I wouldn't've read chp.16 unless I was assigned to.
but that was a great chapter to think of my life.
I found lots of questions in this chapter, most of which I cannot answer.
work
relationship
renewal
physical health
purpose
for personal vitality and thriving
out of these five, I think I have to think of "renewal" and "purpose" more.
(I need a bit more exercise though)
"Are there times when you can forget the needs of others and lose yourself in nonwork activities that are absorbing and renewing?"
No.
I feel like I'm always chased by something. I have to do this and that and... always like this.
one of my bad habits is that when I'm done a work in an early time, I think of the next one that can be put off for that time, always thinking "I have to do this by that time..." though I often eventually don't finish it until I need to hurry to finish.
I have to allow myself to liberate from pressure for some time.
I think I'm really pressured until 6/22, when my final exam for this term ends, but I will try to have time of renewal.
I keep sleeping early even if I have lots of work to do though :)
This made me able to do work a lot more efficiently than last year.
I'm gonna have hard time next week (since I have about 1.5 time more units than this term), but I will try finding time for liberty.
"What are the deeper values that guide your work?"
People, especially who are important to me.
I often value my work by determining if it gives a positive influence to others.
If I can imagine someone who gets happier for my work, then I can work hard.
This value really works, at least much better than working for happiness of myself.
I don't basically like to study, but I try to motivate myself to think that this will help my education to children.
But as I've written several times, I still wonder if this is the best.
Because I know this is "good" in many ways, that means I am "good" and doing things that are "good." I'm not quite sure of the difference between working for others and self-satisfaction now.
And I know the answer for this.
Christian view does not make such a confusion I have now.
Because with that view, I'm not good but God lets me to do good.
Though I am a Christian, I don't have such a view and motivation.
and also I believe that just knowing that doesn't mean anything.
To be able to think that way, I need to be spiritually faithful.
there involves lots of religious things and contradiction(?), so it's difficult to think of it, especially in English ><
But for now, just let me say I like people :)
I feel like I have a duty to influence others somehow positively since my existence itself involves lots of damage and energy consuming to the world.
Wednesday, June 15, 2011
Reflection of Final Presentation
First of all, I wanna say final presentation was fun!:)
I wanted to and should have researched more, but I'm happy if many of my section mates knew that it's good to smile.
To say only one thing I could complain about some presentations, I didn't feel good to hear Japanese :(
Mr. Kitashiro did this too, but I think there were many situations that the speaker didn't need to use Japanese.
That's too easy.
Although my English vocabulary is really poor, I can explain a word to let people understand its basic idea.
I tried not to use Japanese, and that's not really difficult if I don't cling to be perfect:)
I only emphasized that smile is contagious and effective to be infectious, to make my presentation somehow related to leadership, but smile is really good to ourselves.
It makes ourselves healthy mentally and even physically.
I only prepared about 10 slides of powerpoint for my presentation (probably other than intro and ref, that was only 7 or 8), but I felt that 10 min.s were too short.
I must have prepared more, since I got nervous easily especially when speaking English.
This is some reflection to others' presentation...
Above all, I liked SakaJun's presentation the most!
because that was a really good encouragement to me and really a concrete topic.
I'm really bad at imagination, so I can't really understand a presentation when its content is vague ( so as Shackelton's one. I often say "So what should I do then?")
That's one reason why I chose such a narrow topic "smile" though Ken advised me to give a presentation about optimism.
Also, I often compare myself to others.
As I wrote in the beginning of my blog, I experienced a leader many times.
But each time, I tried to imitate the former leader, just focusing on not destroying the traditions built in the past.
I didn't have much problems, but that was just tiring (to borrow SakaJun's word, I deceived myself.)
So that was a topic of such a strong message, "DISCOVER YOUR AUTHENTIC LEADERSHIP."
自分らしく:) (authentic)
Also, I was happy to hear from several people, that when teaching juniors, it's important to MOTIVATE them, letting them do things voluntarily.
I'm considering to become a teacher (probably of junior-high or high school), and I was basically thinking of how I can apply to education as I listened to this class.
and I believe that it's really important to let students do things voluntarily, not because teachers force to.
Now I'm quite sure that it's true.
I wanted to and should have researched more, but I'm happy if many of my section mates knew that it's good to smile.
To say only one thing I could complain about some presentations, I didn't feel good to hear Japanese :(
Mr. Kitashiro did this too, but I think there were many situations that the speaker didn't need to use Japanese.
That's too easy.
Although my English vocabulary is really poor, I can explain a word to let people understand its basic idea.
I tried not to use Japanese, and that's not really difficult if I don't cling to be perfect:)
I only emphasized that smile is contagious and effective to be infectious, to make my presentation somehow related to leadership, but smile is really good to ourselves.
It makes ourselves healthy mentally and even physically.
I only prepared about 10 slides of powerpoint for my presentation (probably other than intro and ref, that was only 7 or 8), but I felt that 10 min.s were too short.
I must have prepared more, since I got nervous easily especially when speaking English.
This is some reflection to others' presentation...
Above all, I liked SakaJun's presentation the most!
because that was a really good encouragement to me and really a concrete topic.
I'm really bad at imagination, so I can't really understand a presentation when its content is vague ( so as Shackelton's one. I often say "So what should I do then?")
That's one reason why I chose such a narrow topic "smile" though Ken advised me to give a presentation about optimism.
Also, I often compare myself to others.
As I wrote in the beginning of my blog, I experienced a leader many times.
But each time, I tried to imitate the former leader, just focusing on not destroying the traditions built in the past.
I didn't have much problems, but that was just tiring (to borrow SakaJun's word, I deceived myself.)
So that was a topic of such a strong message, "DISCOVER YOUR AUTHENTIC LEADERSHIP."
自分らしく:) (authentic)
Also, I was happy to hear from several people, that when teaching juniors, it's important to MOTIVATE them, letting them do things voluntarily.
I'm considering to become a teacher (probably of junior-high or high school), and I was basically thinking of how I can apply to education as I listened to this class.
and I believe that it's really important to let students do things voluntarily, not because teachers force to.
Now I'm quite sure that it's true.
Sunday, June 5, 2011
Personal Narrative
This is a really small, trivial episode when I was 2nd year junior-high student, that greatly changed my philosophy. I'm still wondering if it was good or not, but at least, I'm really happy to have changed previous myself.
I was such a insolent, childish kid before that. I was basically good at studying and taught my friends English and mathematics which many weren't good at, so I was a "good boy" in a way and I had many friends. However, I was really spoiled and self-centered, probably because I'm the youngest in my family. I don't remember any win-win quarrels because of my selfishness. I wonder how I could live in a dormitory from junior-high life, since it required a lot of collaboration.
The big trigger of ending my selfishness happened in one week. We had a special class called "life-guidance class" every week and we did variable things such as cleaning restrooms, our own rooms, having discussion of our class, etc. On that week, we were given one assignment, that is, "to do something that would make someone happy by next week." For the assignment, what I did was to line up the slippers in the bathroom in the dorm neatly. That was everything I did, but I kept that everyday throughout the whole week. I sometimes did that in order of Japanese syllabary.
Next week, we shared what we've done. I completely remember the situation although I'm bad at memory and don't remember almost everything of my junior-high life. I said what I did, and then all the teacher and classmates in the room were surprised and showed some respect to me. I could say "I knew the good feeling of being respected", but rather I want to say "I found the happiness to make someone happy."
I think this was the first time of making someone happy spontaneously. Even after that, though really trivial, I kept doing these things such as lining up slippers as well as before, picking up garbages, and so forth.
I was changed from self-centered to allocentric, and often think of what others would feel. I started to wonder what is the best way to live with other people, because I also have some skeptical view of living life with everything allocentric. I started to think of what is the best motive to do a certain thing. I started to seek what is the ideal ethical education for children. I started to be stumped about what I really want. All of these changes wouldn't have happened if I didn't have the experience. Above all, this event was the introduction for me to philosophical way of thinking.
I still wonder when I can say a particular action is allocentric, and how I can educate children to be so, and if it is good to be allocentric in the first place. When allocentric one does something, it is often good and he/she receives some rewards. Then it's difficult to say what his/her purpose was. Educating children allocentric is close to educating them to do good things, and the latter is dangerous because it can easily turn to educating them to do things in order to make a good situation for themselves, which is self-centered way of thinking. But I think of these things based on the belief "doing something that is good to others is good," which was given to me on the week. I really thank the event and the teacher who programmed it for ending my small and selfish view and opened new approach to education and my way of life-living.
I was such a insolent, childish kid before that. I was basically good at studying and taught my friends English and mathematics which many weren't good at, so I was a "good boy" in a way and I had many friends. However, I was really spoiled and self-centered, probably because I'm the youngest in my family. I don't remember any win-win quarrels because of my selfishness. I wonder how I could live in a dormitory from junior-high life, since it required a lot of collaboration.
The big trigger of ending my selfishness happened in one week. We had a special class called "life-guidance class" every week and we did variable things such as cleaning restrooms, our own rooms, having discussion of our class, etc. On that week, we were given one assignment, that is, "to do something that would make someone happy by next week." For the assignment, what I did was to line up the slippers in the bathroom in the dorm neatly. That was everything I did, but I kept that everyday throughout the whole week. I sometimes did that in order of Japanese syllabary.
Next week, we shared what we've done. I completely remember the situation although I'm bad at memory and don't remember almost everything of my junior-high life. I said what I did, and then all the teacher and classmates in the room were surprised and showed some respect to me. I could say "I knew the good feeling of being respected", but rather I want to say "I found the happiness to make someone happy."
I think this was the first time of making someone happy spontaneously. Even after that, though really trivial, I kept doing these things such as lining up slippers as well as before, picking up garbages, and so forth.
I was changed from self-centered to allocentric, and often think of what others would feel. I started to wonder what is the best way to live with other people, because I also have some skeptical view of living life with everything allocentric. I started to think of what is the best motive to do a certain thing. I started to seek what is the ideal ethical education for children. I started to be stumped about what I really want. All of these changes wouldn't have happened if I didn't have the experience. Above all, this event was the introduction for me to philosophical way of thinking.
I still wonder when I can say a particular action is allocentric, and how I can educate children to be so, and if it is good to be allocentric in the first place. When allocentric one does something, it is often good and he/she receives some rewards. Then it's difficult to say what his/her purpose was. Educating children allocentric is close to educating them to do good things, and the latter is dangerous because it can easily turn to educating them to do things in order to make a good situation for themselves, which is self-centered way of thinking. But I think of these things based on the belief "doing something that is good to others is good," which was given to me on the week. I really thank the event and the teacher who programmed it for ending my small and selfish view and opened new approach to education and my way of life-living.
Duchenne Smile
The skin above and below the eye is pulled in towards the eyeball, and this makes for the following changes in appearance:
the cheeks are pulled up;
the skin below the eye may bag or bulge;
the lower eyelid moves up;
crows feet wrinkles may appear at the outer corner of the eye socket;
the skin above the eye is pulled slightly down and inwards;
and the eyebrows move down very slightly
Are you smiling now? :)
the cheeks are pulled up;
the skin below the eye may bag or bulge;
the lower eyelid moves up;
crows feet wrinkles may appear at the outer corner of the eye socket;
the skin above the eye is pulled slightly down and inwards;
and the eyebrows move down very slightly
Are you smiling now? :)
Tuesday, May 31, 2011
Case Study reflection
this isn't about the content of case study, but what needs to be done in presenting.
I'm now sophomore, who survived Fr. ELP, but I felt that I still have a lot of problems in presenting in English.
I first thought 10 mins were too long and 5 is enough, but I was totally wrong. (I was the last speaker and had only 5 mins, but I could barely finish by speaking very fast)
To be honest, It was hard to catch what others of my group was speaking.
It was good to know, in advance, what is important to be understood.
In a worst case, I couldn't catch the whole situation (I should have stopped and asked), then I could only have really vague idea of the whole case study.
What kind of company is this case study about?
Who is the main character and what status is he/she in?
What happened?
I tried to emphasize and repeat these things as premises of understanding the whole case study.
Also, the thing I must be serious about is that I'm forgetting to use pure English.
That is, I haven't spoken to non-Japanese who cannot speak Japanese, so I'm starting to have a bad habit to use English and Japanese at the same time, like
e-tto....
ano-..
a-...nani
all of which mean "like...", so I need to be sensible not to speak any Japanese when I speak in English class.
I'll try that on the final presentation :)
by the way......
I wonder why nobody questioned Ken's suggestion, to make "case study reflection" and "final presentation reflection" optional...
If they weren't optional but one choice of requirements, we didn't have to read chp.16 but just listen to final presentation and reflect to some that were interesting to us.
but now we have no choice but to read chp.16 ^^;
I wanted to FINISH the book and need to be pushed, so that was good for me though.
(but I found chp.17...)
I'm now sophomore, who survived Fr. ELP, but I felt that I still have a lot of problems in presenting in English.
I first thought 10 mins were too long and 5 is enough, but I was totally wrong. (I was the last speaker and had only 5 mins, but I could barely finish by speaking very fast)
To be honest, It was hard to catch what others of my group was speaking.
It was good to know, in advance, what is important to be understood.
In a worst case, I couldn't catch the whole situation (I should have stopped and asked), then I could only have really vague idea of the whole case study.
What kind of company is this case study about?
Who is the main character and what status is he/she in?
What happened?
I tried to emphasize and repeat these things as premises of understanding the whole case study.
Also, the thing I must be serious about is that I'm forgetting to use pure English.
That is, I haven't spoken to non-Japanese who cannot speak Japanese, so I'm starting to have a bad habit to use English and Japanese at the same time, like
e-tto....
ano-..
a-...nani
all of which mean "like...", so I need to be sensible not to speak any Japanese when I speak in English class.
I'll try that on the final presentation :)
by the way......
I wonder why nobody questioned Ken's suggestion, to make "case study reflection" and "final presentation reflection" optional...
If they weren't optional but one choice of requirements, we didn't have to read chp.16 but just listen to final presentation and reflect to some that were interesting to us.
but now we have no choice but to read chp.16 ^^;
I wanted to FINISH the book and need to be pushed, so that was good for me though.
(but I found chp.17...)
Sunday, May 29, 2011
Class flag activitity
I've seen my typical character in this activity.
As soon as I received the SECRET instruction "do whatever you can so that you will be chosen as the leader," I was was convinced that everybody had the same one, so that everyone would think of how to be chosen as a leader, with active discussion.
well, that was my big misunderstanding though lol
what I did as I knew (actually not) it was to compromise.
I predicted conflict and avoided it.
and happily, because there were only two who got the same instruction to be chosen as a leader, we could choose Ayaka as a leader kind of peacefully.
but I think I underrated leadership and solution of conflicts and a competitions.
contradictory opinions, disrupters, ... that group activity was more realistic than I expected.
but as I think of the case I kept insisting to be a leader, what was the "constructive persuasion" to her since she was also instructed to be insistent.
As soon as I received the SECRET instruction "do whatever you can so that you will be chosen as the leader," I was was convinced that everybody had the same one, so that everyone would think of how to be chosen as a leader, with active discussion.
well, that was my big misunderstanding though lol
what I did as I knew (actually not) it was to compromise.
I predicted conflict and avoided it.
and happily, because there were only two who got the same instruction to be chosen as a leader, we could choose Ayaka as a leader kind of peacefully.
but I think I underrated leadership and solution of conflicts and a competitions.
contradictory opinions, disrupters, ... that group activity was more realistic than I expected.
but as I think of the case I kept insisting to be a leader, what was the "constructive persuasion" to her since she was also instructed to be insistent.
Week 7 Writing Assignment
As I read risk, I thought that it wasn't clear if I should take risk or not and knew that "risk" is not and easy word to immediately determine to take or not.
As the strategy says, to "be willing" to take a risk is really important. that's my take-away from this chapter.
really, "will" changes our actions, not only mentally but physically.
this is a bit different example, but I have some to show that will changes our motivations, even abilities.
when I had short short sprint (50m or 100m run) , I was often told "that (50m line)'s not the goal, run to the further line", that was lined 5m further.
also as a similar example, in school choir (chorus group), there were songs that required a looooong breath, and I was also told not to finish on the actual finishing timing, but to "will" to keep my voice longer than that.
this is not only about "risk", but I'm convinced that "will" has the power to change situations.
it's a dangerous choice to take the risk or not, but however the result appears, I think the fact that "we changed the situation" is a great profit from the risky situation.
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