The “World” as a Learning Community

The aim of this course or learning project is to foster a sense of community in the broadest sense. We will examine the requirements of the best businesses, workplaces, and music ensembles, as learning communities. Using examples in law, business, health — and also in art and music — we can see the value of, and method for, the creation of learning communities.

Every vibrant learning community that is powered by cultural competency and artistry becomes a microcosm of an emerging and healthy planet. Our potential dream is for people to also be educated to identify human universals, while considering our multi-perceptional histories simultaneously, and thus becoming competent in how individuals view these commonalities and narratives. Reading, Writing (along with Music/Art and media), being the method for this process—in our course.

Problem-solving “Fear” and Resistance to Change

Rethinking human traditions, re-evaluating human intelligence, re-assessing learning to encapsulate the widest array of options, and finally re-establishing group learning/learning communities to contrast centuries of dominant epistemological values and hegemonic machinations that preceded us, is no small task.

But here, the nonconformist, disciplined in the art of problem-solving will make quick work of embracing change, and challenging the fears dominant hegemonic cultures use to thwart human cross-cultural exchange and community growth. We begin this process by seeing across cultures, disciplines, and careers... and imagining out "communities," even our families as culturally diverse as possible. Think of cultural competency like we think of genetics: the greater the (cultural) gene pool... the stronger the genetic (cultural) community.

HOW This Works: Whether in your groups or overall as a class, we must learn simply to work on expanding or growing our capacities, our wisdom and experiences. You will have many chances to do this in the class and in your work groups. But - we also must contribute to how we can actually make our classes, the University learning process better serve our lives and careers. So:

EXTRA CREDIT OPTION: This is a running LOG -OPTION for submitting thoughts as the semester goes along for extra credit (based on detail and or depth of suggestions or responses). TO EDIT: click "EDIT" above ... then: Locate the Module or Week and WRITE:

What you liked/enjoyed learned from, and how/why? (Help us know what worked), OR
What you didn't learn from, enjoy, or disliked, and how/why? (Help us know what didn't work for you) -- and then provide an alternative: what would you have preferred?
EXTRA CREDIT: obviously be respectful, but don't be at all concerned of giving your feedback or that it would have any positive or negative effect on your grade. This feedback option is SOLELY -- to collect input and ideas as the semester evolves that can be used in improving the course, pedagogy and efficacy /impact to students. Points added will be tabulated at the very end of the course, placed in the Extra Credit column and them spread across assignments -- improving your grade based on your participation in the Learning Community. Any questions?: talk to you instructor.

MODULE: INTRO - Weeks 1, 2, 3 - R&E Terms and Processes:[Tell us what assignment, project, discussion, reading or activity you most liked or didn't find helpful, why... and if not helpful: what you'd suggest instead]:

MODULE 1: - Week 4 - DEJI Mindset[Tell us what assignment, project, discussion, reading or activity you most liked or didn't find helpful, why... and if not helpful: what you'd suggest instead]:

MODULE 2: - Weeks 5-6 - Self-Exploration [Tell us what assignment, project, discussion, reading or activity you most liked or didn't find helpful, why... and if not helpful: what you'd suggest instead]:

MODULES 3 & 4: - Weeks 7-9 Race, Gender & Intersectional [Tell us what assignment, project, discussion, reading or activity you most liked or didn't find helpful, why... and if not helpful: what you'd suggest instead]:

MODULE 5: - Week 10 - Native/Indigenous Narratives, values and symbolism [Tell us what assignment, project, discussion, reading or activity you most liked or didn't find helpful, why... and if not helpful: what you'd suggest instead]:

MODULE 6: - Week 11-12 - Research and Group Planning/Storyboard/script: [Tell us what assignment, project, discussion, reading or activity you most liked or didn't find helpful, why... and if not helpful: what you'd suggest instead]:

MODULE 7: - Weeks 13 & 14 - Final Project [Tell us what assignment, project, discussion, reading or activity you most liked or didn't find helpful, why... and if not helpful: what you'd suggest instead]: