The University of Lethbridge
Faculty of Health Sciences
HLSC 3850: The Phenomenology of Addiction
Summer Semester II/III - 2011
Instructor:
Office:
Office hours:
Phone:
E-mail:
Jason Solowoniuk, B.H.Sc., M.Ed., CCC.
M 3034 / Classroom M1040
By appointment
403-329-2597
Jason.solowoniuk@uleth.ca
The bud disappears when the blossom breaks through, and we might say that the former is refuted by the latter; in
the same way when the fruit comes, the blossom may be explained to be a false form of the plant’s existence, for the
fruit appears as its true nature in place of the blossom. The ceaseless activity of their own inherent nature makes
these stages moments of an organic unity, where they not merely do not contradict one another, but where one is as
necessary as the other; and constitutes thereby the life of the whole. – Hegel (Phenomenology of Spirit)
This itself is the whole of the journey, opening your heart to that which is lovely. Because of their feeling for the
lovely, beings who are afraid of birth and death, aging and decaying, are freed from their fear. This is the way you
must train yourself: I will become your friend and an intimate of the lovely. To do this I must closely observe and
embrace all states of mind. – Buddha (Samyutta Nikaya)
For five years of I lived this way, always seeking the ecstatic high, drawn to wine as the moth to light, finally to burn
and drown in its fiery waters. During these years there were still times of excitement, pleasure… But compared to
the depression, and anxiety, the moments of horror…. They were flashes in the dark night of my soul. Still I
continued to drink. – L.S. Leonard (Witness to the Fire)
We been dancin' with Mr. Brownstone. He's been knockin', he won't leave me alone. No, no, no, he won't leave me
alone. I used ta do a little but a little wouldn't do, So the little got more and more I just keep tryin' ta get a little
better, Said the little better than before. Guns & Roses (Mr. Brownstone).
Course Description:
In this course, students will study addiction through exploring its phenomenological properties,
mostly notably through Jungian, Existential, Buddhist, 12-Step, and psychospiritual landscapes.
As such, this course will require students to contemplate and inquire into their beliefs about
addiction, its meaning with respect to life, death, and suffering, and how the phenomenon under
study relates to their own selfhood.
2
Course Goals/Objectives:
At the completion of this course, students will be able to:




Describe phenomenological roots of addiction
Understand and apply basic phenomenological, hermeneutic, and transpersonal, skills
of interpretation
Reflect and be able to describe the underpinnings of addiction as they relate to
Transpersonal, Jungian, Existential, Buddhist, 12-Step, and psychospiritual theories
Describe practices and approaches of self-inquiry and contemplation
Instructional Methodology and Essential Learning Experiences:
The course material will be presented using a combination of lectures, experiential-based class
activities, self-reflective exercises, and guest lectures (if scheduling permits). The emphasis is on
student participation: self-reflection, exploration and sharing so that the theoretical and
phenomenological concepts learned can be applied and integrated into the self.
When and Where:
The course is scheduled for Tuesdays and Thursdays from 1:00 p.m. to 3:50 p.m., in room
M1040
Required Textbooks:
Leonard-Schierse, L. (2001). Witness to the fire: Creativity and the veil of addiction.
Boston: Shambhala.
Littlejohn, D. (2009). The 12-step Buddhist: Enhance recovery from any addiction.
New York: Atria Books.
3
Overall Grades:
The grading system for this course is consistent with that established in the Faculty of Health
Sciences, effective May, 2002:
Grade
A+
A
AB+
B
BC+
C
CD+
D
F
Percentage
95 - 100
91 – 94.9
87 – 90.9
83 – 86.9
79 – 82.9
75 – 78.9
71 – 74.9
67 – 70.9
63 – 66.9
59 – 62.9
55 – 58.9
0 – 54.9
Grade Points
4.0
4.0
3.7
3.3
3.0
2.7
2.3
2.0
1.7
1.3
1.0
0.0
1)
Group Inquiry 6 X 5%
matrix
30%
To be discussed in class/see group marking
2)
In Class Inquiries) X 2
30%
1st X 10%, 2nd X 20% (to be discussed in class)
3)
Final Inquiry
20%
To be discussed in class
4)
Attendance and Participation
20%
To be discussed in class
Plagiarism Statement:
The University of Lethbridge subscribes to Turnitin.com, a plagiarism detection service. Please
be advised that student work submitted for credit in this course may be submitted to this system
to verify its originality. Students must be able to submit both electronic and hard copy versions
of their work upon request.
4
Accommodations for Students with a Disability:
Reasonable accommodations are available for students who have a documented disability. If you
have been diagnosed with a disability, there is no need to face the challenge of University
without support. Please contact the Counselling Services/Students with Disabilities Resource
Centre at 329-2766 http://www.uleth.ca/ross/counselling/index.html to set up an appointment.
After registering with the Disabilities Resource Centre, your instructor will be notified by a
formal letter of any accommodations you require.
In addition, students are responsible for requesting accommodations from the instructor at least
*two weeks* in advance of the evaluation date. The instructor and student are jointly
responsible for arranging the resources needed for the evaluation process.
5
Course Schedule (tentative and subject to change):
Class #
Date
Topic(s)
1
July 5
Instructor introduction, expectations,
learning perspectives. Student introduction
(why taking course, major, etc.). Review
outline (group and individual inquiry(s),
participation and attendance mark, final).
Required Reading /
Assignments
Read for class 2
Leonard pgs. 1 – 37
1/2 Lecture – What is Phenomenology?
2
3
4
July 7
July 12
July 14
Lecture 2 (Continue what is
Phenomenology?;The Hostage and
Moneylender)
Group Inquiry 1
Lecture 3 (Gambler, Romantic,
Underground Man)
Group Inquiry 2
Lecture 4(Outlaw, Trickster, Madwoman)
Read for class 3
Leonard pgs. 38 – 82
Read for class 4
Leonard pgs. 83 – 139
Read for Class 5
Leonard pgs. 140 – 196
5
July 19
Lecture 5 (Judge, Killer)
1st Individual Inquiry
Read for class 6
Littlejohn pgs. 1 – 30, 53 – 87
6
July 21
Lecture 6 (12 Step Buddhist – Darren’s
Story, Zen to Tibetan, 12-Step Programs)
Read for class 7
Leonard pgs. 197 – 242;
6
Class #
Date
Topic(s)
Required Reading /
Assignments
7
July 26
Group Inquiry 3
Lecture 7 (The World’s Night, The Abyss
The Dark Night of the Soul)
Read for class 8
8
9
July 28
August 2
Group Inquiry 4
Lecture 8 (The Battleground, Soul on Fire,
Integrating Step 1 and 2)
Lecture 9 (Integrating Steps 3 and 4)
2nd Individual Inquiry
Leonard pgs. 243 – 291;
Littlejohn pgs. 89 – 122
Read for class 9
Littlejohn pgs. 123 – 146
Read for class 10
Leonard pgs. 292 – 322;
Littlejohn pgs. 147 – 170
10
11
12
13
August 4
August 9
August 11
August 16
Group Inquiry 5
Read for Class 11
Lecture 10 (The Work of the Heart;
Integrating Steps 5 – 6)
Leonard pgs. 323 – 345;
Littlejohn pgs. 171 – 193
Group Inquiry 6
Read for Class 12
Lecture 11 (The Healing Fields, The
Dwelling; Integrating Steps 7, 8).
Leonard pgs. 346 – 352
Littlejohn pgs. 195-236
Lecture 12: The Gift; Integrating Steps, 9,
10, and 11)
Potential Buffer for Time and Catch Up
Review & finish readings from
Leonard
Littlejohn pgs. 237 – 262
Lecture 13: Integrating Step 12
Handout Take Home Final
Movie Immersion for Final Inquiry
7
Group Inquiry Marking Guide
Item
Organization of Inquiry
(5)
Depth of Embracement of
Topic
(25)
Demonstrated
 Organizational framework of inquiry is clear and provides
direction for reader
______
 Each section of the inquiry builds on the previous to
support a main thesis and/or hermeneutic whole
______
 Inquiry reflection consists of reasoning and thorough
synthesis /analysis of multiple perspectives gained from
group members, from readings, with insightful
interpretations, conclusions, etc.
______
 Key points and interpretive themes and insights arising
from group inquiry demonstrate synthesis of knowledge
and deepens the phenomena under study
______
 Both direct and indirect quotations used in significant ways
are incorporated powerfully into group inquiry
______
 Exceptional illustrative examples (used in group inquiry)
made the key themes and essences of inquiry come alive
______
 Overall expression and presentation of inquiry to class
demonstrate openness and originality
Expression of Ideas and
Engagement
(20)
 Personal engagement and vulnerable openness with inquiry
question
______
 Entire group displayed engagement, discussed ideas
amongst themselves, and engaged instructor and classmates
during presentation of inquiry
Total:
Comments:
/50
______
______
8
Individual Phenomenological Inquiry Marking Matrix
C
Minimal Pass
Quality of
Inquiry,
expression
and
synthesis
of ideas
1 x 10
1 X 20
B
Good
AVery Good
A
Excellent
□ Inquiry represents
knowledge-level
thinking
□ Inquiry represents
application-level
thinking
□ Inquiry represents
analysis-level thinking
□ Inquiry represents
synthesis-level
thinking
□ Logical flow of
ideas for most part
is missing
□ Generally clear and
logical expression of
ideas, but inquiry is
disconnected in
places
□ Clear, logical and
meaningful expression
of ideas and concepts
is well presented
□ Clear, logical and
meaningful expression
of ideas and concepts
is clearly identifiable
throughout inquiry and
is of exceptional
insight
□ Self-reflection
process and
relationship to
classroom/reading
material in
answering the
question is weak
□ Self-reflection
process and
relationship to
classroom/reading
material in answering
the question is
adequate
□ Self-reflection process
is presented and well
documented in
relationship to
classroom/reading
material and
application to self
□ Self-reflection is
present, consists of
reasoning and
synthesis in
relationship to self and
classroom/reading
material; is exceptional
□ Use of illustrative
□ No use of
examples from text
illustrative examples
and classroom
from text or
lectures is sparse
classroom lectures
□ Use of illustrative
examples from text
and classroom lectures
is well done
□ Use of illustrative
examples represents
exceptional depth and
is presented in a
succinct, concise
manner
□ Creative expression
is minimal
□ Creative expression is
present, but does not
enhance nature of the
inquiry discussions as
a whole.
□ Creative expression is
on topic and enhances
the nature of the
inquiry discussion
while promoting
further thought beyond
the question itself.
□ Creative expression
is minimal
9
Assessment of Contributions of Group Team Members
Your Group Name: ________________ Your Name: _________________________________
Please rate your team members (EVERYONE BUT YOURSELF) from 1 to 10 to reflect how
you really feel about the extent to which the other members of your team contributed to your
team’s learning, the inquiry’s interpretive value, and overall quality of group inquiry using the
following four group performance characteristics.
I encourage you (if you feel it is necessary) to write a short point-form comment about each
person’s performance to substantiate your score.
Preparation (Did your group mates prepare and complete reading for set inquiry?)
1----------2----------3----------4----------5----------6----------7----------8----------9----------10
Completely inadequate
Just adequate
Well prepared
Extremely well
Contribution and engagement (Did they contribute productively to construction of inquiry
and interpretations?)
1----------2----------3----------4----------5----------6----------7----------8----------9----------10
Little or no contribution
Enough to get by
Contributed exceptionally
Respect (Did they show respect for other group members during inquiry construction and
encourage a flow of ideas?)
1----------2----------3----------4----------5----------6----------7----------8----------9----------10
Little or no
Generally
Extremely
Flexibility (Were they flexible and open-minded during inquiry construction?)
1----------2----------3----------4----------5----------6----------7----------8----------9----------10
Overly inflexible
Little
Sufficiently
Flexible, but confident in
own ideas
Comments regarding group members:
_____________________________________________________________________________________________
_____________________________________________________________________________________________
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