| In addition to the show an optional interactive workshop is available
for students that focuses on the issues of our times. The workshop
encourages voter registration, provides information on current leading
edge solutions for a progressive Democracy and presents new successful
models for serving the common good.
Holistic Interdisciplinary Student Participatory Values
The purpose of these workshops will be to help students discover
and articulate through their own understanding and imagination:
- their dreams for the future,
- what they feel heroism means,
- the unique gifts they possess to help others, and consequently
fulfill the purpose of their own lives.
The workshop also presents positive information on people and
projects that are succeeding and helping to build a progressive
democracy. A nation and world that is compassionate and models the
values of "the good, the beautiful, and the true." A nation
where all men and women are created equal.
Heroes and Heroines Workshop Outline
Instead of giving young people the impression
that their task is to stand a dreary watch over the ancient values,
we should be telling them the grim but bracing truth that it is
their task to recreate those values continuously in their own behavior,
facing the dilemmas and catastrophes of their own time; a society
is being continuously recreated for good or ill by its members.
This will strike some as a burdensome responsibility, but it will
summon others to greatness.
A) Each teacher talks about his or her own Heroes and Heroines
and the effect this has had upon one's own life, one's education
and one's goals and aspirations.
B) Each teacher establishes the qualities of Heroism: Vision, leadership,
individuality, courage, persistence, affirmation, creativity and
the urge to higher interest than self interest.
C) Each teacher will then open up the class to a discussion about
who their personal heroes are and why.
The discussion will be guided to only include those people who manifest
the above mentioned characteristics.
II. Experiencing the Heroic
And don't you know that it's a fool who plays
it cool by making his world a little colder.
~Hey, Jude – The Beatles
A) Each teacher explores the theme of what prevents us from experiencing
the heroic in our lives.
1) affirmation vs negation
2) idealism vs cynicism
3) faith vs doubt
4) commitment vs apathy
And fear of criticism will be explored and the effects of criticism.
B) Abraham Maslow in the Further Reaches of Human Nature talks
about the Jonah Complex which he explains as an evasion of growth
and destiny, fear of one's own greatness. Maslow says "We fear
our own best as well as our worst." He goes on to say "Not
only are we ambivalent about our highest possibilities, we are also
in conflict with these same highest possibilities in other people.
Using the concept of Leveling students will explore how this can
prevent growth, joy and creativity.
C) Questions are asked of the students. (Depending on the time
permitted these questions are excellent for the teacher to use as
essay questions for future classroom activities.)
- How much of what we consider "our individuality"
is actually what we are against, rather than what we stand for
- Is it hypocritical to complain about how bad things are and
yet do nothing to improve the situation?
- Seed quote: "If you are not a part of the solution, you
are a part of the problem."
- What is responsibility? Do you perceive responsibility as a
means of gaining freedom or a way of losing freedom?
- What is real achievement vs "status success?"
- Do you really love to do anything? If so, what is it about
particular something that inspires you so much?
- Do you think you could be successful at this thing you really
love? If so, how? If not, why not?
- What is the Will?
- How do we develop our Will?
Quotes on the Will by famous people are introduced. The teacher
could especially use these quotes for creative writing projects.
D) Anecdotes on the lives of famous people are introduced. The
purpose is to illustrate the kind of obstacles they experienced
in achieving their destiny and the kinds of criticism they faced
and had to overcome.
E) Students are encouraged to form partners and engage in empowering
exercises with each other to viscerally understand the subconscious
effects of negation versus affirmation in terms of exploring how
creativity is enhanced. Concepts of the difference between the right
and left sides of the neo-cortex section of the brain will be introduced
as a foundation for the last section of the workshop which explores
synthetic learning, that is, seeing the whole rather than just the
III. Building the Common Good
Some people see things as they are and ask
why, I dream things that never were and ask why not?
~George Bernard Shaw
A) Students are asked to explore the question: "If you could
change the world, what would you do?"
B) Once the ideal dream is established, students are then asked
to discuss their personal goals that they wish to pursue after graduation.
C) Is their any connection between your ideal for a better world
of the "Common Good" and your personal career ambitions?
1) If so, how do you plan to realize your goal?
2) If not, how is it that what you envision to make the world
better is not or cannot be a part of what you want to develop
as a career?
D) What is service?
E) How do you think you can be of service to others?
F) What concrete steps can you now take to begin serving others?
G) Examples of people who have successfully been both dreamers
and doers, will be provided.