Module III article summaries

Joseph Fenner
Comp 106
Professor Yerks
16 November 2008
Wisdom
“The quality or state of being wise; knowledge of what is true or right coupled with just judgment as to action; sagacity, discernment, or insight,” as defined by Dictionary.com Unabridged. Wisdom is something which is developed over time in most people and is usually not evident till the later stages of one’s life. One is to question how does this develop, what conditions facilitate the development of wisdom, which conditions do not?
Professor Thao N. Le, of Colorado State University, believes there are two main things which provide means to developing wisdom, cultural values and life experiences. His study particularly, “…explores and extends the discussion of life crises on wisdom, specifically, the extent to which different life crises are related to wisdom, and are moderated by values for older adults” (Le 260). Le believes there are two types of wisdom, practical, which entails knowledge and understanding about human nature, and the ability to provide judgment and solve complex human problems, and transcendent, which entails knowledge, insight, and understanding about existential dilemmas and the nature of being. Practical tends to results in historical, interpretive kinds of knowledge, whereas transcendent wisdom reflects emancipator interests. The types of life experiences to be examined are those which are considered stressful or negative, and positive life experiences. Professor Thao Le conducted a study which one hundred ninety-nine participants, half European and half Vietnamese American, took part in one and half hour interview assessing their wisdom and values. When referring to values Le pays particular attention to two factors, openness to change and self-enhancement, and conservation value, values centered toward security and safety needs. The study provided evidence showed that the stressful experiences which people face throughout life may have negative effects, but also facilitate a positive effect on wisdom. It also showed a correlation between stressful experiences and development of wisdom. This is because individuals change from these experiences, they gain knowledge to foresee any reoccurrence, and they also gain the skills to deal with similar situations. This is a process of growth towards a wholesome individual; similar to the ideal of learning from one’s mistakes. These result in the two different types of values mentioned above. Dependence of which type of value is created is on what types of experiences are faced, macro social/war, family, health, etc.
The next article to be explored is one by Professor Robert Sternberg titled, “What is wisdom and how can we develop it?” In this article he defines wisdom and explains a new idea on how to promote its development. Sternberg explains that wisdom is not something necessarily connected to intelligence and even states that intelligence often comes with qualities such as egocentrism, omniscience, omnipotence, and invulnerability. Intelligence with such things can evolve into using ones knowledge for bad purpose, such as Adolf Hitler and Joseph Stalin did, both were intelligent beings, just used their intelligence in the wrong way. While knowledge integrated with wisdom, or even wisdom on its own provides actions for the common good. Sternberg makes the point that wisdom is the integration of intelligence and experience, therefore supporting Thao Le’s idea’s previously stated. Professor Sternberg believes that wisdom is the ability to use this intelligence and experience to appropriately balance, intrapersonal, interpersonal, and extrapersonal interests over short and long term periods of time and facilitate “adaptation to existing environments, shaping of existing environments, and selection of new environments” (Sternberg 165). Sternberg then continues to provide a plan to integrate the teaching of wisdom into primary schools in order for individuals to be taught this concept at a young age. Doing so would teach students to balance their life, and make better decisions, thus allowing students to develop somewhat of an artificial wisdom whereas they don’t need to face such negative experiences to develop their wisdom.
Doctor Paul Wong proposes his own definition of wisdom, “Wisdom may be defined as a special gift or ability to see clearly, discern correctly, understand deeply, and judge appropriately. It is based on the humility and openness to listen and learn from unlikely sources, including the mouth of a child and the whisper of a dying man. It involves the courage to be true to oneself, to do what is right and to achieve maximum good in spite of situational constraints and personal dangers. As a spiritual gift, it is to be received with humility and gratitude; as a human ability, cultivated with diligence; and as a character of authenticity and courage, practiced consistently.” I feel this is a great definition as it provides examples to what wisdom is, showing applications to one’s life. Dr. Wong also mentions Anne Frank, and provides an example of a passage from her diary, the passage depicts great maturity for a thirteen year old, and Dr. Wong justifies this by concluding that her quick development is due to the many hardships faces in short period of time. Dr. Wong feels there are 3 different examples to which wisdom is acquired, the first entails grasping of the concept with little to none help; usually common in rare cases with intelligent individuals. The next is acquired through mentors or teachers who instill their wisdom on one, and the last is defined as “learning things the hard way,” through trial and error, and negative experiences. Wisdom is often spiritual and taught traditionally through religious books, such as the Koran, Bible, and books of proverbs. Dr. Wong also provides two lists, one which provides profiles of people who are wise and another which provides portraits of intellectual fools, those who are smart but not wise. He also makes the point that it is much easier to find “fools’ paradise” than it is to find wisdom, but often the pursuance of wisdom keeps you away from the wrong path. Dr. Wong holds a common phrase which he passes to all his patients, “wisdom is the touchstone of character rather than intellect.”
Even though I am only nineteen years old as I look at my own development of the past decade I can see the many steps I have taken towards developing wisdom. I have had many negative experiences as Professor Le mentioned promote development. Take for example when I was 17 I got into an accident which was my fault. I had rear ended someone because I was not paying attention while driving. I learned from that experience and now devote my all my attention to driving when I am in the car. When I was 13 I used to fight a lot with my parents, through their parenting, I learned that talking thing out in a calm manor is much more efficient and polite than arguing. These are examples of learning wisdom through experiences. While on vacation in Peru I went with a teacher from high school that seemed to possess infinite wisdom. While on this vacation I took into account all the wisdom he showed through his actions and all the wisdom he passed through direct dialogue. This is an example of learning wisdom from a mentor as mentioned by Dr. Wong.
All three articles provide insight on the concept of wisdom, while Professor Le offers clarification on what causes the development of wisdom, life experiences, and what they result in, different values. Professor Sternberg defines wisdom as a balance through is proposition of a balance theory. I feel this is a great example because it elaborates on having all the intelligence but dividing it into a balance which promotes a common good for all. Doctor Wong shows wisdom is something that is spiritual and over very rarely learned without some form of teaching. With these ideas in mind I question, what sort of wisdom will we develop from the macro social crises, America’s economic problem, at hand?

References
Paul T. P. Wong. “Practical Wisdoms for Flourishing in Difficult Situations.” (n.d) Retrieved 8 November 2008 from < www.meaning.ca/archives/presidents_columns/pdfs/wisdom- june05.pdf>
Robert J Sternberg. "What is wisdom and how can we develop it? " Annals of the American Academy of Political and Social Science 591.(2004): 164-174. Research Library. ProQuest. University of Michigan-Dearborn, Dearborn, MI. 8 Nov. 2008
Thao N. Le, “Cultural Values, Life Experiences, and Wisdom.” The Internation Journal of Aging and Human Development. Voume 66, Number 4. (2008): 259-281. Research Library. ProQuest. University of Michigan-Dearborn, Dearborn, MI. 6 Nov. 2008
"wisdom." Dictionary.com Unabridged (v 1.1). Random House, Inc. 16 Nov. 2008. .

Module II Experiment

Mobile Phone Experiment

Who: Individuals of all ages who own cell phones.
What: A log will be kept of cell phone usage, encompassing not only calls, but texts and internet use. The log will record time, place, reason for use (pleasure, business, etc.).
When: Over a 7 day period of time.
Where: Anywhere the individual goes over the period of time. Particularly focusing on institutions and social situations where an individual is present.
Why: To prove Hans Geser’s ideas that cell phones undermine social order.

By keeping a log it could show how frequently mobile devices are used in institutions proving Geser’s point that these institutions are becoming empty shells without much determining influence on what is “really going on” on the level of social communication and cooperation. Since the experiment would record all times of use it could capture those moments where individuals look to their phone for support, proving Geser’s idea that it is simply an umbilical cord promoting infantile dependency in adults. Allowing the logging of place would encompass the different institutions mentioned, such as, school, work, church, etc. Recording the reason for using would along with the time would show whether or not individuals are contacting their clientele or those providing them with service. The experiment would entirely cover all of Geser’s main points, showing calls which were made to create/cancel plans, those which were providing support, those providing service during the private life, and those which made while in an institution. Thus highlighting the frequency and perhaps even the importance of realizing how we abuse our social order with this device.

Screen Capture Activity 2

Analaysis
“California Love” by Tupac Shakur is a song where the artist is giving credit to his city, a “shout out” if you will; Tupac is showing love for his home state. It is a song about being prideful of your homeland and not forgetting where you are from. I also see it is as a form of bragging; announcing to everyone else that you are from a better state. Also Tupac was an icon is the classic East vs. West gang wars. So during this rap he is glorifying the Westside and even rips on the East by saying “Let’s show these fools how we do this on that Westside.”
For my design I chose to take the song lyrics and split them into columns attempting to form a big city background with skyscrapers and such. I did this because in his rap, Tupac mentions many big cities: L.A., Compton, Hollywood, etc. Then the choice of “Big City” as my font is self explanatory. The font reminds me of Gotham City or some other famous city. Then I took the phrase “We in the sunshine state” and made a circle above the skyscrapers representing the sun to show it is the sunshine state. The font I chose for that was an orange colored “Juice ITC” because the letters themselves reminded me of rays of sunlight. During the song there is a verse which states “Shake it” repetitively, I chose a font called “Ravie,” because in my opinion the letters themselves looked as if they were shaking. Then I chose a shade of pink because it fits the party mood where someone would be most liable to “shake it.” Then for the “California Love” part of the song I chose a red-colored font named “Lovelett,” which has little hearts embedded in the letters. Obviously I chose this because red is the color of love and the hearts directly represent the love for California.

Screen Capture

When looking at my screen shot I thought about how a computer makes multitasking an easy task. I saw that not only on one tab I was composing an ebay listing, on the other tab I was browsing myspace, and on the third tab doing this assignment all at the same time. Also if you notice I had my buddy list open at the bottom along with a picture which I was using in my ebay composition. Not to mention that picture was taken via digital camera and then uploaded to my computer to be included in this composition. On another layer I was listening .38 special. Consider that this is all occurring at the same time on only the computer to screen. Outside the computer I was eating a bowl of cereal. Composing changes shape in the digital space quite much. Most people think of creating a composition people picture a pencil and paper; when you bring this idea in the digital word no longer is this task done on a piece of paper it is done on a computer screen through many different windows. All these windows and tabs allow someone to multitask and organize their ideas in a more timely and manor. While composing in a digital space you have many more resources to use at your expense: the internet, paint, notepad, calculator, etc. It is much easier to find motivation and creativity you have you have so many resources readily available. To better understand digital composing processes I think we need to focus on collaboration. All the tools which are being used to come up with one single piece of work. To understand the process you must understand all things which are happening on that computer screen. Digital compositions are the products of multitasking.

250 response Module III

Between my rough draft and my final draft I made several changes, take for example the inclusion of a new paragraph entailing my own personal experiences with the subject of wisdom. I felt this was important because in a summary you should not only paraphrase the item which you read but also include your own feedback to better explain the article. Also by relating the subject to my own life shows that I have an understanding of what I read. At several points in the essay I added more examples such as the references to Joseph Stalin and Hitler when referring to intelligent individuals holding bad purpose. I also added a short piece about Anne Frank explaining how wisdom may have developed so quickly in the thirteen year old girl. I did this because examples help with clarity, you can directly define something, but relating it to a real life example really brings the definition together. In the rough draft I failed to draw connections between the 3 articles, so I tried to do so by adding sentences which connected the articles. I also changed the conclusion to sum up what all the articles mean in one paragraph allowing the connections to become more evident. When writing the rough draft I couldn’t seem the piece together a conclusion, though I feel the one I created for the final draft completes the task appropriately. Also looking back at the article after several days of my final draft I feel I could’ve made more changes, perhaps a second draft before the final would have been more appropriate for me. It’s a good representation of how nothing is ever perfect, there are always changes that can be made.

Rough Draft, whoops forgot to post :/

Wisdom
“The quality or state of being wise; knowledge of what is true or right coupled with just judgment as to action; sagacity, discernment, or insight,” as defined by Dictionary.com Unabridged. Wisdom is something which is developed over time in most people and is usually not evident till the later stages of one’s life. One is to question how does this develop, what conditions facilitate the development of wisdom, which conditions do not?
Professor Thao N. Le, of Colorado State University, believes there are two main things which provide means to developing wisdom, cultural values and life experiences. His study particularly, “…explores and extends the discussion of life crises on wisdom, specifically, the extent to which different life crises are related to wisdom, and are moderated by values for older adults” (Le 260). Le believes there are two types of wisdom, practical, which entails knowledge and understanding about human nature, and the ability to provide judgment and solve complex human problems, and transcendent, which entails knowledge, insight, and understanding about existential dilemmas and the nature of being. Practical tends to results in historical, interpretive kinds of knowledge, whereas transcendent wisdom reflects emancipator interests. The types of life experiences to be examined are those which are considered stressful or negative, and positive life experiences. Professor Thao Le conducted a study which one hundred ninety-nine participants, half European and half Vietnamese American, took part in one and half hour interview assessing their wisdom and values. When referring to values Le pays particular attention to two factors, openness to change and self-enhancement, and conservation value, values centered toward security and safety needs. The study provided evidence showed that the stressful experiences which people face throughout life may have negative effects, but also facilitate a positive effect on wisdom. It also showed a correlation between stressful experiences and development of wisdom. These resulted in the two different types of values mentioned above. Dependence of which type of value is created is on what types of experiences are faced, macro social/war, family, health, etc.
The next article to be explored is one by Professor Robert Sternberg titled, “What is wisdom and how can we develop it?” In this article he defines wisdom and explains a new idea on how to promote its development. Sternberg explains that wisdom is not something necessarily connected to intelligence and even states that intelligence often comes with qualities such as egocentrism, omniscience, omnipotence, and invulnerability. Intelligence with such things can evolve into using ones knowledge for bad purpose. While knowledge integrated with wisdom, or even wisdom on its own provides actions for the common good. Professor Sternberg believes that wisdom is the ability to use this intelligence and experience to appropriately balance, intrapersonal, interpersonal, and extrapersonal interests over short and long term periods of time and facilitate “adaptation to existing environments, shaping of existing environments, and selection of new environments” (Sternberg 165). Sternberg then continues to provide a plan to integrate the teaching of wisdom into primary schools in order for individuals to be taught this concept at a young age. Doing so would teach students to balance their life, and make better decisions, thus allowing students to develop somewhat of an artificial wisdom whereas they don’t need to face such negative experiences to develop their wisdom.
Doctor Paul Wong proposes his own definition of wisdom, “Wisdom may be defined as a special gift or ability to see clearly, discern correctly, understand deeply, and judge appropriately. It is based on the humility and openness to listen and learn from unlikely sources, including the mouth of a child and the whisper of a dying man. It involves the courage to be true to oneself, to do what is right and to achieve maximum good in spite of situational constraints and personal dangers. As a spiritual gift, it is to be received with humility and gratitude; as a human ability, cultivated with diligence; and as a character of authenticity and courage, practiced consistently.” Dr. Wong feels there are 3 different examples to which wisdom is acquired, the first entails grasping of the concept with little to none help; usually common in rare cases with intelligent individuals. The next is acquired through mentors or teachers who instill their wisdom on one, and the last is defined as “learning things the hard way,” through trial and error, and negative experiences. Wisdom is often spiritual and taught traditionally through religious books, such as the Koran, Bible, and books of proverbs. Dr. Wong also provides two lists, one which provides profiles of people who are wise and another which provides portraits of intellectual fools, those who are smart but not wise. He also makes the point that it is much easier to find “fools’ paradise” than it is to find wisdom, but often the pursuance of wisdom keeps you away from the wrong path. Dr. Wong holds a common phrase which he passes to all his patients, “wisdom is the touchstone of character rather than intellect.”
Need a conclusion……

Module II 500 word blog post

Gender Differences in "Social Portraits" Reflected in MySpace Profiles is an article written by Melissa Magnuson and Lauren Dundes elaborating on gender roles which become evident even upon MySpace. Magnuson and Dundes use an experiment as support for their opinions. The experiment consisted of 100 individuals, 49 of which were male, and the remaining female. In order to provide an accurate experiment, profiles were simply viewed without asking questions to prevent inaccurate data. While looking at peoples profiles between the ages of 17 to 29 they took note of different parts of the profile, such as: personal quote, age, gender, relationship status, education level, containment of significant other in profile picture, number of times significant other was mentions in both the "About Me" and "Interests" sections, number of opposite sex friends in Top Eight, and the number of total friends. For most of the previously listed, gender differences were unapparent, the results remained the same for both sexes. Though distinct differences became present with regard to mentioning your significant other in your profile. As with males, 43 percent didn’t' mention their significant other at all, almost half, 43 percent mentioned them once, and only 14 percent mentioned her more than once. Compared the females, where 16 percent didn't mention their significant other, 47 percent mentioned him once, and 37 percent mentioned him more than once. Magnuson and Dundes conclude that this conveys the idea women revolve their lives around men, and that women feel they must be the partner who is more devoted in the relationship. They go on to mention how women tend to use men to define their identity while men seem to treat women as another section in there already completes life. I agree with their idea, from personal experience it seems that women seem to glorify the fact of them having a boyfriend. While guys, whose are in no rush lose any of their masculinity, continue about their normal rituals with the incorporation of a female into their schedule. When watching sitcoms on television consider the role that the male plays, in most cases he is the insensitive jerk who tends to put his “guys” first. You typically see this character ditching his wife for a football game, or showing up late because he was at the bar with his friends. No wonder these gender roles are so apparent, because even the media instills them upon us. This is not to say that these really are sensitive or don’t care as much about their significant other as she does for him, but it is just roles which must be maintained due to fear that he will feel emasculated by showing this behavior. Aside from gender roles there is another perspective to be examined when considering why girls mention guys more then guys mention girls. Perhaps guys are more insecure than women and the fact that they mention their significant other less increases the chances of another feel approaching the man. Thus, providing means to boost his ego. When someone receives the label of “taken” they become a lesser object of interest to the opposite sex, maybe men still want to feel desired by more than just their girlfriend. The females are most likely more susceptible to mention guys because they take pride in having a significant other and like to parade this to everyone else. MySpace provides a great basis to show many of these, but drawing the conclusions can become vague, only one thing is for certain and that being that there are great differences between genders.