-So far our group has compiled a list of activities we would like to show and interact with the kids at Madison Elementary. We have also discussed the materials we will need including the following.
Fishing Game
Nerf (if someone can get a hold of Dan Glenn)
Sucker Tree
Doughnut Hang
Bozo Game
Crafts (bracelets, necklaces)
Supplies we would need: fishing poles, clothes pins, cupcakes, stickers, buckets (for BOZO) ping pong balls, String
The relationship between communication ethics and diversity has changed because we are nearing the date of the Madison fun night and we are realizing that we need to adjust our activities according to the diverse needs/wants of the children. For example we need to have enough people present to accommodate the children’s needs through each activity.
The approaches we have learned thus far in class relating to diversity have influenced us by knowing that we should respect and appreciate others. Since we are sharing responsibilities with another group we have been able to split the duties with out conflict creating a workable relationship between groups and this will correlate how we will be able to interact with other groups like the children. Ultimately the end consequence will hopefully be a fun night at Madison elementary.
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The main part of this project is working with children and getting them comfortable and encourage them during games and activities. The process that each individual child can be compared to is Kohlberg's six stages of moral development. Before the children even come in the doors I am sure that some of their parents will tell them to behave and listen to the adults. This brings us to the first level--The pre-conventional level that is understood by the children that they must listen and behave and will have a reward for that obedience. Since the children will be around their peers the second level, the conventional level is showing. "fitting in" with good behavior. Lastly the postconventional or "principled" level shows that because of there preparing to behave listen, gave them a reward as well as approval from their friends resulting in a good night because of their examination of the diverse activities and interactions. The second term that relates to our Madison Elementary fun night is the ethics of care which emphasizes relationship and nurturing. As adults, working with young children we must focus on more of a nurturing relationship to communicate with the younger children and getting down at their level rather than enforcing "justice" and strict guidelines. Lastly we will have more of an I- it relationship with the children although forming and I-though relationship will help for the kids comfort as well as obedience. The children will be interacting with their role models in which they would look at that, if they understood these terms as and I-thou relationship which is a caring relationship.
For our project we are doing activities with children at Madison Elementary School. I feel that my relationship with these children is going to be more of an I- it relationship rather then the I – though relationship. I feel this way because I am going to be working with “the kids” as a group. I do not know their individual names or anything about them so when I talk about them I am categorizing them into a group. I also feel that the children we will be working with will fit into the preconventional level of Kohlberg’s stages. When children are as young as the ones we will be working with they tend to listen to authority because of their fear of punishment. I also think that some of these children might be old enough to realize the practical benefits of behaving well. They will realize that if they misbehave they will not be able to participate in the activities that we have planned for them. Ethical egoism is something that was also used when planning this project. Putting me behind the fishing wall is in my best interest and therefore is also in the children’s best interest because I find that I sometimes do not have patience when it comes to dealing with multiple children at once. So by serving my best interest, staying behind the fishing wall, I am also doing what I feel will be best for everyone.
For our group project we are going to plan, set-up, and help run the Family Fun Night at Madison Elementary in Winona. Up until the time of the actual event our project consists of working with another group to make sure we have all of the supplies and people we will need to successfully coordinate the family night. However, before experiencing the event in actuality, there are some ideas and assumptions that can easily be made with regards to terms and ideas we have been learning about in class.
The most applicable of these in my mind is Buber's ethics of dialogue. I believe that within our interactions with the children and parents during the family fun night we will experience what Buber's calls the, "I-It" relationship. Although we will be interacting positively with the children and making sure they have a great, fun night, in the end it is more for our own benefit rather than theirs since it is for a school project, which is how the "I-It" relationship can be defined.
Also, although our overall relationship with the children will be an "I-It" one, we will still respect them and encourage them to participate in the events and interact with them. In this way I believe that Freire's beliefs on communication and education will come in to play. According to Freire, teacher and student learn from each other by communicating as equals with respect for one another. In the case of the family fun night we (the group members running the events) will be the teachers and the children will be the students. Through our mutual respect for one another I think we will certainly learn about interacting effectively with children, if nothing more.
Finally, I also believe that although our relationships with the children will be "I-It" centered, we will still be practicing the ethics of care. Everyone in the group running any part of the family night will be interacting positively and nurturing-ly with the children. While we are there we will be concerned about their safety and well-being and we will be working to make sure they have a great time.
Some specific examples of terms used in the text and class relating to our project include the following. I am reminded of some of the children playing what chapter five in our text described as the game. Not only where children playing a game, specifically the fishing game that we had set up, but they were trying to play the "game" in order to advance their interest in gaining more prizes. Some of the children would go up and fish, then, they would not wait in line and return immediately trying to gain more prizes than the others by lying and saying they had waited in line already. Tricky little kids. I also experienced many I-It relationships during the fun night. I had many conversations with parents and children where I did not actually prefer to go deep and really try to understand what they were thinking and feeling, not that I did not care, it was just not an appropriate place or time. I am also reminded of Kant's categorical imperative because of the children treating me as a means to their desired end. The kids just want prizes and I am the way that they can get more prizes. Kids do not care about me, they care about they prizes and know that I am the way to get them. I am not holding any of this against the kids because I do not expect them to understand anything about ethics except in more simpler forms. It goes to show how education aids in the evaluation of many life circumstances which shows the diversity between us college students and elementary school students. Overall it was a good experience and am glad I had the opportunity to participate.
There were a lot more children at the Madison Fun Night then I had expected. Things from the book that I could use to describe the experience would include Levinas’ idea of the Other, Carl Roger’s Unconditional Positive Regard, and Paulo Freire’s comments on the Ethics of Empowerment. We were there for the children and so we had to put some of our own needs aside. In viewing the children it was important to use Unconditional Positive Regard in order to be ‘present’ for them. The Ethics of Empowerment is similar in context for me since the activities we had chosen were to help the children have fun and feel good through equal participation. All of this felt a bit overwhelming though since there were so many of them. I manned the mini-basketball station which was down the hall near the face painting. There were so many children lining up for both of those that I had to move my station further back up to the wall to make room for them. I eventually started recognizing kids that kept coming back and so it was easier to get to know them a bit better. But it was hard to be equally open with all the kids. Ideally in dialogical ethics you are open with everyone with the Firewall separating that dialogue from the game people usually play. Perhaps Levinas discussion of the Other would be a useful one to look at here. Levinas felt that not only should we respect and pay attention to the other but we should also set ourselves aside for the other. Doing this for so many people is a hard experience and reminds me again of the Firewall and why it exists for some people. If anything else I have renewed respect for grade school teachers.
In the individual responses I feel as though the group members used the terms and theories from class very effectively. Each response had the required 2 or 3 terms and theories used and within each blog the terms were elaborated upon and done so in a way that related it to their project. I felt that if someone came upon the blog without any knowledge of what we talked about in class, they would still be able to know what they were talking about because of how they related it to their project. By doing it this way, the definitions were easier to understand and gave an interesting new perspective.
Although your event has already happened I think there were many examples to follow or take ideas from because of the media. A way to get ideas about what children within the elementary school are interested in would be to take a look at the television shows and music that their age group is following to possibly use for decorations or even have information to use in order to relate to the children better. The games could be themed based on the entertainment the age group the elementary students are following at the time.
1. Suggest terms and theories that might be more appropriate and note why
It might be helpful to focus on certain chapters that relate to the fun night. Situational Ethics would good a term to apply in the blog to the family fun night because it is “more concerned with achieving something for the individuals involved in an encounter” (p.47). The family fun is focusing on providing a night of fun for the people that are in attendance to it rather the outside community, for example. Hypothetical imperatives may also be a good term to use. “These decisions are aimed at achieving some particular end” (p.39), the family fun night is aimed at providing a fun night for families to come out and enjoy playing games and eating pizza.
2. Provide links or pictures that enhance the blog
When trying to open the links provide, I was directed to WSU e-mail log in page. So I thought it good to provide links that open.
http://www.ptotoday.com/sfn/SFN_homepage_parent.php - This link provides great ideas for family fun nights at school or home.
This is a great that would show benefits of family fun night. Good family bonding!
My first blog response is to Madison Elementary (Rachel’s Group). The terms and theories used by this group were not very clear. They talked about the diversity of ages from kids to adults and the communication alterations needed for the diversity in ages. They also talked about respecting and appreciating others. This could be connected to our talks of the I-Thou relationship. Defined in the book as, spending time listening and encouraging the feelings and opinions of other person instead if planning our next response while the other speaks. (pg. 90) By splitting up the duties of the evening, I think it shows responsibility and communication between the groups. They are listening to each other when one is overwhelmed with duties and the other is there to help.
I think this group also used Utilitarian ethics, while planning this event. Utilitarian ethics is “looking to achieve the greatest good for the greatest number of people”. (pg. 47) The events taking place at Madison elementary are there to satisfy the needs of fun for all the kids, the need for fun is going to vary from child to child. With the wide variety of games and interaction provided for the children, this group should succeed at entertaining the greatest number of kids.
Another thing I think this group displays is integrity. “The whole point of integrity is that you are the same today as you were yesterday and as you will be tomorrow. People can depend on your word in any situation”. Each group member is dedicating his or her time in and out of class to put on fun night. Members have given their word to be there and help on the fun night. Because of their integrity, parents, the community and the professor trust their word to be there.
Here is an example I found about integrity from personaldevelopment.com. “If you lived in an arid land, imagine your disappointment when the dark clouds you saw and howling wind your felt brought no rain. Is the disappointment no less when the people in our lives fail to live up to their promises? That's why it is written in the Book of Proverbs, "People who promise things they never give are like clouds and wind that bring no rain." (Prov. 25:14) This lesson in the Book of Proverbs deals with INTEGRITY. When what people think, say, promise, and do all coincide, they have integrity. They have unshakable character. They have our trust and respect. They also have a good reputation because they are reliable and responsible.”
http://www.youtube.com/watch?v=yC0QRKcgzcE&feature=related
http://www.personal-development.com/chuck/integrity.htm
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