College of Alameda
Psychology 3: Introduction to Personality Theory (section 21974)
Spring 2012
Week starting January 23rd, 2012
Instructor:
Office:
C-202
Office Hours: M,W,F 10 to 11; M & W 5 to 5:30pm; & by appt
Phone:
510-748-2276
e-mail:
rbrem@peralta.edu
Website: http://alameda.peralta.edu/apps/comm.asp?Q=P829
Twitter:
text: “follow robertbrem” to 40404; or go to: http://twitter.com/robertbrem
Class Venue:

M,W,F 12:00 to 1:00pm
Room – C212;
NO CLASS: F Feb 17; M Feb 20; Apr 2,4,&6; F May 18
Exam: M Dec 21st 12 - 2
____________________________________________________________________________________________________
Classical and contemporary personality theories: Theorists from each of the major forces of
psychology including but not limited to: psychoanalytical (Freud, Jung, Adler); behavioral (Skinner,
Bandura); humanistic (Maslow, Rogers). These theories imply a certain “structure” of stories that you enact
day to day that systemically become you…
These structured stories become the “drama of your life.” BTW, it is not “drama” you don’t want in your life,
it is “melodrama” or bad acting out… {[ The term melodrama refers to a dramatic work that exaggerates plot and
characters in order to appeal to the emotions. People who interact in life melodramatically are annoying. But Real
Drama!? And Epic Life!? Now that is worth living! Think about that…]} So! It is with this structure of you drama of your life enacted - with which you “lead” into and act in the world creating reality and the future in
which you shall live.
Magic is changes in consciousness in accordance with will.
~ Star Hawk
…thoughts become words,
words spoken become actions,
actions enacted become reality.
Thus: “Magic” changes the world.
Each moment of your life
Is a vote for the future in which you shall live.
~ Francis Moore-Lappe
You can't live an inconsistent or undisciplined life and truly be a part of change. All you will reap in life with
an undisciplined life is chaos. When your words do not match your deeds and when you do not practice what
you “preach;” hypocrisy will undermine your ability to truly be leader in anything – even leadership in your
own life. So, whether you live consistent narratives in life or not, these stories you enact are you! You are
the stories of your life and how the circumstances of your life and the disciplines of your life skills have
shaped you. Sometimes these dynamics don’t always look pretty… until we look at them in a new light.
"When the Japanese mend broken pottery,
They focus on the damage by filling in the cracks with gold.
They believe that when something is damaged and has a history,
It becomes more beautiful than the undamaged original"
~ A. Henderson
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The question for you then is how effective at being you do you want to be? This quality of be effective in
enacting your life is called psycho-social personal efficacy. This quality and the question just asked of you, is
what in part we explore in this class…
This course serves as a general introduction to the philosophical and conceptual ideas relative to the
development and emergence of personality. This course is rooted in narrative and contextual systems theory
exploring and integrating some major theories of personality development. In this process, the student will
increase their knowledge of both theory and self. We will look at the major constructive factors in personality
such as heredity, environment, culture, society, psychological influences, family, philosophy, and others.
Theories will be examined in light of basic assumptions, beliefs, attitudes, values, application, and validation.
Human development aspects and philosophical issues on the nature of self and society will be discussed.
***
If the doors of perception were cleansed
everything would appear to man as it is: infinite.
~ William Blake
The Personality is a set of sets systems within systems a complex of complexes
rooted in the emergent flow of planet Earth and beyond this the Cosmos itself…
…for every atom of our existence was born in the fire of the birth of stars. We are “Star-Stuff””
***
There are three facets to how the material shall be presented to you from which you can choose to learn
in this class.
 You will read all texts for detailed knowledge upon which you shall be examined.
 structured lectures for interpretive guidance in understanding how to use this information
 unstructured discussion for “knowledge in use” – for you to learn the practice of political
thinking
Upon completion of this course, students should be able to identify the major disorders, explain theoretical
perspectives, terminology, principles, and methods in the above areas.
Ideally; the major areas of knowledge competency or objectives – determining your mastery of this topic
according the discipline of psychology - as to what you will learn this course area as follows:
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1
2
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Describe, explain, and evaluate how personality was constructed prior to the modern era - utilizing various
perspectives (e.g. classical Eastern, Western, Northern, and Southern Civilizational narratives).
Compare and contrast basic elements of personality through the constructs of personality from the perspective
of major modern schools of thought including: the psychoanalytic, socio-cultural, trait, learning, socio-biologic,
and Existential-humanistic paradigms.
Articulate the factors affecting personality development such as heredity, environment, culture, society,
psychological influences, family, and philosophy
Compare and contrast the various criteria for healthy personality construction including concepts involved in
such dynamics as social/cultural norms and personal and interpersonal relative functional adaptation.
Articulate awareness of the one’s own personality development and to explore specific beliefs influences and
values about the self.
Articulate and evaluate the applicability of the various theoretical models and research findings to
understanding a personalized theory of self and meaning in identity construction utilizing major theorists’
perspectives.
Evaluate how dynamics of personality support or interfere with healthy interpersonal Relationships and
personal development.
Analyze and discuss how major personality theories have influenced such fields as literature, anthropology,
political theory, and education.
Explain and discuss the various tests and devices used to assess the personality of an individual.
OVERALL – the life skill “learning outcome” areas for you from taking this course enable you to:
 Foundational Knowledge in Personality Theory ~ Demonstrate a degree of mastery and
overall working knowledge of the personality theory - in applying multiple schools of
psychology (e.g. psychodynamic, behavioral, cognitive, humanistic, biological, and
transpersonal) - to living situations.
 Critical Psychological Thinking in Personality Theory ~ Demonstrate a degree of
proficiency in being able to use effective communication and interpersonal relationship
skills rooted in psychological perspectives and exhibiting an awareness of psychological
dynamics in inter-relationship.
 Psychological Personal Efficacy in Personality Theory ~ Demonstrate a degree of
capacity to assume self responsibility applying an increased awareness of self, others, and
the environment in order to have greater agency and authentic expression.
Alternatively:
Apply multiple schools of psychology (e.g. psychodynamic, behavioral, cognitive, humanistic, biological, and
transpersonal) to living situations.
Demonstrate effective communication and interpersonal relationship skills rooted in psychological perspectives and
exhibiting an awareness of psychological dynamics in inter-relationship.
Increase awareness of self, others, and the environment in order to have greater agency and authentic expression.
Everything call a learning outcome must be measured against a larger vision of our life in this world…. Think
about that… as you note:
What we think is less than what we know What we know is less than what we love What we love is less than what there is What we are is so much less than what we can be...
~ R.D. Laing
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This course is about you learning not only about theories of personality, but also about you learning about
you. Being your own true authentic voice is an act of revolution. The first move towards liberation is to be
true to your “self” - which requires we liberate our “selves” from the Life-Ligatures of the past and open the
field of Life-Options from which to take risks and thus act in the moment of decision in our quest for
Life-Chances.
"Even though you may want to move forward in your life, you
may have one foot on the brakes. In order to be free, we must
learn how to let go. Release the hurt. Release the fear. Refuse
to entertain your old pain. The energy it takes to hang onto the
past is holding you back from a new life. What is it you would
let go of today?"
~ Mary Manin Morrissey
Texts:
1
2
3
4
Larsen, R. and Buss, D. (2010). Personality Psychology: Domains of Knowledge About Human
Nature, McGraw Hill
Other materials from the instructor: Various handouts and Internet & library materials
Various websites as resources such as the “Great Ideas in Personality” site:
http://www.personalityresearch.org/
Your own notes, journal, and personal self analysis portfolio
Start reading NOW and don’t stop until you finish! The book and the lectures do not directly
align and really, we shall be discussing the whole of the book from day one! You shall be
expected to demonstrate your understanding of the concepts in the book as you use it
explicitly in your papers! So, again, start reading now!
Course outline and calendar: Over the span of this semester in this course, we shall explore the following
modules pertaining to major schools of thought regarding the nature of human personality development. We
will explore some specific theorists and the remainder will come from your own explorations and papers.
Course content and chronological flow may vary in accordance with the contextual needs of each particular
class and its mix of students.
Order of Topics starting January 23rd -- to span over the semester; and, Due dates for assignments (late
assignments lose 10% of grade for each week late) and other important dates:
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
1
Introduction: General introduction to the field of personality theory and studies relative to the
development and construction of human identity through personality structure and function;
distinction(s) between functional and dysfunctional; “abnormal” versus “normal” personality.
The Nature/Nurture Nexus: psychosocial-biology (Wilson), psychohistory (Erickson),
sociopolitics (Wykoff, Madigan); Organic versus psychological; emotions, neuropsychology,
genetics, and psychopharmacology. The creation of personality via social dynamics.
“Wellness” versus “pathology’ models, dynamics of adaptive mind frames; construction of
psychopathology via social dynamics.
READ: Chapters 1 to 8 (pp. 2-263)
EFF # 1 is due:
M – January 30th, 2012
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
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Order of Topics starting January 23rd -- to span over the semester; and, Due dates for assignments (late
assignments lose 10% of grade for each week late) and other important dates:
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
2
First Force - psychoanalytic schools of thought such as found in the works of: Freud, Jung, Adler,
Horney, Erikson, Piaget, and others
READ: Chapters 9 & 10 (pp. 264-329) and Chapter 19 (pp. 584-623)
3
February 16th Census (last day to drop without “W”)
First Force Theorist “presentation” papers are due:
M - February 22nd, 2012
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
Second Force – behavioralist and cognitive behavioralist schools of thought such as found in the
works of: Watson, Skinner, Bern, Allport, Cattell, Glasser, and others
READ: Chapters 12 to 14 (pp. 366-463) and Chapter 18 (pp. 552-583)
4
Second Force Theorist “presentation” papers are due:
M - March 12th, 2012
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
Third Force – existential, phenomenological, humanist schools of thought such as found in the works
of: Maslow, Rogers, May, Perls, Polster & Polster, Yallom, and others
READ: Chapters 11 (pp. 330-365) and Chapter 15 to 17 (pp. 464-551)
5
Third Force Theorist “presentation” papers are due:
M - March 26th, 2012
EFF # 2 is due:
F – March 30th,, 2012
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
Fourth Force – constructivist, systems, transpersonal schools of thought such as found in the works
of: Maslow, Madigan, White, Cottor, Addair, and others
READ: Chapters 20 (pp. 624-635)
6
April 30th last day to drop with “W”
Fourth Force Theorist “presentation” papers are due:
M - April 16th, 2012
Self Evaluation Research Papers due:
M -April 23rd, 2012
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
Integrated and trans-cultural theoretical perspectives including: various schools of Eastern and
African thought and “New Thought” (e.g. as found in continuum theory, psychological anthropology,
mysticism perspectives [e.g.Yoga, Zen, Sufism, Budhism, and others])
READ: …just finish reading – by now you have turned in your major paper and should have
integrated the whole book into that assignment…
“Other” Theorist “presentation” papers are due:
M - May 7th, 2012
Portfolios due:
F - May 11th, 2012
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
7. “Finals Day” is Monday May 21st is a Salon and discussion day summarizing what we have learned in
the class. Bring foodstuffs and Drink and we shall have a roundtable interactive discussion.
*** EFF # 3 is due ***
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
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Grading: This class is both lecture and discussion. Your reflective input based upon the readings will
make this course more interesting. The assignments are designed to structure you into an in depth
reflection upon the material and enable you to enter into class discussions.
You’ll notice there are no exams! However, there is a lot of work otherwise! If writing and self
reflection is not your forte, then, perhaps, you may wish to look at another class…
Components
Value
grade cutoffs:
1) Participation
40 points
2) Review Papers
5 @ 20 points each
3) Self analysis
80 points
4) Portfolio
80 points
5) EFF Self Learning
1 & 2 - 25 points each; 3 – 50 points
***************
A = 90 - 100%
B = 80 - 89%
C = 70 - 79%
D = 60 - 69%
F = below 60%
Total 400 points
******************
1) Participation (40 points): Life is about showing up – participating! By merely being physically
present in the room, you are engaging with the material we are discussing in your mind. Your
thoughts become an internal interactive dialogue that is inspired and shaped by the discussions in
the room wherein a morphogenetic field is developed in the physical proximity to others engaged in
material thus. Therefore, by not being in the room, you are not participating in discussions that form
the core of all your self-reflective work that is due each week in your portfolios. Thus: you are
accountable for being here.
Attendance: So as to the question of missing classes (and life) this is entirely up to you and within
reason (e.g. three classes missed) should not adversely effect your position. Significant absences
(six or more) may result in withdrawal or failure (note: the catalog says you may be dropped
after three absences!). However, should a student be absent with good reason in excess of this
amount, some kind of makeup can be arranged by conference between student and instructor. Again,
since a large portion of each class is participatory, we need you here. AND, you need to be here to get
the value out of the class. The class sessions, while complementing the text, do not strictly follow or
repeat the text. Rather, you are expected to have read and thought about the readings (including any
handouts or other readings relevant to the topic for each week.) and come to class prepared to
discuss them and ask questions of me and your peers. It is intended that we are co-creating this class.
Withdrawal and incomplete policy: Students must inform the registrar's office (not the
instructor!) regarding withdrawals. No incompletes will be awarded without consultation with the
instructor and an appropriate reason.
___________________________________________________________________
2)
Review / Response Papers (5 @ 20 points each): Each of you will choose five theorists and do a
synopsis of their theory. These are expected to be three to five pages each in ‘presentation style”
(e.g. PowerPoint format - rather than in paper style – with bullet point and a few narrative sentences
under each bullet), and be prepared upon being prompted to discuss your thoughts the week we are
discussing such theorists. These are due at various intervals throughout the class following the
schools of thought we are discussing. You must explicitly use the book and other resources as
appropriate (all clearly cited in the text of your “presentation”)!
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NOTE: be clear and concise…
1) Identify, condense, and present the central themes, ideas, and notions from each orientation in
these five assignments (2 or 3 pages).
2) Assess relative to how, when & where, and with whom these orientations might be most or least
useful (1 or 2 pages).
3) What are the strengths & weaknesses of each theory (1 or 2 pages).
___________________________________________________________________
3)
Self analysis (80 points): This paper is an analysis of your own personality development path and
current structure. How these theories explain the construction of “you.” Address these issues in
understanding the personality of an individual: You. In this you will focus upon two major theorists
and bring in at least three other in a less central role in doing an analysis of you. Note! This is a
research paper! It is graded; you will use citations and references explicitly from the book as well
as other sources and it will be an APA paper format (see rubric for grading). You will address the
following questions:
I
Your Personal Development (from the perspective of these theorist relative to the factors, events,
persons, that shaped your life that play a major role in who you have become and are becoming.
What is your definition of personality synthesizing the theorists you have chosen from the book.
How does the personality come about? Is it the sum of its parts or more?
II
Each of us has “philosophical frame” of our self in the world. You use this frame to “judge” your
self and others… it is this frame that you use to write the story of you life.
1)
What is one’s philosophy of life? If you could summarize it into a set of axioms (or profound
“Tweets”), what would these be?
2)
What are your personal most important values, most cherished beliefs, most dominant
attitudes, and what are the needs that drive you most?
3)
What does it mean to be human? -----
Are humans good or evil? What is the nature of individuals?

What or who is responsible for me? Biology, destiny, the stars, the self...

Is behavior predetermined or is there free will?

Is the mind conscious or unconscious?

Is the mind a part of or separate from the body?

What is the nature of emotions? The intellect? The body? The Spirit? Is one more
important than the other?

Can human beings change? Are they pushed; pulled; seek comfort...? What is the
nature of learning?

Are there singular truths in the universe or is there no meaning

Are humans individual or social creatures?
Again: while you are analyzing your own personality structures and system, this is still a research paper (see
rubric as to how you will be graded).
___________________________________________________________________
4)
Notes & Journal Portfolio for up to EIGHTY (80) points Note in each category from the higher grade
to the lower grade (e.g. A+ to A-) is a determination of the degree to which you meet the criterion for
the grade category – this will be discussed on the first day. NOTE: This assignment will require you
to work on it a little each day – if this were a regular semester that would mean each week but each
day in here is half a week – if you work on this each day it will “just write itself” – but if you hold off
until the end it will be a massive assignment. See Grading Rubric at end of syllabus.
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Talk to me if you have problems with note taking and/or are disabled and need a note taker.
We arrange an alternative “portfolio project” for you if absolutely needed.
___________________________________________________________________
5)
Educating for the Future (EFF) Self Assessment 25 for each of the first two and 50 for the final
assessment. …after all, the future is where you will be spending the rest of your life!
The last page of this syllabus is an EFF form. Following the introductory lecture – where this will be
explained further, you are to use one copy of this and complete a self-assessment of your needs as
you think them to be. This will be due by the Monday of week two.
You will be doing another “update” of this about half way through the semester are to see how things
have changed for you on this assessment. There will be a final EFF “pre-test/post test” assessment.

Final EFF Overall Self-Assessment due Monday December 12th
o
Thinking about ~ how you were on the nine categories the first day of class (when
you handed in your initial EFF self Assessment, and then ~ Considering where you
were with this at the revision point… and finally ~ Comparing then to now:
o
Take the EFF form, and write a brief paragraph (e.g. three sentences answering
three questions) for each of the nine categories ~ comparing then to now: 1) Did
you improve (yes/no)? 2) How? 3) What one or two things show this the best?
o
Then give yourself an overall numerical rating – comparing you at the end of class to
and how you were on the first day – overall in all of these nine categories; rate your
improvement: 1 = “not very much” to 5 = “somewhat more or less” to 10 = “a great
deal” and: “what could have helped you more?
___________________________________________________________________
Basic Skills and Language issues: If English is not your first language OR if you have a documented learning
disability OR if you have difficulties with Basic Skills of college level performance; you are encouraged to
make use of our Basic Skills English/ESL Lab (Room L-234; phone 748-2132). You can receive one-on-one
help from tutors and other professionals with Studying, reading, and writing and general language issues.
Other difficulties (e.g. learning disability) can be addressed as well – however, you must see me so special
arrangements can be made to improve your performance on the exams and assignments.
***
Remember, those who form and participate in study groups
always seem to do best in class. You get what you give.
You may be disappointed if you fail,
but you are doomed if you don't try.
~ Beverly Stills
...Try
... Better yet; Do!
***
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;-)
PSYCH-3 Personality Theory Paper Rubric
Name: _________________________
Include this rubric as the last page of your paper
(or lose 2 points!)
Hint: REALLY pay attention to this rubric! And note the highlighted areas explicitly.
Refer to my “Guidance on Writing College Level Papers” Website for more help with this:
http://alameda.peralta.edu/apps/comm.asp?$1=20792
100% to 90%
A/B
Contents
and Style
20
Logic and
argument
35
Overall
Paper
Impact
(Power)
20
 Paper includes all components
asked for in the syllabus, and
 is in an appropriate College
format style (e.g. MLA, APA);
 proper grammar and language
usage editing.
 Uses at least 7 to 10 or more
references.
90% to 80%
80% to 70%
B/C
 these components to a
lesser extent;
 style format issues;
 may be missing some of
these but is still above
average.
 Uses fewer references
(e.g. 6 to 5 to less.
 Evidence of critical thinking
performance at the college level.
 Answers all questions asked in
the syllabus!
 Analyzes key information,
questions, and problems clearly
and precisely.
 Uses inference to reason carefully
from clearly stated premises to
important implications and
consequences.
 Uses deductive and inductive
reasoning and problem-solving
skills consistently.
 Narrative format.
 Demonstrates a comprehensive
understanding of the book and
material from class (integrated
and cited).
 critical thinking at a lesser
level…
 Answer all questions but
less competently
 Evaluates material less
competently
 Uses inference to reason
but less than higher level
regarding premises,
implications, and
consequences
 Uses deductive and
inductive reasoning and
problem-solving skills
competently
 Narrative less refined
(needed better editing
perhaps).
 Beyond the book, paper
integrates ideas from other
sources you have experienced
(e.g. other subject areas).
 Evaluates material with insight
regarding course material and
your EFF self assessments; has
good conclusion to wrap it up.
 The paper is less
integrative of all “power”
components (e.g. course
and other ideas) – lacks
dimension.
 integrates some other
materials from other
sources;
 course material less
robust than needed; has
some conclusion.














C/D
Paper is missing significant
components;
style is inconsistent or not
present.
Only one or two references
– citations styles
inconsistent or missing.
Does not use books from
class sufficiently or at all.
Minimally acceptable,
inconsistent evidence of
critical thinking ability and
performance at the college
level
Analyzes some key
information, questions, and
problems competently
Evaluates material
inconsistently
Uses inference to reason
inconsistently from clearly
stated premises to
implications and
consequences
Uses deductive and
inductive reasoning and
problem-solving skills
inconsistently and weakly
No polishing of or spotty
use of narrative
The paper only integrates
class material in shallow or
conventional manners (e.g.
labels without explanations
clearly linked to class);
Lacks more integration of
ideas from other sources.
No EFF integration
Little evidence of analysis
little or no conclusion.
70% to 60%
to less than 60 %












D/F
Paper is significantly missing
components – too short
Serious format issues to
plagiarism!
No references.
critical thinking and
performance below college
level expectations.
Apparent incapacity to analyze
information, questions, and
problems or does so
superficially
evaluates material superficially
if at all…
infrequently uses inference,
reason, clearly stated premises,
nor recognize implications and
consequences
infrequently uses deductive and
inductive reasoning and
problem-solving skills if at all…
no narrative or
incomprehensible language
usage
The paper addresses few
components;
lacks coherent integration;
no conclusion.
{Plus je ne sai qua – excellence above and beyond lower division college level performance – extra credit possibilities…
excellence is rewarded, mediocrity is noted… In life, you get what you settle for…}
Total ___________________
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PSYCH 3—Theories of Personality
DATE:_____________ Reflection #: _______
Self Reflective Journaling format – photocopy this form and use one for each week (at least 15 of these!
– number each one above) for your self-reflective journal section. Feel Free to use both sides this sheet
of paper…
Use this form for your reflections address and identify how in this past week you learned something in each
of the following areas:

From what you learned this week about the principles of psychology relative the notion of patterns of
behavior disorders and their causes and consequences – What did you find most interesting and
why? What Psychotherapeutic Principles did you learn this week and what do you think of them?

What do you think of the issues we discussed this week? From the perspective of
psychotherapeutic thinking and analysis – how has your thinking changed and about what?
How is it important – in a positive or in a negative manner? Explain – What, How, and Why?

How does what we discussed this week impact you in your life everyday life as a person – challenges
and successes at life skills in the modern world (i.e. how has the world made your life better or worse
– how?) and the unique challenges you faced this week.

What are other areas or issues upon which you have had any thoughts about what you are learning
this week? Any commentaries you have considered – that is what have you learned about people this
week?
o How is this class letting you make changes in yourself?
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PSYCH-3 Personality Theory - Portfolio Grading Rubric
80 points
Place this sheet as the first page of your portfolio (minus two points if you miss this…)
Student __________________________ Semester __________
Grade
CONTENTS &
ORGANIZATION
15 points
NOTES SECTION
30 points
A
Portfolio contains all of
the required material. Portfolio is
completely and neatly organized. A
Reader can easily find things. The
organization level exhibits college level
work above average!
B
Portfolio contains most
of the required material.
Portfolio is well
organized. A Reader
has little difficulty
finding things.
all lecture days clearly dated – very good
depth & detail and clearly categorized:
Edited and “cleaned up” –typed or well
rewritten or edited to visible degree (> 200
words per day) (especially if your original
notes are not legible). AND: you have
clearly identified which areas in your
notes represent: Knowledge, Critical
Thinking, and Personal Efficacy.
all lecture days dated –
good depth & detail –
less well written or
edited – evidence of
effort – overall, a “B” is
assigned if it does not
rise to “A” level work.
C
Portfolio contains
some of the required
material. Portfolio is
fairly well organized.
A Reader may have a
little difficulty finding
things.
spotty notes and
dating -- some depth
& detail – less well
written (maybe only
outlines) (<100 words
per day) – lesser
evidence of effort
D
Portfolio contains little
of required material.
Portfolio shows little
attempt at
organization. A
Reader has difficulty
finding things.
.spotty to no dates –
little detail – raises
serious question as
to: ”how hard did you
try?”
Je ne sais quoi: …see syllabus under extra credit – Exceeds Expectations significantly; film reviews, graphics, book reviews, glossary lists (with
definitions), chapter notes, extra psychological materials, also, you might find it very useful to obtain and READ and Annotate! Go to my Twitter site: (text:
“follow robertbrem” to 40404 - http://twitter.com/robertbrem) - and write a paragraph or two reflecting upon my tweets – using course concepts - once or twice
a week – What does it mean to you? – using concepts from this class! Go into some detail though – I mean more than a tweet! In responding to my tweets
OR!, just Surprise Me! … a lot!
SELF REFLECTION
SECTION
Use form in
syllabus – Page 10
20 Points
OVERALL
PORTFOLIO
IMPACT
15 points
All Reflections include personal reactions
that are descriptive and insightful and
relate to the course material and show
deeper thinking. Higher degree personal
relevance reflections. Also, Put EFF
Sheets in this section…
The portfolio demonstrates to a high
degree of excellence the student’s skills,
abilities, and knowledge. Above average
in meeting or exceeds College level
expectation of quality (e.g. aesthetic
efforts!) and content effort.
Most of the Reflections
include personal
reactions that are
descriptive and
insightful and relate to
class material.
Personal relevance
reflections.
The portfolio helps to
demonstrate the
student’s skills, abilities.
Meets College level
expectation of quality
and effort.
TOTAL POINTS ______________________
BREM
11
Some of the
Reflections include
personal reactions
that are descriptive
and insightful. Little
Personal relevance
reflections.
Few of the Reflections
include personal
reactions that are
descriptive and
insightful. No personal
relevance reflections.
The portfolio does
little to demonstrate
the student’s skills,
abilities, and
knowledge. Not
really sufficient
college level quality.
The portfolio does not
demonstrate the
student’s skills,
abilities, and
knowledge. Not
sufficient college level
quality.
Educating For the Future (EFF) Self Assessment 1, 2, & 3 (see instructions in syllabus):
…after all, the future is where you will be spending the rest of your life!
What areas of knowledge of the world and thinking skills & knowledge-in-use will you need to
move from:



being a subject of others’ power over you to
being a participant in sharing power with others to
being a co-creator of a preferred future making it more probably than merely possible?
These areas of Knowledge include (but may not be limited to:
 Knowledge: We move in a world of varied and increasing kinds of information and consequences. How will we make sense of it all? We need
such life skills to engage in “way finding” (navigating the rapids of change) and substantive deliberation in the world.
 Economy: Our community will need tools and know-how to produce private goods to meet our material needs in a sustainable fashion. What will we
make? How will we shape the economic system to be more sustainable and more about “using things” and caring about and responding to the
needs of humans more than the requisites of property?
 Society: Our sense of community and identity are changing in a global society. This is the “post-modern problematique.” How will we shape our
lived and shared reality in this world?
 Systems: We will collectively (and individually therefore) suffer from increasing shocks – “the rapids of change.” How can we transform our
systems (world, nations, communities, organizations, families, relationships, etc…) to be more resilient?
 Organizations: Organizations will be amplified by a new generation of connected, innovative people. How will we empower ourselves as workers
and consumers in a meaningful and dignified manner?
 Self: One can be enabled to alter their mind and body in ways never imagined. How will we define our being and identity in this world? This is
ultimately what it means to have a personal psycho-social efficacy in the world – the capacity to transcend ligatures and open options in reaching
for one ’s self defined life chances.
Thinking about these areas of Knowledge and Knowledge-in-use and your own life and what you believe you will need to thrive in the 21st Century; please do
some self reflection and assess your “self “ – your life situation. Ask:
What sets of “life-skills” will I need to successfully navigate this world in
pursuing my dreams. Plans, goals…. relative to:
In each of these
areas or Sectors”
of Society, you’ll
need to function in
the 21st Century:
What areas of knowledge of the world and thinking skills & knowledge-in-use will you need to move from:
 being a subject of others’ power over you to
 being a participant in sharing power with others to
 being a co-creator of a preferred future making it more probably than merely possible?
Knowledge of the world to make sense of
it (list 2 or 3 in each box below)
Critical Thinking “knowledge in use”, Career
goals (list 2 or 3 in each box below)
Public Sector
~ As a citizen
Private Sector
~ As a worker
Social Sector
~ As a person
BREM
12
Personal Effectiveness to be able
to pursue happiness (list 2 or 3 in
each box below)