STUDENT
Orientation SHEET
(to
be handed in on The, 2/5,
1980, L.li)تتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتت Art 132
Prof. James
1.تتتتت Visit the DRA CENTER at Gartley 213.
Browse through the DRA Volumes. Introduce yourself to the مClass Manager"
in charge Sign up for
DRA Maintenance Work
in the DRA Center Appointment Book. Aتت
Appointments (4 hours total in one or two sessions),
Date Step 1 was
completed. _____________
2.تتتتتتت Visit Sinclair مClosed Reserveن Desk and
consult a few مDRA Volumes" in the collection ً Familiarize yourself with
the system of checking out Volumes ً Browse through the contents.
Date Step was
completed _____________ Volumes seen _____________
Comments:ت (print)
3.تتتتت Visit Sinclair مOpen
Reserveن Shelves for Psychology 222. Browse through the books there
Date Step 3 was
completed, __________
Titles of Books seen:
___________________________________________
4 Speak to the مClass
Manager of your "Learning Cellن (directly or by phone) and discuss Steps 1
through 3. Questions concerning reading Sources
and course activities
may be cleared up.
date Step 4 was completed
Name of your Class Manager
5.تتتتتتت Comments, Questions, Recommendations,
________________________________
are seven steps to complete for an مAن as shown, each
succeeding step leading you to more complex skills. Special مcollective
learningن techniques Insure expanded learning opportunities
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Due Date Grade Steps T A S K Sتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتت E X P L A
N A TI 0 N Sتتتتتتتتتتتتتتتتتتتتتتت Course
Objectivesتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتت تت (How to...)
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1. to sample dataتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتت ÷making خpromptedن
مfield-observations describe
objectذ
تتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتت تof oneâs own مdaily roundâتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتت ively;
2.ت
to record oneâs dataتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتت -making
written notes or oral tapes that type accurately; describe objectively the data
sampled express one's
-making notes for each recorded item opinion pabUaty that give مcontextual Interpretationsن
÷making an "assessment" that
identifies مthe value-to-youن of the exercise, its مvalue-to-the-communityن,
and its مscientific valueن
÷making خtitled clustersن by
identifying recognize social
items from Step 4 that fall into some
data; مtheoretical categoriesن implying some make Inductive مfunctional mechanismsن that might be generalizations خoperativeن in social settings on the
مdaily roundن (e.g.: Fanciful
Attribuذtions; Imagined Ideals; Role-bound Biases; Consummeristic Slogans;
Childish Pretenses)
÷obtaining three مpeer annotationsن
fromتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتت manage talk-students who have also done the same teta.ted project.
These typed comments are replies given to these three مpromptsن:(l)نIdentify to
the CCPs in Step 5 which apply also to you.ن (2)نIdentify CCPs In the report
evident to you but overlooked by the writer. (3)نTheorize regarding
the مdynamic forcesن in the
writerâs مlife spaceن. مmodifying Step
4 In مconceptual termsن to show evidence of greater understanding of social
psychological forces operating In social settings
تتتتتتتتتتتت Social Psychologyتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتت Tue/Thu 12:00-1:15
تتتتتتتتتتتت Psychology 222(2)تتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتت Art
Bldg. 132
تتتتتتتتتتتت Community
Classroomتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتت Prof. L.A. James
تتتتتتتتتتتت Spring 1980 Generationتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتت Dr.
B. Y. Gordon, Visiting colleague
2 SAMPLE SOLUTIONS:
USING GLoSSARY Chart: BOXES TO ANALYZE INTIMIDATION PROJECT
1.تتتتتتتتتتتتتتتتتتتتتتتتت _____
تتتتتتتتتتتتتتتتتتتتتتتتت Case History Jتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتت f
Witnessing & Huddling Methods
تتتتتتتتتتتت First
Reactions Occasioned byتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتت Recasting
First Reactions
Competitive Forces (4.0)تتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتت
تتتتتتتتتتتت مCross÷cultural
differencesن (4.1)تتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتت Community
Maânagement (3.3)
I occasioned by enhancing
forces of:
تتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتت Iتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتت -
تتتتتتتتتتتت (4.l.a.)تتتتتتتتتتتت (4.1.b.2)تتتتتتتتتتتتت (4.1.c.2)تتتتتتتتتتتتتت (4.1.c.4)
(3.1.a)
تتتتتتتتتتتت Demography
Cultural Assimilationتتتتتتتتتتتتتتتتتتتتتتت IQ
and.تتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتت Field
Objectifying Studying
تتتتتتتتتتتت and.
Popular- mismatch in fiction ofتتتتتتتتتتتتتتتتتتتت culturalتتتتتتتتتتتتتتتتتتتتتتتتتت Theory vs. Person-
Functional
تتتتتتتتتتتت tion
Statis- curriculum schoolsتتتتتتتتتتتتتتتتتتتتتتتتتتتت lly
dis÷تتتتتتتتتتتتتتتتتتتتتتتتت (3.l.a.l)
alizlng Ano÷ Featurds
تتتتتتتتتتتت tics
(Norms, (xenophobia)تتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتت advantageتتتتتتتتتتتتتتتتتت Dynamic nymous Role of Transذ
تتتتتتتتتتتت Linguistic-تتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتت ed
argueتتتتتتتتتتتتتتتتتتتتتتتت Controls
transactions actional
تتتتتتتتتتتت Cultural
Dif-تتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتت mentتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتت Exchanges
تتتتتتتتتتتت erences)
2.تتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتت STRATEGIES
of overcoming intimidation
تتتتتتتتتتتت A.تتتت Objectifying
تتتتتتتتتتتتتتتتتتتت through
REVITALIZING FORCES:تتتتت 2.3/23c/2.l/21b/21b1/21b3/21b4/21a1I/21c2
تتتتتتتتتتتت B,
Huddling
تتتتتتتتتتتتتتتتتتتت through
BONDING FORCES:تتتتتتتتتتتت l.l/llcl/llc2/11b3/].1a2/llal/llbl
تتتتتتتتتتتت C.تتت Precluding
تتتتتتتتتتتتتتتتتتتت through all
FIVE FORCES:تتتتتتتتتتتتتتتتتت llb/21a/2].al/21a)/23c/33c/k2b4/53a
تتتتتتتتتتتت D.تتت Idealizing
تتتتتتتتتتتتتتتتتتتت through
SPIRITUALIZING COMPETITIVE FORCES:تتتتت Li.
2/142b/J+2b14./i12c/i42cl/51b1/51b3/
تتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتت 5].c2/53a/53b
Money Thoughts'
PROJECTتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتت page
4تتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتت D. Nahl
DATA ANALYSIS:تتت ESNOSYS
Matrix
Entryتتتتتتتتتتتتتتت Matrix BOXتتتتتت Explanation/ANNOTAT ION
تتتتتتتتت 1.تتتتتتتتتتتتتتت Premises
Bonding/Acts:
1
The premise
is that مhealth foodن is most appropriate to send because it is a beneficial
rather than frivolous or degrading gift.
The act is to
offer to obtain the gift for her, see her agree, then agree to do so.
1تتتتتتتتت 17تتتتتتتتتتتتت ions
The evaluation
is that مhealth foodن is most appropriate to send under
the circumstances because it will encourage good
nutritional
habits, and in this case can be a gift. The emotion supports the
evaluation.
2تتتتتتتت 11تتتتتتتتتتتتت Attributions//Bonding/Acts:
تتتتتتتتتتتتتتتتتتتتتتتتتتت The
attribution is that J and I use each otherâs money
تتتتتتتتتتتتتتتتتتتتتتتتتتت at
times and agree to pay each other back.
تتتتتتتتتتتتتتتتتتتتتتتتتتت The
act is telephoning, offering to obtain tickets,
تتتتتتتتتتتتتتتتتتتتتتتتتتت hearing her agree, then agreeing to
get tickets.
2تتتتتتتتت 6تتتتتتتتتتتتت The
implication is that there are territorial aspects to
تتتتتتتتتتتتتتتتتتتتتتتتتتت money
ownership, money use, and money borrowing. 3 is
تتتتتتتتتتتتتتتتتتتتتتتتتتت able
to use and borrow
my money
through our relationship
تتتتتتتتتتتتتتتتتتتتتتتتتتت where
a stranger or acquaintance wouldnât have access.
تتتتتتتتتتتتتتتتتتتتتتتتتتت In
our relationship money is a medium we each use with
تتتتتتتتتتتتتتتتتتتتتتتتتتت each
other in various ways to further our relationship, i.e.,
تتتتتتتتتتتتتتتتتتتتتتتتتتت to
make a show of trust or to enable something to happen
تتتتتتتتتتتتتتتتتتتتتتتتتتت between
us or for each other.
3تتتتتتتتت 9تتتتتتتتتتتتت Implications
f/Compete tive /Speculations:
تتتتتتتتتتتتتتتتتتتتتتتتتتت The
implication is that consumerism is enabled through
تتتتتتتتتتتتتتتتتتتتتتتتتتت providing
a great variety of services one is charged for;
تتتتتتتتتتتتتتتتتتتتتتتتتتت therefore
persons in community are susceptible to money
تتتتتتتتتتتتتتتتتتتتتتتتتتت use,
money decisions, and money concerns by virtue of the
تتتتتتتتتتتتتتتتتتتتتتتتتتت ready
availability of goods and services.
تتتتتتتتتتتتتتتتتتتتتتتتتتت The
speculation is whether I would pay a higher service chars
تتتتتتتتتتتتتتتتتتتتتتتتتتت if
so how much higher before I decide
its not worth it.
3تتتتتتتت 10تتتتتتتتتتتتت Psycho~Spiritual/Desires:
تتتتتتتتتتتتتتتتتتتتتتتتتتت The
desire is to be efficient in both time and money on
تتتتتتتتتتتتتتتتتتتتتتتتتتت the
daily round. This instance puts both in competition,
تتتتتتتتتتتتتتتتتتتتتتتتتتت since
I can save more time by spending more money, how
تتتتتتتتتتتتتتتتتتتتتتتت much more is worth either?
4تتتتتتتت 22تتتتتتتتتتتتت Conclusions//Revitalizing/Emotions:
The conclusion
is the judgment that Ks selection of gifts coupled with the cost was
inappropriate..
The emotion associated with this
judgment presents a conflict
of friendship and values. My criteria for gifting opposes hers and I feel I
shouldnât say so to her, but instead offered my idea of a good gift and made it easy
for her to
give it since I bought it and brought it home.
تتتتتتتتتت Money THOUGHTS PROJECTتتتتتتتتتتتتتت page 3تتتتتتتتتتتتتتتتتتتتتتتتت D. Nahl
Step 4 Read with Glossary Charts as specified in side
annotations. The process of doing the Mt exercise through step 3 afforded me
several
(23c)تتتتت instances of insight into the realm of my
مinterior dialogue' and how
these
ت (23b4)تت thoughts, words,
sentences in my head control my life. Many times I felt that it
(23c3)تتتت was not me who would think thi8 or that, but some stranger
imposing ideas upon my acti This I identified as the socializing force
being made visible to me. As well,
(22a2)(2].b4)i
uncovered خhiddenâ money thoughts that do affect me, but which I paid no
(21a3)(21b3)
attention to previously. These discoveries allow me to progress to managing the
ت (21b4)تت unattended to
business of becoming aware of what Iâm thinking and what Iâm doing
(53a)تتتتت in the area of money thoughts. I noted a
definite reluctance to notice and
(53c2)(53b)
record money thoughts. This proves to me that life have a strong hold on a
(21b3)تتتت person. An unwillingness to uncover the
money thoughts prevent "perceptual
(53a1)تتتت identification and categorizationن of these
thinking habits. My committinent
(12a4)تتتت to do the MT exercise within the context of
the C_C S80 allowed me to overcome
(33a)تتتتت the intimidation in the area of observing
and analyzing/categorizing my MTs.
(33a2)تتتت I noted a strong tendency to censor my
thoughts, and the inevitable transformation from experience to writing مitن down.
(32a3)تتتتتتتتت MTS and motivational dynamics come
under Psycho÷Economic Laws of Social
(32a)تتتتت Reinforcement, Enhancing Forces of
Collective Learning. Collectively learnin8
ت (12c2)تت about how pervasive, definite, and
influential our MTs are, through keeping track
ت (51a4)تت on our daily rounds,
shows this class community the ways in which MTs motivate
our
(12b)(41)
behavior. The collective MT reports thus generated allow mapping the مCCPâsن,
(12c4)(21c3)Community
Cataloguing Practices, existent in our reports. The process of making
(53b1)تتتت these analyses on how the community categorizes the various practices or observances,
informs us about ourselves as individuals in community. Thus increasing our
(42)(51c4)
wisdom and the quality of our lives.
تتتتت Money Thoughts PROJECTتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتت page
2تتتتتتتتتتتتتتتتتت D.
if possible.
I get a free student ticket within 30 seconds. SN arrive8
15 minutes later. Iâve been working on getting another ticket, but there are
others who also want tickets,نso I observe the setting dynamics get
into a conversation with a lady waiting for a friend for whom iiTe has a
ticket. She doesnât expect him to return and says I may get the ticket. SN and
I talk to the boxoff ice folks for a few moments, when the lady arrives
announcing that she is now sure her friend wonât come. I didnât see that SN
paid $4.00 for the ticket÷÷I assume she used her pink slip. Inside she tells me
she paid÷÷we go back to the box-office to get her money back. She gets only
$2.00 back because she has no ID card with her, so has to pay for not having
the card. We split the cost; the seats are very good.
مت I
see no reason for ~penalizing students who_donât have and ID card with them--especially since there
are times you need
slip and times when you need the ID card, and its not clear which_is
needed where and when. I feel it's
a مrip_off.نن
تتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتت 2÷17÷80 9:30 PM DRIVING homeتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتت Stop to get gasoline for the
week. "I spend $10.00 a week or $40.00
تتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتت from
Tai Chiتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتت per
month or about $500.00 per year on gas at the present rate
تتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتت I
find myself figuring this out regularly, with the gas changes,
تتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتت it's
automatic-÷recurrent money caught in the ebb and flow of money
تتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتت thoughts.
تتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتت 2÷17÷80 10:00PM HOME working on تتتتتتتتتتتتتتتتتتتتتتتت
After talking to students, reading the sample analysis done by LAS,
تتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتت money
thoughtsتتتتتتتتتتتتتتتتتتتتتتتت keeping track of my own money thoughts,ن~
become aware of the ways in
تmoney is
a force in community. It is relevant in transactions
all during the day--money plans,
money hopes, money worries, money relationship dynamics, money limits, money
concerns, money frugality, money extravagance, money implications, etc.,
etc.,--in fact, the more I think about money thoughts, the more money thoughts
I have. Money as a force is intimidating because people are continually being
socialized into the current money-thoughts÷value-system which is justified in
the community through availability of goods and
People have no opportunity to
understand the force of money in their daily lives. I discovered that I have
secret money thoughts I didnât realize were there. In this way money dynamics
controls my consciousness. I simultaneously feel the pressure to accept the
status quo and the pressure not to. This exercise is partly the process of
seeing what my actual criteria regarding money use are÷÷frugal in some areas,
not in others, unclear in other areas. There is an intimidating feeling
associated with the thought that I didn't get my moneyâs worth, was ripped off,
jipped taken advantage of, robbed, foolish in handling money. I feel the
intimidation associated with money thoughts is the key socializing agent in
community which allows money to be used in relationship dynamics such as
family, friends, co÷workers, job associated money use (banking, accounting,
bookeeping). The intimidation associated with misuse and consequences therof
allows training people to handle money in the tremendous variety of ways it is
u8ed in community today. What do you think of that? "
تتت D. Nahl تتتتت Spring 1980
Psych 222
تتتتتت 2-20÷80
COLLECTIVE SCIENCE PROJECT: _ MONEY THOUGHTS ON THE DAILY ROUND
ت 1تت 2÷14÷80تتتت 9:30PM home w/ K
(housemate)تتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتت Kâs
youngest sisterâs birthday is coming up. She wants to get 16
تتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتت different
presents, put them in a
box and send off to Okinawa. She
تتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتت asks
my advice on what to get. I suggest some food items A likes
and cannot get there. K
likes the idea & I agree to buy them at Kokua to get a good price for health food.
"I am glad Iâm a member and
that I can do this for her. Since It will he what I feel is a healthy
gift.ن
2ت 2-l4÷80 10:30PM homeتتتتتتتتتتتتتتتتتتتتتتتتتتت "I decide to
call my sister J in Hilo to ask her if she will come to the opera with grandmother and new grandfather on 2÷17, since
she
تتتتتت تتتتتتتت تتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتwill be here f or their wedding
and her friend is singing in theتتتتتتتتتتتتتتتتتتتتتت performance. مJ know she want to miss seeing him perform." I call and
تتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتت تshe is pleased and agrees. I offer to get the
tickets, she says
تتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتت تshe will pay me back when she sees me.
3تتت 2-15-80 10:OOAM homeتتتتتتتتتتتتتتتتتتتتتتت I call the symphony about the tickets and
discover that I can use a
تتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتت credit
card to purchase them by phone.ن It is so easy to spend money;
تتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتت they service charge $1.00
per ticket for the convenience--"how much
تتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتت would
the charge
have to be for
me to decide that its not worth it?
تتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتت I wouldn't pay $5.00 to order by phone, but maybe $2.00...would
تتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتت pay $3 .00--maybe not...ن
4ت 2÷15÷80ت 10:00PM HOME wf
Kتتتتتتتتتتت تتتتتتتتتت K shows me the
shopping she has done for Aâs birthday.ن I am shocked
تتتتتتتتتتتتتتتتتتتت at what I consider to be expensive gifts, twelve of
them, I
wonder
how much
they cost and whether she is keeping track.ن She shows me each gift: 8
track tape, leotard and tights perfumes, bath soap, $20.00 hook on
make÷up, several paper portfolios, amethyst earrings, and more. I ask how much
she spent, she expresses concern that she مhas no ideaن, hut will add it up later. She says she can
hear her father complain when he sees it that she spends his hard earned money
too much and too frivously. " I find myself disapproving the selection and cost of the
gifts. (Except for the food items I added). jjind myself estimating& that
she spent $150 and feel that is extravagant."
5ت n2-16÷80ت 7:30PM KENNEDY THEATERتتتتتتتتتتتتتتت Went there to
see fledea w/ SN. All performances had beenتتتتتتتتتتتتتتت sold out,BOXOFFICEتتتت so
we had no tickets. Decided to get some somehow at the theater.
تتتتتتتتتتتتتتتتتتتتتتتتت We agreed to meet early in order to obtain
tickets from those who
تتتتتتتتتتتتتتتتتتتتتتتتت may turn theirs in or sell them.ن We may
have to pay and we may not.
تتتتتتتتتتتتتتتتتتتتتتتتت I'm prepared to pay because I donât want
will pay for
تتتتتتتتتتتتتتتتتتتتتتتتت SN too.ن I arrive first and go
to the boxoffice,نnot wanting to pay,"
Psy. 222تتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتت Prof.
Leon James
Community-Classroomتتتتتتتتتتتتتتتتتتتتتتتتتتتتت Dr. Barbara Y. Gordon
Spring 1980تتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتت Visiting
Colleague
Spring 1980 Topical Index of the DRA
(For the Poster Convention)
1.تتت Attitudes
a.ت Customers towards officials or places
-تتتتتتتتتتتتتتتتت service people and officials towards customers
b.ت Locals towards tourists
-تتتتتتتتتتتتتتتت tourists towards locals
c.تتتتتت Students towards faculty
-تتتتتتتتتتتتتتتت faculty towards students
-تتتتتتتتتتتتتتتتت students towards administration
2.تتتتتتتت Campus
Information
a.ت Courses
b.تت Instructors
c.ت Administration
d.تتتتت Other
3.تتتتتتتت Course Skills Acquired
4.تتتتتتتتتتت Money Thoughts
5.تتتتتتتت Oahu Information
a.تتتتت Business
services available
b.تتتتت Community
events
c.تتتتت Educational
events
تتتتتتتتتتتتت d. Employment information
e.ت Food and
nutrition tips
f.تتتتتت Health and healing tips
ت 6.تتتتتت People
(names mentioned)
ت 7.تتتتتت Prizes (won by anyone)تتتتتتتتت -
تتتتتت 8.تت Routine intimidation
a.تتتتت Intimidating
circumstances (see answers to question no. 3 from quiz given Feb. 26,
1980, L. #10)
b.تتتتت The
function of assimilated interior dialogue (see answers to question no. 2 from quiz given 2/26.80 L.#10).
9.تتتتتتتت Talents
(of students)
10.تتتتتتت Other
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PSYCHOLOGY 222 (2)
Dr. Leon James, Instructor Dr. Barbara Gordon,
Visiting Colleague
|
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COMMUNITY-CLASSROOM
Generation: S 1980
|
Voting instructions:
تمYESنت means you DEFINITELY AGREE with the
statement and are PREPARED TO DEFEND IT in a conversation
with a fellow student.
تم?ن means youâre
NOT DEFINITE, or youâre NOT PREPARED TO
DEFEND IT, or you think itâs NOT TRUE.
This course has affected my
LIFESTYLE HABITS POSITIVELYتتتتتتتتتتتتتت
This class is WORTHWHILE and ILLUMINATINGتتتت
تThis class sharpened my ACADEMIC THINKING PROCESSتتتتت
تThis class is CREATIVE and SUCCESSFULتتتتتتت
تThis class taught me valuable INTERPERSONAL SKILLSتتتت
ت This class is BORING and DISORGANIZEDتتتتتتتتتتت
تتت This class started me off on a keen INTEREST IN SOCIAL
PSYCHOLOGY
This classis TOO SPECIALIZED
and UNNECESSARILY COMPLICATEDتتتت
This class taught me better
COMMUNITY-MANAGEMENT SKILLSتتتتتتتت
This class taught me to view
MYSELF and BEHAVIOR MORE OBJECTIVELY
Your JUSTIFICATIONS or EXPLANATIONS:
I?
COMMUNITY-CLASSROOM
Rudolf Steiner said in 1918, at the
time of the signing of the Armistice:
مIf we desire to achieve a social
understanding, as I have said in various connections, the most important thing
of all is that we shall acquire an understanding of the human being, interest
in human beings, a differentiated interest in persons, that we should desire to
know human beings÷it is this which must constitute the task of the future, the
most important part of the futureن (1941, p. 14) (Italics, ours). Steiner was
speaking in the wake of World War I which proved that societyâs modern
technology can be used to wage war. Steiner warned that technology will
continue to create destructive instruments if allowed to develop an anti÷social
milieu. This is because the new age of individual consciousness and
independence÷÷what Steiner calls مfree thinking÷÷is necessarily self÷ish,
ego-tistical, competitive, self÷ assertive, independent, and so on. This خstate
of independenceâ of the individual Ego is contrastive, as Steiner shows, with
people state of dependency in former times: dependency on family and nation to
the extent that individual survival was rendered problematic, often impossible.
Thus, in former times, exile meant certainly loss of wealth and freedom, and
very of ten below÷survival living conditions.
In modern times, by contrast,
خexileâ is replaced by مimmigrationن or
مcolonizationن or مsettlementن,
etc. Opportunity for an improved life has replaced the meaning of exile, or
مbeing cut offن, which is then the modern expression of the new state of
independence achieved by the individual Ego of the modern person. Rudolf
Steinerâs warning is in connection with what he foresaw to be the consequences
of technology being harnessed in the service of the individual Ego, namely
anti÷sociality. Steiner, at the turn of the century, and until his death in
1926, continued this theme and lectured on it in an astonishing series of 6,000
lectures in German, of which 200 published volumes in German and English have
already appeared (see: Anthroposophic library, in References).
As indicated in our italics of the
statement by Rudolf Steiner quoted above, anti-sociality engendered by the
self÷assertiveness of the Ego, must be counteracted through social
understanding. This expresses itself as a خcounter÷antisocialityâ consisting of
the following educative strategies:
(i)تتتتتت acquiring
an understanding of the human being;
(ii)تتتتتتتت acquiring
an interest in human beings;
(iii) acquiring a differentiated
interest in persons;
The first strategy is a خthinkingâ
requirement; the acquisition of a Glossary÷Chart, i.e. a scientific register
(method, theory, scholarship). The second strategy is a خfeelingâ requirement;
the acquisition of collective learning procedures, i.e. a Community÷Classroom
setting. The third strategy is a مwillن requirement; the acquisition of
essential interdependence.
These three
educational strategies are fundamental to the establishment and maintenance of
a successful Community÷Classroom milieu, as specified in the work of James and
Gordon (see References). They are usually stated as
خthree principles of Community÷Classroomâ, namely, (1) generationality;
(ii) intentionality; (iii) organicity. The accompanying table shows the various
correspondence of interest here.
|
R. Steiners
Typology for Social Understanding: acquiring·
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R. Steinerâs Typology
for the Socialized persons acts
|
James and
Gordonâs typology for community-building principles: (نcommunity classroomن)
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|
(i) understanding
of the human being
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Thinking (sense
bound vs. free)
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Principleتتت Classroom Applications
|
|
Generationality 1. Dra generational curriculum
تتتتتتتتتتتتتتتتتتتتتتتتت 2. collective science projects
تتتتتتتتتتتتتتتتتتتتتتتتت 3. Glossary-chart Study
تتتتتتتتتتتتتتتتتتتتتتتتت 4. cross-generational orientations
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|
Intentionality 1. Orientation Activities
تتتتتتتتتتتتتتتتتتتتتت 2. Ingathering Observations
تتتتتتتتتتتتتتتتتتتتتت 3. huddle-buddy activities
تتتتتتتتتتتتتتتتتتتتتتت (overcoming intimidation)
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(ii)interest in
human being
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Feeling (solitary
vs. prosocial
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Organicityتتت
1. Anti-anonymity (registry,ت
تتتتتتتتتتتتتتتتتتتتتت Dyads, teams)
تتتتتتتتتتتتتتتتتتتت
2. the SP mystery Play
تتتتتتتتتتتتتتتتتتتت
3. Glossolid Artتتتتتتتتتتتتتتتتتتتتت
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(iii)
differentiated interest in persons
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Willing (imagined
vs. objective ideals
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تتتتتتتتتتتتتتتتتتتتتت It may he seen that
generationality is a thinking activity, Steiner (l9xx÷÷l9xx) carefully and
painstakingly reviews and establishes the existence of two varieties of
thinking. The dichotomy is known under several titles, namely, خabstract vs.
concreteâ, خfigurative vs. literalâ, خgeneralized vs. particularâ, خsymbolic
vs. actualâ, خtheoretical vs. practicalâ, and so on. In our current educational
milieu, academic achievement, general intelligence, and accredited competence
(مdegreesâ or "license"), all depend on the variety of thinking that
includes [Uabstract/figurative/generalized/symbolic/theoreticall]. This kind of
thinking activity involves processing operations that are sequential, unitized,
standardized. Through these strategies, uniformity of sense÷dependent
operations is achieved, creating the possibility for an orderly, and
regularized scientific÷technological society.
تتتتتتتتتتتتتتتتتتتتت Steiner warns that this
societal achievement is a two÷edged sword:ت
abstract÷ symbolic treatment of human needs creates an efficient but
anachronistic state of affairs. That Is, the technology built through abstract
models provides only outdated solutions to human needs, even if the solutions
provided are administered efficiently. Examples today, fifty years after
Steinerâs warnings, abound, as the professional review boards have determined
for our technological medical practice, for our prison administration system
for desegregation, for land and energy use, and for virtually every department
of public life today.
تتت As
indicated above, ‡ntisociality is a natural by÷product of the socialized
individual who is striving for self÷assertion within a competitive social
psychological milieu, Thus, the fact that the proportion of wealth spent on war
production Increases along with technological advancement, points to the
relation that exists between
antisociality (as a byproduct) and the variety of thinking represented above as
a [Uabstract/symbolic/etc.).
The complementary variety of
thinking that Steiner warns must needs be added to the abstract/symbolic, is
the concrete/experiential, what Steiner calls مfree thinkingن as
contra÷distinguished with م(sense)÷bound thinking.ن The distinction is familiar
In education today as مcognitiveن (abstract/ symbolic) vs. مaffectiveن
(مexperiential know-ledgeن). As well, خgestaltâ oriented approaches in social
science such as خfield theoryâ, مtopologicalن and مecologicalن psychologies,
مtranspersonalن and مconsciousnessن investigations of late, all share an
interest in clearly identifying the differences in these two modalities of
thinking.
Steinerâs exposition of مfreedomن
(In behavior, feeling, and thinking) makes it categorically important for
modern humans to develop quickly the ability to think in a way that Is free
from خsensory logic.â Artistic and creative thinking have always been assumed
to be free, unchained to pre÷established fetters; or perhaps we should say that
the artist and the genius strive towards that which shatters the past, thereby
achieving universal feelings. The past is cast in the abstract, and the
symbolic is used to select and reject, that is, to specialize and generalize.
The future Is thus bound to the past through the symbolic. Novelty in thinking
may be fruitful, but constrained. Other points of the human constitution are
neglected and wither. Human evolution is checked. But if we relinquish the inSistence
of sensory÷bound thinking as the only legitimate modality then freethinking
develops naturally, by itself.
In Community÷Classroom, James and
Gordon have interpreted, translated, and applied this analysis of freedom to
the course curriculum. A textbook and lecture approach was abandoned on account
that it encouraged the further restriction of thinking towards the abstract and
generalized. A solution gradually evolved and now is spoken of as مthe
principle of generationality.ن Instructional procedures were developed to
establish a living generational curriculum, and other pedagogic techniques (see
table on p.تتت ). These
educational methods are inspired by the need to balance sense÷bound thinking
with freethinking. In this balance lies مthe understanding of the human being.ن
Steinerâs مinterest in human beingsن
(the خfeelingâ component of socialized humans) is, translated and applied in
Community-Classroom as the second principle, called مintentionality.ن Just as
abstract/generalized thinking leads to a counterproductive technology (.e.g.,
مiatrogenesisن, pollution, crowding, etc.), in the same way solitary feeling is
a process that leads to a counterproductive neutrality regarding others.
مSolitary feelingن is the state of
isolation a socialized individual experiences when anonymity and secrecy forces
the person to imagine information' about others, rather than to know. Imagined
ideals are counterproductive in a competitive milieu since in the absence of
certainty, one is advised to play it safe, and imagine the worst. Or
alternately, one is advised to be an optimistic, and to imagine the good side.
Or perhaps, one is advised to follow the Golden Rule or some other mix of the
two.
3
Prosocial behavior makes available
objective ideals because anonymity and secrecy are specifically counteracted.
Relationship is based on knowing (rather than on imagining) when the personâs
state of solitary feeling is replaced by prosocial behavior. مInterest in human
beingsن is based on a feeling experienced by an individual when engaging in
prosocial behavior. In Community÷Classroom, James and Gordon have translated
and applied this prosocial feeling element as مintentionalityن (see table, p.تتتتت ) In the natural history
methodology of the daily round, the students are مcitizen÷scientistsن and learn
to be مsocietyâs witnessesن. This activity yields a مgenerational curriculumن
and a study÷format bound to خfree thinkingâ, as discussed above. The feeling/experiential
element is placed in the inter÷personal context, as managed by the course
format. This insures that every bit and piece of freethinking element found in
the مgenerational curriculumن ("DRA") undergoes community-processing.
مProsocial behavIorن is made to be
part of the community÷processing procedures required in every case a bit of
work is submitted by a student. This work is read and annotated by a number of
peers, whereupon the original writer reworks or reopens sections of the work,
by way of response and adjustment to peer÷processing. As well, students perform
this role for the work of other students, This community÷processing insures
prosocial behavior, reduces interpersonal suspicions, and encourages the
acquisition of community÷based virtues and potentialities such as love,
courage, reliability, objectivity, Inventiveness, synchrony, morality,
refinement, and complementarily.
Freedom in thinking and prosocial
behavior as managed in Community÷Classذroom through generationality and
intentionality, create a social milieu which James and have characterized as
مthe principle of organicityن (see table, p. _______). This principle reflects
the unity that emerges through خcommon strivingâ (مco÷ن= joint, common; م
÷munityن = striving, reaching). One might say, symbolically, that the cells of
the liver strive together to attain a unity in the organ÷as÷a÷whole, just as
the liver, heart, etc. strive together to achieve the unity of an organism.
Organ, organism, and community, are خorganicistâ entities.
Qs it is known, false hormonal
Information (e.g., antibiotics & vaccines) activates organs and affect
metabolism in an abnormal way. In the same manner, imagined ideals (created by
anonymity & secrecy) act as false functional triggers in social exchanges,
engendering مnegative emotionsن and مstandذardized imaginingsن. These abnormal
symptoms of مdegenerative organicityن are eliminated when they are replaced by
objective ideals based on knowledge of facts and shared presuppositions.
Steinerâs مdifferentiated interest in personsن is dependent on the خwillâ
component in the person. In Community÷ Classroom, this component is related to
the instructional principle of مorganicityن, defined by James and Cordon as
conscious of objective interdependence. This consciousness of the مwillن within
the person is a psycho÷spiritual activity. There arises for each generation,
the possibility of awakening to community÷life, that is, of concretizing
evolutionary participation.
As the individual students awaken to
the conception of organicity (through generationality & intentionality), a
new cultural sensation enters there
experience and
their awareness. As described by Barfield (197x), the individual switches from
a مrepresentationalن/sense÷bound existence to a free and مparticipatoryن
becoming in which the personal/historical is continuously integrated into the
universal/symbolic. Thus, مbiographyن achieves مobjectivityن, transcends the
and immerses itself into the collective. Organicity brings collectivity to a
level of functioning in which the individual can complete itself fully.
تت Psy. 222تتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتت Prof.
Leon James
تت Community-Classroomتتتتتتتتتتتتتتتتتتتتتتتتتتتتت Dr. Barbara Y. Gordon
Spring 1980تتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتت Visiting
Colleague
Spring 1980
Topical Index of_the_DRA
(For the Poster Convention)
1.تتتتتتتتتتتت Attitudes
a.تتتتتتتتت Customers towards officials or places
-تتتتتتتتتتتتتتتت service people and officials towards customers
b.ت Locals towards tourists
-تتتتتتتتتتتتتتتت tourists towards locals
c.تتتتتت Students towards faculty
-تتتتتتتتتتتتتتتتتتت Faculty towards
students
-تتتتتتتتتتتتتتتتتتت students towards
administration
2.تت Campus Information
a.ت Courses
b.تتتتتتتتتتتتتتت Instructors
c.تتتتتت Administration
d.تتتتتت Other
3.تتتتتتتت Course Skills
Acquired
4.تتتتتتتت Money Thoughts
5.تتتتتتتت Oahu Information
a.تتتتتت Business
services available
b.تتتتتت Community events
c.تتتتتت Educational events
d.ت Employment information
e.تتتتتت Food and nutrition tips
f.تتتتتت Health and healing tips
6.تتتتتتتتتتتتتتتتتتتت People (names mentioned)
7.تتتتتتتتتتت Prizes (won by
anyone)
8.تتتتتتتتتتتتتتتتتتتت Routine intimidation
a.ت Intimidating circumstances (see answers
to question no. 3
from quiz given Feb. 26, 1980, L. #10)
b.ت The function of assimilated interior dialogue
(see answers to question no. 2 from quiz
given 2/26/80, L.#1O).
9.تتتتتتتت Talents (of students)
10.ت Other
Psychology 222(2)
S 1980 Generation
Community Classroom
Dr. L.A. James, Professor
Dr. B.Y. Gordon, Visiting colleague
2-12-80
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Course Objectives and Goals - -Overview
|
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PART A
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PART B
|
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BEHAVIORAL PERFORNANCES
|
ACTIVITIES &
PROJECTS IN COURSE
|
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Demonstration of Skills
I SCIENCE
SKILLS:
1.تتت Data
collection Natural
History
تت 2.Data
Analysis S
تتتتت 3.Theory-Building Introductory Level
تت 4,
Scientific Writing)
تتتتتت 5.New Terminology
|
1 ً Money÷Thoughts Science Project
2. Overcoming Intimidation Project
3.تتت Poster Convention & Paper
4. DRA Indexing & Graphing
5. Glossary÷Chart
Readings
6.تتت Forces Song
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II INTERACTIONAL SKILLS;
تت 6.تت Verbalizing in a Group
تت 7.تتتتتتت Teamwork
Collaboration
تتتتتت 8. Group
Dynamics
تت 9, Academic Writing
تت 10.ت Oral Listening (at Professional Pace)
|
7. Collective (مgroupن)
Quizzes
8. Small Team &
Dyadic Discussions
9.تتت Telephone
Week 1 and
2
10. Collective Points
System for no. of Aâs
U. Delayed
Feedback Form (DFF)
12. Peer Annotations on Reports (required for A)
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III Personal SKILLS;
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13. Generational DRA
14. Societyâs Witnesses (sw) concept
15. DRA Data on the actual daily round
16.Huddling and. Milling
17. SP
Mystery Play
Production
18.C÷B Study Bulletin
19. Progress & Discharge Reports
20. Course Evaluation Form
& Ballot
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U. Objectivity
12. Expanded Perspective
13. Academic Opportunity
|
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Money-Thoughts,
Esnosys MATRIX
|
FORCESتتتتت >
|
1
Bonding
|
2
Revitalizing
|
ت 3
Enhancing
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4
Competitive
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5
Psycho-Spiritual
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Annotations,,
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Acts
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Emotions -
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Resolutions
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Speculations
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Desires
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Premises
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1
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2
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3
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4
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5
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Implications
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8
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10
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÷÷ ÷ ÷
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Attributions
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12
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14
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15
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Evaluations
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17
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18
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20
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Conclusions
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24
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25
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Psychology 222 (1)تتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتت WEEK 1
Fall 1980â
تتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتتت 9÷2-80
:Dr James
Lecture 1:تتتت READ: (II) 120÷124 C÷B
Forces in Bird Stories (III) Introductory
or Overview Chapter
(I)تت Chapter 8 ÷ مSocial Organizationن
(I)تت Bird Stories
(IV) DRA F77 Diagram Knowledge
Q:تتت Draw at least two taxonomies (schemata)
that accurately evidence (empirical validity) social
organization on your daily round.
Sample answer
Title:تت Social Organization on the
UH Campus
FEXTERNAL Features