April 1, 1980
#3
Quiz for L.17
The social obstacles in community classroom are anonymity, sex and possibly, age. As the class progresses, anonymity decreases because of the various activities which require physical confrontation and verbal communication. However, still I sense this anti-social force in our classroom. The same is felt with sex and age. Females sometimes cling together and have no immediate desire to meet guys in our class. Since most of the people in class are about the same age, this shouldn't be a big factor (age that is)but nevertheless, it is a factor because everyone in community classroom is important. This is a possible obstacle, not an actual one in our community classroom, but it may be.
Techniques to overcome these obstacles would be small group ( triad or dyad) activities in class. These small groups should consist of people who don't know each other yet (overcoming anonymity) or one female and one male (to overcome sex obstacle) or different aged individuals (if age is an obstacle). Variations of these groups along with a frequency of activities done together should solve the obstacle problem.
DFF for L.18
#3
During this lecture we learned the Glossolid #3. This is the systematic arrangement of forces in our daily round. Using the forces song diagram clearly illustrates the system of the Glossolid:
The lyrics for the Forces Song 1 and 2 have already been learned. The lyrics for Forces Song 3 is the l.la., l.l.b., l.l.c. series.
During the second half of the lecture, Dr. J. discussed the history of this course as he teaches it. He and Dr. Gordon uses ideas and concepts which many authors produced: B.F. Skinner, G.H. Mead, Kurt Kewin, E. Sapir, and, R. Steiner. Along with their on concept of the Daily Round and Witnessing Data, he and Dr. Gordon also use the Field Theory, to analyze how mechanisms affect people, Operant Learning, Social Behaviorism and Interior Dialog, which permits people to remind themselves of things, and Psycho Spiritual Forces, which are the Physical, Biosocial, and Spiritual Forces.
We also met with our new quartile groups to discuss the work files. There are definite extremes in our group where one person does all his work on time and another person does some of the work, sometimes late. I feel that because of these differences that we can be a very functional group.
#3
Quiz for L.18
"Witnessing process leads to awareness of Social Forces, arid this leads to their control." My personal experience that illustrates this statement is when people come into my personal space. A specific example is when I'm riding a bus. If a person sits within a few feet of me, I start to feel uncomfortable and nervous. I instantly become aware of this force between me and the person. Now that I'm aware of this force, I feel that I can control it by riding the bus more often or by trying to divert my attention to something else other that the person sitting next to me.
#3
DFF for L.19
During this lecture, Professor James discussed in detail, the rules of the quartile groups , and their function. As far as the rules, we must obtain consensus for at least 80% of the work, and, we are able to share averages if we are at least 60% work efficiency. This means that each one of us, as a member of a quartile group, must help his group member to complete most of his work to maintain a group which is above average. However, the individual himself, or herself, must put in effort in order to achieve this task. Like Professor J. said, "the most important aspect of this course is to witness yourself; your work." This is why we are now keeping individual folders instead of all work thrown together. He (Dr. J.) later listed the steps which we must take to achieve a certain standard with our quartile groups. These include the inclusion of the inventory sheet, checking the teammates files, and objectively analyzing the files.
After the lecture, I went to the library to read on one of the readings suggested by Dr. J. called, Gene of Intellect. As I understand it, every unit of mind is a gene of intellect which is made of a hexagram, consisting of two trigrams:
Impressions
Interpretations
Awareness
Self-consciousness
Unconsciousness
Consciousness
Pre-Topical
Topical
The upper pre-topical trigram is a behavioral example of "temporal verbal report" which is present during the pre-literate or non-verbal stages of development, or ontology. First, one gets an impression, then one interprets, finally one becomes aware of whatever is going on. Non-speaking creatures, ants and the like, and verbal societies, humans, are in this category. Thus, these creatures are contained in a society. The lower, topical, trigram is found only in verbal societies because only speaking beings can exhibit these features. First, one is self-consciousness about doing something, then, through practice, it becomes an unconsciousness act, finally, it becomes a conscious act. This topical division is not exhibited by others, such as ants, therefore, they are seen as not being topical.
This hexagram is only one of the many hexagrams or genes of intellect in the human
mind. The "I Ching" theory assumes 64 hexagrams in the mind. Other ideas, such
as Ethnosemantic methodology (ESM), as a special register to order ideas, were later
discussed in the book, but, for now I'll be satisfied with just reading about it.
#3
DFF for L.20
Well, today was the first day of the Poster Convention for this semester. I found that this day brought me closer to the other students, whom until this day, I had not yet known. Students who did a poster were willing to explain their ideas and understandings to anyone willing to know. Since I had not produced a poster for this day, these posters gave me some ideas for my poster for the second day of the convention. For example, there we were different ways of presenting the data using graphs and charts. Also, by looking at some of the posters, I found that I could not understand them, mainly because of the lack of organization. This is another good point to put in my poster. Since the title of the poster is important in telling the reader the concern of the poster the title should be made the easiest to read.
After thinking about the posters, the advantages become clear, to anyone. By doing a poster, you can annotate your own work, realizing what you put down as fact and as words from your own mind. Others can perceive your ideas faster than a written report or an oral report because they are written large and concise. Improvements can be made by receiving comments or annotations from your peers. Also, you can use a poster to help you write a paper, because of the advantages listed above. I'm certain to make a poster for next convention that will include the helpful ideas gained from this first day.
APR 15, 1980
#3
DFF for L. 2L
The theme for this lecture was Tourism and the resulting Cross-cultural/ Bi-cultural community. In Hawaii, tourism is what helps the state to survive, financially. Aside from this fact is the non-human, unconstructive exchange between the locals and tourists which is a consequence of tourism. Dr. J. mentioned a field trip, he ( and several students ) took, in which he went to Waikiki, confronted tourists and shook their hands. This was intimidating to him, mostly because the tourists did not respond in a nice way and because the act was not a natural one. The very fact that the tourists responded badly must mean that they are defensive of the people who live here. Dr. J. believes that the entertainment that the tourists engage in is not really entertainment, rather they only think they are having fun. This is because these activities ( disco, night club, etc.) do not guarantee a human exchange, therefore, you pay money to get in, and, you may not get anything significant back, as far as community and cultural relations values are concerned. I think that this is true for the most part, but , there are exceptions because entertainment can be something that satisfies some human desire such as violence (e.g. football games, boxing matches). Love, friendliness, and regard are missing, between locals and tourists. There is no warm, community building, cross-cultural exchange occurring. Actually, this is even evident among ourselves. Maybe this is why tourists have a psychological wall around them. It is because of tourism and our resulting cross-cultural community, that we must come together to enhance our community instead of to degrade it. There are two goals to enhancing your Daily round:
1) Obtain techniques that control your forces, or the forces that affect you.
2) obtain better techniques in community arrangement. With these goals achieved, one can progress to become a Society's Witness and help to solve the cross-cultural problem in our tourist -local community.
April 17, 1980
#3
DFF for L.22
During this lecture, professor James discussed the Poster Convention as an illustration of a citizen scientist. From what I understand, to become a citizen scientist, one must differentiate Subject Data (experimental) from Witnessing Data. In Subject Data the experimenter and subject are different people, but, in Witnessing Data, subject and experimenter are the same person. The posters serve as a part of this data because a person witnesses his own interpretations of data (observing his own poster and analyzing what he put on it). Now; to make a poster which ill enable you to do things the scientific way and help you to become a citizen scientist, there must be a method. Steps to this method are, first, to gather the data (collecting information). Second, one must systematically arrange his observations and look for patterns, whether it be in the form of tables or graphs. Third, there must be a conclusion about the data which was interpreted, and sentences one can make about the results of interpretation. The fourth (advanced) step is to theorize about the sentences.
My poster, "Intimidation as being Role and Setting -Bound" was quite revealing to me in at least two ways, after talking to Dr. Gordon. First, it revealed that a lot of students in class did not properly answer the L.14 quiz question because they said that intimidation is caused by Community Relations, reputation and, Cultures which you are brought up in. Second, my method of interpretation and analysis was a bit faulty, in that I did not look through these answers and realize that they were in fact faulty. According to Dr. Gordon, intimidation is all and only role and setting bound and has nothing to do with a persons cultural up-brining. But, I was wondering, couldn't you be playing a role as being from one culture ( like the local culture here ) and getting intimidated in a setting (going to the mainland where there a re a lot of hauoles)? A hauole person coming here might feel less intimidated than a local going there because of differences in cultural up-bringing.