Monday, September 28, 2009

DB 2: Ideas of the University

Plan II is my Love
I applied to 21 colleges. Twenty. One. And only half of them were ones which my mom made me apply to. I had so many options and a ridiculous array of different environments to choose from. Until the very end, I knew that I was going to school on the East Coast. I pictured myself in a huge city, usually New York, up at all hours and amassing life experiences by the minute. I never really considered UT because it was something I had always heard about, and I didn’t see myself going to the ‘state school.’ My counselor told me that if I applied to the University of Texas, I should also consider Plan II. I turned in the application, but, to be honest, I didn’t really even know what it was.

The college application process is daunting in part because we are being presented with too many good choices! Thankfully, I found Plan II, ironically closer to home than anything else I picked!

http://www.flickr.com/photos/joe_13/3667606027/

My senior year, I went to information session after information session after panel discussion to learn as much as I could about the colleges I was considering. By late spring I still had no idea which college drew me the most. One weekend, my mom and I drove up to Austin just to see what Plan II was like—just in case I chose to stay close to home. I absolutely loved what I found here and was most impressed by the students I met when I was brought to sit in on a World Lit class. They made jokes under their breath about the oedipal complex. They were really smart…and so interesting. I surprised myself by making Plan II one of my top choices, even though I still had so many more options to sift through. A few weeks later, I attended a gathering of Houston Plan II prospectives at someone’s home and my inclinations toward the program were enforced. Slowly, I came to realize that Plan II would give me just as many great experiences as the East Coast could and an unmatchable education. I remember turning to my mom late one evening, the one when I was supposed to “decide,” and saying, “You know, I’ve been thinking a lot, and even with all these other schools I really think Plan II might be the perfect place for me…” I am so happy with my decision.

Plan II is an ideal environment by providing a true liberal arts education and a social component. As students of a liberal arts program we are encouraged to find the truth which will set us free, to learn in a very free way without being “absorbed and narrowed” by only acquiring professional knowledge. (Course Anthology 169) Because I am not at all sure of ‘what I want to be when I grow up,’ Plan II will enable me to explore many options. I am excited by the prospect that I may become interested in something that I had never known before or choose a career path that I have not yet considered. For those who are more certain of their future plans, such as Jade, Plan II will allow them to acquire additional life skills which will help them in their career and hold value throughout their life; it will make all of us more whole. As Newman says, the liberal arts education gives its students “an acquired illumination, […] a habit, a personal possession, and an inward endowment.” (167) Plan II encourages students to pursue knowledge for knowledge’s sake and to make learning a constant component of our lives even when we are finished with formal schooling: “education for a life, not a living.” (Dean Parlin, 173I)

Plan II students are enthused by the prospect of education for education's sake, of learning a whole wealth of information and acquiring new skills.

http://www.flickr.com/photos/bomadsen/1214274260/

In addition to strengthening the individual, Plan II aims to create community and global contributors through strengthening social skills. I have already grown to love the Plan II community. The students and professors are all so different and fascinating but are united by a common intellectual goal and shared class experiences. By developing this “intimate community among students,” (173 J) Plan II is able to create an environment easily conducive to discussion and the pursuit of knowledge. By listening and participating in the discussions for only a few weeks in my seminar class, I have already seen how much I may learn from my fellow classmates. The connections I will form with my fellow classmates will transcend my time at UT, not only in forming lasting friendships but in teaching me that most learning may be done in the outside world, through speaking and interacting with others. By presenting its students with a wide range of information, Plan II gives students the ‘big picture’ and encourages “paideia—education for active citizenship.” Through reading about accomplishments and talking with people in Plan II, I know that Plan II students have been around the world and in all fields of discipline, learning and contributing to our world.

Plan II encourages us to be global learners.


One way our experiences through Plan II may help “[connect] information to the ‘real world,’” (184) is through experiential learning. Plan II is by design a very hands-on sort of program. We are encouraged to choose what interests us, to engage in active discussions in our seminars, and to delve into great detail through our senior theses[1]. Experiential learning is valuable not only because it is more entertaining than rote education but because it is more lasting. Experiential learning allows students to learn in their own way, by making “personal connections” and using both sides of their brains. (184) When Plan II students have finished their education, they will be able to not only remember the information they have learned but to apply that style of learning to the rest of their lives.

The Magic School Bus is a prime example of experiential learning!


After reading the passages, I was reminded yet again of why I chose Plan II. The experiential learning component and unique curricula will allow me to explore my options and grow not only as a student but as a person



[1] Through my past experiences, I already know that experiential learning is both valuable and entertaining. My IPC (Integrated Physics and Chemistry) in middle school was very hands-on. I remember one day he took us all to the faculty bathroom across the class and told our 25+ person class to shove itself into the single stall room. He then explained, while everybody was squeezed up against each other, that this represented the nucleus of an atom and that whenever an atom became radioactive it kicked particles from the nucleus out, just as we were forced to kick students out of the stall in order to make the room more comfortable and more ‘stable.’ I had to remind myself of the relevance of this exercise but could “remember the idea or technique” “[reconstructed]…from the event.” (184). I know that I would have had a much harder time remembering the properties of radioactive atoms had I just been told the information.


Monday, September 21, 2009

Meerkats: First draft

Mere Katherine
A Journey to Find Myself in the Animal World

“Why do you say ‘Feather’ so often?” Alice asked at last, rather vexed. “I’m not a bird!” “You are,” said the Sheep: “You’re a little goose.”
Through the Looking Glass and What Alice Found There, p. 203

**Footnotes are at the end.
I clicked the play button under the course documents menu, and the audio began. And my quest began. And I wondered when the drum beats would ever stop! When I was told to find a crevice to fall into, I instantly imagined Tom Sawyer’s Island at Disneyland, the one filled with treehouses and secret underground passages. Natural? Maybe not. I could see the Haunted Mansion across the lake in the background and people moving en masse to all corners of the park or no spot in particular. Some stopped to watch the elaborate white paddlewheel boat, the Mark Twain, turn around a corner in the lake. Disneyland wasn’t why I was there, however. I turned and descended the sandy steps of the entrance to the cave (holding onto the handrail), watched my head at the low entryway, and walked on through a tunnel that was impossibly long into the “proverbial light.” (Animal quest audio)

I emerged in a quite different place, a forest I later realized was the one my cousins and I had visited in Maumee Bay, Ohio. The forest was quiet and primeval, reminiscent of a time when “humanity recognized itself as part of nature, and nature as part of itself.” (Anthology 415) Sunlight struggled to light the ground, blocked by a cover of leaves, and even more leaves covered the forest floor. They crunched beneath my feet as I walked, and insects of all kinds scattered with every step, in all directions. I wondered for a moment if they were my power animal. But I am neither the ant nor the grasshopper. I continued to walk. Moments later a rabbit emerged to my left. He stopped, startled—as did I—and lifted his head cautiously to sniff my leg. I didn’t reach out to him as I normally would have but stood still instead, waiting for us to grow comfortable with each other. That rabbit stayed with me until the end of the animal quest. I suppose he was my totem animal.

But the suppose was a big deal. I like rabbits, I suppose. I could identify with them, I suppose, if I thought about it long enough. But I didn’t want to suppose, I wanted to know. Animals have been such a big part of life: there had to be an animal which had chosen me, and “not the other way around,” (Anthology 417) one that would come to me as I thought about it now, not in a forced audio, the drums beating out decide.decide.decide!

I decided I needed to go on my own animal quest, through my experiences at Natural Encounters, a place filled with animals that have shaped my life. I worked with so many in Natural Encounters: tropical birds, long-necked turtles, African ground squirrels so fast you’d swear they were supersonic, an armadillo obsessed with feet. It was going to be very hard to find my totem animal when so many comparisons could be made: Well, there are those four-eyed fish, and I have glasses, so maybe…that could work? But there were some animals in particular that came to mind.

Clarke was one of my favorites. He lived in Holding [1], aged beyond reason—a slow slow loris. I loved the days I got to feed him, holding out soaked monkey biscuits and fruits one by one. With intense concentration, he worked out his strategy each time…raised his hand…..…and grabbed for it! He then eased himself back into his perch, like a favorite armchair, and munched on his snacks with both hands. With his graying, buzzed fur, he reminded me of a retired army general—but he was not my totem animal.

The other primates were so human (as much as I try not to anthropomorphize) that it would be too difficult to call them my totem animal. I could sense them watching every move I made as I worked in the back area of the rainforest. They were indelibly curious. Whenever I interacted with them, unlike with the other animals, I didn’t smile. It would have profaned the experience. I can still remember the douricouli brothers, side-by-side as they always were, their faces, ridiculously overdrawn like mimes’, asking the question, “Who are you?”

And that is the question, isn’t it? Who am I? Or, for the purposes of this, who am I at the zoo? Who do I resonate with? “When [I] visit the zoo, which animal do [I] wish to visit the most or first?” (Anthology 416) And that, the final question, was it—a meerkat!

One bench—the right one—in front of the meerkat exhibit is my favorite spot at the Houston Zoo. I could literally spend afternoons there, watching the goings-on of Houston’s meerkat mob.[2] I love watching the sentry[3] who alerts the mob whenever a hawk or helicopter comes into view, laughing at those lounging and fighting in the sun, watching the progression of tunnels. These are my totem animals.

An obvious statement but a necessary one needs to be made. I am not a meerkat. We are not even very similar, but I suppose that’s not the true purpose of a totem animal. They are meant to augment your life not mirror it. A study of an animal’s talents can reveal “the kind of medicine, magic, and power it can help you to develop within your own life.” (Anthology 417) In my study of the meerkat’s talents, I looked to their behavior, their “meerkat manner” if you will, as a guide to understanding myself. (And I promise I won’t make any references to one particular meerkat from a certain Disney movie we all know and love[4]!)
Meerkats are very social animals. They’re altruistic, looking out for one another, taking turns standing guard and watching the young. I am not as social as the meerkats are, at least not as constantly social. Maybe that’s why I like watching them so much. It is from seeing them interact that I can draw strength and remind myself how much I need and want people in my life. Sometimes it is all too easy to feel like you’re not one of the “mob” or resign yourself to the fact that you don’t need to be—in all honesty, though, the importance of social interaction to the meerkats is just the same for me. Like the meerkats I need to feel like I’m a part of something: I came to find my theater and a cappella groups in high school as my extended family, and I’m already looking forward to how close our class will grow to be.

Whenever I would watch the meerkat community, it sprawled like a metropolis. Some were slouched up against the shaded wall, one was presumably at the top of the termite mound scanning the skies, others fought, chattering excitedly and tumbling across the dirt—still others were out of sight in their system of tunnels[5]. Meerkats burrow for protection and sleep in their tunnels at night. Whenever the sentry sees danger, he alerts the mob which scampers into the tunnels for protection. I have seen this whenever a particularly loud airplane flies over the zoo, an average afternoon instantly interrupted by a mad dash to the tunnels. Although I prefer to explore as the meerkats do, and spend my days playing or working hard in the outside world, I still will always have my “burrows” to go back to: my home and my rationality. I know my family will always support me, through all circumstances—in that way they are my constant protection, and I am very grateful. I also protect myself with an at times annoyingly persistent practical side, the “Are you sure you should be going out? You have work to do…”

Disclaimer: The following comment is a bit immature, but I felt it needed to be said—or maybe I just wanted it to be said. Bear with me. Meerkats have latrines, a communal restroom. It always made cleaning up so much simpler with everything lumped together. Do you see where I’m going with this? I keep all my problems, the bad, the stress and frustrations—the crap—in one place too. I tend to bottle my emotions and ignore problems, sometimes never addressing the big problems at all! This is a problem in itself, but it seems to be working out for the meerkats…

Another problem I identify with the meerkats is overgrooming. I don’t mean worrying over my appearance too much—obviously, as the amount of contact-less and careless days I’ve already compiled my first weeks of college can show you! But if you look carefully at some of the meerkats in the mob, you can see that bits of their tails are missing so that some don’t end in a point but abruptly. Guests would always ask us what had happened to them. Their mother[6] had simply groomed them too much, had paid them too much attention, when they were younger. Like their mother, my mother has always been well-intentioned, but I have been, at times, overgroomed. When I was younger, I liked to spend a lot of time at home. While I was always pushed to excel, I was never really pushed out of the house. I am glad I found a sense of adventure on my own. Starting college, I now realize how much more I need to learn. (The laundry, for instance, was a big one, but I love doing it now!) More seriously though, I have discovered how much I can improve. In writing and study habits, in taking care of myself and remembering to eat when I have work to do, and in making friends—and a new life.
Whenever I think of meerkats, I imagine the sentries. Their focus and stamina, their uncompromised gaze, is an image of strength. While the other meerkats are relaxing or playing, foraging or digging, they look above. They are utterly focused. I feel that sometimes in the way that I look at the future, as open as the skies. I have such big ideas about what I want to accomplish and am determined to accomplish them all. I stand on duty for my future, looking into the above, into the exciting unknown—with, of course, my precautionary sunglasses, like the meerkat’s black circled eyes[7]. Other times, though, I am the other meerkats: hard at work, playing with the others and occasionally lying out in the sun for a much needed nap.

Word count: 1996 (without quotes)

Works Cited
Bump, Jerome, ed. Composition and Reading in World Literature Anthology. Austin: Jenn's Copy & Binding , 2009.
Carroll, Lewis. Through the Looking Glass and What Alice Found There (from The Annotated Alice). New York: W. W. Norton & Company, Inc., 2000.
Wikipedia, the free encyclopedia. September 5, 2009. http://en.wikipedia.org/wiki/Meerkat (accessed September 21, 2009).

Photos

Disneyland: my personal collection
Sentry: http://www.hedweb.com/animimag/meerkats.jpg

Footnotes
[1] Where animals not on display were kept in Natural Encounters
[2] “A group of meerkats is called a mob, gang or clan. A meerkat clan often contains about 20 meerkats at a time, but some superfamilies have had 50 or more.” (courtesy of wikipedia.org) My first year at Natural Encounters, there were 14 adults, but I think it’s grown much larger since then.
[3] The meerkat on guard duty. They stand on their hind legs and scan the skies looking for danger. Sentry duty is approximately one hour long. (Wikipedia.org)
[4] Interestingly enough, I identify with warthogs, too. Once I was at the Fort Worth Zoo with my mom when it began pouring. She and I were quickly walking past the exhibits, when we stopped at the warthog’s. He was running in crisscrosses across the exhibit, splashing in the mud and clearly enjoying the rain. We stayed there to watch him even while we were getting drenched. It was an example of pure and spontaneous joy, and since then I’ve loved warthogs. Warthogs and meerkats…what a coincidence!
[5] The tunnel systems at the Houston Zoo are very elaborate and done entirely by the meerkat colony, but they are never able to last for very long. Whenever I worked with the meerkats, I had to become an amateur meteorologist, constantly scanning the radars for impending rain. If it looked like it was coming overnight, we’d have to stomp down and re-shovel all of the dirt to prevent tunnels from caving in and drowning any of them. I felt awful doing it, a barbarian razing an innocent town, but nevertheless the meerkats always went right back to digging the next morning.
[6] All meerkats in a mob (should) have the same mother, the alpha-female.
[7] Meerkats have black patches around their eyes which work like football player’s stripes to deflect the sun’s rays.

Thursday, September 17, 2009

Road Maps

First of all, I love everybody's road maps! I think this project is really great in not only being able to define and present ourselves, but to learn so much about other people! All you guys are amazing, and I'm so glad we're all in the same class!!

Sharad
(P.S. I'm having technical difficulties with print screens from Windows Media. Is there a better way to get stills from videos? Aaggh I wanted to paste in pictures of all of yours, but it wasn't working out...!!)
You kind of reminded me of a chameleon, when you were talking about your personality changing when coming to America!

Sharad, I really think it's interesting how sort of transient you let your character be. It's really cool. You mentioned in your speech, I think, how you love traveling because you can take bits of other cultures that you like and apply them to your own life. You also mentioned how, "like an actor," you changed from an athletic and social child in India to a more scholastic and introverted boy in America. I think it will prove very valuable to you to be able to be so flexible and adaptable to changes in your life. (I also thought the pictures of monkeys were very cute, even though you said they were sometimes scary. I could see how them being around all the time might get annoying though!)
Callie

Yay, I got Callie's picture to work! Here's her picture about camp.



Callie, I think it's really great that you had so many constants in your life: Smokey, Snickers, camp and your friend Caroline. There were a lot of my friends in Houston who went to camp every summer, and it seems like such a great thing! I also liked reading about your older brothers! I have always wanted one, pretty much for the reasons you said! It seems like you have a really nice family (and it's exciting that your mom was a barrel racer!) I also thought Smokey and Snickers and your two new cats were adorable!

Emily
I couldn't get yours to work, and I was so sad! I wanted to see pictures of your "crazy Chow" family! I think my computer's just dumb, it loaded forever and kept freezing up... : ( Hopefully I can get it to work later!

Alex
The Duggars. My grandma was one of 12, so I guess we've got that in common Alex! http://www.hootingyard.org/archive/Duggars.jpg

I really liked reading about your family back in South Korea. My mom grew up in a neighborhood where she was right across the street from her aunts and a block away from her grandmother, and I always wanted that. I think it's really nice how you were able to grow up with your mom's side of the family, especially practically being raised by your grandmother. My grandmother was also one of twelve, so we've got big families in common. Although I have never been able to experience huge family gatherings like you described in your speech (with your dad's side of the family), my dad spent his summers in Michigan with his extended family too. He has so many cousins!

Maysie

A picture of her grandparents. She talked a lot about her family in the video.

This is going to sound weird Maysie, but your video inspired me! It made me want to get out and go do something exciting---and the music was really good too! I really liked how you talked about all the different pieces of your family. It's so great that you have so many different and positive influences. I also think it's interesting that you're so different from your mom. My mom and I are practically the same personality, and I can see influences of my dad's personality in myself as well. I think it's ultimately a good thing that you have someone so different so present in your life because you can each influence each other--as complements.

Jade


Jade had a lot of family pictures in the video! I think her family seems wonderful!


Jade, you were an adorable baby! Seriously, your whole video made me smile--your family seems so nice! (And the music was really relaxing, too!) I thought it was interesting that, like Maysie, you and your mom are complete opposites. I think it's wonderful that your mom and sister have helped you to come out of your shell. It seems like your family is filled with such positive influences. I really enjoyed learning about your volunteer experiences as well, especially how you said the stories you learn volunteering become a part of who you are as well. I love volunteering too!


Thuyen


She talked about maintaining her Vietnamese culture. Here's a Vietnamese dish that looks really good! http://www.flickr.com/photos/mmm-yoso/3130245188/



Thuyen, I was really inspired by your story. I liked learning about your culture, and I think it's great that you got to go back to Vietnam after all those years! I also thought it was really interesting that you found two such very different passions in your life: with sports and art. Who knows, maybe there are so many other things you don't even know about that you'll excel at! I love how your video showcased how driven and fun-loving you are.



Jose

The kookaburra!

First of all, I thought your speech was really good, Jose, and thank you for making me almost cry laughing so hard about the kookaburra clip. (And happy belated birthday!) I really liked the deep connection you seem to feel with animals. They're a very important part of my life as well, like they seem to be in yours. I also thought it was very interesting how you have such different career choices. Even though you said they were conflicted interests, I think both follow with the sense of "duty" you said you have. Caring for animals, like we did at the Zoo, takes so much. We had a duty toward them because their lives were in our hands.

Wednesday, September 16, 2009

King Lear


I know I shouldn't be thinking it, but every time I hear a detailed analysis I always do. Are authors and artists and orators--was Shakespeare--really that smart?


Honestly, how complete could a person's thoughts be to not only think such grand thoughts but to write them in verse and in a way that's so universal? To be taken from so many angles and analyzed across so many fields? To be studied for centuries? Did the creators of our masterpieces really know what they were doing?

Professor Richmond-Garza commented on so many aspects of King Lear in her lecture. She introduced the work through a partial reading of Allen Ginsberg's poem "Howl." She then related an extensive, and (in my opinion) very interesting analysis which considered Lear as an elderly man suffering from a disease such as Alzheimer's. He is then stripped unceremoniously from everything familiar and is made a horribly fragile and reduced man at the beginning of the play. Richmond-Garza delved into great detail during the lecture and covered a wide array of compelling and equally gloomy topics, but it seems that she had hardly skimmed the surface.

It's so interesting to me how many different thoughts and readings stem from Shakespeare's plays. In one hour we considered the psychological, the historical and the contemporary readings of King Lear. And again I wondered throughout her lecture how much Shakespeare intended us to think, and how much we are only supposed to take this play as a story, as entertainment. As Richmond-Garza said, Hamlet was so exciting to its contemporary audience not because of its soliliqouys but because it had the most elaborately staged fight scene to date!

After all of this I have a confession to make...I am not the biggest Shakespeare fan. I love his themes, but who couldn't? They're so universal and he makes them completely unavoidable. The language is not my favorite, however, and I feel that at times his plays are oversaturated. Ultimately though, I'm excited to see the upcoming adaptation of the play, stripped of everything but emotion. Hope to see you guys there!

PS. An anagram of King Lear is Kling Ear. Egotistical of me maybe, but kind of cool at the same time...I am immortalized?

Tuesday, September 15, 2009

"What Happy Faces are Hiding" Lecture

Ross Sbazo

Had I not just listened to Ross Sbazo's lecture, I would have gotten much angrier at my computer. I had just finished typing out a wonderfully argued and rich--and complete--entry on my reactions to the "What Happy Faces are Hiding" lecture when my computer screen goes white. I didn't even know there was a white computer screen at the time (black and unresponsive and even blue, yes, but white...what does that mean?!)...believe me, we are well acquainted now! After shutting down and rebooting, and dealing with several minutes of Internet Explorer's who were not responding, I got back here, hoping at least that some version of my entry had autosaved. Of course, I was back to square one. What a sense of humor computers have!


But Ross Sbazo came into the back of my mind then, reminding me that stress was one of the biggest mental health problems on college campuses. I didn't want to mess with my mental health! I took a deep breath and began to rewrite...


Walking into the lecture hall, I felt a bit awkward to be honest. I wanted to stand up and validate myself in some way: "I'm not here because I have a problem, ok...I just need a bit of extra credit..." Listening to his lecture, however, I was very interested and found it applicable not only to my own life but in how I may help others. Ross stressed that mental health isn't as taboo a term as people think, associating it with only extreme cases. Mental health is something we should all strive to achieve.


He also talked mainly about dangers that we commonly associate with mental health, about depression and suicide, and bipolar disorder, and interestingly enough he did it in a hilarious way. Walking out of the lecture, I was struck by how appropriate his levity was. You might think, as I did before I listened to the lecture, that serious topics warrant serious tones. Sbazo was able to smile through grim statistics, and joke about himself--to ultimately make the audience feel hopeful and not overwhelmed.


Onto some interesting statistics:
  • Military personnel attempting to interrogate someone, to essentially break their minds down, don't deprive them of sleep for days on end. They limit their sleep to 2-5 hours a day. College students sleep about 4-6 hours a day. GET SOME SLEEP! (I say this as I'm anticipating another late night.)
  • The most dangerous year in a young person's life is freshman year of college.
  • Almost 70% of college students with mental health students don't seek help or talk about their problems. They may be afraid of being judged, blame themselves for their problems, feel that it's a weakness or purely don't know their options.

Katherine

Tuesday, September 8, 2009

Nam Le, Joynes Reading Room




Nam Le


First of all, I was thoroughly impressed by Nam Le. He was so utterly articulate, not only in his writing, but extemporaneously. It was clear that he thought so much about not only his writing, but the greater purpose writing serves. It seems that he truly knows himself, or is at least in touch with his emotions. While I don't have his book, The Boat, I am now looking forward to reading more of his work--whenever I can find the time! (Thanks, Chris for the photocopies!)

I thought a lot about what leadership means when listening to Le's reading. The story he told was of a "brother's brother," a younger man (the narrator) guided by the actions of his troubled and dangerous older brother.

He spoke frequently about transformation and the "shape" of a person. The older brother was entirely consumed by maintaining his physique: (paraphrasing) "he didn't watch television, or even read" but felt fulfilled, that no one could look foolish when they were "strong." The younger brother, mimicking his older sibling, did push ups for hours on the tile of the bathroom floor. This account, of the narrator changing his body, his self, in response to his brother's action can serve as a metaphor for how the brother changes the narrator's being through his passive influence. The climax of Le's reading occurred with the gang-related murder of two other brothers. In a chilling juxtaposition, the brothers in power (the narrator and his older brother) brutally confront the other two, weak and stranded, on the banks of a river. The older brother hands the narrator a meat cleaver, and he (the narrator) beats the victims' skulls and hands. By the older brother's violent example, the narrator was guided to this moment, literally handed this choice by his brother, the meat clever which left those two brothers beyond any hope for life. As the narrator was prompted, by his brother's example, to change his body, he changed or rather strengthened an aspect of himself, a powerful potential for violence.

This led me to question my definition of leadership. Perhaps I'm naive, but I always thought of leadership in positive terms or at least pictured leaders as very active individuals (a compelling and forceful Hitler leading the Nazis for example.) I hadn't really thought about the powers of passive leadership. Le's narrative, however, illustrates the connection between influence and leadership. Leadership is not only standing at a podium, or issuing orders, or conscious efforts to exert influence. It is a constant and even subconscious force. A leader's effectiveness is not measured only when they are "on the clock," but at all times. The narrator's brother didn't sit him down and tell him about violence, and sex and gangs, the narrator witnessed it. This experiential learning shaped the narrator in a way he perhaps didn't even percieve until it was manifest, in a horrific and indelible moment.

Throughout Le's reading, I thought about the relationship I have with my (younger) sister and how I lead and influence her in a very similar way. I know how much my sister looks up to me, or at least looks to me for guidance. When she was three, for example, I told her what "gothic" was in passing. For the next week, she called everything gothic--our black hamster, my mom when she was wearing black--it was getting ridiculous! Le's story made me reevaluate how I appear to my sister, that all parts of my being make up her influence, that even when I am not interacting directly with her, I make some sort of impression.

Monday, September 7, 2009

INTJ Personality Type








INTJ: Introverted, Intuitive, Thinking, Judging



My personality type: INTJ, a rational, and "the mastermind"
http://www.teamtechnology.co.uk/myers-briggs/functionattitudes/intj.jpg



Finding out I had the same personality type as Gandalf was an interesting experience.


To be honest, I never really took much stock in personality tests. I've always prided myself on knowing who I am: what I like, how I work, what I want to be. I thought taking the test would only tell me something that I already knew. Reading through the descriptions and truly understanding my "type," however, was a beneficial and enlightening exercise.


As an introvert...

Belle, a fellow introvert, and someone else who shares my love of reading--and Disney!
houseofsecrets/2098499251/
Introversion has always been a personality trait that I have battled with. When I was little I wanted to be the girl who could walk up to anyone at my neighborhood's playground and play a fantastic game of tag but that never came easily. Instead I played with my imaginary parrot, Cinderella, who lived at the top of the playground's wooden fort. (Which wasn't really as pathetic as I now realize that sounds!) Over the years, however, I've not only become less shy but have come to see introversion through different terms: alone time is great--and necessary--and just because I'm introverted does not mean I can't love spending time with people and having a lot of fun.

It was interesting to discover the impact introversion has on my learning and writing styles.

Introverts tend to "wait[and] don't volunteer as easily," preferring to "think
things through" and then speak. (Course anthology, 140) This is definitely true. Every time a discussion question is posed my mind enthusiastically races with ideas and thoughts: "well considering that...," and "if I wanted to think of it this way...'" and "is that idea too close to what she just said??" until ultimately...the opportunity has passed! There is still something I wish I would have said in my British Studies seminar! I will try to voice my "inner dialogues" in our class discussions.

Nothing is more applicable at present then the following trait of the introverted writer, "introverts may become blocked when they cannot see where the paper is going." (Course anthology, 149) I am very critical of my writing, (in addition to all these traits I am an utter perfectionist!) and any time that I cannot readily perceive the ending to a sentence, idea or paragraph, I leave a blazing trail of temporary "XXXX's." (This discussion board entry was littered with them.) While this process impedes speedy writing, it allows me to focus on strengthening what I am most comfortable with first.

When you just...know: Intuitive Writing and Learning

I have always been interested in learning more about the the intuitive instincts of animals versus their cognitive understandings.


I'm still not sure I am clear as to what "intuitive" means as a personality type, but I truly identified with the intuitive writing and learning styles. I usually tend to "present generalities," (Course anthology, 151) in my essays, assuming that the audience will "catch my drift." Like in my essay last week, for example, when I, well...you get the general idea, right? I think my new found love of highlighting will help diminish this tendency by emphasizing specific parts of my readings.

The learning styles of intuition are even more appropriate. I find it very hard to work "without being inspired" and need to work with "bursts of energy." (Course anthology, 138) I can attribute my "on" and "off" writing days to this fact. I've created a "Classy Study Tunes" playlist of classical music on my iTunes to try and focus my energy! (It's so hard to focus when there are good songs to sing to!) I also am very "language oriented" and tend to "out-think" assignments. (Course anthology, 138)


"Think, Think, Think"


I love thinking! In high school, though, it seemed like it was too easy to get caught up in the "now" to think about what was truly important. It seems like Plan II will change that!

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I used to love writing short stories when I was little. I have a whole journal full of cheesy mystery spoofs of Scooby Doo and Encyclopedia Brown--remember him? Now, however, I find it easier to write logical arguments, or papers. This fits in line with the thinking writer, one who tends to "excel at writing logically, objectively, and analytically." (Course anthology, 152) It is easiest for me to rationalize a thought and follow methodically with points and, maybe I guess, some examples.

I also enjoyed reading about the thinking learning styles. While I like study groups and have found them useful, I definitely do my best work alone. I am also very critical and need to "master subjects." (Course anthology, 139) Finally, I love arguing, and I definitely don't take arguments seriously. My mom says that's one reason I'd have fun being a lawyer! We'll have to see about that, although environmental law does sound appealing...


Judging


Hopefully, I'm not as judgemental as this picture suggests!

I didn't agree wholeheartedly with the assessment of judging writers. I do divide my papers into sections "so that [they] can be written more easily." (Course anthology, 154) (I wrote this paper, in fact, entirely out of order.) I don't however, begin writing before I have "collected enough information." (Course anthology, 154) I have the opposite problem in fact. I tend to over think and plan my essays so much that I have exhausted my topic.


I found even less to relate to with the learning styles. I "don't like surprises" with my grades (Course anthology, 140), and a schedule is somewhat important to my learning, but I didn't agree with much else. A "need for closure" will not make me finish too soon (Course anthology, 140)--I tend to belabor my assignments!


Instructor/Class Typology

It was interesting to read the opening sentence of the INTJ description: "INTJs know what they know, and perhaps still more importantly, they know what they don't know." (Course anthology, 145) Deep, right? It echoed something I feel about myself and that I said earlier: I know myself. This isn't to say that I am my perfect person, just that I understand, for the most part, who I am. I am me, and the only thing that really changes about me around others is how loud I'll get!


I was conflicted upon reading the teaching method, however, which prescribes the "most direct and concise manner" (Course anthology, 145) of teaching. I really do need to be explained things in a direct and rational way, but this seems to point to pure lecture. I have always learned best through hands-on experience and "outside of class" activities, something I am very excited about with this class!


3 Hours Later...


Wow, has it really been 3 hours since I started this thing?? This must say something about my personality or, at the very least, that "dreaded companion" perfectionism. (<-- accidentally made a World Lit pun there!) In any regard, this exercise turned out to be a very important one. By defining and understanding my academic traits, I'll be able to put them to good use and watch out for any pitfalls!


Katherine