I was trying desperately to find these notes again and it turns out that I had saved it as something completely different than I had thought, but I found them!
Option 2-Diversity teaching moral and values
Emily–Teaching more than just education. Giving opportunities to learn what you think is important.
Brandi- Like compared to the other two. Too extreme. Trying to help society—good. Like the overall goal. Don’t like how they’re going about it.
Margaret—not everyone has the same values and beliefs so it might be like you’re brainwashing kids. Where do you draw the line? Good idea, but how do you do that?
Rose-They talk about trust. Why do they use trust compared to another word? Community service and hyping attitude. Why do they throw the facts about Americans not trusting? Trust lessens from the 70s to the 90s.
Brandi- College is a business that tries to make money. It has their own goals that might not line up with what people want.
Margaret—can agree with the trsut issue, but at the same time, I wish they would give more information. You can measure things and throw out numbers, but there is bias and other things like that. I kind of agree, but they’re so extreme, but they’re very negative
Emily—In college, you have to have trust, take tests wherever-trust purposes. Student would be more responsible, but they may not follow what they want to happen,
Alisha—People will want to work to their best grade, but you also have to learn who you can trust and who you can’t.
M–We don’t trust politicians, lawyers, journalists—all make up stories.
A—Our whole structure is based on the “trust but not really trust system.”
Kevin—We live in an age where people rely on more information. Trust shouldn’t be taught when you’re 20, but when you’re younger around 5.
Other countries are more corrupt than we are, so the trust thing doesn’t work.
M—It’s something you should learn while you’re little. Your parents should be teaching you that, not college. How do you teach people that?
A-But the ploys to stop things like drinking doesn’t work.
K–You should come to college with these values, but we shojldn’t be wasting our time teaching the trust/etc.
A–Why we go to college—we have freedom to do what we want.
K–They can give you experiences to help you learn things, but they can’t actually teach you.
M-You get people to think about what their beliefs and values are. You can’t teach people what they should believe, but they should encourage things like jthinking aboyut what you believe.
R–Should you be given a number of credits for gen-eds where you can choose things instead of having to take like a number of GH, GAs, etc.
A—we should let people choose.
M–I like being able to choose what you want to learn, but you don’t have to feel “guilty”
about taking whatever you want. I like the fact that you have to take a science class, etc. but you should be able to choose.
A—I don’t necessarily like doing all of the different things, for example—I can’t listen to people talk about history. It isn’t what I enjoy doing. I had to drop it because it was so bad!
R—Learning to work with different types of people
M—Something about the first one. Reach across divides etc. Talking to different types of people, and that didn’t exist at my high school. You need to see things from different points of view. You need to be able to express yourself and not be afraid of being shot down…I used to think that if my high school had more things like “race relations” and have different kinds of eople meet with each other. A lot of my fellow students were all pretty prejudiced, and I didn’t like how they were like that. Lower level of schooling to learn race relations.
L-class about race relations on campus.
ROSES NOTES
L- race relations seminar. Mixed race group talking about racism and viewpoints on different races from different prospective. I have different ideas than normal people.
M-Was it awkward?
L- Not really. Only slightly.
M- Moderating your view points in order to not come across as racist. You bump into people and go wait how can you think that? Racist jokes are really bad. Its not ok. Sometimes they can be funny but most of the time they aren’t said in good taste
L- Was your high school very diverse
E- I liked being in clubs that didn’t have a lot of my friends in them. I liked meeting all these different people. It was kind of like Breakfast Club.
A- had a diverse and wide variety of friends. Partly because I am racially diverse
K- I did Worldly Operations. I was surprised how many people were the same background as me. Mostly white and suburian
A–I graduated from a small school. If you wanted a different outlook on life, you had to travel. I lived in a really small farming town.
A–Did you all know each other?
B–Yea. I mean we grew up together
A–That sounds awesome. I gradutated with 900
L- What about your town itself?
A–The town was really diverse. Some were really poor. Some were really rich. Some many different levels of education. When I worked at Doimino, everyone was from downtown so I got the whole spectrum.
E- I was from a town where everyone was the same. I think that no matter where you are from, you can still find diversity.
M- I think the community does affect your diversity. Where I grew up was very white. There was some different socio-economic trends but most people were middle class. All my friends growing up was white. My Asian family lives on the west coast so I never got to see them. I don’t know how much the community had affected me. My mother’s side of the family was Japanese and her grandparents were in the internment camps. My brothers are darker than me. I was swam my whole life and people were mean to one of my brothers was picked on for being darker and swimming. I think that I am overly sensitive to it and I know that I have some prejudices but I’m trying to get better. I was always the one in high school to say that’s kind of racist and my friends would generally get annoyed.
A–Did anyone notice that they were from a diverse environment
E- I knew I wasn’t from a diverse place.
M- I mean not really.