Can We Save The World By Shopping?

Guest Blogger: Nancy Shahani

Initially when contemplating what to write as a seemingly appropriate blog the topic of plagiarism in the graphic arts came to mind – it seemed academic in nature and somehow revealed if not validated what it is that one as a Professor of graphic arts does and what it is the students are pushed so hard to achieve; but then, with inspiration to think on a larger scale, another topic came to mind; one that will hopefully engage in a dialogue by touching on several issues. It was a book lecture on Cspan featuring authors Raj Patel (The Value of Nothing) and Naomi Klein (The Shock Doctrine) which fostered a rethinking of the role of graphics even though in these pre-mentioned writings there was no mention of graphics or advertising but more so of human need and consumption in relation to the current state of the world, they were, none-the-less thought provoking and inspiring - but let’s back track a little. Since the topic of plagiarism was something that would be deemed as important, here is how it was going to be addressed; plagiarism in graphics is a valid concern; graphic art is hard and entails a great deal of work; graphic design is the new art of today and is part of our everyday lives; graphics include the language of slogans, the colors of products and their logos, and of course the imagery which accompanies them; authenticity in graphics is essential since it is questioned more and it must be maintained with original imagery and a composite of sources; poor writing in other courses is as bad design is in graphic design courses.

The conclusion of this piece was to state how we take graphics and advertising for granted since the medium itself is so accessible as many think they can design since they do use a computer just as many think they take a photograph simply because they have held and can hold a camera; however graphics is a challenging and powerful art form which drives the economy. Since business today is the image business this medium should not be taken for granted; but now this serves as an introduction.

In this world of what can be deemed as one of moral depravity and a dying economy does graphic design still have a place? Does the spending power of the individual still exist? Can we save the world by shopping? Eventually everything and everyone becomes a commodity – we market ourselves the way we market products and if a person or thing does not exist in its marketing bubble its value ceases to exist – one becomes off the market. When we think of brands that had power ten years ago and how some are not heard of nor discussed today we realize that it was the advertising which ended – the graphics cease to be. When we as humans stop our job search, when we no longer update our resume when we no longer publish, create or exhibit, then in some way from a marketing stand point, we cease to exist. Basically when the marketing bubble deflates the exposure ended and when the bubble bursts, the exposure went into overload. The question is can someone or something become a branding threat? When is promotion too much? And how does graphics play its part?

Graphic design is advertising and advertising promotes the good, the bad and the ugly of today’s corporate world; and everything in the world can be viewed as a corporation. We advertise to raise awareness – we advertise so society will want; we advertise so society will need. Having said this, are graphic designers responsible for the mass consumption of the world today? Are graphics responsible for our living beyond our means? It may seem absurd to blame the creative thinker for the world’s economic crisis, but the mind behind some of the greatest campaigns has proved to be quite powerful, in fact never before has the creative mind been so valued. Companies today (and everything in the world can be viewed as a company) recognize more and more the increasing value of a creative mind so much that it has been noted by author Daniel Pink, the MFA is now the new MBA. The true creative mind understands not only design and necessity, but economics and psychology.

The statement ‘necessity is the mother of invention’ is still one designer’s abide by today – however it is the term ‘necessity’ which has changed over time. Frankly when it comes down to what it is humans really need the list is very short – yet in today’s world one’s lists has now become a book. We buy into the fantasy of an image and to the power and self worth we think that fantasy will bring. The size of our home, the car we drive the labels we wear were all brought to our attention through skilful manipulative advertising – through well designed imagery and graphics. Now, we as humans are smart, we know we are being branded to – so then why buy? Well, to be frank, the opposite can lead to cynicism. The very idea of limited capitalism can seem peaceful and more humane it is then upon visiting other parts of the world and that one discovers this lack of free enterprise often lends to an unmotivated and almost depressed society; a cynical unhappy place because as humans – we want. For the majority of one’s life, the desire for material things seems innate and it is with clever advertising that this desire becomes enhanced. It is from childhood to adulthood that we are targeted; in fact advertising does not leave us alone until we are near death. Perhaps it is because as one enters into their senior years the desire for material things lessons; this lack of material desire can be explained by either a lack of interest in the world they know they will soon leave and / or an appreciation of what they deem as truly important in life; however, not all of society reaches seniority at the same time - perhaps why the creative mind rarely targets to this demographic but rather to the world’s increasing middleclass or flatness (as Thomas Friedman’s book Hot, Flat and Crowded addresses); the world’s increasing latte factor.

The creative mind convinced the consumer that Starbucks is worth the extra money since any product with a healthy green and mother earth branding cannot be all that bad for you. Target’s re-vamped logo brought a company back from the grave and suddenly represents products that are better designed and more in tune with a younger and hipper demographic than its competitors. Furthermore, the purity of Dove’s white soap is indeed the campaign for real beauty; one does in fact need to ask themselves if they “Got Milk?” as oppose to if they “Got Soy?”; it is the yellow arches of McDonald’s utopia which is the happiest and sunniest place for children to beg their parents to take them there; and those who drink Pepsi are indeed part of the new generation. The little girl innocent pink color of baby aspirin makes it okay to give a child; and one harmless white aspirin pill a day is good for the heart. Hershey’s chocolate will bring love into your life; and a MAC computer is more futuristic and humane than others; clearly noted by their everyman spokesperson Justin Long. Raj Patel’s book The Value of Nothing, begins with a quote from Oscar Wilde: “nowadays people know the price of everything and the value of nothing.” One can blame the creative mind for this.

Then we ask how happy are we broke? And how happy are we without? The happy medium would be the ideal – the problem is in knowing when enough is enough and when to stop buying and consuming. So do the graphic arts serve any good? Well, we can argue that people like things and they like to shop and we as humans need fantasy and luxury and more so desire to feed our drive, and as such, graphics help. But let’s talk about the accessibility of graphics since one cannot go without mentioning ‘the good’ that well designed graphics serve. Advertising can be used to raise awareness; from human issues, to world concerns, graphics can inform one of a non-profit organization, of health issues, and of political leaders. From the public art of billboards to the target marketing of direct mailers, graphics can help initiate change – and dare we say aid to saving the world.

Do We Share our Passion for Reading?

Guest Blogger: Joanne DeBoy

Reading is a subject and a process that reaches all levels of the education world and is a topic of discussion by students, parents, teachers, professors and politicians. It has been used as a political football in terms of funding; Should schools/programs receive funding for their poor reading performance? Should schools receive incentives monies for exceptional reading performance as measured on a standardized test? Debates ensue as to which strategy should be used to improve reading performance by those in the field and well as by those without formal education in the psychology of reading (the process). Some questions that confront the reading field today are:

• What is meant by “proficient” reading performance?
• Do standardized tests deliver what they purport to deliver?
• How can we obtain the critical reading performance levels of 53.2 million K-12 students in a cost-efficient manner?
• How does critical thinking relate to reading comprehension? Can critical thinking be taught?
• Which instructional approach is more beneficial: top-down or bottom-up?
• How and to what extent does decoding and phonemic awareness relate to reading performance?
• How has the view of reading instruction changed with the increased use of technology?
• Given the wide range of available electronic information, will books be essential in the future?
• Will email, texting, etc. undermine or enhance writing/reading proficiency?

Despite the many discussions regarding the above topics and many more issues, the numbers of students in the United States who are avid and enthusiastic readers is shockingly small (Guthrie, McGough, Bennett & Rice, 1996). Research suggests that even those who have the cognitive ability to read choose not to read; thus, they have been dubbed “alliterate”.

Reading instructional programs designed to improve students’ performance have been in the K-12th grade curriculum since the establishment of normal schools (teacher preparation programs) and has been in the media recently, courtesy of the federally-funded No Child Left Behind mandate. However, the reading instruction issue does not stop at the basic education level; both community colleges and 4 year colleges and universities have recognized the need for reading support and instruction for college students for some 35 years. This, too, has engendered heated discussion at many levels.

Four years ago, Lincoln University’s Board of Trustees, administrators and many faculty members identified the need to require our students to read beyond assigned textbooks. For that reason we have been creating a reading list of books that students should read. It should be noted that Lincoln University is not alone in providing a reading list of extra-curricular books with content to which our college students should be exposed.

However, I am recommending an additional step to enhance a love of reading based upon research by Applegate and Applegate (2004) that connected the teaching of reading (or any other subject) to the Peter Effect. The subjects in the research were pre-service teachers, many of whom mirrored the reading behaviors of many college students: they have the cognitive ability to read but choose not to do so. The authors identified the problem in somewhat biblical terms, recalling the story of Apostle Peter who, when asked for money by a beggar replied that he could not give what he did not have (Acts 3:5). The research finding was disheartening; many pre-service teachers do not have a love of reading to pass on to students. How can teachers/ professors give what they do not have—a love or passion for reading, learning or specific content? How can we share the feelings, the insights, the connections and relevancy that we receive through the written word if we don’t possess it ourselves? We must share that love of reading that we feel when we reflect on those books that resonated with us, touched our souls and remained a part of our very being. Those are the books, ideas, topics, essays that we need to share with our students so that they might become afire with a love of reading/learning.

A book that was recommended by the Biology Department for the Lincoln University Reading List, still being developed, was “The Double Helix” by Watson and Crick (1951). I was moved to remembering the pictures I had in my head in my earlier college years when I was given the assignment to read that book. I can still visualize the two graduate student researchers in the early years of their careers doing their work and discussing their ideas about DNA in that small cluttered room. I don’t remember if the book was assigned for Biology, Microbiology or the Physiology of Behavior but I do remember connecting to those graduate students doing their research as I read that book.

There are reading skills and strategies that can be taught to students to help with their reading comprehension. However, most college professors have not had formal instruction regarding the reading process, reading skills or strategies. What all educators should model to our students is our love/passion for reading and learning and what we have experienced through the written word.

Academic Integrity: A Constant in a Sea of Change

Guest Blogger: James DeBoy

American higher education embarked upon the road of mass education after World War II. The elite education system, designed for what WEB DuBois termed the Talented Tenth, was perceived by many in 1945 as undemocratic. With the influx of returning GIs and the emergence of community colleges, many of the traditional universities supplemented or revamped their classical- liberal arts focus with professional and or pre-professional programs of study. Normal schools (traditionally the providers of basic education) evolved into state teacher colleges while certain professional schools (e.g., pharmacy and more recently, PT and OT) escalated their credentials that would require graduate study. The late 1960s witnessed a proliferation of developmental/remedial courses designed to increase the likelihood of “underprepared” college freshmen achieving sophomore status; such actions were justified as college administrators more fully embraced the “mass education” model. One could argue that Lincoln entered the mass education fold in the late 1960s—a time when opportunities to enroll in white, “prestigious” colleges became available for high-performing African Americans.

Throughout all of these aforementioned challenges and concomitant changes to academe, one variable was constant: the academy’s adherence to principles of academic integrity was paramount. Students needed to adapt and adopt mindsets and behaviors if, in fact, they entered with values perceived as opposed to the academic culture. Yes, the more honest institutions provided additional opportunities for students with different feelings and habits to embrace/demonstrate the requisite skill set thought to be the necessary variables for degree completion. Despite the apparent change in (many) students flocking to our nation’s colleges in the post-war years, the university’s commitment to its “academic culture”, i.e., academic integrity, should not be compromised nor diminished. The academic integrity component to which I refer is the SLOs that are part-and-parcel of every academic/professional discipline: the knowledge, skills, attitudes, and habits of mind that academicians hold dear and deem absolutely essential for disciplines to be studies worthy of pursuit.

I have heard in recent years that faculty, curricula, and pedagogy must change to better meet the needs and wants of today’s “net generation”. I agree… to a point. First and foremost, we need to differentiate between needs and wants. Secondly, we need to keep in mind that one of the hallmarks of higher education has been its success in transforming students. Students of the net, me, and gimme generations (all generations) can, and should, change after experiencing 4 years of study. One operational definition of intelligence is the ability to adapt to a changing environment. Thus, if faculty teach and expect students to master x, x must be mastered. By all means, x must be authentic… connected to the real world of one’s chosen field. If faculty cannot justify x for being a part of the curriculum, if we cannot make connections of x to our profession or life, then we should probably not teach it.

Faculty can, and must, have standards to which they hold all students. To do otherwise is, in my opinion, a disservice to the students whom we are entrusted. Having said that, I am fully cognizant of unique learning styles, extenuating circumstances, and the like. While I can empathize, I must guard against sympathizing lest I lower my expectations. Students at all levels of the educational system (and marketplace) are better served for life after school when they consistently hear and see that performance supersedes intentions, promise, and ability. Students must learn early that causes (including inaction) have consequences: missed classes, late submissions, and blown opportunities are simply that… missed.

Pedagogically, many HPER faculty may be considered “conservative, old-fashioned, behaviorally rigid, and authoritative.” Formal training in the health sciences and physical education often times shapes that viewpoint. Perhaps, the content of the fields exacerbates a personal predilection for closure, structure, and practice. Principles and laws that guide HPER-related disciplines afford a sense of order in a chaotic world. In any event, HPER faculty seem to prefer environments and phenomena that are measurable, objective, and operationally defined. In short, we seek to identify, arrange, regulate, manage, systematize, classify, fix, and establish parameters that will assist our understanding of (and co-existence in) the world. We strive to share that approach/methodology with our students. In our opinion, the most efficient manner for doing so involves, by necessity, boundaries. At first, these boundaries may appear as deterrents to student growth and development but the opposite is true. Limits, i.e., faculty expectations/standards of conduct, will eventually set students free. To be truly free, one must be self-disciplined. Initially, some/many 18 year olds will need those limits imposed by faculty. Over the course of 8 semesters, other-imposed is gradually replaced with self-imposed. It has been HPER’s position that all students can learn and it is our responsibility to teach whoever enters our classrooms. While we start where students may be, we are obligated to take them where we (and those practitioners in the fields of HPER) believe they need to be in order to effectively deliver their services to society.

The beauty of higher education (critics will see it as the bane) is that multiple paths exist to truth. Each discipline may be different in its approach to understanding (and even defining) the problem. Within each discipline there exist myriad models to address the targeted concept. Academe is, by its very nature, diverse and, yes, sometimes divisive. Differences of opinion are expected and encouraged in a climate of open dialog. Some of my colleagues may agree with much of what I have said, some will accept parts, and others may reject my arguments wholly. And that’s OK—conclusions should be challenged… it is the stuff that shapes academe; it should be one of the constants in the sea of change.

How Do You Write?

Guest Blogger: William Donohue

This year marks my 10th anniversary in the “Writing Industry.” Since I graduated college in 2000, I have been drawing a paycheck from something I wrote. (Of course like most writers, I have had a slew of part time jobs too!) I have written for nationally published magazines and weekly, local newspapers. I have written feature articles on the “Top Ten Best Running Cities” that landed me radio interviews, and I have covered local zoning board meetings (more sleep inducing than a class after lunch).

Through it all I have developed and redeveloped my writing process. As Donald Murray asks and answers “Why do writers write? To inform, to persuade, to entertain, to explain, but most of all to discover what they have to say” (3). (Spell-check says that is a fragment sentence, but breaking grammar rules just might another reason that writer’s write.)

When someone asks me what I am writing now, I know they are looking for an exciting answer. Have I written a memoir about my 1,165 mile, month-long bicycle/camping trip from Philly to Boston and back? Maybe I started that “Great American Novel,” or finished the screenplay about teenage angst.

“No,” I disappoint them. “Most of my writing is ‘Academic’ now,” which allows me to sneak away to refill my drink as they divert their eyes to the floor, both of us feeling inadequate—them because of an incorrect assumption of their intellectual inferiority and me because of my intellectual inferiority. But what is it that I do spend my time writing? And more importantly, how does what I write inform my teaching as a writing teacher?

When pressed about my “Academic Writing,” I bring up the latest paper submission to a conference or periodical. This year I have both. (Commence shameless plug.) A soon-to-be-published book series and Creative Commons shareware entity entitled “Writing Spaces: Readings on Writings” (http://writingspaces.org/) has accepted a paper jointly written by myself and Lincoln University colleague and creative writer David Amadio. The essay entitled “The Voices in My Head: An Experimental Essay with Multiple Authors and Voices,” was also accepted at the College English Association Conference (http://www2.widener.edu/~cea/conference2010.htm) fittingly themed “Voices.” I learned more about writing from that experience than any single writing event in my life. Of course, it helps to when all I had to do was take notes as David sounded off on voice in creative writing then fill in some spaces as the representative “academic voice” in the essay. Here come the insecurities again. Luckily, David is a brilliant editor too, which says much about his popularity among the students.

Beyond that, most of my day-to-day writing is classroom related, specially writing comments on student essays. I joke and perhaps how I rationalize my procrastination to start that novel or finish that screenplay is because my writing is so bad because all I do is read bad writing. This week, I am in the middle of grading and, more to the point, commenting on 50 narrative essays. I have 25 more narrative essays coming in on Monday. Then, next Thursday, assuming every one of my students turns in the essay on time, I will have 107 essays to grade. Every single essay is a teachable moment, but what is my process for writing those comments? How can I solve such problems as indicating a poorly written sentence while not shattering a student’s confidence? How can I teach that student to develop a personal writing process, while not over-steering the writing to the “correct answer” (the way that would earn the student a better grade).

Murray breaks the writing process into three stages: prewriting, writing, and rewriting. Students are often amazed at the time breakdown Murray assigns these three stags. Prewriting, everything before the first draft, “takes about 85% of the writer’s time” (15). Writing the first draft is a mere 1%, which leaves 14% of the time for rewriting. Next Thursday 107 essays that are handed to me will hopefully have gone through this process in close approximation to Murray’s breakdown, or at least in a way that works for each individual student. The very last step in the rewriting phase that all 107 of those essays will share is a reflection paper.

They will reflect on the writing process. They will list the steps that they took, and they will comment on those steps.

“This is the corpse pose in Yoga practice,” I will try to entice them. “It locks in the practice.” This is my way of tempting the students to “know thyself.”

During my “prewriting” this week, I read Dr. Dade’s essay “Forwarding the Legacy of Horace Mann Bond” asking the faculty to reflect on the curriculum and “know thyself.” As a composition teacher at Lincoln University during a time when the subject of student writing is often discussed and there is a movement to take writing “Across the Curriculum,” I welcome your own “reflection comments.” As Murray suggests in an essay written in 1970, “more scholars, using information from the social sciences and the sciences, should be encouraged to contribute to the study of the writing process” (7). Do you write along with your students as my narrative essay/blog posting has allowed me to do this week? How do you approach writing instruction in your classroom? How do you write?

Works Cited
Murray, Donald. Learning by Teaching. Portsmouth, NH: Boyton/Cook, 1982.

Teaching at an HBCU: How Do/Should We Do It?

Linda Stine, Guest Blogger

In the Teaching Matters blog this week, I hope we can continue some of the discussion raised in Dr. Dade’s recent letter to the faculty “Forwarding the Legacy of Horace Mann Bond.” Lennell points out that master teachers help their students to understand themselves while simultaneously understanding the subject matter of the course, and she questions whether we are doing this adequately at Lincoln, asking “"to what degree has African culture and history been placed as the center or at least given a strong presence in what we teach our students?" Her suggestions are that all of us educate ourselves on Lincoln’s and Black cultural history, consider what changes we should make within our curriculum and courses, and reinstitute a Black Studies major.

I thought it would be both interesting and educational to hear if you feel that you teach different content or that you teach content differently because you are teaching at an HBCU. As a white teacher educated in majority institutions from K through Ph.D, I must admit that this issue is one about which I can pretend no expertise, and I look forward to learning from the rest of you.

Here’s one small example I can offer. In my basic writing classes, I approach grammar teaching from the context of “Standard Written English” as presented in their grammar handbooks being simply one dialect among many, no more “right” than the others but currently the “power dialect” (definition: the one spoken by those in control of the country’s major institutions) and the one used in most academic and professional settings. We discuss how grammar changes over time, along with the importance of learning the current grammatical conventions of that dialect so that they have the choice to use it as they want.

The Power of Economic Analysis: The Theory of Rational Self-interest and the Theory of moral Sentiments

Guest Blogger: William Kwame Dadson

Through out my years of teaching economics, I have developed what I consider to be the most effective way of preparing students and developing their economic and business leadership skills through the theory of rational self-interest and the theory of moral sentiments. Incorporating these two theories in my economic lectures, has improved the students’ understanding of “the power of economic analysis.” The power of economic analysis is a framework that enables a person to understand and seek solutions to economic problems. (Miller, 2010). It helps students to decide whether to study or not study; to buy a book for a class or spend the money on something else. In all these decisions, the student must accept the consequences of their decisions in terms of their impact on their grades, and graduation. The power of economic analysis teaches the students the economic way of thinking. It enables an individual to make informed decisions or judgments and prepares them for the dynamic global economy. You may ask: "What is the theory of rational self-interest?" or "What is the theory of moral sentiments?" Here, below, is an explanation of the two theories.

The Theory of Self-Interest or Self-Love

In the minds of economists, an individual’s actions are motivated by self-interest. In other words, an individual is a rational economic person whose actions are driven by incentives or rewards which should not leave them worse off in the end. This idea was developed by Adam Smith in his 1776 book, "An Inquiry into the Nature and Causes of the Wealth of Nations” Through his observations of human nature and individual self-interest, Adam smith concluded “It is not from the benevolence of the butcher, the brewer, or the baker that we expect our dinner, but from their regards to their own interests” (Becker,1976i). In other words, individuals are rational beings driven by monetary gains, power and other incentives that help to realize their self-actualization. This is the driving force behind capitalism and the success of western economies. Under capitalism, individuals pursue their own entrepreneurial interests, which eventually become public interest. Examples are Graham Bell, Madam J C Walker, Bill Gates, and Steve Job. To follow the footsteps of these great entrepreneurs the student must master the “The Power of Economic Analysis." Even if the student wants to be an intrapreneur or work for somebody else, it is important that he master the concept of the power of economic analysis. I want to make it clear that whether you become an entrepreneur or an intrapreneur, you must be able to make use of available information in making sound judgments or decisions. Either way there is no free lunch. There is a price for every action we take.

The power of economic analysis helps us to understand that every action results in two consequences, positive and negative externalities. The positive externalities can be the monetary rewards received from a business transaction and the negative externalities may be a defective product or service, causing an injury to the consumer or the society in general. There is nothing wrong with becoming wealthy through an entrepreneurship venture. However, it is important to understand that in pursuing a self-interest endeavor, you and your activities become public interest. You must become familiar with the rules and regulations governing the modus operandi of the industry. What role does ‘The Theory of Moral Sentiments’ play in the ‘Power of Economic Analysis?

Theory of Moral Sentiment

The other issue I have been driving home to my students is that "the power of economic analysis" is incomplete without the understanding the “theory of moral sentiments.” This theory was also developed by Adam Smith in 1759. For Adam Smith, the market system is beneficial to the society as a whole; the individual self-love that drives the market system is instrumentally valuable to the society as a whole. In the modern translation, the pursuit of self-interest or individual self-love cannot ignore the moral responsibility in the process. Society’s interest must be given due consideration at all times. When self-interest eventually becomes public interest, a social contract has been established between the individual and the society. For example, AT&T was broken up in 1980, because it was deemed a monopoly and a threat to competition. Martha Steward went to jail for insider trading. Enron went out of business , its executives were tried and some jailed for financial fraud. It is important that every student any aspiring entrepreneur , individuals and companies learn from these mistakes.

The theory of moral sentiment is an important part of the power of economic analysis. It reminds us of our moral responsibility towards the society. Adam Smith believed that self-interest or self-love is a necessary condition for unleashing humankind’s productive energy and creativity. He stressed that this was not sufficient and warned that an unfettered freedom to pursue self-interest could undermine constructive liberal society. In other words, if laws and regulations are not put in place or enforced to curb excessive market abusive practices, there will be dire consequences for the society. Detrimental consequences such as individual or national economic disaster can lead to a degrading society or "a rent seeking society” may result. (Krueger, 1974; Evensky, 2005i).

Is it possible to apply the theories of rational self-interest and moral sentiments to the role the banking industry played in the current economic conditions in the United States? The answer is yes.

In "The Theory of Moral Sentiments," Adam Smith stressed the need for law and order in the free society. He Wrote:

The sine qua non for successful liberal

system, of free people and free markets

are security. For all participants. Society

cannot subsist among those who are at

all times ready to hurt and injure one

another. (Becker, 1976ii).

He believed that the source of this security must be a system of justice that establishes and enforces the principles of interpersonal behavior that insure individuals’ security. (Evensky, 2005ii)

There is nothing wrong with making money. I am a capitalist to the core. I assure the students that there is nothing wrong with being a capitalist and pursuing self-interest ventures to become wealthy. If citizens of a nation become wealthy, the nation prospers. However, the interest and the security of the society cannot be ignored in the pursuit of self-interest. The legal systems must be in place to protect individual liberty and the society as a whole. I believe that teachers of economic can benefit from this approach and equip their students with knowledge required for successful self-interest venture pursuits. It should be emphasized that teachers who adopt this approach must live by examples.

References:

Becker, Gary, 1976i.The Economic Approach to Human Behavior. University of Chicago Press. Page 27

Becker, Gary, 1976ii.The Economic Approach to Human Behavior. University of Chicago Press. Page 86

Evensky, Jerry. 2005i and 2005ii. "Adam Smith’s Theory of Moral Sentiments: On Morals and why they matter to a Liberal Society of Free People and Free Markets." Page 111

Krueger, Ann O. 1974. "The Political Economy of the Rent seeking Society” American Economic Review. 64:3, pages 291-303.

Miller, Roger LeRoy.2010. Economics Today, the Macro View, and the Micro View. Page 2

Problem-Solving Leading to Self-Renewal and Change

Guest Blogger: Dana Flint

Thank you for the opportunity to share some thoughts with you.

Not long before his tragic death in 1951, Albert Barnes sent a couple of pages of John Dewey’s Democracy and Education (pp. 177-178 of the 1916 edition, if you want to know) to his good friend Horace Mann Bond. Those pages emphasized the central role of thinking as problem-solving, and highlighted some educational emphases that Barnes hoped Lincoln would adopt. He highlighted the now familiar problem-solving steps of an initial sense of a problem, observation and investigation of factors, construction of solutions, hypotheses, and conclusions, and testing those constructions. In the spirit of Dewey, he understood that this process of problem-solving towards more “intelligent” adjustments (to use Dewey’s term) would be repeated again and again in the constant self-renewal of human living, and, Barnes hoped, in the self-renewal of the educational process at Lincoln. That was then. Nowadays, it seems that this is what we commonly do in our instructional approaches. Here are a few examples from my FYE class this semester:

• I wanted students to come away with a usable skill associated with each subject area in the course, for example, the module on Research. Previously, I brought students to a Library computer lab to receive instruction on searching Library databases. This year I continued in an analogous manner with an in-class demonstration using my laptop and a projector. But somewhere along the line I had a “sense of a problem.” Do students come away from such demonstrations with a usable skill? How could I know? So I got them to define some problems which were of interest to them: abortion, war and technology, global warming, and violence and Grand Theft Auto. Then I showed them a web site that demonstrated the format of annotated bibliographies, and asked them to submit an annotated bibliography, with five varied references, as a demonstration of their skill in doing research. Well, I am still in the process of “testing” (that is, assessing) this solution.
• Second, I thought the usable skill associated with the Speech module would be pretty easy: Let the students make speeches before the class and have another group of students evaluate them. I have done this before, but this semester I got a surprise. Instead of speeches, the students did PowerPoint presentations with the lights out and which ended with a movie, of course. The trouble was that there was a lot more high tech and a lot less speaking. So I went with the flow and found a web site containing a PowerPoint presentation on how to do PowerPoint presentations, and I presented this PowerPoint presentation while instructing the student-judges to critique the PowerPoint presentations of the students, using what they had learned about PowerPoint presentations. This seemed to represent a double process of self-renewal going on at instructional and learning levels.

Am I right in assuming that nowadays we commonly see the process of teaching and learning as a process of facilitating ever more educated adjustments to ourselves and world? Would the “Fitness for Life” course be another such example of this process, or would it not?