load, please refresh the page.
You can also listen in your favorite podcast app: simply copy the link below and paste it into your podcast app to enjoy a conversation about the ideas explored in this blog post.

https://podpod.me/rss/1worOGGkLrw1Z.rss




Saturday, April 11, 2026


Location: San José Province, Guadalupe, Costa Rica

From Decadent Civilization to Restorative Simplicity: Jacinto’s Inner Transformation in “Civilização” by José Maria de Eça de Queirós

Alienation, Civilization, Eça de Queirós, Fulfillment, Identit, Knowledge, Modernity, Nature, Pessimism, Simplicity, Transformation 0 comments

 

Civilization and simplicity
AI-generated illustration by Prof. Jonathan Acuña Solano in March 2026

Introductory Note to the Reader

     Before engaging with the following analysis of Civilização by José Maria de Eça de Queirós, I would like to offer a brief personal reflection that, in many ways, mirrors Jacinto’s journey. At some point in my life, as an avid reader, I felt an intense desire to learn as much as possible about the subjects that captured my interest. Books, ideas, and intellectual exploration became central to my identity. In retrospect, I might have been a kind of “Jacinto,” fascinated by knowledge and convinced, perhaps unconsciously, that accumulating it would bring clarity, purpose, and fulfillment.

     However, with time and maturity, my perspective began to shift. Many of the “important things” I once pursued with such intensity gradually revealed themselves as, if not entirely meaningless, at least insufficient. I came to understand that knowledge, while valuable, does not necessarily equate to wisdom, nor does it guarantee happiness. Like Jacinto, I began to question the assumption that the more one knows, the more one must inevitably suffer.

     Unlike Jacinto, I did not need to retreat to the mountains of Portugal, or even to the mountains of my home country, Costa Rica, to undergo this transformation. Instead, my turning point emerged through a far more intimate and meaningful experience: the privilege of raising four children alongside my wife. In that space of family life, responsibility, and love, I encountered a different kind of knowledge, one not rooted in abstraction, but in lived experience.

     That reality became the catalyst that led me to reconsider what truly matters. It taught me that fulfillment is often found not in the accumulation of ideas, but in the cultivation of relationships, purpose, and presence. In this sense, Jacinto’s transformation is not merely literary; it is profoundly human. His journey invites us to reflect on our own lives and to question whether the paths we pursue genuinely lead us toward what is essential.

Jonathan Acuña Solano


From Decadent Civilization to Restorative Simplicity: Jacinto’s Inner Transformation in “Civilização” by José Maria de Eça de Queirós

 

Abstract

This paper analyzes Jacinto’s inner transformation in Civilização by José Maria de Eça de Queirós, focusing on the tension between modern civilization and authentic human fulfillment. Initially immersed in a world of technological abundance and philosophical inquiry, Jacinto embodies the nineteenth-century belief that progress and knowledge lead to happiness. However, influenced by the pessimistic philosophy of Arthur Schopenhauer and the existential reflections of Ecclesiastes, he becomes increasingly disillusioned, perceiving life as dominated by suffering and futility. His retreat to the Portuguese countryside marks a turning point, where isolation and simplicity enable a gradual ethical and psychological transformation. Drawing on perspectives from Jean-Jacques Rousseau, Max Weber, and Mihaly Csikszentmihalyi, this study interprets Jacinto’s journey as a critique of excessive intellectualization and technological dependency. Ultimately, the essay argues that Eça de Queirós proposes a model of fulfillment grounded in simplicity, meaningful labor, and reconnection with nature, challenging dominant assumptions about progress and well-being.

Keywords:

Civilization, Modernity, Alienation, Simplicity, Transformation, Nature, Knowledge, Pessimism, Fulfillment, Identit, Eça de Queirós

 

 

Resumen

Este trabajo analiza la transformación interior de Jacinto en Civilização de José Maria de Eça de Queirós, centrándose en la tensión entre la civilización moderna y la realización humana auténtica. Inicialmente inmerso en un mundo de abundancia tecnológica y reflexión filosófica, Jacinto encarna la creencia del siglo XIX de que el progreso y el conocimiento conducen a la felicidad. Sin embargo, influenciado por el pesimismo de Arthur Schopenhauer y las reflexiones existenciales del Eclesiastés, comienza a percibir la vida como un espacio dominado por el sufrimiento y la futilidad. Su retiro al campo portugués marca un punto de inflexión, donde el aislamiento y la simplicidad permiten una transformación ética y psicológica progresiva. A partir de las perspectivas de Jean-Jacques Rousseau, Max Weber y Mihaly Csikszentmihalyi, este estudio interpreta el proceso de Jacinto como una crítica a la excesiva intelectualización y a la dependencia tecnológica. En última instancia, se argumenta que Eça de Queirós propone un modelo de plenitud basado en la simplicidad, el trabajo significativo y la reconexión con la naturaleza, cuestionando las nociones tradicionales de progreso y bienestar.

 

 

Resumo

Este artigo analisa a transformação interior de Jacinto em Civilização, de José Maria de Eça de Queirós, com foco na tensão entre a civilização moderna e a realização humana autêntica. Inicialmente inserido em um ambiente de abundância tecnológica e reflexão filosófica, Jacinto representa a crença do século XIX de que o progresso e o conhecimento conduzem à felicidade. No entanto, influenciado pelo pessimismo de Arthur Schopenhauer e pelas reflexões existenciais do Eclesiastes, ele passa a perceber a vida como marcada pelo sofrimento e pela inutilidade. Sua retirada para o campo português constitui um ponto de virada, no qual o isolamento e a simplicidade possibilitam uma transformação ética e psicológica gradual. A partir das perspectivas de Jean-Jacques Rousseau, Max Weber e Mihaly Csikszentmihalyi, este estudo interpreta a trajetória de Jacinto como uma crítica à excessiva intelectualização e à dependência tecnológica. Por fim, argumenta-se que Eça de Queirós propõe um modelo de realização baseado na simplicidade, no trabalho significativo e na reconexão com a natureza, desafiando as concepções tradicionais de progresso e bem-estar.

 


In the short story Civilização, written by the Portuguese realist writer José Maria de Eça de Queirós, the protagonist Jacinto embodies the paradox of modern civilization at the end of the nineteenth century. Living surrounded by technological innovations, philosophical treatises, and the intellectual prestige of Parisian culture, Jacinto believes that progress and knowledge will produce happiness. Yet his life becomes increasingly marked by fatigue, anxiety, and existential dissatisfaction.

When he later withdraws to the mountains of Portugal and remains alone in a deteriorating rural house while the narrator José temporarily leaves to visit his aunt, Jacinto undergoes a profound inner transformation. This period of isolation becomes a turning point in which he abandons the sterile intellectualism of urban civilization and discovers a more authentic form of happiness rooted in simplicity, nature, and meaningful labor.

Through Jacinto’s experience, Eça de Queirós critiques the excesses of modern civilization and suggests that human fulfillment may lie not in technological abundance but in reconnection with the rhythms of nature and the dignity of rural life.

The Burden of Civilization and Intellectual Excess

At the beginning of the narrative, Jacinto is portrayed as a man overwhelmed by the artifacts of modern progress. His Parisian residence is filled with machines, books, telephones, elevators, and countless devices meant to facilitate life. Yet these symbols of progress become sources of “frustration” rather than “comfort.” Jacinto, in the short story’s narrative, represents the idealized nineteenth-century belief that civilization, knowledge, and scientific advancement lead inevitably to happiness. However, Eça de Queirós presents this belief ironically. Despite possessing every luxury imaginable, Jacinto experiences a deep existential distress.

The narrator observes that Jacinto’s life gradually becomes dominated by philosophical pessimism, especially after reading works influenced by thinkers such as Arthur Schopenhauer and the biblical reflections associated with King Solomon in Ecclesiastes. These texts convince Jacinto that existence is fundamentally marked by suffering and futility. As Jacinto laments, “que tudo é vaidade ou dor, que quanto mais se sabe, mais se pena” (Eça de Queirós, 1902/2001). The idea that knowledge leads to greater suffering captures the essence of Jacinto’s intellectual crisis.

The influence of pessimistic philosophy is central to Jacinto’s spiritual exhaustion. In The World as Will and Representation, Schopenhauer argues that human existence is driven by an insatiable will that condemns individuals to endless dissatisfaction. As Schopenhauer (1819/1969) explains, human desires perpetually generate new needs, making satisfaction temporary and incomplete. Jacinto internalizes this worldview, interpreting his intellectual achievements as proof that the more humanity advances, the more it becomes aware of life’s inherent misery. Similarly, the biblical book of Ecclesiastes proclaims that “in much wisdom is much grief” (Ecclesiastes 1:18), reinforcing Jacinto’s belief that intellectual progress may deepen existential awareness rather than alleviate it. The convergence of these philosophical influences produces a crisis of meaning: the very civilization Jacinto once admired becomes evidence of humanity’s spiritual emptiness.

Jacinto as a Symbol of Modern Alienation

Literary scholars often interpret Jacinto as a symbolic figure representing the decadence of modern urban culture. According to Carlos Reis (1999), Eça de Queirós frequently explored the contradictions of modernization, portraying characters who suffer from the alienation produced by excessive intellectualization and social sophistication. Jacinto exemplifies this condition. His life in Paris is not only materially excessive but also psychologically oppressive for his feeble mind.

Surrounded by thousands of books of all sorts of fields of knowledge and mechanical inventions, Jacinto becomes incapable of experiencing spontaneous joy. Civilization, instead of liberating him, has imprisoned him within layers of abstraction and artificiality. What initially appears to be comfort becomes suffocating complexity. The abundance of “knowledge and technology” leads not to clarity but to confusion and existential fatigue.

This depiction of Quierós’s anticipates sociological critiques of modernity. The sociologist Max Weber later described modern civilization as an “iron cage,” a system in which rationalization and technological organization trap individuals in impersonal structures (Weber, 1905/2002). Jacinto’s Parisian lifestyle illustrates this phenomenon in literary form. The machines designed to make life easier instead generate dependence, frustration, and emotional fatigue leading to emptiness. Instead of enjoying the comforts of civilization, Jacinto becomes enslaved by them.

The Journey to the Mountains: A Narrative Turning Point

The journey to rural Portugal represents the story’s crucial turning point for Jacinto. He travels to the mountains reluctantly, largely because he must inspect neglected family properties and because of the gruesome preparations he must undergo and supervise. Yet the contrast between Paris and the Portuguese countryside immediately transforms his perception of life.

During the trip, the technological systems that once defined Jacinto’s lifestyle fail repeatedly. Luggage gets lost, machines malfunction, and the carefully organized structure of modern life he relies on collapses all together. These failures symbolize the fragility of the civilization Jacinto once admired. In the countryside, removed from the elaborate mechanisms of modern society, Jacinto is forced to confront a simpler and more direct form of existence.

According to Óscar Lopes, Eça de Queirós frequently used rural environments to reveal the artificiality of urban life (Lopes & Saraiva, 2005). In the mountains, Jacinto gradually realizes that the complexity of civilization has obscured the fundamental sources of human satisfaction. What he once interpreted as progress now appears excessive and unnecessary. His stay in this run-down property where he even tastes food he was not to eat before becomes an eye-opener that unfolds another reality he has been absent from.

Isolation and the Rediscovery of Simple Living

The most significant moment of transformation occurs when Jacinto remains alone in the mountain house with only his servants while the narrator José leaves to visit his aunt. This temporary isolation allows Jacinto to experience life without the intellectual noise that previously dominated his identity. This so-called isolation is the catalyst he needed to appreciate life from a different angle, not the technological, philosophical one he had been attached to.

Deprived of his scientific library, technological gadgets, and philosophical texts, Jacinto slowly begins to rediscover the pleasures of physical activity, simple meals, and the beauty of the surrounding landscape. The mountains become a space of inner and self-renewal where Jacinto reconnects with basic human experiences he had long abandoned by his knowledge blindfoldedness. Instead of analyzing existence through philosophical pessimism, he begins to live it directly, and, consequently, to enjoy it.

This transformation is gradual but unmistakable. Jacinto develops an appreciation for agricultural work, fresh food, and the rhythm and pace of rural life. Activities that once seemed trivial in his eyes now acquire meaning and dignity. The simplicity of the countryside reveals that happiness does not require the intellectual complexity that once defined Jacinto’s life.

Rousseau, Nature, and the Critique of Artificial Civilization

Another useful perspective emerges from the philosophy of Jean-Jacques Rousseau, whose critique of modern civilization resonates strongly with Jacinto’s transformation. Rousseau famously argued that civilization corrupts humanity’s natural goodness by imposing artificial desires, social competition, and hierarchical distinctions. In works such as Discourse on the Origin of Inequality, Rousseau (1755/1994) suggested that social institutions often distance individuals from their authentic selves by encouraging vanity, envy, and dependence on external validation.

Although Eça de Queirós wrote more than a century after Rousseau, Jacinto’s experience reflects many of Rousseau’s philosophical concerns. In Paris, Jacinto lives in an environment dominated by artificial desires, technological novelty, intellectual prestige, and social sophistication. His identity becomes tied to objects and systems designed to demonstrate the superiority of civilization over simple life like the one in the countryside. Yet these elements fail to provide genuine satisfaction to people who only find themselves philosophizing and emotionally attached to new discoveries and gadgets. Instead, those elements intensify his feelings of emptiness and alienation.

When Jacinto retreats to the mountains because he finds himself forced to do it, he abandons many of the artificial desires that once dominated his city, modern life. The rural environment removes the social pressures and intellectual competitions that fully defined his existence in Paris. Instead of seeking recognition through technological sophistication or philosophical knowledge, Jacinto discovers fulfillment in modest home and countryside routines: cultivating the land, sharing meals with his servants, and appreciating the natural landscape surrounding his home.

This shift in Jacinto echoes Rousseau’s belief that simplicity and closeness to nature foster genuine well-being. For Rousseau (1755/1994), authentic happiness emerges when individuals live according to natural needs rather than socially constructed desires. Jacinto’s transformation illustrates this principle vividly. In the mountains, he experiences a kind of moral and psychological liberation, discovering that the fundamental conditions of happiness are surprisingly simple.

Ethical Transformation Through Daily Experience

Eça de Queirós portrays Jacinto’s change not as a sudden revelation but as a process shaped by daily experience and self-discovery. The rural environment demands effort and adaptation on Jacinto’s part. The house where Jacinto stays is initially dilapidated, and life in the mountains requires practical skills he never needed when being in Paris.

According to Helena Carvalhão Buescu, Eça de Queirós often depicted transformation as an ethical reorientation that emerges gradually from lived experience rather than dramatic insight (Buescu, 2013). Jacinto’s evolution (or revolution) reflects this literary strategy. Through repeated encounters with the realities of rural life, he learns to value simplicity, community, and purposeful labor.

When the narrator, José, eventually returns, Jacinto appears healthier, calmer, and more balanced than before. His pessimistic reflections about civilization no longer dominate his thinking. The philosophical despair that once shaped his worldview has been replaced by a practical appreciation of life’s most modest pleasures.

Civilization Reconsidered: Eça de Queirós’s Social Critique

Jacinto’s transformation ultimately reflects Eça de Queirós’s broader critique of modern civilization. The story does not reject civilization entirely; instead, it exposes the dangers of excess technological gimmicks. When technology, intellectual ambition, and social sophistication become ends in themselves, they can disconnect individuals from fundamental human experiences and what can be really important in people’s life.

The contrast between Paris and the Portuguese mountains reveals this imbalance. Paris in the narrative’s plot represents technological abundance, intellectual prestige, and cultural sophistication, yet it leaves Jacinto emotionally exhausted and empty. The mountains, by contrast, offer simplicity, labor, and contact with nature, conditions that restore his sense of meaning of what civilization (Civilização) really means.

Modern psychological perspectives reinforce this insight. The psychologist Mihaly Csikszentmihalyi (1990) argues that deep satisfaction emerges from meaningful engagement in purposeful activities rather than passive consumption of comforts. Jacinto’s experience illustrates this principle in narrative form. By participating actively in rural life rather than merely observing it, he discovers a sense of fulfillment that intellectual speculation never provided.

Conclusion

Jacinto’s stay in the mountains represents a profound inner transformation from alienated intellectualism to grounded simplicity. Influenced initially by the pessimistic philosophy of Arthur Schopenhauer and the existential reflections of Ecclesiastes, Jacinto becomes convinced that civilization leads only to suffering. Yet his temporary isolation in rural Portugal reveals an alternative vision of life in which happiness arises from simplicity, labor, and harmony with nature.

Through Jacinto’s journey, José Maria de Eça de Queirós offers a powerful literary critique of modern civilization even for 21st Century living. The story suggests that technological progress and intellectual accumulation do not necessarily produce fulfillment. Instead, authentic happiness may emerge when individuals reconnect with the essential rhythms of human existence: work, community, and the natural world. Jacinto’s transformation therefore stands as both a personal awakening and a broader reflection on the limits of modern civilization.

San José, Costa Rica

Tuesday, March 31, 2026



📚 References

Buescu, H. C. (2013). Chiaroscuro: Modernidade e literatura. Lisboa: Tinta-da-China.

Csikszentmihalyi, M. (1990). Flow: The psychology of optimal experience. Harper & Row.

Eça de Queirós, J. M. (2001). Civilização. In Contos. Lisboa: Livros do Brasil. (Original work published 1902)

Lopes, Ó., & Saraiva, A. J. (2005). História da literatura portuguesa. Porto: Porto Editora.

Reis, C. (1999). Eça de Queirós: Uma estética da ironia. Coimbra: Almedina.

Rousseau, J.-J. (1994). Discourse on the origin of inequality. Oxford University Press. (Original work published 1755)

Schopenhauer, A. (1969). The world as will and representation (E. F. J. Payne, Trans.). Dover. (Original work published 1819)

The Holy Bible. (1989). New Revised Standard Version. National Council of Churches.

Weber, M. (2002). The Protestant ethic and the spirit of capitalism. Penguin. (Original work published 1905)


From Decadent Civilization to Restorative Simplicity - Jacinto’s Inner Transformation in “Civilização” by J... by Jonathan Acuña



Listen to the podcast version of this article!

If the Google Drive player doesn’t load, please refresh the page.
You can also listen in your favorite podcast app: simply copy the link below and paste it into your podcast app to enjoy a conversation about the ideas explored in this blog post.

https://podpod.me/rss/1worOGGkLrw1Z.rss









Tuesday, March 31, 2026


Location: San José Province, Guadalupe, Costa Rica

Older Posts Home
Subscribe to: Comments (Atom)

    Blog Stats

    Blog Stats
    Friday, Apr 10, 2026

    Reflective Online Teaching

    Reflective Online Teaching
    Since 2010

    Costa Rica

    Costa Rica
    My Home Country

    550 Posts and counting

    550 Posts and counting

    TESOL Certified Instructor

    TESOL Certified Instructor

    Certified Virtual Instructor

    Certified Virtual Instructor

    PD Talks & NCTE-Costa Rica

    PD Talks & NCTE-Costa Rica

    Copyscape

    Protected by Copyscape

    Blog Archive

    • ▼  2026 (43)
      • ▼  April (1)
        • From Boards to Screens: Reconfiguring Classroom Re...
      • ►  March (15)
      • ►  February (15)
      • ►  January (12)
    • ►  2025 (81)
      • ►  December (10)
      • ►  November (12)
      • ►  October (11)
      • ►  September (10)
      • ►  August (8)
      • ►  July (7)
      • ►  June (6)
      • ►  May (3)
      • ►  April (4)
      • ►  March (6)
      • ►  February (2)
      • ►  January (2)
    • ►  2024 (28)
      • ►  December (3)
      • ►  November (2)
      • ►  October (4)
      • ►  September (4)
      • ►  August (5)
      • ►  July (3)
      • ►  June (2)
      • ►  May (2)
      • ►  April (3)
    • ►  2023 (6)
      • ►  September (1)
      • ►  August (5)
    • ►  2022 (1)
      • ►  July (1)
    • ►  2020 (54)
      • ►  November (4)
      • ►  October (7)
      • ►  September (11)
      • ►  August (15)
      • ►  July (10)
      • ►  April (2)
      • ►  March (5)
    • ►  2019 (13)
      • ►  August (5)
      • ►  July (8)
    • ►  2018 (11)
      • ►  June (2)
      • ►  May (7)
      • ►  April (2)
    • ►  2017 (6)
      • ►  May (2)
      • ►  April (2)
      • ►  January (2)
    • ►  2016 (101)
      • ►  November (4)
      • ►  October (7)
      • ►  September (10)
      • ►  August (4)
      • ►  May (22)
      • ►  April (17)
      • ►  March (21)
      • ►  February (14)
      • ►  January (2)
    • ►  2015 (53)
      • ►  November (5)
      • ►  October (13)
      • ►  August (4)
      • ►  July (8)
      • ►  June (5)
      • ►  May (14)
      • ►  April (4)
    • ►  2014 (40)
      • ►  October (5)
      • ►  September (11)
      • ►  August (4)
      • ►  June (3)
      • ►  May (8)
      • ►  April (5)
      • ►  February (1)
      • ►  January (3)
    • ►  2013 (46)
      • ►  December (1)
      • ►  November (1)
      • ►  October (3)
      • ►  September (5)
      • ►  August (6)
      • ►  July (7)
      • ►  June (6)
      • ►  May (7)
      • ►  April (1)
      • ►  March (4)
      • ►  February (3)
      • ►  January (2)
    • ►  2012 (17)
      • ►  December (3)
      • ►  November (4)
      • ►  October (4)
      • ►  September (6)
    • ►  2011 (5)
      • ►  September (2)
      • ►  August (2)
      • ►  January (1)
    • ►  2010 (46)
      • ►  December (9)
      • ►  November (14)
      • ►  October (3)
      • ►  March (4)
      • ►  February (8)
      • ►  January (8)

    Labels

    • #EdChat (8)
    • #LTTO (14)
    • A Princess of Mars (1)
    • A Tale of Two Cities (1)
    • A Woman fo No Importance (1)
    • A1 Learners (1)
    • ABLA (9)
    • Academic Integrity (1)
    • Academic Research (9)
    • Adaptive Learning (1)
    • ADDIE Model (7)
    • Adult Education (1)
    • Adult ELT (1)
    • Adult Learners (3)
    • Adult Learning (1)
    • Adventure Fiction (1)
    • Affective Filter (2)
    • Afro-Caribbean Lore (1)
    • Agile Professional Development (1)
    • AI Detection (1)
    • AI Ethics (1)
    • AI in ELT (1)
    • Alberto Delgado Alvarez (1)
    • Aldous Huxley (1)
    • Aldus Huxley (1)
    • Alexander Luria (5)
    • Algorithmic Bias (2)
    • Alienation (1)
    • Anansi (1)
    • Ancient Astronaut Theory (1)
    • Ancient Mysteries (1)
    • Andragogy (5)
    • Andy Curtis (1)
    • Angelology (2)
    • Animal Consciousness (1)
    • Animal-Machine (1)
    • António Vieira (1)
    • Aouda (1)
    • Apps for Education (1)
    • Archaeology (1)
    • Archetypal Analysis (1)
    • Archetypes (1)
    • Archimedes (1)
    • Arsène Lupin (1)
    • Art and Technology (1)
    • Artificial Intelligence (2)
    • Artistic Philosophy in ELT (1)
    • Assessment (12)
    • Assessment in Action (2)
    • Assessment Literacy (1)
    • Assessment Practices (6)
    • ASSURE (1)
    • Asynchronous Tools (2)
    • Attention Span (1)
    • Augustine (1)
    • Aural/oral skills (1)
    • Authenticity (1)
    • autonomous learning (1)
    • Autonomy (1)
    • Baroque Thought (1)
    • Barthesian Analysis (6)
    • Behavior (1)
    • Being vs. Having (1)
    • Benjamin Button (1)
    • Bergson (1)
    • Betrayal (1)
    • Bettelheim (1)
    • Biblical Monotheism (1)
    • Biblical Text Analysis (1)
    • Big Data (6)
    • Bilingualism (1)
    • Biopolitics (1)
    • Blended Learning (1)
    • BlendIt Course (8)
    • Blind Faith (1)
    • Bloom's Taxonomy (5)
    • BNCs (9)
    • Board Work (2)
    • Book Critique (2)
    • Book of Enoch (1)
    • Book of Job (1)
    • Book of Revelation (1)
    • Bookmarking Sites (1)
    • Bourgeois Society (1)
    • Brave New World (1)
    • Brazilian Literature (4)
    • Brazilian Romanticism (2)
    • Breakout Rooms (3)
    • British Council (17)
    • Bureaucracy (3)
    • Burnout Prevention (1)
    • Cain (1)
    • Carl Jung (3)
    • Case Study (4)
    • Catalog of Rubrics (1)
    • Catholic Storytelling (1)
    • CEF (2)
    • CEFR (1)
    • CEFR-Aligned Assessment (1)
    • Centro Universitario de Desarrollo Intelectual (1)
    • Character Analysis (3)
    • Character Development (1)
    • Characterization (2)
    • Charles Dickens (1)
    • Christian Demonology (1)
    • Civil Obedience (1)
    • Civilization (1)
    • Classical Biography (1)
    • Classical Literature (1)
    • Classroom Interaction (2)
    • Classroom Management (8)
    • Classroom Organization (1)
    • Classroom Practice (1)
    • Classroom Routines (1)
    • Cloud Reader (1)
    • CLT (4)
    • Coaching (1)
    • Coaching in Teacher Classroom Observation (2)
    • Code of Ethics (1)
    • Cognitive Load (1)
    • Collaborative Learning (1)
    • Collectivism (1)
    • Colombian Poetry (1)
    • Color Motifs (1)
    • Communicating about Uncertainty (1)
    • Communicative Competence (4)
    • Communicative Language Teaching (6)
    • Communities of Practice (2)
    • Community of Practice (8)
    • Comparative Mythology (1)
    • Comparative Religion (2)
    • Competency-Based Learning (9)
    • Conformity (2)
    • Conformity Pressure (1)
    • Connectivism (1)
    • Conscience (1)
    • Constructive Alignment (1)
    • Constructivism (1)
    • Contemporary Aesthetics (1)
    • Contemporary Short Fiction (1)
    • Content Assimilation (1)
    • Content Design (1)
    • Cooperative Learning (2)
    • CoP (3)
    • Corrective Feedback (1)
    • Costa Rica (2)
    • Costa Rican Literature (1)
    • Course Project (2)
    • Creativity (1)
    • critical skills (1)
    • Critical Thinking (1)
    • Critical Thinking Skills (2)
    • Cultural Allegory (1)
    • Cultural Assimilation (1)
    • Cultural Centers (1)
    • Culture (11)
    • Culture Framework (2)
    • Culture Teaching (8)
    • Curriculum Design (3)
    • Curriculum Development (6)
    • Custom eLearning (2)
    • Custom Training (1)
    • Dante Alighieri (2)
    • Dante Studies (2)
    • Data Science (7)
    • Data-Driven Teaching (5)
    • Data-Informed Leadership (1)
    • David Fincher (1)
    • DDT (1)
    • Death (1)
    • Deborah Tannen (1)
    • Deductive Grammar Instruction (2)
    • Deep Ecology (1)
    • Dehumanization (1)
    • Demonology (2)
    • Demonology and Devil-Lore (2)
    • Demythologization (1)
    • Deontology (1)
    • Desire (1)
    • Developmental Feedback (1)
    • Diane Larsen-Freeman (1)
    • Dictator (1)
    • Didactics (4)
    • Differentiation (3)
    • Digital Culture (1)
    • Digital Inequality (1)
    • Digital Pedagogy (2)
    • Digital Resources (1)
    • Dignity (1)
    • Dino Buzzati (1)
    • Discourse Analysis in ELT (1)
    • Distance Education (2)
    • Dualism (1)
    • Dysfunctional Families (1)
    • Dystopia (2)
    • Dystopian Fiction (1)
    • Dystopian Society (1)
    • E-Portfolios (1)
    • Eça de Queirós (4)
    • Eco-Criticism (1)
    • Edgar Rice Burroughs (2)
    • Education and Learning (34)
    • Education Policy (2)
    • Education Technologies (9)
    • Educational Evolution (1)
    • Educational Leadership (1)
    • Educational Philosophies (1)
    • EFL/ESL Activities (1)
    • El Clis de Sol (1)
    • eLearning (1)
    • Electracy (1)
    • ELF (1)
    • ELL (17)
    • Elohim (3)
    • ELT (57)
    • ELT Conference (1)
    • ELT Institutions (1)
    • ELT Leadership (1)
    • ELT Methodology (1)
    • ELT Pedagogy (1)
    • ELT Professional Development (3)
    • ELT. Teacher Growth (1)
    • Emotional Intelligence (1)
    • Emotional Literacy (2)
    • Emotional Repression (1)
    • Empathy (1)
    • English Grammar (3)
    • English Language Teaching (12)
    • English Teaching (1)
    • Enkidu (1)
    • Environmental Destruction (1)
    • Environmental Philosophy (1)
    • Envy (1)
    • Epistemology (1)
    • Eric Mazur (1)
    • Erich Fromm (4)
    • Error Correction (1)
    • Escape from Freedom (1)
    • Eschatology (1)
    • Esotericism (1)
    • ESP (2)
    • Ethical Inaction (1)
    • Ethical Judgments (1)
    • Ethical Leadership (1)
    • Ethical Sacrifice (1)
    • Ethics (45)
    • Ethics Analysis (2)
    • Ethics Education (1)
    • Ethics of Care (1)
    • Etiological Storytelling (1)
    • Evaluating Digital Tools (1)
    • Evaluation (4)
    • Evil (1)
    • Executives' School (9)
    • Existentialism (1)
    • Ezekiel (1)
    • F. Scott Fitzgerald (1)
    • Fairy Tales (2)
    • Faivre (1)
    • False Positives (1)
    • Fatalism (1)
    • Fear (1)
    • Feedback (5)
    • Female Identity (1)
    • Flipped Classroom (1)
    • Flipped Learning (1)
    • Formative Assessment (5)
    • Forums (1)
    • Fossilization (1)
    • Frames-Based Teaching (1)
    • Framing in Discourse (1)
    • Frankenstein (1)
    • Franz Kafka (1)
    • Freedom (1)
    • French Literature (1)
    • Freudian Analysis (3)
    • From theory to practice (2)
    • Frommian Analysis (2)
    • Fulfillment (1)
    • Future for Education? (2)
    • Gabriel Escorcia Gravini (1)
    • Gamification (1)
    • George Orwell (1)
    • Global Competence (1)
    • Global Ethics (7)
    • Gnosticism (1)
    • Gothic Literature (1)
    • Grading Ranges (1)
    • Grammar (3)
    • Group Dynamics (2)
    • Group Work (2)
    • Guest Author (1)
    • Guided Practice (2)
    • H. G. Wells (1)
    • H.P. Lovecraft (3)
    • Haiku (2)
    • Hanegraaff (1)
    • HD Brown (1)
    • Hebrew Mythology (1)
    • Hermeticism (2)
    • Hero’s Journey (1)
    • Higher Education (49)
    • Higher Education Ethics (1)
    • Historical Context (1)
    • Historical–Biographical Criticism (1)
    • History (2)
    • Holistic Education (1)
    • Homerton College Cambridge Course (2)
    • Hootcourse (1)
    • Horacio Quiroga (1)
    • Human Dignity (1)
    • Human Rights (1)
    • Human-Centered Narrative (1)
    • Human-Centered Pedagogy (1)
    • Humanistic Morality (1)
    • Hybrid and Blended Learning (61)
    • Hybrid In-person Teaching (1)
    • Hybrid Learning Models (1)
    • Identit (1)
    • Ideology (2)
    • Idioms (1)
    • Iktomi (1)
    • Imagery (2)
    • Inclusive Education (1)
    • Inclusive Pedagogy (2)
    • Independent Practice (1)
    • Indianism (1)
    • Indigenous Heroism (1)
    • Individuation (2)
    • Inductive Grammar Instruction (2)
    • Inferno XXXIII (1)
    • infographic (1)
    • Institutional Culture (1)
    • Institutional Improvement (1)
    • Institutional Memory (1)
    • Instruction-Giving (1)
    • Instructional Design (4)
    • Instructional DesignBritish Council (1)
    • Integration of Technology into Teaching (10)
    • Interaction (1)
    • Interaction Patterns (2)
    • Intercultural Awareness (1)
    • Interdisciplinary Inquiry (1)
    • Interlanguage (1)
    • Interventions in ELL (1)
    • Irony (3)
    • Isaac Asimov (1)
    • Issus (1)
    • Italian Literature (1)
    • Jacqueline Alves Souza (1)
    • Jacques de Molay (1)
    • Jacques Lacan (4)
    • James Knowles (1)
    • James Thurber (1)
    • Japanese Folklore (1)
    • Jehovah (1)
    • Jeremiah (1)
    • Jewish Apocalypticism (1)
    • Jewish Mysticism (1)
    • John Carter (1)
    • José de Alencar (2)
    • JotForm (1)
    • Journey to the Center of the Earth (1)
    • Jules Verne (3)
    • Jungian Analysis (8)
    • Just-in-Time Training (1)
    • Kabbalah (1)
    • Kahlil Gibran (2)
    • Kathleen M. Bailey (1)
    • Kindness (1)
    • King Arthur and his knights (1)
    • Kirkpatrick Model (15)
    • Knight Templars (1)
    • Knowledge (1)
    • Kurt Vonnegut (1)
    • La gran miseria humana (1)
    • La Insolación (1)
    • Lacan (1)
    • Lacanian Analysis (7)
    • Language (1)
    • Language Competences (1)
    • Language Education (2)
    • Language Institutions (1)
    • Language Learning (14)
    • Language Series Comparative Analysis (1)
    • Language Teaching (8)
    • Latin American Literature (3)
    • Laureate Course Module 3 Teaching with Technology (19)
    • Laureate Educator (4)
    • Laureate Educator in the XXI Century (2)
    • Laureate Educator-Week 1 (1)
    • Laureate Educator-Week 2 (1)
    • Laureate Educator-Week 3 (1)
    • Leadership (10)
    • Learner Agency (1)
    • Learner Attention (1)
    • learner autonomy (3)
    • Learner Diversity (3)
    • Learner Engagement (1)
    • Learner Grouping (2)
    • Learner-Centered Pedagogy (1)
    • Learner-Centeredness (1)
    • Learning (8)
    • Learning Activities (1)
    • Learning Analytics (1)
    • Learning Objectives (2)
    • Learning Preferences (1)
    • Learning Styles (1)
    • Learning Technologies (1)
    • Leopoldo Lugones (1)
    • Les Demoiselles d’Avignon. Pablo Picasso (1)
    • Lesson Closure (1)
    • Lesson Design (2)
    • Lesson Openings (1)
    • Lesson Planning (6)
    • Lev Vygotsky (4)
    • Libraries (1)
    • Life is a Dream (1)
    • Life Stories (1)
    • Linguistics (2)
    • Listening (1)
    • Literary Analysis (8)
    • Literary Criticism (26)
    • Literary Ethics (1)
    • Literary Psychology (1)
    • Literature (35)
    • LMS (6)
    • Lord’s Prayer (1)
    • LOTI Profile (5)
    • Love (2)
    • Lycurgus (1)
    • Machado de Assis (2)
    • Machiavellian Narration (1)
    • Mãe (1)
    • Magón (1)
    • MakerSpace (1)
    • Manuel González Zeledón (1)
    • Marcel Duchamp (6)
    • Marcellus (1)
    • Marxist Literary Approach (1)
    • Mary Shelly (1)
    • Materials Design (1)
    • Maurice Leblanc (1)
    • Meaning of Justice (1)
    • Melodrama (1)
    • Mentalism (1)
    • Mentorship (1)
    • MEP (Ministerio de Educación Pública) (1)
    • Metacognition (3)
    • Metadata (1)
    • Metaphysics. Self-Mastery (1)
    • Methodology (3)
    • Micro-Ethics (1)
    • microcelebrities (1)
    • Microlearning (1)
    • Mimetic Desire (1)
    • Mind Maps (2)
    • Mindfulness (12)
    • Misogyny (1)
    • Mistake vs. Error (1)
    • Mixed-Ability Classes (1)
    • Mixed-Methods Research (4)
    • Mobile Learning (1)
    • Modeling in ELT (1)
    • Modern Realism (1)
    • Modernity (1)
    • Modular Learning (1)
    • Moncure Daniel Conway (5)
    • MOOCs (1)
    • Moodle (5)
    • Moral Agency (1)
    • Moral Allegory (1)
    • Moral Biography (1)
    • Moral Cannibalism (1)
    • Moral Education (1)
    • Moral Lesson (1)
    • Moral Responsibility (1)
    • Moral Theology (2)
    • Moral-Humanistic Criticism (1)
    • Morality (1)
    • Motherhood (1)
    • Motivation (3)
    • Music and Learning (1)
    • Myth Interpretation (1)
    • Myth of Evil (1)
    • Mythic Narrative (1)
    • Mythological Archetypes (1)
    • Mythology (1)
    • Narrative Distance (1)
    • Narrative Empathy (1)
    • Narrative Irony (1)
    • Narrative Structure (3)
    • Narrative Voice (1)
    • Nature (1)
    • Nature Spirits (1)
    • Necropolitics (1)
    • Needs Assessment (3)
    • Netiquette (1)
    • Network Community (1)
    • NGL (1)
    • Nicaraguan Literature (2)
    • Nicatesol (1)
    • Nietzsche (1)
    • Nive Events of Instruction (1)
    • Nonviolent Communication (6)
    • ñor Cornelio Cacheda (1)
    • Noticing Hypothesis (1)
    • Nouns in English (1)
    • Novice Teachers (3)
    • Nudos (1)
    • Objective Writing (1)
    • OER (1)
    • Off-the-Shelf Learning (1)
    • Online Community (1)
    • Online EFL (1)
    • Online Instruction (55)
    • Online Language Teaching (2)
    • online learning (47)
    • Online Learning Programs (1)
    • Online Persona (9)
    • Online Program Design (1)
    • online teaching (8)
    • Online Teaching Approach (1)
    • Online Teaching Practices (72)
    • Oral Assessment (1)
    • Oral Communication (1)
    • Oral Skills (2)
    • Organizational Learning (1)
    • Orientalism (1)
    • Oscar Wilde (1)
    • Padre Luis Coloma (1)
    • Paideia (1)
    • Paper.li (1)
    • Passepartout (1)
    • Pater Noster (1)
    • Paul of Tarsus (1)
    • Paz a los muertos! (1)
    • PBL (1)
    • PD (2)
    • Peace to the Dead! (1)
    • Pedagogy (2)
    • Pedro Calderón de la Barca (1)
    • Peer Instruction (1)
    • Penitence (1)
    • Penny Ur (2)
    • Persona (1)
    • Personal Learning Networks (2)
    • Pessimism (1)
    • Phileas Fogg (1)
    • Philosophy (1)
    • Phonemics (4)
    • Phonetics (4)
    • Phonotactics (3)
    • Pilot Programs (1)
    • PLEs and PLNs for Lifelong Learning Competencies Week 1 (1)
    • Plot Analysis (1)
    • Plutarch (6)
    • Poetry (2)
    • Poetry Analysis (1)
    • Political Discourse (1)
    • Political Heroism (1)
    • Political Terminology (1)
    • Popol Vuh (1)
    • Population Control (1)
    • Portuguese Literature (2)
    • Portuguese Realism (1)
    • Postcolonialism (1)
    • Posthumanism (1)
    • Pride (1)
    • Procrustean Syndrome (1)
    • Produsage (1)
    • Produser (1)
    • Professional Capital (2)
    • Professional Competencies (1)
    • Professional Development (10)
    • Professional Growth (1)
    • Professional Identity (1)
    • Projec-Based Learning (1)
    • Promethean Myth (1)
    • Pronunciation (7)
    • Psychoanalysis (2)
    • Psychological Analysis (1)
    • Psychological Resilience (1)
    • Psychological Transformation (1)
    • Psychology (1)
    • Public Speaking (1)
    • Purgatorio XI (1)
    • Qualitative Research (4)
    • Quantitative Research (4)
    • Rapport (2)
    • rationality (1)
    • Reading (1)
    • Reading and Vocabulary (2)
    • Realism (1)
    • Recruitment (1)
    • Recycling in Education (1)
    • Reflective Communities (1)
    • Reflective Evaluation (2)
    • Reflective Journaling (5)
    • Reflective Practice (17)
    • Reflective Reading (1)
    • Reflective Teacher Communities (1)
    • Reflective Teacher Leadership (1)
    • Reflective Teaching (60)
    • Religious Authority (1)
    • Religious Critique (1)
    • Religious Evolution (1)
    • Research (9)
    • Resilience (1)
    • Responsibility (1)
    • Return on Investment (1)
    • Richard Schmidt (2)
    • Risk Communication (1)
    • Robert Frost (1)
    • Robert Gagné (2)
    • ROI (1)
    • ROI in ELT (1)
    • Roland Barthes (3)
    • Roman Conquest (1)
    • Roman Offices (1)
    • Roman Republic (1)
    • RTC (1)
    • Ruben Puentedura (1)
    • Rubric-Based Planning (1)
    • Rubrics (3)
    • Samael (1)
    • SAMR Model (1)
    • Scaffolding (2)
    • Schema (1)
    • Scholasticism (1)
    • Science Fiction (1)
    • Science Fiction Studies (1)
    • Scoop.it! (1)
    • Second Language Acquisition (5)
    • Secret Societies of the Middle Ages (1)
    • Semantic Change (1)
    • Semiotics (2)
    • Sentence Patterns (1)
    • Sermão de Santa Teresa (1)
    • Shadow (2)
    • Short Films (1)
    • Short Stories (4)
    • Short Story Analysis (1)
    • Simplicity (1)
    • Sioux Legends (3)
    • Sir Gareth (1)
    • Sir Gawain (1)
    • Sir Lancelot (1)
    • Sir Tristam (1)
    • Skepticism (1)
    • Sketchpads (1)
    • Skill Gap Analysis (1)
    • SLA (4)
    • Slavery in Brazil (1)
    • Social Agency (1)
    • Social Criticism (1)
    • Social Language (3)
    • Social Media (29)
    • Social Networking in Education (3)
    • Social Perception (1)
    • Social Satire (1)
    • Social Transformation (1)
    • Son of Man (1)
    • Sparta (1)
    • Speaking (1)
    • Speaking Scenarios (1)
    • Stephen Krashen (1)
    • Sticky Curriculum (1)
    • Storytelling (1)
    • Strategies for online teaching (2)
    • Student Agency (1)
    • Student Assessment (1)
    • Student Engagement (1)
    • Student Interest (3)
    • Student Motivation (2)
    • Student Talk Time (1)
    • Student Tips (2)
    • Sumerian (1)
    • Summative Assessment (2)
    • Supervision (1)
    • Sustainability (1)
    • Symbolic Philosophy (1)
    • Symbolism (3)
    • Synchronous Online Teaching (1)
    • Syntax (2)
    • Syracuse (1)
    • Task-Based Instruction (1)
    • Task-Based Language Teaching (1)
    • Task-Based Learning (1)
    • TBI (1)
    • TBLT (2)
    • Teacher Agency (2)
    • Teacher Development (23)
    • Teacher Education (1)
    • Teacher Evaluation (2)
    • Teacher Feedback (2)
    • Teacher Identity (2)
    • Teacher Inquiry (1)
    • Teacher Mentoring (2)
    • Teacher Mentorship (1)
    • Teacher Observation (1)
    • Teacher Professional Development (2)
    • Teacher Reflection (2)
    • Teacher Training (5)
    • Teacher Well-being (4)
    • Teacher Well-Being. Kirkpatrick Model (1)
    • Teacher–Student Relationships (1)
    • Teaching (47)
    • Teaching Adolescents (1)
    • Teaching ePortfolio (1)
    • Teaching Grammar (2)
    • Teaching Models (1)
    • Teaching Online (9)
    • Teaching Philosophy (4)
    • Teaching Portfolio (1)
    • Teaching Practices (49)
    • Teaching Practicum (22)
    • Teaching Presence (2)
    • Teaching Styles (8)
    • Teaching Tips (9)
    • Teaching With Technology (4)
    • Teaching With Technology-Week 1 (1)
    • Teaching With Technology-Week 2 (1)
    • Teaching With Technology-Week 3 (2)
    • Teaching With Technology-Week 4 (4)
    • Teaching With Technology-Week 5 (3)
    • Teaching With Technology-Week 6 (2)
    • Teaching With Technology-Week 7 (3)
    • Teaching With Technology-Week 8 (2)
    • Teaching With Technology-Week 9 (1)
    • Tech Tip (5)
    • Technocriticism (1)
    • Technological Assessment (2)
    • Technology Use Tips (1)
    • Templars (1)
    • Temporality (1)
    • Testing (1)
    • The Art of Loving (1)
    • The Assassins (1)
    • The Book of Proverbs (1)
    • The Butterfly Circus (1)
    • The Cats of Ulthar (1)
    • The Data Scientist (5)
    • The Epic of Gilgamish (1)
    • The Gods of Mars (1)
    • The Kybalion (2)
    • The Loincloth (1)
    • The New Normal (1)
    • The Noticing Hypothesis (2)
    • The Outsider (1)
    • The Prophet (2)
    • The Real (1)
    • The Road Not Take (1)
    • The Time Machine (1)
    • Theater Criticism (1)
    • Themistocles (1)
    • Theophoric Names (1)
    • Theseus (1)
    • Thomas Keightley (2)
    • Thomistic Ethics (1)
    • Thomistic Grace (1)
    • Tolkien (1)
    • Transformation (1)
    • Trickster (1)
    • Trinity (1)
    • Turnitin (1)
    • UCC (1)
    • Ugarit (1)
    • Ugolino (1)
    • Universidad Mariano Gálvez (2)
    • Unreliable Narration (1)
    • Unreliable Narrator (1)
    • Utilitarianism (1)
    • Vengeance (1)
    • Videoconferencing Platforms (1)
    • Virtual Classroom Features (1)
    • Virtual Classroom Management (1)
    • Virtual Classrooms (1)
    • Virtual Learning Environments (8)
    • Virtual Teaching (5)
    • Virtualized Teaching (1)
    • Virtue (1)
    • Visual Literacy (1)
    • Visual Scaffolding (1)
    • VLE (47)
    • VLEs (38)
    • Vocabulary learning (10)
    • WAS (14)
    • Web 2.0 (4)
    • Web search engine options (1)
    • Web Tools (6)
    • WebQuests (1)
    • Western Esotericism (1)
    • Western Mysticism (1)
    • Wilbert Salgado (12)
    • William Elliot Griffis (1)
    • Working Adult Student (5)
    • Workplace Dynamics (1)
    • writing (2)
    • Writing Skills (1)
    • Yahweh (1)
    • Yzur (1)
    • Zecharia Sitchin (1)
    • ZPD (1)

Copyright © All Rights Reserved. Reflective Online Teaching | Converted into Blogger Templates by Theme Craft