Wednesday, July 3, 2013

Chapter 8 & 9: Please post your responses to your most favorite STUDY QUESTIONS in the chapter here (one from the two chapters).


  1. What is the most urgent issue that you see in your education practice? What would be the question you would like to ask in a research project?

    The most urgent issue that I see is learning to teach in a more holistic way. I want to teach to
    the whole child. I think what was said by Dr. Inoue “that in Japan they teach for completion of human character” has really stuck with me over the last couple of weeks. I want to effectively teach empathy to students. I think this is such a difficult task to instill this in students. I believe I approach teaching in a more humanistic approach. I cultivate my students’ identity, and resilience to achieve a more balanced development. I would like to know how I can weave empathy, and teaching in a holistic way with current curriculum? I think this important research for schools in the United States. Japan has mastered this in their schools, (which I hope to observe). And what can we take away from their culture/practices to improve our teaching and development of the whole student.

  2. Chapter 8
    STUDY QUESTION: What was the last dream you had about school? What possible meanings and conflicts could be represented there?

    I chose to answer this question because lately – or at least since starting EDUC510i – I feel as though the majority of my dreams are about school and homework. These dreams usually involve me arriving to class unprepared and forced to deal with the reprucssions of my behavior. For example, in my dream last night, I was asked to give a presentation in class; however, I did not have any presentation materials and the topic was completely foreign to me! This is not a difficult dream to interpret because I’m scheduled to give a presentation in today’s class, and I went to sleep knowing that I had to wake up early to prepare my PowerPoint before work and class. My dream was likely a manifestation of the anxiety I felt because I was uncertain if I’d be able to complete my work this morning.

    According to Dr. Inoue (2012), “Being deprived of sleep could shut off the defense mechanism and make your students defenseless against the possible collapse of their psychodynamic balance (pp. 143-144). I think that I have been dealing with this issue all week. This summer course is very fast-paced and I started a new job on Monday, so I’ve been struggling to find time to sleep all week. Because of this, I’ve had a difficult time focusing and regulating my emotions. Basically, I feel completely out of balance, which has made life a little more challenging. I’m looking forward to napping on the flight to Tokyo, though!

  3. This comment has been removed by the author.

  4. Chapter 8 or 9
    What was the toughest aspect of school life when you were a student? How did your mind work then? How did you cope with it?

    The toughest aspect of school life when I was a college student was in choosing to do my homework and study for tests over hanging out with friends.

    Up until and through high school, my friends and I all had the same class schedule so planning social events hardly interfered with my daily schoolwork. In college, the choices we had in choosing our class schedule and the new independence I had away from home challenged me. I constantly would get offers from friends in other majors to go to lunch, shop, go to a party etc. and would always want to go. Unfortunately, my major did follow the same midterms and finals schedule as theirs so in choosing to go with them I would miss out on study time or not complete necessary assignments to understand course work.

    I believe this could be related to Freud’s psychodynamic theory, I was always trying to battle the conflicts of my ego, super-ego and id in my efforts to maintain a balanced social and academic life while still pleasing my friends, family and self.