Body, Mind, Soul

Spring 2003 Syllabus

EXPECTATIONS OF AN EVERGREEN GRADUATE

1. Articulate and assume responsibility for your own work.

2. Participate collaboratively and responsibly in our diverse society.

3. Communicate creatively and effectively.

4. Demonstrate integrative, independent, critical thinking.

5. Apply qualitative, quantitative and creative modes of inquiry appropriately to practical and

theoretical problems across disciplines.

6. As a culmination of your education, demonstrate depth, breadth and synthesis of learning and

the ability to reflect on the personal and social significance of that learning.

 I. FACULTY CONTACT INFORMATION:
 
Faculty
Field
Office
Phone
Email
Office hours
Heesoon Jun,

Coordinator

 Psychology Lab II 2267  Ext. 6855 Junh 3:45 – 4:45 (THU) or by appointment 
Kabby Mitchell Movement COM 363 Ext.

6336 

 Mitchelk By appointment only

 

II. SPRING QUARTER PROGRAM SCHEDULE:
 
MONDAY
TUESDAY
WEDNESDAY
THURSDAY
 FRIDAY

Internship/

Work on research project 

 Internship/

Work on research project

 Internship/

Work on research project

 Whole group meeting

9:00–10:45

(Lecture Hall 1)

Internship/

Work on research project
Internship/

Work on research project

 Internship/

Work on research project

 Internship/

Work on research project

 Seminars

11:00 – 12:30

Lab I – 1040 (Kabby)

Lab 1 – 1051 (Heesoon)

 Internship/

Work on research project

Faculty 

Governance

 Internship/

Work on research project
 
 

Faculty 

Governance

 Lunch

(12:30 – 1:30)

Faculty book/business

Meeting

Internship/

Work on research project
Faculty 

Governance

 Internship/

Work on research project

 Faculty 

Governance

 Movement

1:30 – 3:30

CRC 116

 Internship/

Work on research project

Heesoon’s Office Hour

  1. LEARNING OBJECTIVES: (3:45 – 4:45)
You will 1. Demonstrate your understanding of multiple perspectives on the construction of the human self in various cultures and religious traditions.
  1. Demonstrate your understanding of your own body-awareness, which leads to keen perceptivity of mind and soul.
  2. Demonstrate your understanding of mental diversity (race, gender, sexual orientation, ethnicity, religion, body shape, disability, language, etc.) by deconstructing hierarchical, dichotomous, and linear thinking patterns.
  3. Learn to critically evaluate and integrate the above multiple perspectives in ethically appropriate ways.
5. Make conscious awareness of which aspect (Target vs. Agent) of self-identity you are using from your multiple identity. Examine your myth in relation to Target vs. Agent.
  1. Be able to differentiate personal issues from academic issues by keeping appropriate boundaries:
    1. be able to differentiate between your perception (especially, those projection issues) and classroom reality.
    2. be able to use "I" messages instead of "you" messages.
    3. be able to differentiate realistic expectations from inappropriate or unrealistic expectations (self, other students, and faculty).
    4. show respect for faculty’s expertise in their discipline and be open to their way of
presenting the material, before blocking your learning with resistance.

(5) be able to use classroom time for your learning as well as others.
  1. Integrate the fall and winter quarter learning with spring quarter materials.
  1. REQUIREMENTS: (Read the syllabus and covenant at least once a week)
  1. Read expectations of an Evergreen Graduate (above) and focus on the LEARNING OBJECTIVES to fulfill some of these expectations.
  2. Check the program web page for announcements and handouts.
3. You are able to participate in the internship and/or research project because of the program. Therefore, you need to put the program attendance as your first priority and not your internship and/or independent project. Do not be distracted by internship supervisor or staff’s temptations (attending staff meetings, workshops, courts, parents’ meetings, etc.). It is up to you to choose how much time you want to spend at your internship site as long as it does not interfere with your commitment to the program. Missing any part of the class will affect your credit and no excuse will be considered since we are meeting only once a week. Submit a copy of your internship contract to your seminar faculty by Thursday, April 10th (week 2). 4. Individual/Group Research Paper This quarter you will have the opportunity to write an academic research paper on an interdisciplinary topic related to our program’s content. You are relatively free to pursue your interests but make sure you’re meeting the assignment criteria. The criteria are as follows:
  1. Learning in Progress Report (Due Dates: 3rd, 4th, 5th, 6th, 7th, 8th, & 9th)
Include
    1. what you have learned from the readings.
    2. what you have learned from in-class activities (lectures, workshops, guest speakers, etc.).
    3. reflect on your seminar participation and content (balancing your desire to speak with listening to others, including others to join in by asking them questions, etc.).
    4. what you have learned from your internship activities.
    5. what you did to take care of your body, mind, and soul.
    6. how and what you attempted to stay in "NOW".
    7. your weekly calendar.
6. Creativity Project presentation (5 minute individual presentation) This final project is an opportunity to share your integration of the quarter through creative work. Choose a segment that stands out to you from your research project/internship experience. Then share this with the class community. It can be writing, performance, music (your original work; not someone else’s), three-dimensional artwork, visual images, movement, carpentry, painting, etc. Do not include your previous work. Only include the creative work you did during spring quarter. Your work will not be judged on the basis of a hierarchical, dichotomous, and linear perspective. It will be evaluated on the basis of a holistic perspective with emphasis on your own process and originality. So, do not be anxious on the basis of your own self-judgment about your ability to be creative. Be courageous to be who you are and do not compare your learning, your process of meaning making, and your final product of expression with others.

You will give brief written feedback on each presentation (forms will be available on the program web page). Your comments need to be non-judgmental and focused on the content of the creative project. Those who are critical and judgmental and state other issues will have a conference with faculty. Faculty evaluation of you will reflect on your attitude on community building; those of you who are absent for others’ presentations or who are not attentive to others’ presentations will be evaluated as students who show disinterest in community building (Read Expectations of an Evergreen Graduate on the first page).
 
 

 VI. SEMINARING

Seminaring is the heart of Evergreen education when all students complete the book and participate collaboratively in intellectual sharing, challenging, and learning different perspectives. The quality of book seminars decreases when some students do not complete the book and seminar on the basis of incomplete knowledge or, when some students monopolize the seminaring. In an attempt to encourage all students to take care of their body, mind, and soul, faculty will ask those who did not finish the book to observe seminaring. Faculty will ask full presence of each student and will also ask seminar participants to be mindful of balancing speaking and listening in order to create the learning community. Please be mindful of how often you speak, how long you speak (minutes) per time, and whether there will be enough time for all learning community members who completed the book to share their feedback or ideas.

A. Book Seminaring (There will be in-class essay)

    1. (1) Find the author’s main points as you read and what evidence, arguments, or reasons the


      2. author uses to support these main points. (2) Find connections between the program’s lectures, workshops, and the seminar readings.

    2. Articulate clearly by using specific examples from text including page numbers and


      3. passages, etc.

    3. Pursue intellectual curiosity by asking specific questions and/or stating a particular point from text (including page number) to the seminar group. Argue the author’s point and not your personal opinions.
    4. Use respectable communication skills (e.g. "I" message) to disagree with other’s opinions.
    5. Take responsibility to make yourself intellectually challenged by initiating questions and/or comments to seminar group. You can only be BORED or NOT CHALLENGED when you become a passive learner who waits for someone else to speak on what you would like to discuss. No one can read your mind. Be active for your own education.
    6. Avoid monopolizing. Involve others by asking their opinions on the topic. (Letting a few people dominate discussion leads to an unsuccessful seminar.)
    7. Recognize that we are discussing abstract ideas rather than attacking or devaluing personal opinions.
    8. Be accountable for keeping discussions on target (and away from huge tangents and too many personal stories).
    9. Learn from diversity of opinions and ideas. Being offended when others disagree with your ideas and/ or opinions prevent you from learning to think from multiple perspectives.
B. Process Seminaring
    1. Bring questions from your internship/research project for the learning community.
    2. When you are responding to questions connect your statements to the program content (integrating or synthesizing to fall, winter, and spring quarter).
    3. Do not describe what you did at your internship or research activity but share what you have learned from the internship and/or research activity.
  1. BOOK LIST:
All books are required.

Lorde, A. (1984). Sister outsider. Freedom: Crossing Press.

Rogers, C. ( 1995). A way of being. New York: Houghton Mifflin Company.

Ruiz, D. M. (1997). The four agreements. San Rafael: Amber-Allen Publishing.

Skinner, B. F. (1976). About behaviorism, New York: Vintage Books.

Tolle, E. (1999). The power of now. Novato: New World Library.

  1. ARTICLES ON LIBRARY RESERVE


    2. Please be considerate of other students who also need to read the same articles. All articles need to stay in the library. Last quarter, a few students took the part of the articles for themselves, which resulted in other students being unable to read the complete article.

  2. SCHEDULE OF LECTURE/WORKSHOP TOPICS, READINGS AND ASSIGNMENTS:
NOTE: We expect you to finish all readings by the day they are assigned. This schedule is subject to

change. We will notify you well in advance whenever possible. RA=Reserve Article

You will be taught ballet basics in movement class. This will enable you to develop discipline and

vocabulary in French and learn the origins of European folk dances and court dance styles. You should

wear lose clothing and footwear or socks will be discussed in the first class. Any previous injuries should

be reported immediately to Kabby. Italics =Books

Week 1 (4/3): Introductions, syllabus and covenant L/W=lecture/workshop
9:00 – 10:45 11:00 – 12:30  1:30 – 3:30
Introduction, covenant, syllabus (internships & research projects) Book Seminar on The Power of Now Movement Activities

RA: Chapter 4 Bugaku and Ballet

See DVD on Reserve: Elusive 

Muse

Week 2 (4/10): Learning the fundamentals of research
 
9:00 – 10:45
11:00 – 12:30
 1:30 – 3:30
W: Research Fundamentals (come to GCC) by Sarah Pedersen Book Seminar on About Behaviorism

DUE: internship contract

Research project plan

 Movement Activities

RA: Who’s doin’ the Twist?

Week 3 (4/17): In-depth exploration of humanistic psychology

9:00 – 10:45
11:00 – 12:30
1:30 – 3:30
APA (American Psychological Association) Style Typing Book Seminar on A Way of Being

DUE: two well-developed potential research topics

DUE: Learning in Progress Report

 Movement Activities

RA: Suzanne Farrell article 

From the New Yorker 

Week 4 (4/24): Healing through reconnecting with soul

9:00 – 10:45
11:00 – 12:30
1:30 – 3:30
L/W: Special Identity Book Seminar on Sister Outsider

DUE: Learning in Progress Report

 Movement Activities

RA: Hope Floats

Week 5 (5/1): Wellness through honoring our body and soul

9:00 – 10:45
 11:00 – 12:30
1:30 – 3:30
W: honoring body and soul

Processing practice of staying in NOW

 Book Seminar on The Four Agreements

DUE: A detailed paper outline, and an annotated bibliography

DUE: Learning in Progress Report

 Movement Activities

Week 6 (5/8): Transcending myths

9:00 – 10:45
11:00 – 12:30
1:30 – 3:30
L/W: Locus of Control and its relationship to staying in Now Process Seminar on individual/group research projects/internships

DUE: Learning in Progress Report

 Movement Activities

Week 7 (5/15): Practical techniques to transcend unhealthy habits

9:00 – 10:45
11:00 – 12:30
1:30 – 3:30
L/W: Behavioral techniques to reduce anxiety Process Seminar on individual/group research projects/internships

DUE: Learning in Progress Report

 Movement Activities

DUE: completed, proofread research draft is due to the Writing Center

Week 8 (5/22): Holistic approach to health and healing

9:00 – 10:45
11:00 – 12:30
Thursday
W: Artistic expression of Integrating body, mind, and soul for health and healing Process Seminar on individual/group research projects/internships

DUE: Learning in Progress Report 

 Movement Activities

DUE: remind your internship sponsor about eval

Week 9 (5/29): Integration of the quarter

9:00 – 10:45
11:00 – 12:30
1:30 – 3:30
W: Synthesis

DUE: Research paper

 Integration

DUE: Learning in Progress Report

 Movement Activities

 

Week 10 (6/5): Celebrating the quarter

9:00 – 10:45
11:00 – 12:30
 12:30-1:30 
1:30 – 3:30y
DUE: Group/Individual creative presentations DUE:

Group/individual

Creative

Presentations

 Potluck

CAB 110

 DUE: Group/individual creative presentations

DUE: Final program portfolio; self-evaluation

 

Week 11: Evaluation week

*You must attend a scheduled evaluation conference with your seminar faculty in order to receive credit. Please bring your evaluation of your seminar faculty. Your evaluation conference will be cancelled if you do not bring your faculty evaluation with you for the conference. Please be considerate of other students by being on time and leaving on time. If you are planning to graduate during the 2002-2003 academic year, you should consult with seminar faculty immediately about writing a ‘summative evaluation’ for your transcript.