Today we started the class with a handout that asked you to reflect on certain scenarios. The objective was to identify possible prejudiced thinking and look at ways to rethink and unlearn our prejudices.
"The world is full of people who have never, since childhood, met an open doorway with an open mind." E.B White
We reflected individually on the following questions:
What kinds of prejudice do you see at KCI?
Do you think others are prejudiced against you? Who and why?
How do you deal with prejudice from others? Within yourself?
What prejudices do you have that you would like to change?
From those questions we discussed how prejudice is not simple. We all have biases that come out according to the situation we're in. We all draw our "Prejudiced/Nonprejudiced" lines differently but what we must figure out is where we draw our lines and why.
We ended the class by looking at five faulty reasoning categories (Building Cultural Bridges) that were ways that people try to rationalize or justify their prejudice.
Five Faulty Reasoning Categories:
1 - Over generalization
Thinking that one or more pieces of evidence can justify making a broad conclusion.
Ex: "I don't know him, but I know his kind is worthless and lazy."
2 - Bandwagon
Thinking that the greater the number of people who believe something, the greater the probability that the something is true.
Ex: "It must be true about the new student because everyone is talking about it and everyone agrees."
3 - Projection
Transferring blame for one's own shortcomings, mistakes, and misdeeds to others or attributing to others one's own unacceptable impulses, thoughts and desires.
Ex: "If we could only stop the immigrants from coming over, our economic problems would be solved."
4 - Expert Opinion
Thinking that something is true because it is stated by someone who appears to be an expert.
Ex: "African Americans are better at sports than other racial groups because of their physical construction. That's what a scientist said!"
5 - Railroading
Thinking something because you are pressured to do so in order to conform and belong to a group.
Ex: " I didn't want to beat that guy up, but my friends were watching and I had to show them I could handle it."
Some points to remember about stereotypes:
Stereotypes are nothing more than categories, and we all put everything in categories as a natural function of the way our minds make sense of the world. The problem is that we may create categories based on half-truths, incomplete or inaccurate information.
Stereotypes can be very hard to change.
Association with people in informal social settings is essential to breaking stereotypes.
Having stereotypes does not make us bad or wrong people. But we should continue to explore our stereotypes and work to change them.
We need to recognize and identify our stereotypes and prejudice before we change them.
Tuesday, June 7, 2011
Monday, June 6, 2011
Work Period - Final Project Part III & IV
Today you came to class with Part I & II of the final project completed (event and song choices).
You had time to work on Part III where you were identifying and explaining a virtue that you developed through the events that you chose. These virtues are related to Erikson's Stage Theory where he describes the eight stages that humans go through and possible virtues that they develop at each stage.
Image Location - Stages of Life
You had time to work on Part III where you were identifying and explaining a virtue that you developed through the events that you chose. These virtues are related to Erikson's Stage Theory where he describes the eight stages that humans go through and possible virtues that they develop at each stage.
Image Location - Stages of Life
Image Location - Stages of Life
Also use time today to find the lyrics for the songs that you chose for your project. Remember not to just copy and paste them, but alter them so that they have a creative design and pleasing aesthetic.
Friday, June 3, 2011
Work Period - Journal Entries/Final Project
Today you were given the handout for the Final Project - Part I & II where you were asked to choose eight events that were important to you in your life so far or those events that shaped your life.
You were also asked to choose eight meaningful songs to accompany those events.
It was interesting to hear you talking today about how the initial choosing of songs was more difficult than you originally thought. Music truly is a backdrop to our experience and so many songs bring up vivid memories. It was nice to hear you talking in class beginning your thoughts with "Remember that song...?" or "Remember when we listened to...?"
Some students also brought up important points how often as our personality changes, that change is reflected in the music we listen to.
I'm really looking forward to listening to and reading about the music and events that shaped your life. Thanks psychology 30!
You were also asked to choose eight meaningful songs to accompany those events.
It was interesting to hear you talking today about how the initial choosing of songs was more difficult than you originally thought. Music truly is a backdrop to our experience and so many songs bring up vivid memories. It was nice to hear you talking in class beginning your thoughts with "Remember that song...?" or "Remember when we listened to...?"
Some students also brought up important points how often as our personality changes, that change is reflected in the music we listen to.
I'm really looking forward to listening to and reading about the music and events that shaped your life. Thanks psychology 30!
Thursday, June 2, 2011
Final Project - The Soundtrack to Your Life
Today you were given a handout that detailed the final project for PSY 30. You will be creating a soundtrack for your life. The project follows a specific timeline to help you manage your time. You will have time in five class periods to work on this project.
Thursday, June 2
Choose eight major life events & eight meaningful songs that accompany each event.
10% Handout - Part I & II - Soundtrack of Your life
Friday, June 3
Computer Lab time to work on Journal Entries for the Baby book OR Final Project
Monday, June 6
Referring to Erikson's stages, describe a virtue that you developed or learned through that even in your life. Collect and compile the lyrics for each song you chose and make a lyric book to go with your soundtrack.
10% Handout - Part III & IV
Computer Lab time
Thursday, June 9
You will have time in class to begin drafting your Reflective Letter ("Dear Listener,"). On this day you will be given a handout that will detail the requirements for the letter and some suggestions to help with your writing.
20% Reflective Letter
Friday, June 10
Computer Lab booked to type letter and work on project details.
Wednesday, June 15
Putting it all together. The computer lab is book for you to put the final touches on your project.
Good luck - I'm curious to see what you will come up with :)
Thursday, June 2
Choose eight major life events & eight meaningful songs that accompany each event.
10% Handout - Part I & II - Soundtrack of Your life
Friday, June 3
Computer Lab time to work on Journal Entries for the Baby book OR Final Project
Monday, June 6
Referring to Erikson's stages, describe a virtue that you developed or learned through that even in your life. Collect and compile the lyrics for each song you chose and make a lyric book to go with your soundtrack.
10% Handout - Part III & IV
Computer Lab time
Thursday, June 9
You will have time in class to begin drafting your Reflective Letter ("Dear Listener,"). On this day you will be given a handout that will detail the requirements for the letter and some suggestions to help with your writing.
20% Reflective Letter
Friday, June 10
Computer Lab booked to type letter and work on project details.
Wednesday, June 15
Putting it all together. The computer lab is book for you to put the final touches on your project.
Good luck - I'm curious to see what you will come up with :)
Wednesday, June 1, 2011
Stereotypes
Today you were given a handout called "Fear no differences" we read through the article and discussed the meaningins of prejudice & stereotypes.
A stereotype is defined as "a popular belief about specific social groups or types of individuals. Stereotypes are standardized and simplified conceptions of groups based on some prior assumptions."
We also talked about how stereotypes can be negative and positive but most often seem to be negative conceptions.
We worked on an activity where we looked through magazines to look for media representations of stereotyped and nonstereotyped images.
A stereotype is defined as "a popular belief about specific social groups or types of individuals. Stereotypes are standardized and simplified conceptions of groups based on some prior assumptions."
We also talked about how stereotypes can be negative and positive but most often seem to be negative conceptions.
We worked on an activity where we looked through magazines to look for media representations of stereotyped and nonstereotyped images.
Tuesday, May 31, 2011
WOW!!!
Psychology 30 - you so impressed me with your rich contributions and critical questioning today. Thank you for sharing your thoughts and ideas, your thoughts are at the essence of learning and I learned a lot from you today.
Today we looked at Personality and Gender by asking the question "Does (how does) gender influence personality?
We began the class by looking at something that has recently been in the news - the Toronto couple that has chosen to keep the sex of their child private. There has been much frenzy in the media due to their decision for their child Storm. Their child is not 'androgynous' and the mother states that "Storm will understand his/her own sex and gender to navigate this world (the outcry has confirmed it!), but there has never been any question that withing our family, the issues of sex/gender and decision making around it are open for age appropriate discussion." (Star, May 28, 2011)
'Genderless' baby's mother responds to media frenzy
We looked at questions like;
Why not raise your child to choose their own gender? Especially when we know that gender is socially constructed and sex is biological.
Why does society need to know if a newborn is a 'boy' or a 'girl'?
Is it ok to keep your child's gender private?
We began to explore gender roles and stereotypes in or society, community and the media. Looking forward to more class discussion tomorrow!
Today we looked at Personality and Gender by asking the question "Does (how does) gender influence personality?
We began the class by looking at something that has recently been in the news - the Toronto couple that has chosen to keep the sex of their child private. There has been much frenzy in the media due to their decision for their child Storm. Their child is not 'androgynous' and the mother states that "Storm will understand his/her own sex and gender to navigate this world (the outcry has confirmed it!), but there has never been any question that withing our family, the issues of sex/gender and decision making around it are open for age appropriate discussion." (Star, May 28, 2011)
'Genderless' baby's mother responds to media frenzy
We looked at questions like;
Why not raise your child to choose their own gender? Especially when we know that gender is socially constructed and sex is biological.
Why does society need to know if a newborn is a 'boy' or a 'girl'?
Is it ok to keep your child's gender private?
We began to explore gender roles and stereotypes in or society, community and the media. Looking forward to more class discussion tomorrow!
Monday, May 30, 2011
Social & Emotional Development in Childhood
Some topics that we will consider in this unit include the following:
- The Self & Personality
- Socialization and Play
- Moral Development During Childhood
- Gender Identity
- Perspectives of Child Development
When thinking about the self and personality ask yourself the following questions:
a) How and when do young children develop a sense of identity?
b) How do personalities develop?
c) What aspects of a child's world influence personality development?
d) How does gender influence development during childhood?
Personality refers to the many aspects of the self. As children socialize, they also learn about themselves. Some factors that influence children's personality development include:
Biology
Temperament
Family
Parenting
Attachment and care giving
Birth order
Economics
Self-concept
Emotional regulation
Social behaviour
Media
Culture
Remember that personality is defined as the behaviors and cognitive processes that people acquire thorough experiences in their social world. Socialization helps us develop self concept, identity, social competencies and what some psychologist call -Emotional intelligence.
Emotional Intelligence: refers to the ability to understand one's emotions, perceive subtle social cues, "read" complex social situations and demonstrate insight about one's as well as other's motivations and goals in any given situation
Also consider Erikson's theory of stages which identifies and looks at change over the lifespan. He shows how each stage contains a crisis that is essential for change. This development is continuous and each stage is followed by another equally important stage. You were given a handout in class that describes each of the stages.
1. Trust vs. Mistrus
2. Autonomy vs. Shame
3. Initiative vs. Guilt
4. Industry vs. Inferiority
5. Identity vs. Role Confusion
6. Intimacy vs. Isolation
7. Generativity vs. Stagnation
8. Integrity vs. Despair
- The Self & Personality
- Socialization and Play
- Moral Development During Childhood
- Gender Identity
- Perspectives of Child Development
When thinking about the self and personality ask yourself the following questions:
a) How and when do young children develop a sense of identity?
b) How do personalities develop?
c) What aspects of a child's world influence personality development?
d) How does gender influence development during childhood?
Personality refers to the many aspects of the self. As children socialize, they also learn about themselves. Some factors that influence children's personality development include:
Biology
Temperament
Family
Parenting
Attachment and care giving
Birth order
Economics
Self-concept
Emotional regulation
Social behaviour
Media
Culture
Remember that personality is defined as the behaviors and cognitive processes that people acquire thorough experiences in their social world. Socialization helps us develop self concept, identity, social competencies and what some psychologist call -Emotional intelligence.
Emotional Intelligence: refers to the ability to understand one's emotions, perceive subtle social cues, "read" complex social situations and demonstrate insight about one's as well as other's motivations and goals in any given situation
Also consider Erikson's theory of stages which identifies and looks at change over the lifespan. He shows how each stage contains a crisis that is essential for change. This development is continuous and each stage is followed by another equally important stage. You were given a handout in class that describes each of the stages.
1. Trust vs. Mistrus
2. Autonomy vs. Shame
3. Initiative vs. Guilt
4. Industry vs. Inferiority
5. Identity vs. Role Confusion
6. Intimacy vs. Isolation
7. Generativity vs. Stagnation
8. Integrity vs. Despair
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