Spring classes
	the program is the people who are present
	April 16 - Discussion with dress code as an example of societal norms, respect, comfort, individual expression.  Larger question is when is it appropriate for the individual to compromise for the benefit of the community and when should the community stretch for the individual.   Think of an example of each in your Portledge experience.

	Assignment for September 26
	review of 9-19 class
	David will lead a discussion on when, if ever, it is appropriate to break the law.  For background read from Mapping The Future, which is on reserve in the library, the passages from Aquinas and King in Chapter 1.   Class discussion on 9/19 was animated and ranged from observations on when first impressions were proven wrong (using the Frankenstein reading as context) to the values behind how one presents oneself in an interview.  First impressions, dress and appearance, authenticity - presenting the person you are...We discussed SATs and standardized tests as indications of ability, motivation, work habits, privilege, and knowledge.  What is fair? What is competitive?  If everyone else does something, does that make it right? or maybe it is right.....   How well did you listen??       September 19 - Thanks to Denise for leadership and to the class for participation.   What does it mean to rely on one sense or to not have the use of a sense, as was the case with the blind man in the Frankenstein excerpt?  How do we deal with physical differences?   Learning to create conversation - to participate actively in a seminar setting: Avoid: Unwillingness to listen, external distractions, lack of preparation, lack of accepting others' opinions. Encourage: Diplomacy, sensitivity to others, listening, consolidating ideas, asking good questions, thinking critically.   For next Monday read the introduction to the Touchstone Project in the books that are on reserve in Gilmour Library.

	September 26 class and October 3 assignment
	Missing our volunteer leader, David -- please let us know in advance if you are going to miss a class that you are supposed to lead.   Leaderless discussion nevertheless proved instructive  - some used their preparation from the reading, others their knowledge of history, others their interest in current events as background for the discussion.  A little chaotic and hard for some to break into the conversation without a leader, but everyone was respectful.  Conversation about unjust laws led to the Troy Davis case and concept of double jeopardy and the danger of setting unintended precedents.   For next week; please read chapter 2 on power and authority -- Conor will lead.

	October 3 class and assignment for October 17
	Assignment: Re-read the Plato and Nietzche readings in Chapter 2.  Complete the worksheet and be prepared to continue the discussion.  Come to class with a question based on the reading, the worksheet, or the October 3 discussion.  Allison will lead.   Class depends on preparation from all, especially the leader.  After Denise and I read aloud the Plato passage, we were challenged to think about whether a ruler/leader rules or leads for his own benefit or for that of those he serves or leads.  What are different levels of humanity, represented by Gandhi, King, and others who put the needs and condition of others above their own?  What about dictators -- Khadafy, Hitler, Mussolini, Milosovich?   We talked about Nasser and Sadat - their lives and fates? What about ordinary people - do people know what is good for them or do they look to leaders, either elected or self-appointed?   If you are fully committed to an idea and have no followers, what does that mean?  Can you teach charisma?  David noted that a leader with no followers is nothing.  Eracles spoke of a leader who is "bigger than himself, an inspiration" as having peace of mind.  How were you challenged by the discussion? Did you participate fully? What enabled or held you back from participation?

	Assignment for October 24
	October 17 class review
	Bryan is going to remind classmates about the assignment for Monday. Although there are large time gaps between classes, most excuses for not being prepared are weak.  The October 17 class was decimated by tennis and soccer conflicts - Allison should be prepared to lead the chapter 2 discussion.  Everyone should do the worksheets from chapters 2 and 3 and read chapter 3 on experts and expertise.

	Assignment for October 31/October 24 class
	For October 31: Read Chapter 3 on Experts and Expertise -  a fundamental concept to consider is "Morality shows us the goals we should have, and science teaches us how to attain them."   Consider the elements of a conversation as outlined in the discussion evaluation worksheet:    Dominance by some individuals    Cooperation    Silence    Interruptions    Respect    Balanced participation    Active listening    Lack of interest    Asking one other questions    Building on others' contributions    Many people talking at once   Thanks to Allison for taking on the leadership role and being so well prepared.  There was lots of participation, some thoughtful and some frivolous.  How did you contribute?  Note the contribution Connor made with his question.  Did you come away with more understanding of power?  Was the point to give your opinion or to hear the opinions of others?

	Assignment for November 7
	Halloween Class
	An abbreviated class on 10-31, but one marked by a high-level conversation that included most of those present.  Thank you, George, for presenting various questions about the difference between the immaterial (i.e. philosophy, ideas) and the material (practical knowledge).  Jessie's "Grenada" question was relevant, but we are not lost in the woods.  Michael consolidated the concept well, but questions still remain: Does the immaterial constitute wisdom? Do we have to know how things happen to predict actions?   We will continue next week.   On the process side people listened well, and students carried the conversation with George stepping in as necessary.  I was impressed with the depth of thinking, especially given that it was Halloween and a short class.

	Assignment for Nov. 14 / review of 11-7 class
	Not sure how to structure a conversation in which there are no side conversations and one person can talk with others listening.  It is partly due to wanting to express yourself, partly to lack of self-control, but perhaps to lack of guidelines.  Today's class was a discussion of the PennState scandal over sexual abuse several years ago by an assistant coach... and the responsibility of the witness, the athletic director, the coach, and the school administration.   We also talked about the allegations against Herman Cain.  What is the difference between the legal obligation to report and a moral obligation?  What pressures will cause someone not to follow his or her conscience?  Can that be rationalized or excused?   For next week - read chapter 4 and come with a question to start the discussion.

	Assignment for December 5
	Class on November 21
	The November 21 class was led by Eraklis, who presented questions surrounding American involvement in Iran.  What implications are there for military or economic intervention?  Rachael posed the question of why the US has responsibility in Iran and in other countries - is it a function of leadership, for selfish purposes, to spread democracy?  Allison noted that it may not be a moral responsibility but it protects our interests.  Can our economy support that level of foreign involvement?  We talked about the issues around various countries possessing nuclear weapons.   As always, it is important to think about your role in the conversation.  Do we need groundrules? Michael would have his hand up for a long time with relevant points to make; others would simply voice them loudly; others retreated into silence (a good excuse for some, perhaps frustrating for others).  Good that there was interest.  Always important to have common background information.   George will lead on December 5 - George, please elaborate on your topic of "aliens"!

	Assignment for December 12
	Since Rachael took Monday's class - thank you for your initiative! - George can bring his aliens next week - thank you for your patience.   Rachael's presentation was a great example of sharing a passion, capturing the audience, and conveying a message that everyone heard even if people are at different stages of understanding.  I was particularly stimulated by a desire for "unison" while celebrating and promoting "diversity".

	Deember 12 class and January 9 assignment
	This section will not meet again until January 9, almost a month, at which time Connor will lead a discussion on "Illuminati".   George chose "Aliens" as the topic for 12/12, and it was well received.  Several people had random facts and opinions to share, and the class turned into several simultaneous conversations that were generally on target but hard for an observer to follow.   I was concerned, Jake, that many of your comments seemed gratuitous and unnecessary; but your analysis of what took place was astute: "We were able to share ideas more efficiently by not listening to each other."  On the surface that seems contradictory, but it was actually what happened.  The question I would pose is whether stating ideas is the same as sharing ideas.   How to explain the unexplainable? Is the horseshoe  crab the ideal creature? Humans die because of resistance to disease. How do you explain the fact that we are still reading works from 2000+ years ago? The miracle of the pyramids -- can that be related to aliens?

	January 9 class - assignment for January 23
	Connor led a discussion on the Illuminati, delving into the worlds of music, sports, devil worship and cults.  Good preparation, though he was surprised that there were some who were not current with the topic.  There was a range of perspectives from detached interest to skepticism to belief.  Why do people want to join secret societies?  Is there a connection to organized religion?  Why do people believe in a supreme being?   What role do celebrities have in perpetuating concepts such as Illuminati -- LeBron James, Lady Gaga...?    Process comments - everyone engaged, often in small groups -- still hard to get the entire group focused and listening to each other.  How to move from interesting superficial comments to going into depth?   Next week we talk about pirates - are they real?  If so, is Captain Hook an exaggeration -- Jake is leading.

	January 23 class; January 30 expectation
	Jake led a discussion on pirates that ultimately tried to define piracy.  A difficult discussion to lead because of its generality.  Substantively, the group focused on piracy on the sea and never came to the conclusion that piracy is a general term that in today's world can be applied even to intellectual property.  In terms of leadership -- recognize that a leader has to establish control and bring people into the conversation, that a role of a leader (and other participants) is to reinforce the ideas of others, even to restate what others say to validate them and move the discussion forward.   We then discussed the moral dilemma (Kohlberg) about whether a sister should tell her mother that her sister lied and went to a concert after mom said not to go.  All agreed that the trust between sisters trumped taking the initiative to tell, especially since the incident had passed.  We talked about what authority a parent should have and to what degree it is culturally based, as opposed to absolute.   Next week, Rachael wants to lead a discussion about the human desire to "own".

	January 30 class
	Six students present; each participated effectively and actively in his or her each way, upon which we commented at the end of class.  In a seminar or a discussion you certainly have to be aware of what you are saying and how you are saying it, but you also should consider what others are saying and how they are saying it.  That sounds obvious, but it is ignored by many.  Examples of how some participate:    Making intuitive and spontaneous points/reactions    Giving examples that support the hypotheses of others    Providing metaphors -- sometimes relevant    Taking off on an unrelated tangent -- potentially interesting, but....    Consolidating the ideas that have been expressed    Asking pointed questions   What is the tone of voice that you are using?   Refelective, convincing, piercing, questioning, loud, soft, boisterous.....   Open discussion next week...

	February 27 class and assignment for March 5
	We had not met for a while. Three students were absent. Others had a hard time focusing at first.  I read excerpts from Chapter 9 of Mapping the Future on perspective -- how you see yourself vs. how others see you.  We looked at various characteristics of discussion participation as we went around the room commenting on perception of ourselves and how others saw us: You listen carefully to others You don't argue for the sake of arguing You participate a responsible amount You are interested in hearing new points of view You try to help the sessions succeed You are willing to change your mind You ask helpful questions You help others explain their ideas You build on what others say You raise useful questions and topics.   Assignment for March 5: Consider those areas and write about what you feel you do best and in what areas you want to improve - give examples.

	March 5 class - assignment for March 26
	We continued to discuss characteristics of seminar participation, what each person felt he or she did well and where each person felt that he or she could improve - an opportunity for reflection and feedback as well as speaking and listening.  When you choose to apply yourself, you do good work and your comments were constructive and insightful.  An overall goal of the course, and school in general, is to discover and develop your identity as a student - you can help each other.   This I Believe begins after vacation and you should come to class on Monday, March 26, with a topic and thoughts to share.