# 3
FEB. 19, 1980
DFF on L. 7
Ever since school had started, I've been boasting about this class to my good friend; talking to her about the neat things we do (milling, singing, learning different things), and about the funny professor. So, on Thursdays I brought this friend to class with me. The result was, that she totally enjoyed the lab because of the unusual way of teaching, and the professor.
In the last class, we learned more terms and phrases like Psychodynamics, Interior Dialog, Negative Emotions, Verbal Repertoire, Taxonomy and Personality. Along with Money thoughts, which we already learned, we put together sentences using these words. The effect was interesting because of the various sentences which the students made. I compared them to the sentence I made, thinking about these terms in various ways. I forgot to copy them down and I know I should have but they were great.
DFF report on L. 8
February 19
#3
Today we learned and practiced the second forces song. I have one opinion which I feel should be read: I feel that the actual melody of the song has a big difference in the students ability to learn the song and consequently the words . Anyone would have more desire to learn a nice tune than a not- so-nice one. It seems like whoever made the song just threw some notes together. I know that the learning of the melody is not the main point but I feel a good tune would enhance the learning of the song, and of course, the words. Maybe even a popular tune can be effective.
Formulating sentences from words or phrases is another good way to learn those words. I feel that I learn them faster this way. Anyway, here is my ; paragraphing the six terms, Money Thoughts, Relationship Dynamics, Motivational Dynamics, Interior Dialog, Transcript Analysis, Face Work and Witnessing Data:
Quiz: Ever since I started my Money Thoughts projects I began to realize how thinking about money really affects my life. When I was living at home, Relationship Dynamics
became strong when my brother bugged me about owing him money, and my mother scolded me for always needing money. This excited the Motivational Dynamics around me which at the same time, produced some kind of Interior Dialog, urging me to do something about the money problem. The next thing I knew, I was doing Transcript Analysis on my future goals and wanting to scream with excitement. My Face Work (smiling a lot) suppressed that scream. This could be all part of the Money Thoughts project which is Witnessing Data because one could look back on my writings and analyze my Money Thoughts.
# 3
DFF on L. 9
February 21
Well we discussed more on the money thoughts as well as other new terms: intimidations transactional engineerings huddling, systematize, clustering and genetic culture. The professor sort of mentioned Dr. Gordon's involvement in some kind of Transactional Engineering group. I was hoping that he would have expanded on that issue. I didn't have time to stay after class to talk but I'm sure that other people were also curious to know about this venture.
The prof's own example of fighting money thoughts helped me to realize that one an indeed resist this thing . During our group discussion we talked about how we can plan to fight our own money thoughts by bringing lunch from home or paying bills at one time. The group quiz later on went very well as everyone (almost) put their two cents in and at least contributed to the final completion of our paragraph. I have completed the review of my peer's money thoughts and I am hoping that they will accept this kind of constructive criticism. After all, this is a way to learn to cope with the forces.
#3
DFF on L. 10
February 26, 1980
During the last lecture, I learned what Genetic Culture was. I ;must admit, however, that because I was staying up late studying during the previous nights, that I began to
fall asleep during the class. This is one problem that I should learn to conquer and practice on as a social competence skill. I know that if I had prepared earlier, that I wouldn't have to cram the
night before. Anyway, at least I got something out of the lecture. Genetic Culture is the conglomeration of forces (sociodynamics, psychopolitics, etc.) by which we live. It is seen as the
grouping of people and binding them which makes them less free (antisocially), or the grouping of people and making them more free (socially). The characteristics of Genetic Culture are essentially forces affecting us on the outside and inside. A good example of transactional exchanges which affect the outside is, when you see your neighbor and you say, "Hi, how are you doing? Fine? Fine. "this is all you say when see each other. This is a role-based interference in which we witness routine intimidation.
The dyadic quiz was an interesting experience in that my partner and I were able to discuss our personal views on intimidating situation. In a situation where my class had just received results of some exam, and a fellow student brags to me of his good score when I had a low score, I would be very much intimidated, whereas my partner, Alan Nagata would not be. However, we did agree on most situations, like when we get picked on by a professor or being edged on to a fight.
#3
DFF on L. 11
February 28, 1980
The last class was an experience to remember mostly because of what our guest speaker had to say. She, Mona Simona, talked about the use of Ho'opono'pono as a tool in overcoming intimidation and used a real life situation to illustrate her point.
The quiz this time is to write what I understand about the Ho'opono'pono in terms of Psychospiritual forces. Well, I understand that there are three steps in overcoming this intimidation. The first is Obtaining an "index of socio-relations" which is what Mona did when she listed the people involved. Then there is the "remedy ritual" which was the cleansing of the people and the cutting away of the "karma", or past. This is then followed by an obtaining of order(this part is unclear).
My comment on this is as follows: This system can be incorporated into almost any or maybe every religion because it does not lean towards any one religion. However, this is a little over my head in the spiritual sense because I am not religious and I have a hard time relating to the " forgiveness" part of the ritual. I guess I'm living in a materialistic life which cannot incorporate such spiritual matters.
#3
DFF for L. 12
March 4, 1980
The last class is what I would call a "cruise lecture" simply because the content of information was not difficult. We went over a few things on the DFF's, then, we voted on things, we then listened to professor James interview some of the alumni. Maybe this period is a psychological resting period after the previous lecture where some hard-to-accept ideas were presented remedy rituals balance order, etc. However, I noticed an active exchange of information between students and teacher this period.
First on the agenda was the discussion of the advanced DFF Prof. James formulated a standard for the writing of the DFF based on the student's past work (interesting). I feel that I naturally include: showing contact with the previous lecture, using terminology, application to self, and a conformation of evidence for the terminology. I have never written a full page of DFF, usually it's one third or one half. I think there should be a standard for the DFF's because I have read some reports a page and a half long then I have read some only three lines long.
Second was the class voting on different issues. The first was the amount of pages read by students. Most students read at least 50 pages and a few read more than 200. I think if everyone did the DRA work, the average number of pages read would be near 100 if not, over 100 In the voting on difficulty of the class, a majority of the class agreed on this being an easy one. Also, most agreed that there was a lot of work to be done in this class. This supplied the professor with a lot of interesting information which I'M sure resulted in positive forces. This means that a new type of learning condition was set up: a lot of easy work(ideas and repetition).
The last thing we did was to listen to the professor interview the alumni. It was interesting because they all had something different to says Diane-only 27 of 69 students did the DRA work; Cathy- "this collective learning is different", these learning ratios and the prof's energy gets her motivated; Alma-used psychological ideas when working with people, impressed Dr. Cole, Chairman of the department, with the teaching concepts of this class; Kurtroom is much better; Steve- "more people going to DRA center. This was most educational for me, as a student, because I was able to get to know what the class managers were noticing and how they felt about the class. It seems that they feel very optimistic about this classes future.
#3
DFF for L. 13
March 6, 1980
Quiz: One's territoriality is a major component in one's speech community, The degree to which territoriality extends will certainly affects first of all, the community and consequently the speech too. All this will in turn, affect one's Psycho history, in which the integration of others come into play. The variability of one's actions, and the degree to which these are taken, in a community, will surely form one's identity and reputation connections in that community. For examples if Tom mows his lawn every two weeks while smoking a pipe and wearing a sweaters people in the community will form his identity and reputation as being an easy-going, home y kind of guy who is very efficient at keeping his lawn neat. Thus, too can improve your speech community by altering your territoriality and thereby improving your Psycho history and identity and reputation connection, by making a progress report of your actions and gains in your speech community.
During this lecture, we had more discussion on the advanced DFF. I realize now that subjective evaluations in the DFF are really unimportant because it has no real substantial values as far as knowing what people know. I must now try to integrate more information onto my reports. The other topics in the lecture was the quiz and the plan for the Poster Convention.
After class I decided to sit in at the manager's meeting. One instance at the meeting resulted in a very intimidating situation for one of the managers. The professor was the intimidator, buts he promptly explained or justified his actions. He was not angry but instead tried to get across to the manager that they ( the managers) must learn to professionalize themselves by being ready at a certain time and mentioning things at the meetings only if the subject has purpose and is substantial. This made me realize the intensity of professionalization. in the class manager group.
March 20, 1980
#3
DFF for L.14
The terms for today started with Ethnicity, which has to do with racial backgrounds, or typology. This is a broad term which is broken down into specific categories in the Glossary- Charts. What makes up Ethnicity partly comes from Family Connections, Reputation and Community Connections. After thinking about these categories and reading about them in the DRA volumes, I realized how all these tie into each other. The family is a major ethnic u unit which is the basis for the existence of a community. Therefore, your connections with family and members is critical in determining Ethnicity. In a community, your reputation and connections are tied in to each other because of the interaction between people. For examples the neighbors on your street and the people in the area in which you live have a certain connection to you, although the relation may be so minor that you might not think so. With this connection, a certain reputation is obtained by you and those connected(talkative, quiet, friendly, etc.). The racial difference is the factor which determines these interactional factors.
Class and Cultural Differences, Intergroup Relations, and Competitive Forces, which come under 4.0 in the charts, also apply to community connections, ethnicity, etc. These are the aspects of communal relations among people. Cross-cultural Differences and Biculturalism also has to do with the former categories except that they are more specific aspects of communal relations. Keeping these in mind, one may realize the affect that community relations play on intimidation. For example, in my neighborhoods I have a reputation of being a nice guy who wouldn't fight or argue strongly against others. If my mother scolds me in the yard or on the street, where my neighbors could see, I would not rebel and argue back because I would be altering my reputation as a nice guy. Anyway, I wouldn't argue back. The result of such an episode would be a feeling of intimidation put on me by my mother. This episode h has to do with Family connections, Competitive Forces and Reputation.
During the socio- metric triad exercise, I felt intimidated because as I walked to the front, the people already sitting, stared at us as though telling us to make a choice. This is a situation-dependent intimidation because it was this particular situation that induced intimidation in me. To end this intimidations I quickly found a spot and sat down.
March 20, 1980
#3
DFF for L.15
Today's lesson dealt with the relationship between Money Thoughts, Intimidation Forces, Interior Dialog, Biculturalism, or Cross-cultural Differences with Iatrogenesis and the Medicalizing Patterns, Body Balance, and, Survival, and Lifestyle. An example to illustrate this relationship was the interview with Professor J. had with Dr. Gordon.
In the interview, Intimidation Forces, Interior Dialog, and, Biculturalism were best displayed as relating to Medicalizing Patterns, Body Balance, and Survival. The term Iatrogenesis, or doctor- caused illness was the idea to be backed or proven using the data given by Dr. Gordon. During her medicalizing experience with cancer, Dr. Gordon experienced intimidations.
Timidity people saying "don't worry" everything will be alright.
Hesitanoy if you do x, then y, will happen, or "we'll let you know the results, don't worry".
Shyness no one will know (husband will, some men won't) apprehension statistics and research shows certain consequences
Peace of Mind terminal cancer, surgery, "but don't worry, no one will be able to tell.
Incompetence people telling her what she was(crazy, hysterical) and what to do.
These were some of her intimidating situations which led to her natural interior dialog. She was separated from everyone and was labeled crazy or hysterical for any non-conforming act. This is what is termed, social iatrogenesis. Her biculturalism, or her being of an upper societal class, enabled her to acquire the best medical attention. So, naturally , she was medicalized and unfortunately, experienced iatrogenesis. This is one common example. A Medicalizing Pattern in our society. The way she suggested to handle this type of situation is to get a huddle buddy from your own subculture group and being supportive, that person would console you, help you keep your courage up and, will assimilate into you, certain virtues of that group.
Body Balance and Survival is a preventive measure against illnesses. This idea has to do with maintaining body metabolism by maintaining proper amounts of natural substrates in your body. The result of this, theoretically, reduces the chance of illness. A person's Lifestyle incorporating this body balance may be widely rid of any such needed medicalization.
March 20, 1980
#3
DFF for L. 16
Last lecture, we looked at some competitive forces. We first discussed Lifestyle and Body Balance and Survival as social competence topics on the daily round. Certain feelings and thoughts can be considered "high" (traits which society tries to attain: good character, high morals, etc.) or "low" (negative traits: unwanted, undesired, condemned, etc.) This also has to do with psychoeconomic dealings, or the self management on the daily round. Next, was the discussion of Socializing Competence, where we discussed Medicalizing Patterns as a problem, to deal with getting medicalized. The alternative to medicalizing is Health, Nutrition, and Healing, which suggests that there is some other way to deal with sickness. This subject was later expanded on during the quiz. Lastly, Consumerism, which is a kind of competitive measure, is the excessive vulnerability to buy things. I have to agree with Dr. J. on the statement that we have crept into consumerism without even knowing it. Because of mass advertisement and propaganda techniques, more and more people creep into the same consumerist pattern.
The day's quiz had something to do with Food Daily Log (what you put into your mouth: the ingredients). I made a mistake in the percentage calculations on my quiz so that actually I ate 23% of "live" food the previous day. I think that "live" and "dead" should mean "organic food" and "inorganic Food" respectively. I think that this will determine healthy food from unhealthy food.
Anyway, my huddle buddy, Penny Watanabe, who was a junk food eaters told me that even "live" food you buy in the market is treated with chemicals, either during cultivation or after. Therefore, the only solution that I can think of to take in only "live" food is to grow our own stuff or to live off some land far from civilization.
#3
April 1, 1980
DFF for L.17
The theme for this lecture is, "Overcoming Obstacles". This has to do with social obstacles in a community which prevent the formation of a stable community group. One obstacle which is present today is age. Like the professor said in class, "Cross-age socializing does not exist". I never really thought about this until a few nights ago, when my parents w were talking to me about their childhood. These were the "good ol' days" back in the '40's, when the young ones on their street (some younger, some older, guys and gals) would hang around together. They had a very long street and there was a wide range of ages in their group. As my parents talked of their various activities during their early years, I could imagine the strength of the bonding and revitalizing forces between the members. What they had was community building forces and that is why they existed as a stable group. When they did things it was a collective activity where everyone did the activity (going on hay rides, caroling, hiking, etc.) and there was mutual involvement, everyone wanted to do the activity.
After listening to my parents I wished that my childhood and high school years could have been that way. My girlfriend was with me at the time, and later she, as my huddle buddy) and I compared the differences with today's socializing and the possible causes for the change. We felt that it was because during those days, people had little money so they socialized more because they couldn't buy games, or go to the movies or spend money for entertainment. Our society has changed people to become more independent of each other. A good example is that "kids" are getting cars at an earlier age now (at least I see that trend in my family as well as in my friends' families), and this encourages the idea of going off on your own and being individualistic. Also, people have more money n now than during the depression years, so there is more spending on entertainment. In my parents' gang, if one person buy's a soda, everyone gets a sip. Germs? Maybe. But, the point here is that everyone did the same thing as a group.