Body, Mind, Soul
Winter 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 |
TUE 3:30 – 4:30 or
Appointment |
Lance Laird |
Comparative
Religion |
Lab II 3261 |
Ext.
6381 |
Lairdl |
TUE 3:30 – 4:30 or
Appointment |
Kabby Mitchell |
Movement |
COM 363 |
Ext.
6336 |
Mitchelk |
By appointment only |
II. WINTER QUARTER PROGRAM SCHEDULE:
MONDAY
|
TUESDAY
|
WEDNESDAY
|
THURSDAY
|
FRIDAY |
PREP DAY |
Whole group Meeting
9:00 – 12:00
(LH 1) |
Movement
10:00 – 12:00
(CR 116/117) |
Whole group meeting
9:00–12:00
(Lib 4300) |
PREP DAY |
|
Lunch
12:00 - 1:15
(faculty book seminar) |
|
Lunch |
|
|
Seminars
1:30 - 3:30
(Lcc 1007a)-Lance
(LabII2211)-Heesoon
(Lab I1037)-Kabby |
|
Seminars
1:30 – 3:30
(Lab I 1051)-Lance
(Lab II 2211)-Heesoon
(Lib 2204)-Kabby |
|
3:45 –(faculty business
meeting)
-
LEARNING OBJECTIVES:
You will
-
continue to develop an understanding of multiple perspectives
on the construction of the human self in various cultures and religious
traditions.
-
continue to develop your own body-awareness, which leads
to keen perceptivity of mind and soul.
-
continue to develop mental diversity (race, gender, sexual
orientation, ethnicity, religion, body shape, disability, language, etc.)
by deconstructing hierarchical, dichotomous, and linear thinking patterns.
-
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.
-
be able to differentiate personal issues from academic issues
by keeping appropriate boundaries:
-
be able to differentiate between your perception (especially,
those projection issues) and classroom reality.
-
be able to use "I" messages instead of "you" messages.
-
be able to differentiate realistic expectations from inappropriate
or unrealistic expectations (self, other students, and faculty).
-
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.
-
integrate the fall quarter learning with the winter quarter
materials.
-
ILLNESS NARRATIVE GROUPS
1. Your illness narrative group is formed around your collaborative
research project.
-
You will learn how to do an ethnographic interview through
a series of weekly workshops. (a) You will collaboratively decide who will
do an ethnographic interview with a familiar person who has dealt with
illness, who will transcribe the interview, and who will index the interview.
(b) You will analyze individually and process as a group. (c) Submit your
individual analysis on the 5th week, Thursday.
(5-7 pages)
-
There will be a series of movement workshops where you will
learn to express illness narrative themes into movement for group performance.
(Group performance due on the 7th week)
-
COLLABORATIVE RESEARCH PROJECT
1. You will collaboratively work with your illness narrative
group studying a particular theme related to
Body Mind Soul. Methods may include:
-
Experimental (including history, review of literature, hypothesis,
method, results, discussion);
-
Ethnographic study of a particular healthcare institution,
or situation (Human Subjects Review, similar procedures as illness narrative
workshops above)
-
Library research (historical, cross-cultural issues, philosophical
and religious traditions, background of kinesthetic theory/practice, constructive
critique of popular books).
Submit your final project to your faculty on the 9th
week, Thursday. (Maximum 20 pages)
-
Each collaborative research group will do a creative presentation
of findings at the end of the quarter.
(10th Week)
You will give brief written feedback to each group.
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’ presentation or who are not attentive to others’
presentation will be evaluated as students who show disinterest in community
building.
For Both Written Assignments (illness narrative analysis
and collaborative research project)
Faculty will not read late papers
-
Integrate the program content (books, lectures, workshops,
etc.). (2) Write free style at first by focusing on the content. Then,
revise several times so the content fits into the page limits; this process
allows you to be mindful of your choice of words and to develop efficient
strategies to express your ideas in a coherent manner. It increases your
analytical and critical thinking skills. Faculty will not read papers
that do not meet these requirements. This is an attempt to encourage
you to practice writing precisely by including only necessary information
in order to become an effective communicator. (3) Submit all your rough
drafts with your final draft so faculty can examine your learning process.
(4) Please staple, proofread, use minimum 11 point font, double space,
and use uniform margins (at least 1 inch all around).
Interdependence of Each Other for Mind, body, Soul
Health
(1) You will meet each week with your illness narrative
group to work on your illness narrative, collaborative research project,
or in-depth processing of the program content. You are a VITAL member of
your group. Your group relies on you as much as you rely on them for the
assignments. (2) Work on the project for at least 2 hours each week.
This does not include socializing. If you want to socialize
do so afterwards. (3) You will be asked to report on progress of your group.
(See weekly schedule for due dates.)
VI. SEMINARING
Seminaring is the heart of Evergreen education when all
students complete the book and are interested in intellectual sharing,
challenging, and learning different perspectives. The quality of book seminars
decreases when some students who do not complete the book seminar on the
basis of incomplete knowledge. This results in an unsatisfactory learning
experience for all students; those responsible students who do complete
the book are not satisfied due to the inability to complete seminaring
objectives and those who do not complete the book are not satisfied due
to getting by with pretending thus maintaining a false selfhood. In an
attempt to encourage all students to take care of their body, mind, and
soul, those who finished the book will seminar and the others will observe
them. This will create a real learning experience for all students.
A. Seminaring Objective: 1.
Provide a forum in which each individual student is encouraged to take
personal responsibility for a major contribution, thus leading the student
to master the skills necessary for independent research, coherent
organization of thoughts and findings and useful presentation of
the material, so that seminaring becomes an expression of that student’s
individual learning in collaboration with peers. 2. Students will learn
to take charge of their own education through learning to be a co-learner
within the learning community. In order to accomplish the seminaring objectives,
you need to:
-
(1) Find the author’s main points as you read and what evidence,
arguments, or reasons the
author uses to support these main points. (2) Find
connections between the program’s lectures, workshops, and the seminar
readings.
-
Articulate clearly by using specific examples from text including
page numbers and
passages, etc.
-
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.
-
Use respectable communication skills (e.g. "I" message) to
disagree with other’s opinions.
-
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.
-
Avoid monopolizing. Involve others by asking their opinions
on the topic. (Letting a few people dominate discussion leads to an unsuccessful
seminar.)
-
Recognize that we are discussing abstract ideas rather than
attacking or devaluing personal opinions.
-
Be accountable for keeping discussions on target (and away
from huge tangents and too many personal stories).
-
Learn from diversity of opinions and ideas. Being offended
when others disagree with your ideas and/ or opinions prevents you from
learning to think from multiple perspectives.
B. There will be a weekly (either on Tuesday
or Thursday) in class essay on the Seminar book or
article(s). No make-ups.
-
ABNORMAL PSYCHOLOGY ASSIGNMENTS
Read assigned (See Weekly Schedule) disorders then
pick one case study you would like to critique. Critique the case study
from Freudian, Jungian, humanistic, behavioral, cognitive, biomedical,
and biocultural perspectives. Use critical thinking skills from statistical
(assumptions, generalizability, correlational, causal, etc.) and cross-cultural
knowledge. Please approach the assignment as a learner who has intellectual
curiosity and who wants to understand "psychological disorders" from a
broader perspective. Bring the typed (11 font size) assignment to the class
on the morning of the due date. Revise with a pen after discussion and
lecture if you need to and submit to your faculty after the discussion.
Faculty will not accept late assignments. This is an attempt to
encourage you to be actively involved in your own learning.
-
BOOK LIST:
All books are required.
-
Turner. E. (1996). The hands feel it: Healing and spirit
presence among a Northern Alaskan
people. Northwestern Illinois University Press.
ISBN:0875805736
-
Morris, D. B. (2000). Illness and culture in the postmodern
age. University of California Press.
ISBN:0520226895
3. Chestnut. R. A. (1997). Born again in Brazil.
Rutgers University Press. ISBN:0813524067
4. Solway D. & Miller, T (Ed). (1995). A dance
against time. Pocket Book. ISBN:0671788965
-
Burns, D. D. (1999). Feeling good. Wholecare. ISBN:
0380810336
-
Halgin, R. & Whitbourne, S. (Ed). (1998). A casebook
in abnormal psychology: From the files of
experts.
Oxford University Press; ISBN: 0195092988
-
Goldberg, M. (2001). Bee season. Knopf. ISBN: 0385498802
-
Attar, F., Davis, D, & Darbandi A. (1984). The conference
of the birds. Penguin. ISBN: 0140444343
-
Weber, R. J. (2001). The created self. New York: W.W.
Norton & Company. ISBN: 0393321215
-
ARTICLES AND BOOKS ON LIBRARY RESERVE
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 part of the articles for themselves
which resulted in other students being unable to read the complete article.
There are two resource books on Library Reserve: Pain as human experience:
An anthropological perspective and Culture theory: Essays on mind,
self, and emotion.
X. 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
A casebook in abnormal psychology = A casebook Italics
=Books
Week 1: Introductions. syllabus, covenant, narrative groups
L/W=lecture/workshop
Tuesday (1/7)
|
Wednesday (1/8)
|
Thursday (1/9)
|
READ: The
Hands feel it
*Introduction
Covenant
Syllabus
*L: Forgiveness |
Movement Activity
Movement skills
workshop |
READ:
The Hands feel it
*Introduce illness
narratives; set up interview teams (narrative groups), develop questions:
*A
casebook in abnormal psychology (p. 1-6 & Schizophrenia) |
|
|
|
Week 2: Postmodern illness which
requires a new way of thinking
Tuesday (1/14)
|
Wednesday (1/15)
|
Thursday (1/16) |
READ: Illness
and culture(intro-chapter 5)
*L/W: Difference between biomedical and biocultural model
*L/W: Listening (Barriers to listening, effective listening, and
empathic listening)
*L: Ethics |
Movement Activity
Movement starts with small steps for illness
Narrative |
READ: Illness and culture (Chap.
6-conclusion):
**A casebook (Disorder of self-control): (RA)Great
pretenders by W. Rose
*L: Disorder of self-control
*L/W: Conduct and index interview
DUE: Interview Index
DUE: Abnormal psych. assignment |
|
|
|
Week 3: Faith healing and illness
within sociopolitical context
Tuesday (1/21)
|
Wednesday (1/22)
|
Thursday (1/23)
|
READ:
Born again in Brazil:
**A casebook (Dissociative disorders)
*L: Dissociative disoders
*L: Religious experience |
Movement Activity
*Bigger steps for illness narratives |
READ:
*W: Analyzing qualitative data
DUE: Bring transcribed interview
DUE: Progress report |
DUE:
Abnormal psych. assignment |
|
*Possible
fieldtrip (PM) |
Week 4: How do anxiety, fear,
and following bliss influence our body, mind, and soul?
Tuesday (1/28)
|
Wednesday (1/29)y
|
Thursday (1/30)
|
READ: A dance against time(chap1-14);
**A casebook (Anxiety disorders)
*L: post-traumatic stress disorder
Obsessive-compulsive anxiety disorder
DUE: Abnormal psych. assignment |
Movement Activity
*Movement with illness narrative
Theme |
READ: A
dance against time
(chap15-epilogue)
*W: Analyze transcripts and develop themes
DUE: Progress Report |
Week 5: Mind over body (cognitive
therapy)
Tuesday (2/4)
|
Wednesday (2/5) |
Thursday (2/6)
|
READ: Feeling good (intro-chap.14)
**A casebook (Mood disorders)
*L: Health psychology and major depressive disorder
DUE: Abnormal psych. assignment |
Movement Activities
Finalize illness narrative movement
|
READ: Feeling
good (chap.15-20)
Day of presence
*W: Art activity
*L: Jewish mysticism
DUE: Analysis of illness narrative (Essay) |
Week 6: Up week for collaborative
project work (no class)
Tuesday (2/11)
|
Wednesday (2/12)
|
Thursday (2/13)
|
Heesoon, Kabby, and Lance available
for consultation. |
Kabby and Lance available for
consultation |
Lance available for consultation |
Week 7: A child or elder’s place
in a postmodern society
Tuesday (2/18)
|
Wednesday (2/19)
|
Thursday (2/20)
|
READ:
Bee season
READ: **A casebook (Age-related
disorders)
*L: ADHD
DUE: Abnormal psych. assignment |
Movement Activities
DUE: Illness narrative group movement performance |
*L/W: Emotional intelligence
*L: Islamic mysticism
DUE: Progress report |
Possible fieldtrip on Sunday 2/23 to Gurudwara Singh Sabha
in Renton.).
Week 8: Intrinsic and extrinsic
sources for understanding body, mind, soul
Tuesday (2/25)
|
Wednesday (2/26)
|
Thursday (2/27)
|
READ: The
conference of the birds: **A casebook (personality
disorders)
*L: Antisocial personality disorder
DUE: Abnormal psych. assignment |
Movement Activity |
READ:
*L/W: Characteristics of a healthy person
*Inter-faith panel |
Week 9: Integration of the quarter
Tuesday (3/4)
|
Wednesday (3/5)
|
Thursday (3/6)
|
READ: The created self (intro-chap.11)
*Reflection: How would summarize your learning in abnormal
psychology? |
Movement Activity |
READ: The
created self (Chap. 12-17)
*W: Integration
DUE: Collaborative research project
DUE: Progress report |
Fieldtrip to dance performance on 3/6, 7, 8, or 9th.
Week 10: Celebrating the quarter
Tuesday (3/11)
|
Wednesday (3/12)
|
Thursday (3/13)
|
DUE: Group creative
presentations |
DUE: Group creative
presentations |
DUE: Group creative
presentations
DUE: Final program portfolio; self-evaluation
Final program potluck! |
Week 11: Evaluation week
*Each student must attend a scheduled evaluation conference
with his or her seminar faculty in order to receive credit. Students planning
to graduate during the 2002-2003 academic year should consult with seminar
faculty immediately about writing a ‘summative evaluation’ for your transcript.