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• W212556457 abstract "I DEVELOPED a mid-term group assignment in which students apply certain general semantics formulations to a disciplined analysis of a social issue. This activity demonstrates how using general semantics as an analytical tool can increase awareness and improve critical thinking about an issue. The assignment consists of three parts: 1. the same written instructions for each group, 2. a worksheet to encourage self-reflection on learning and application processes, and 3. a current event that serves as the ger of the assignment. I have students complete the assignment within our 4-hour class session. However, the exercise can be divided over two or three class periods, depending upon the length of the class. Part One Parts one and two require no modification from semester to semester. Part one covers basic instructions such as dividing the class into groups, do's and don'ts for active participation, and how-to's for the brief presentation each group will give in order to teach the last half of the class. As I describe this exercise to the class, I tell them they will all examine the same event, but from different perspectives using different formulations. Depending on the size of my class, the formulations I choose to assign may include map-territory, intensional and extensional meaning, reports-inferences-judgments, two-valued and multi-valued orientation, or the process of abstracting. For their presentations, each group must identify their formulation and how the used it as a guide for analyzing the event. They must support their understanding of their assigned formulation with evidence from the course texts Language in Thought and Action by S. I. Hayakawa and General Semantics: An Outline Survey by Kenneth G. Johnson, as well as from supplemental materials. I supply them with markers, newsprint, and overhead transparencies to create presentation media. Part Two For part two of this exercise, I ask students to answer several questions related to their part in the group discussion, their previous understanding of the formulation assigned to their group, their updated understanding of the formulation, and what they still find difficult about applying the formulation. The answers to these questions help me plan my next session and identify students who may need additional coaching. Part Three For part three, the template consists of information regarding a local, national, or international news item that has had significant coverage in print and televised media. This gives a sense of immediacy to the exercise and engage students in a specific current event. Part three also reinforces my goal for this assessment: application of general semantics to a social issue. After covering basic instructions, I distribute copies of the collection of material. I include an assortment of articles, commentaries, editorial cartoons etc. …" @default.
• W212556457 created "2016-06-24" @default.
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• W212556457 date "1994-03-22" @default.
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• W212556457 title "Critical Analyses of Social Issues." @default.
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