Required Reading:1. Eisenstein, Charles. (2013). The More Beautiful World Our Hearts Know isPossible. Berkeley: North Atlantic Books.2. Root-Bernstein, Robert and Michele. (1999). Sparks of Genius: The 13Thinking Tools of the World’s Most Creative People. New York: HoughtonMifflin Company.* Expect to write a paragraph per question. Answers will be graded on accuracyand thoroughness. Be specific and give details from the texts and in-class material(NOT the Internet)1. What are the main ideas of the chapter Psychopathy and what do you think of them?2. What are the main ideas of the chapter Evil and what do you think of them?3. Describe the thinking tool “modeling”, as explained by Sparks of Genius?Name two examples used in the chapter that were not discussed in class.4. Describe the main ideas from the in-class material during this week, and giveyour thoughts about them.3. What are the main ideas of the chapter Disruption and what do you think of them?4. What are the main ideas of the chapter Miracle and what do you think of them?5. What are the main ideas of the chapter Consciousness and what do you think of them?6. Describe the thinking tool “transforming”, as explained by Sparks of Genius?Name two examples used in the chapter that were not discussed in class.7. Describe the main ideas from the in-class material during this week, and give your thoughts about them.8. What are the main ideas of the chapter Destiny and what do you think of them?9. What are the main ideas of the chapter Initiation and what do you think of them?10. Describe the thinking tool “synthesizing”, as explained by Sparks of Genius?Name two examples used in the chapter that were not discussed in class.11. Describe the main ideas from the in-class material during this week, and give your thoughts about them.Comprehensive questions:1. Based on what you have learned in this class, how will you live, study and work with a more creative mind?2. Describe the shift from the “old story” to the “new story” (as Eisenstein calls them). What conclusions have you come to after reading this book?3. What did you learn from doing the personal experiments? Be both general and specific. **(my personal experiments are attached below)
_____________2017_03_26_______3.01.26.png
_____________2017_03_26_______3.01.44.png
personal_experiment_2.pdf
Unformatted Attachment Preview
1
Humanities Personal Experiment
The feeling of loneliness, of being an outsider, is one feeling that never seems to leave it
sticks like glue and at times it stays even after you are successful and happy. There is always that
fear of being left out, need to belong that leads to needing to conform, to have a part in social
activities. Most young people often get stressed if the social groups reject them. I choose to test
the concept of “Fear & the need to Belong (conformity; stress; social beings)” in my everyday
school life. Belonging is a fundamental human need, and even in Maslow’s hierarchy of needs,
belonging is classified as one of human needs. I choose the concept as I could relate to it, just
like most young people would. The school was the best environment to apply the concept,
observe, collect data, analyze, the theory and make an appropriate conclusion.
I thought a three-week period would give me enough time to explain my hypothesis. The
first two days I sat and came up with a monitoring system that includes three-part that I believe
are crucial in this test. The first part of the surveillance system was measures of processes and
outcomes, the second would entail putting up systems to monitor and observe participants, and
finally, the last part of the monitoring system required performance feedback, which I decide to
make regular. I did a breakdown on the three sections to help in setting up of objectives. The
measure of the process included the following aspects: Participants, real setting, media to cover
the data, the resources I needed. To measure outcome, I would see charges in practice of
members. To collect data I choose event logo since it’s an account of primary activities of the
test in written form. The log information I sort to include: The day/ month of action, details
describing the importance of the event and results and further breakdown of the people involved,
the group, the membership club.
The participants were the school football team, my objective was to monitor their
behavior during class, after school when at the field and after the game. I requested my friends
to help so as to avoid being bias and also to allow flexibility in my busy schedule. The
interaction pattern depicted by the team was my unit of observation. I collected data and included
more study about individual behavior from the library. Every day my friends and I would
monitor the behavior of each student in the team during class, and during breaks, in the evening
we took turns to be on the field to make a further observation and also after the game we
monitored the team member’s behavior. It was not easy following up on each team member after
school, so we just observed their behavior just around the school compound.
What I realized was 60% of the team members during class had not much to say they,
were mostly not so involved. During breaks, the 60% preferred to sit with their team member and
at this point there was a change in behavior most were wild, loud a very different from the
person they were in class. The always preferred to follow the team captain and his friends around
and agreed to almost anything he said. There was the bit of competition within the top cadres’
members of the team as a feeling of better than the other dominated. During the game, 30% of
the team members fought to outshine one another while the other 70% followed the leads of the
team captain. After, the game in the locker rooms 80% agreed with remarks made by the team
leader and his friends. Further, only 10% of the team members kept the friend out of the team
and had a different social life, but 90% of the members participated in whatever the team did
after school. Also, 55% of the member most times had a different opinion from the team but at
the end up doing what the team expected.
It seems most of the participant’s portrayed inadequacy in making their decisions, they
conformed to the group’s decision and wanted to identify with whoever was at the top. They
wanted to maintain a social status by following the team captain around the school. It seemed the
requirement to have a part of the team was to agree with everything the team decided and to
mostly what the captain thought was right. They did not stay together because they had same
beliefs as during class most portrayed a different set of behavior. The member of the team
showed little signs of individuality as the decision making was by the team.
It is evident from the analysis that most people want to belong and even if it cost them
their identity. Most members bared the burden of discomfort and were not always happy away
from the team. It is evident that conforming to a group means losing your beliefs and values and
it also entails getting stressed. It is not good to leave in someone else shadow so as to maintain a
social standing as it may affect one’s future life. Conformity is a central part in social influence
and group control at the time makes people do things, not in their norm. As much as their other
causes of different behavior from normal behavior, social influence is one of the major drives to
such deviations. So people need not always confirm or have a desire to fit in as such efforts mean
losing who they are every day.
…
Purchase answer to see full
attachment
Recent Comments