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The following are "medium-sized" descriptions, sub
mitted by the instructors, of some of the course!s)
being offered in the Spring Semester:
Preregistration materials will be placed in student's
mail boxes on Friday, November 12, 1976. The pre
registration schedule will be as follows:
Hours: 0830 -1200 and 1300 -1630
Main Campus Students
Seniors Mon. & Tues., November 15-16
Freshman Wed. &Thurs., November 17-18
Juniors Fri. & Mon., November 19 and 22
SophomoresTues. & Wed., November 23-24
LEARNING HOW TO LEARN
PSY 250
JACKIE LUDEL
Do you find that your imagination isn't getting enough exercise?
Do you want learning (and living) to be more fun than it's been?
Do you have trouble expressing your feelings?
Do you get so nervous in class or during an exam that you don't show how
much you really know?
This spring, I'm going to offer a course called Learning How to Learn. The
course will focus on ways to explore, build, and enrich your self-confidence in
your intellectural and creative abilities. We will spend a great deal of time
examining, strengthening and expanding methods of being a responsive, self
directed individual. If you would like to improve your study skills, we can
work on that too. What all this amounts to is an opportunity for you to set aside
a time and place devoted to your personal growth.
Most of us are constantly striving to become something ... to become a
veterinarian or a writer or a respectable citizen or a successful student or a
parent or a friend or, simply, an adult. Very often the striving to become is
so important that we forget about being. We get caught up in the future and
forget about the present; we get so set on goals that everyday events feel
like obstacles; we stop feeling anything or we forcefully try to put our emotions
aside.
Even when we're not striving to become, we're often afraid of being our
selves. We know how to hide those fears from others by putting on a good show
or keeping to ourselves. The only problem is that the fears don't go away, they
grow. Hiding them becomes more difficult and more troublesome. Nothing
much feels good.
We each must make a choice: either live with the nagging feeling that
things aren't the way they should be or try to make things better. Stated this
way, the choice seems pretty obvious. Who wouldn't want to try to make
things better? But hold on for a minute. It isn't easy to make things better. To
do so means confronting fears and uncertainties, reaching out to others, learning
to trust ourselves and other people. That takes work. Don't for a minute believe
that things will get better just because you wish they would. You need to
invest time and energy in the project if anything is going to happen.
Thaf s what Learning How to Learn is about. It's a chance for you to make
an "official" investment of time and energy in your own sense of who you are.
It's a chance for me to make an investment too. When I taught this course
before, I grew and learned along with the students. It was an exciting,
exhausting, exhilarating experience for me and I'm really looking forward to
sharing this experience again.
There will be 2 sections of the course. One (Psych 250 1) will meet on
Mondays and Fridays from 1:30 to 3:20. The other (Psych 250 2) will meet
on Tuesdays and Thursdays from 9 to 10:50. Those are long class meetings, but
we will need that much time to work individually and in groups.
If you think you might be interested in the course, discuss it with your advisor
or get in touch with me (Office, King 228; phone ext. 210). Even if you're not
certain that you want to take the course but you find that it just might, maybe,
perhaps be something you'd like, let's talk.
The Guilfordian
Spring Courses
JUVENILE DELINQUENCY
AJ 105
TOM BERNARD
The objectives of this course will be to provide the student, first, with an
understanding of the changing conceptions of delinquency which have evolved
since the term was invented in the late 1800's, and of the implications which
these conceptions have on public policy. Secondly, the course will provide
the student with a variety of information on various issues such as unreported
delinquency, female delinquency, gang delinquency, delinquency in its relation
ship to the family, the school, to violence in society, to affluence, to the youth
culture, to drugs, and to minority groups.
Finally, the course will examine society's response to delinquency. This will
include juvenile institutions, probation and parole, as well as a variety of
experimental approaches. Research evaluating the effects of these approaches
will be presented.
The texts for the course will be Juvenile Delinquency, by Haskell and
Yablonsky, and Our Kindly Parent the State, by Patrick Murphy.
CRITICAL THINKING
PHIL 190
DONALD MILLHOLLAND
Would you like to be able to explain what is wrong with so much advertising?
Would you like to have the critical tools to help you recognize the fallacies of
political rhetoric? Do you believe the News Media is slanted? Would you like
to clarify the legalism of government pronouncements?
The Philosophy Department would like to recommend its course, Critical
Thinking, where we hope you will acquire practical philosophic skills which
will help you to criticize what you read and hear in the areas of business,
advertising, journalism, and politics. Another part of the course will be a
writers workshop in which you will learn to avoid the pitfalls of writing in these
areas yourself! Such a course could prove to be invaluable to you in other
college courses as well as in your future careers.
We will introduce you to specific techniques which have been developed for
this course which will help you recognize fallacies and faulty reasoning. We hope
this course will be both enjoyable and profitable and we hope you will consider
CLASSICS 312
ANN DEAGON
This course has three primary aims: to explore the rise and fall of Rome; to
become aware through literature of the meanings that Romans of various
periods gave to their historical and personal experience; and to examine history
as a literary form, as a scholarly reconstruction, and as a cultural or personal
construction.
CREATIVE PROCESS IN THE ARTS AND SCIENCES
BHTC 401
ANN DEAGON
This seminar will focus on the issue dealt with in the Fall 1976 Colloquium, using as
resource material tapes and transcripts of the lectures as well as the fall Guilford
Review, made up entirely of creative work. Faculty and others involved in
creative activities will join the class for interview and discussion sessions, and the
class will attend and discuss various presentations by artists and scientists in the
community.
All students will be expected to become familiar with general theories of
creativity, and with specific ideas and methods pertaining to a chosen art or science.
They will each engage personally in a creative process of some kind which will be
recorded carefully through journals, drafts, slides, or other appropriate means. The
course will conclude with some kind of exhibit, performance, or happening open to
the public. Some of the best writing or art will be included in the fall 1977 issue of the
Guilford Review.
November 9 ,1976