Adolescent Psychology for January 9, 2006

Three quick links, and then an introduction to a new tdaxp feature.

Links: Long-time tdaxp reader Catholicgauze starts a geography blog. Biz of Trumpy Productions begins blogging at tdaxp.And Phatic Communion‘s Curtis helped me find photos of Mexico.

Tease: Blogspirit now allows extended posts, so for the first time I can get a complete class’s notes without messing up the front page. I’ve already tested this with the introduction to my example political science literature review and research design. So above the fold will be the class’s agenda and a problem, and below the fold will be the rest of the notes and the solution.

Agenda

  • Introduction
  • Discussion on Adolescence
  • Teaching Philosophy (and rules for discussion)
  • Administrivia (course syllabus, expectations)
  • Psychological v. Physical Development
  • Identity
three_square_game
The Game: Connect All Dots in four straight non-overlapping lines


Introduction

Books (in sequence)

Discussion on Adolescence

What is adolescence (brainstorming)

  • Time is revolutionary change generally, comprised of
  • Time of cognitive reorientation and
  • Time of physical change

If I could learn one thing, it would be how one can change the distribution of networks, hierarchies and rhizomes, that adolescents join

R: Teachers must challenge and support students

Example of “Thinking Outside the Box” game

connect 9 dots (3 square) in just four lines without retracting and without lifting pencil

three_square_game_solution

(R: only 3% of test takers get this right the first time)

Education helps us compartmentalize, to rapidly solve problems, but this prevents us from seeing solutions

(email or virtual office 7-8 on Wednesdays on stereotypes, equal justice of death penalty, Hegelian dialectics)

Teaching Philosophy
Importance of ill-structured problems

“Mutual Exploration & Support”
should lead to “Discovery”
should lead to “Synthesis”
which is the result of “reflection,” “peer interaction,” and “coordination”
(coordination — multiple perspectives)

General Rules of Discussion
– encourage disagreement, but with rationale
– civility (mutual respect)

Discussion of Hegel’s Thesis/Antithesis/Synthesis

Administrivia
– course syllabus
– expectations

Psychological v. Physical Development

Compare and Contrast types of development.

Development is change. Psychological and physical development are two intertwined concepts. Physical development largely influences psychological

Identity

Didn’t get to this!

3 thoughts on “Adolescent Psychology for January 9, 2006”

  1. it appears you are embracing the dialectic now. may i make a suggestion? the lacanian commentary on hegel. it makes hegel less rigid, more therapeutic.

  2. Anonymous,

    Thank you for the comment. I was delighted to find Amendment IX as a hegelian blog [1], but I am very skeptical of the viability of the dialectic. It seems to be a rehashing of Plato’s Forms — a beautiful aesthetic that cloaks more than it reveals.

    I assume you are refering to Jacque Lacan. Could you summarize his commentary on Hegel?

    PS: The wikipedia article gave a great quote from Chomsky on Lacan, which could be said of Chomsky himself!

    “an amusing and perfectly self-conscious charlatan, though his earlier work, pre-cult, was sensible”

    [1] http://amendmentnine.blogspot.com/
    [2] http://en.wikipedia.org/wiki/Lacan

  3. dan: thanks for popping in. i’m currently on the move so haven’t had enough time to respond to the comments over at A9 in detail. but wanted to agree with your point about oversimplification. hegel, insofar as hegel is hegel, is indeed quite oversimplified. i think that was his goal. to derive the simplest explanation. but hegel, insofar as his thought is a part of philosophy, is not at all simple but rather complex… much like buddhism. again, i really appreciate the comments, and i hope to have a more thorough reply in the very near future.

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