April 19 class
	Leadership
	Only 9 of us and some were late - but the focus was an excerpt from Aage Nielsen's "Lust for Learning" on leadership.   Those who were not present (or very late, Zach) must read the article and write a reaction and we will continue discussing it next week.  Others should reflect on what the message was - your responsibility for leadership relative to yourself and others ... also "active listening".

	Assignment for 9/22
	For next week (9/22) we will complete introductions and Zach will lead a discussion on the Frankenstein reading.

	Assignment for 10/6
	Class on 9/22 We completed introductions and statements about what individuals are seeking from the course.  I noted that it is important to help each other achieve our. goals, for some participation, others confidence, others more fluent public speaking.   Zach C-V arrived 15 minutes late to lead the discussion on the Frankenstein reading.  Obviously, punctuality is a prerequisite for leadership - you can't lead if you're not there.  Excuses don't help.  Zach was extremely well prepared - he had parsed the text and thought considerably about the content.  A good discussion with several people, though not everyone, speaking.   Note the "lines of communication" - the vectors that outline the direction of the conversation.  Do they always go through the leader?  In a class, do they (should they) always go through the teacher?  What is the difference between a leader and a teacher?  Does the leader have all the answers? What gives the leader authority? respect?   Word for the day: "sagacity"   For next class (10/6) please read chapter one (Aquinas and King) on authority.  "Mapping The Future" is on reserve in the library.

	Oct. 6 class and assignment for Oct. 13
	Class took on a different tone because only one person was prepared.  Responsibility. Maturity. Assignment for October 13 for all but Matthew C. - Write and be prepared to share and discuss a paper on when it is appropriate to break a law.  Use current or past examples, if you wish, but be sure to include reference to the Aquinas and King readings.   Everyone should read chapter 2 on Power and Authority, review the worksheet, and come to class with a question that could kick off a discussion.   In class - following my lecture on responsibility and the importance of doing your homework (sounds elementary for seniors) - the discussion ranged from preparation for college to   how the Wall Street protests do and do not compare with the civil rights marches of the '50s.  Apologies for keeping the class well past closing time...

	Assignment for October 20
	October 13 class review
	Assignment:  Following up on the assignment that had you writing about when it is appropriate to break a law, please write about when it is appropriate to break the law about underage drinking.  Although we did not get to discuss the reading for 10/13, you should review it and come to class with a question derived from the reading -- depending on where we go with what you write about the underage drinking, we may or may not get to discuss the reading in the 35 minutes we have allotted.   10/13 class branched into levels of moral development.  You might google Lawrence Kohlberg, a developmental psychologist who worked with stages of moral development.  I cited the "Heinz" dilemma in class as an example of how you might respond to a husband stealing a drug for his sick wife. Matt brought up the question of whether a law is just, Martine and Unsa wrote about self-defense.  We broached the topic of moral relativity.  Does not getting caught justify an illegal act or should one actually turn oneself in?  We brought up differences and similarities between legalities and school responsibilities (homework, papers).

	October 20 class and assignment for 10-27
	Nick will consolidate the discussion on "When is it appropriate to break the law concerning underage drinking?"   Preparation (i.e. your having written down your thoughts before the discussion) made the conversation more constructive, although it is a topic about which everyone has an opinion.  It was difficult to focus on the question, with many people talking about whether or not the current law was correct. Questions that grew out of the discussion:    To what degree should government regulate personal actions as opposed to people making their own decisions?    In what ways is the Occupy Wall Street movement similar and in what ways is it different from the MLK protests in the '60s? - Re-read the King passage for context. - This will be the topic for next Thursday.   Better job getting to class on time (just the Zachs were late).   Public speaking caveat - work hard to avoid "like" and "I mean".

	Assignment for November 3
	Class today (10-27) was a lively discussion among about 2/3 of the class, somewhat disjointed and hectic, perhaps because of the early morning, maybe because people were ready to speak but not necessarily always to listen.  Can't say that we came to a conclusion about government regulations but Matt presented a statement that is worthy of discussion next week.  Write a paragraph in response to the statement, "Everybody lives for money." and Matt will lead the discussion.

	Assignment for 11-10; Review of 11-3 class
	Thanks to Matt Sullivan for being so well-prepared and for presenting stimulating questions.  Once again, there was active participation by many, silent participation by some, lots of ideas and opinions.  It is important to look at the criteria for a good discussion as outlined in the discussion evaluation forms at the end of each chapter in the book.   There were examples but no consensus as to whether money can buy happiness.  Maybe it is too general a statement and we need time to break it down -- are we talking about Portledge students and families, Americans, developing world citizens?  The Wall St. protests came up again - principle or partying?  Are we talking about surviving or thriving?  What is happiness?   Question for next week, and please write a paragraph, Joey, because it will add substance to the conversation....  What defines the youth culture of 2011?   I proposed a series of evening meetings to take the place of our 30 minute classes and welcome individual reaction (it will also tell me if you are reading this) prior to discussing the possibility next week.

	November 10 class and assignment for 11/17
	THANK YOU FOR READING THIS PAGE EACH WEEK.   Today's class was heavy-duty ethics.  I admit that I was more active as the discussion leader than I would have been if we had more time, but the class deserves significant credit for allowing one person to speak at a time, for listening, for thinking about the issues that were presented.  Thanks to Andrew for presenting the topic - there is so much about the Joe Paterno situation that lends itself to a discussion about ethics.  What is the difference between legal and ethical responsibility?  Is there a difference between ethics and morals?   I presented an analogous (though on a much less serious level) situation with reference to toilet paper decorations on our trees last Saturday night and the operative questions are, "What should you do relative to holding your friends accountable if you are 'caught'?"  Does the norm of protecting your buddies trump their taking responsibility for their actions?  What responsibility do you have to the victim?   In the Paterno case, did he have an ethical responsibility to do more than he was legally required to do - reputation of the university vs. concern for the victim and potential victims.   Those who spoke relative to the toilet paper incident would not "turn in" their friends.  Think about that.  Are there other options?  What is the ultimate result of turning them in vs. the ultimate result of keeping quiet?   We may continue this discussion if you want to take it to the next level next week or we can move to the original topic for today, "What defines the youth culture of 2011?"   I would also like feedback from each of you about the potential of a lengthier evening meeting - let me know your thoughts by email shahn@portledge.org.  While I think that it could be a productive change, I am truly open to your thoughts and am also comfortable continuing as we are - but I'd like your individual responses, knowing that what you might say on your own might be different from what you would say as part of the group in class.

	I forgot to mention - you should write a paragraph on the youth culture question.

	Assignment for December 1
	November 17 class
	Exasperation!  That describes my reaction to so few of you having written the assigned paragraph.  We took 10 minutes to reflect on the "defining youth culture" question and then read individually your responses.  Even with only a few minutes to think, you came up with several stimulating answers, some societal and some more reflective of your own Long Island culture.  Among the responses:    Technology    Social networking    Everything faster    Innovation    Constant connection with friends    The loss of the family dinner table    Parties - protest - Facebook    Get high, get drunk or you can't have fun    Competition, dignity, and the importance of individual reputation    Pressure - to act older, to get into college    Dress    Instant gratification    The "bro'" culture.   When asked what might be missing, the thought that these items might not apply everywhere in the country came up.  Politics, philosophy, caring, religion... You commented that most youth "do not care about learning".   The topic for December 1 - AND YOU SHOULD WRITE ABOUT IT IN ADVANCE!! - is "Do you embrace the culture you have defined or would you like to see it change?  Why? If you do embrace it, what makes it great?  If you wish for changes, what changes?

	Assignment for 12/8
	MUST BE DONE!
	Write a one-page paper on any aspect of the conversation of the past two weeks.  I spoke in class about the difference between concrete and abstract thought; some of what has been discussed is societal, some developmental, some personal - that should be reflected in your writing. Aspects of youth culture (or any culture) inclued sociological, economical, political dimensions and you added emotional and behavioral.  Write a draft of the paper early enough to review it before being ready to turn in a final copy.

	Assignment for WEDNESDAY, December 14
	Positive :  Thank you, Andrew, for being prepared and sharing your observations.  Martine, you think well extemporaneously, and I admire your clear sense of ownership of your culture.  Jess, I put you on the spot mildly, and you responded well.  In general, the class has substantial ideas and one can only imagine the stimulation if everyone prepared to his or her capacity.   Negative:  Too many wait until the last minute to prepare or just don't do it since the only (?) consequence is momentary embarrassment.  I want to instill a sense of responsibility, if not for your own work as part of a commitment to the class - but the "culture" resists and that seems to give everyone an excuse.  As seniors, you do not need to be spoon-fed; if you don't know the assignment, just ask -- and don't wait until the last minute and then say you did not have enough time.   We meet on WEDNESDAY MORNING at 8:15 on 12/14.  Note the change in day. I expect a paper (printed, not on the computer) that reflects your best work. Topic continues to be your choice, based on our youth culture conversations.  Take it beyond simple observatios and descriptions to include a topic or thesis statement  that is backed up by evidence or examples OR state a belief (e.g. our society has lots of pressure, but I feel it is necessary and constructive OR the pressure on today's youth is counter-productive, producing alienation and rebellion OR pressure is in the eye of the individual; it is no big deal: accept it as a given, and move on.)  Other potential topics - diversity, language (why are obscenities accepted as part of normal conversation?), the role of money, political activism or apathy ... choose one and go into depth.

	For January 12
	That was a good class today for those who were there.  However, missing five students hurts.   Papers are still due, either in writing or as docx documents by email.  I am looking for substance and style - I want to see your best writing; you should be proud of whatever you produce.   Our theme has been superficiality vs. depth.  How does that apply to your class, to the political debate, to your college aspirations, to you as an individual?     Do you define yourself in absolute terms or relative to others  (in the application process, in your interaction with friends, in your dreams?)   What are the differences/distinctions of an identity search that aims for uniqueness or to be accepted/appreciated by others?   Contrast the desire or need to get by with the desire or need to succeed.  What is success?   We need time to go into depth?  What else is needed .. or is it easier and more desirable to meet basic expectations and move on????

	Jan 12 class and Jan 19 expectations
	Two weeks in a row with a substantial number (5,6) of absences.  Dark rain and wind.  Hard to establish any sort of continuity.   Follow-up on the aspirations exercise - I passed out a compilation of the responses about class and personal aspirations and those present identified leaving a legacy, being a positive influence. respect, awareness of the world beyond the bubble as provocative for discussion.  Case study - peer and coach responsibility for a student/athlete earning a critical technical foul.  What does your response as a teammate or as a coach depend on?   We'll continue that discussion.

	January 19 class - > January 26
	Building on the ethics/morals focus of the Tuesday class, we looked at one of Lawrence Kohlberg's moral dilemmas.  We will continue that discussion on the 26th.  Questions that arose in class as we discussed the "concert dilemma" had to do with the sibling bond, the mother-daughter relationship, whether means justify ends.  The ethical issues were truth/honesty, trust, and fairness.   How do you respond to the statement: "I know it is not right, but I can not change it."   Should Newt Gingrich's personal life be a factor in the presidential campaign?

	FOR THURSDAY FEBRUARY 2
	I will be away next Thursday (February 2).  Your assignment as a class is to respond personally to the premise that you presented:  It is human nature to do as little work as possible and to get as much as possible.  Do you agree that it is human nature?  Is that how you feel relative to your schoolwork? Is that how you feel relative to your college aspirations?  Is that how you feel relative to your future life?   What elements create "human nature"? -- our genetic make-up, family values, personal experience, societal values?  Would the question be answered differently based on socio-economic status, national origin?     Your first task is to appoint a leader of the discussion (the leader should also take attendance and report it to Mrs. Simon).  Have the discussion, come to conclusions and assign the responsibility for writing it up and handing it in to me on Tuesday February 7.  We'll talk about it in class on February 9.

	February 9 Class and assignment for February 16
	Should the School take any responsibility, take any action, know about, care about such off-campus happenings as parties or student alcohol consumption?  An appropriate question for a course on ethics and leadership that was brought forward by a senior and dominated the class session.  Is this part of an inclusive community? What responsibility do students have to the school in terms of their behavior away from school?  -- We talked about teachers caring for students, the importance of setting an example (being role models), whether it is teachers setting an example for students or older students setting an example for younger students.  We discussed the many ways in which parents address the issue, the idea that some students might choose to drink simply to be included.  When do you really become an adult and go beyond black and white consequences for actions?  What does being part of the Portledge community mean?   I stressed that as a member of the Portledge community, as a Portledge student, you represent the school and should feel accountable for all your actions. And there are obvious legal implications for parents who host parties.      For next week - Read the Ralph Ellison piece in Chapter 8 of Mapping The Future.  It speaks to the topic of inclusion.

	February 16 class and assignment for February 23
	Ellison's prose is powerful -  Read the passage from The Invisible Man.  Our discussion was about being invisible, the responsibility we have (or don't have) to see others, help them be visible, to see ourselves, help ourselves be visible.   Reading the passage makes a difference.   For next class, please read Chapter 9, Judging Others and Judging Ourselves  and look closely at the two paintings.  Come up with some questions about the paintings.  What effect does each painting have on you???

	February 23 Class, March 1 assignment
	We looked at the Vermeer and Mondrian paintings and compared perceptions of ourselves with how others perceive us.  That led to  the beginning of a discussion of transparency - in relationships, in politics, as a school.  We will continue that discussion next week.  Please read chapter 9 to reinforce the discussion.  All late papers must be handed in now so that credit can be given for the trimester!