Dr. Leon James
Dr. Diane Nahl
(c)1979
PHASE II GLOSSARY CHART NO. 4.1
SOCIAL PSYCHOLOGY: STUDYING COMMUNITY-BUILDING FORCES
4.0 INTERGROUP RELATIONS, CLASS & CULTURAL INFLUENCES: COMPETITIVE FORCES
4.1 CROSS-CULTURAL DIFFERENCES
| Demography and Population Statistics (4.1.a) | Bilingualism and Biculturalism (4.1.b) | Nationalism, Tests, and Sesame Street (4.1.c) |
| Survey Research Technique and Socioeconomics (4.1.a.1) | Socio-Cultural Folkrole and Maintenance Activities (4.1.b.1) | Reading: The Key to Developing Individual Potential (4.1.c.1) |
| Resume, Files, Mailing Lists and Credit (4.1.a.2) | Cultural Mismatch in Curriculum (4.1.b.2) | Assimilation Function of Schools (4.1.c.2) |
| Norms, Cultural Checklists and Value Systems (4.1.a.3) | Cross-Cultural Integration, Internationalism and Etymology (4.1.b.3) | Varieties of English: Linguistic Prejudice vs. Cultural Evolution(4.1.c.3) |
| Sub-Cultural Patterns and Linguistic-Cultural Differences (4.1.a.4) | Ethnocentrism, Xenophobia and Sectarianism (4.1.b.4) | Intelligence Measures and the Culturally Disadvantaged Argument(4.1.c.4) |
PHASE II GLOSSARY CHART NO. 4.2
SOCIAL PSYCHOLOGY: STUDYING COMMUNITY-BUILDING FORCES
4.0 INTERGROUP RELATIONS, CLASS & CULTURAL INFLUENCES: COMPETITIVE FORCES
4.2 QUALITY OF LIFE
| Body Balance and Survival(4.2.a) | Individual Distinction and Recognition (4.2.b) | Idealism and Fellowship(4.2.c) |
| Medicalizing Patterns: Wholistic Medicine and Homeopathy (4.2.a.1) | Tinkering, Dabbling and Collecting (4.2.b.1) | Community Virtues and Enoblement of Individual Character (4.2.c.1) |
| Health, Nutrition and Healing (4.2.a.2) | Heroes, Awards, Badges, and Stars (4.2.b.2) | The Golden Rule and The Middle Way (4.2.c.2) |
| Yoga, TM, Tai Chi, Eurythmy (4.2.a.3) | Leadership Style and Effectiveness (4.2.b.3) | Humanistic Science vs. Scientific Humanism (4.2.c.3) |
| The Food and Medical Daily Round Log (4.2.a.4) | The Bureaucratic Personality (4.2.b.4) | (To Be Discovered)(4.1.c.4) |
PHASE II GLOSSARY CHART NO. 4.3
SOCIAL PSYCHOLOGY: STUDYING COMMUNITY-BUILDING FORCES
4.0 INTERGROUP RELATIONS, CLASS & CULTURAL INFLUENCES: COMPETITIVE FORCES
4.3 LIFESTYLE
| Mass Society Modernism(4.3.a) | Consumerism(4.3.b) | Groupism and Sex Roles(4.3.c) |
| T.V. Slogans: Daily Round Topics, News and Imaginings (4.3.a.1) | Weight Watching and What-Shall-I-Wear (4.3.b.1) | Getting Married(4.3.c.1) |
| Educational Tourism Can be a National Resource (4.3.a.2) | Decorating, Arts and Crafts, and Folk Art (4.3.b.2) | Dating, Cruising, Surfboards and Bikinis (4.3.c.2) |
| Rushing, Deadlines and the Telephone or the Hammer of Progress (4.3.a.3) | Bargains, Sales, Savings and Investments (4.3.b.3) | Lifestyle Empathy, Occasional Intimacy and Lay Counseling (4.3.c.3) |
| Cultism, Mass Media Brainwashing and the Loss of Individuality(4.3.a.4) | Small is Beautiful and Back to Eden (4.3.b.4) | Volunteering, Recruiting and Garage Sales(4.3.c.4) |
PHASE II GLOSSARY CHART NO. 5.1
SOCIAL PSYCHOLOGY: STUDYING COMMUNITY-BUILDING FORCES
5.0 COLLECTIVE EVOLUTION: PSYCHO-SPIRITUAL FORCES
ETHNICITY
| Biography: Historicalizing vs. Witnessing (5.1.a) | Neighborhood and Work Place (5.1.b) | The Community of Humankind (5.1.c) |
| Family Identity, Reputation and Community Connections (5.1.a.1) | Gossip, Vibes and the Negative Emotions (5.1.b.1) | Boddhisattvas and Cosmic Individualities (5.1.c.1) |
| Autobiographical Turning-Points and Evolution (5.1.a.2) | Island-Mainland Consciousness (5.1.b.2) | The Ten Commandments and The Eightfold Path (5.1.c.2) |
| Psychohistory, the Web of Destiny and Future-Making (5.1.a.3) | Peacemaking, Friendliness, and Public Spirit (5.1.b.3) | Generational Cohorts and Contemporaries (5.1.c.3) |
| Cumulative Records and Methods of Keeping Track (5.1.a.4) | Ethnic Character, Story Telling and Oral History (5.1.b.4) | The Great Chain of Being(4.3.c.4) |
PHASE II GLOSSARY CHART NO. 5.2
SOCIAL PSYCHOLOGY: STUDYING COMMUNITY-BUILDING FORCES
5.0 COLLECTIVE EVOLUTION: PSYCHO-SPIRITUAL FORCES
5.2 ASTRODYNAMICS
| Birth, Maturity, Old Age, Death and Rebirth (5.2.a) | Sociobiology and Psychobiology (5.2.b) | Listening, Memory and Consciousness (5.2.c) |
| The Curves of Development and Maturation Stages (5.2.a.1) | Bird Stories: Social Organization of Animal Community Life(5.2.b.1) | Myth, Scriptures and Initiates (5.2.c.1) |
| The Social Management of Old Age (5.2.a.2) | Artificial Intelligence and the Ghost in the Machine (5.2.b.2) | The Great Law of Compensation and Adjustment (5.2.c.2) |
| Abortion, Test Tube Babies, Cryogenics and Cloning (5.2.a.3) | Scientific Art: The Open Cube, The Gene of Intellect and GLOSSOLID* Three (5.2.b.3) | Supersensible Cognition (5.2.c.3) |
| Studying Pre-Birth Personality Influences (5.2.a.4) | Vows, Truth-Utterances and the Technology of Praying (5.2.b.4) | Memory: Sensory, Short-Term, Long-Term, Sudden and Akashic(5.2.c.4) |
PHASE II GLOSSARY CHART NO. 5.3
SOCIAL PSYCHOLOGY: STUDYING COMMUNITY-BUILDING FORCES
5.0 COLLECTIVE EVOLUTION: PSYCHO-SPIRITUAL FORCES
5.3 COMMUNITY-AWAKENING
| Professionalizing the Self, Education & Growth (5.3.a) | Awareness of Community (5.3.b) | Community-Building(5.3.c) |
| Professionalizing Self as Student (5.3.a.1) | Community=Individuality, Universality and Objectivity(5.3.b.1) | Cross-Age Socializing(5.3.c.1) |
| Cultivating Intellectual Influences and Refinements (5.3.a.2) | Ocean School Report and the Conspiracies of Silence (5.3.b.2) | Identifying Collective Strong-Tendencies (5.3.c.2) |
| Mere-Witnessing(5.3.a.3) | Garfinkeling 5.3.b.3) | The Emperor's New Clothes and Collective Secrets (5.3.c.3) |
| Integrating the Congregation of Selves (5.3.a.4) | Warm Fuzzies and Cold Pricklies (5.3.b.4) | The Negative and Positive Bias in Science (5.3.c.4) |
HOW TO READ GLOSSARY CHARTS
There are different kinds of alternatives available in the presentation of topical content in a course. You are already familiar with the sequential presentation; it is used in most college textbooks, and in lectures based on such textbooks.
This community-classroom, as indicated above, uses a cyclical presentation of topical content. This approach was developed by Jakobovits and Gordon in 1974, in their investigations on the underlying nature of discourse (see Reading Source "I," Series IV, Vol. 1; and "C," Section 5.2.3). We shall call this approach "Matrix Presentation of Topics." The course content, which deals with studying community-building forces in social settings, is arranged conceptually into an integrated glossary chart in 15 segments (pp. 23-37).
The "glossary chart" is a conceptual diagram. The components are called "entries." Each entry consists of a title. For example, if you look at "Phase I Chart" (p.2 2 ) you notice that it is made up of 65 boxed entries. Each boxed entry carries a code number (in square brackets). This numbering system constitutes a matrix. Thus, leaving off the titles of each entry, the matrix of the chart assumes the following format:
PHASE I GLOSSARY CHART
1.0 |
2.0 |
3.0 |
4.0 |
5.0 |
1.1 |
2.1 |
3.1 |
4.1 |
5.1 |
1.1.a |
2.1.a |
3.1.a |
4.1.a |
5.1.a |
1.1.b |
2.1.b |
3.1.b |
4.1.b |
5.1.b |
1.1.c |
2.1.c |
3.1.c |
4.1.c |
5.1.c |
1.2 |
2.2 |
3.2 |
4.2 |
5.2 |
1.2.a |
2.2.a |
3.2.a |
4.2.a |
5.2.a |
1.2.b |
2.2.b |
3.2.b |
4.2.b |
5.2.b |
1.2.c |
2.2.c |
3.2.c |
4.2.c |
5.2.c |
1.3 |
2.3 |
3.3 |
4.3 |
5.3 |
1.3.a |
2.3.a |
3.3.a |
4.3.a |
5.3.a |
1.3.b |
2.3.b |
3.3.b |
4.3.b |
5.3.b |
1.3.c |
2.3.c |
3.3.c |
4.3.c |
5.3.c |