Copyright is owned by the Author of the thesis. Permission is given for a copy to be downloaded by an individual for the purpose of research and private study only. The thesis may not be reproduced elsewhere without the permission of the Author. SOCIAL :;:;DU CA'.I:I OW Two papc::i:-s J1H1. one re:porJc , c onp:d.c j_n.::; t h i 0 e:2 1,::_ 1101.' p apc:cs, pre 012n t ecl i.n l)arti a J. f ul:i: :i .. l r.1011 t of t he r e::cpJ.j_i·cments for t he d c(;r2e ci 1 .. ;:.s-:;e:c of Philosorhy in I;dncatim1 at I.Iassey Universit,7 . Timothy Arthur Smi thells 0 ctol)er s 1977 ABSTRACT SECTION ONE The purpose of this paper was to present , in a study f ormat, a t a t welve to fourt een ye nr readabi li ty level , two are as of every­ da;y lif'e (' The F'ami ly' and ' Leaving Home ') relevant t o students s teacher s and p arents o In the first area , the topics of' family groupl.ng::: 1 family relationships and fami ly behav iour are covered in detail, using down-to -earth te r ms taken from Ad.lerian Psychology , Abrac11.nm Maslow, Eric Berne and Rs D. La ine. The b asic assumption behind this :paper was t hat t h e se t wo tor,i cs ru•e crucial one s f or the adole sce n t to come to term s with , and imp ortant for pare nts , teachers and younger c hildren t o g raspo SECTION TWO Asne cts of La~guag_~ I n thf~ f irst. of' the thre e papers compris i ng this secti on, a set of' b as ic coding/decoding uni ts for the Romanised Eng L t sh alphabet are presented in detail. These ar e t heYJ. related t o the mechanisms and st ages of deve lopment in t he de coding process, and to the various l evels of percep t ual di scriminat ion4 In the second p aper, the concept of de coding _patt er11 s was extended by exaraining the e xtens ion un its ( accents s u ch a s t he cedill a ) u sed i n a cross-section o f ten lanc;uages .. Elcven such extension units were compared and contrasted , a s was the internal consisten cy of t he individual letter-s among the ten lang u ages o High cons istency was found to e xist b et·.vee n T.O.A' s using Romanised script. ,- In the third p aper , second language learning 1 i n a New Zealand context , is di scussed and related to the con cept of l anguage maste1'y. Three levels of mastery - basic, secondary and · advanced - are postulated, together with e xamples. The conceptual process of spillover fr om one l anguage to a second, throug h levels of mastery, to spillover back to the original lang uag e, is introduced and di scussedo •-· . . In t.his _pap er , Part 0::-i c looks at Mas low' s hierarchy of needs, Bncl the t l mc~sp a c0 p e r s:pect i ves of individuals , in synthesis f' or-:n . Timc-:::_c,2 ce cons traints are shov;n to o..9eratc in c ,Jnj ,c ction r,i th the individ·ial' s need framework . The ability and Cc:i_pab:L l:i.t:,r of' the self-actunlising p erson to mi_nimise u:·/Vor r>er!'oY8 the conr;traints of time and space , in meeting h i s or her· hicher· nee ds , is diecussed . The concept of an nl1•-n:nb racd ng higheI' nee d 'the need to serve' is intI'oduced. The ~bili ty of self--actualising pers ons to fu..n.ction effectively b otb in the future, and v,orld-wide, and to be in the present is expres se d in the light of their potential v a lue to the r est of' man._1<:i nd Q In P~r·t 'l' v.10 , J.laslow' s concept of the peak-experience is e xnrrd. n c d. i n three ways:(,) in ter·ms of the self'-actual i fd .ng 1, A:."' 8 011 1 oncl th e methods used to produce or i n duce pe ak­ e x1,1srienccs /2Jth.c necessnry and s u fficient conditions for i T;.:bcing the peak- exp e riences ,(3)and in the li g ht of a three­ tj e::e exp e r-i m:=; nt carri.ed out b~r the author in 1974gConclusions r•e a ch e d we1'c t hat experle nces similar to pealc-experi ences in qua lity may be able t o be induced in oneself' or in suitable suh ,jcets, u nder a:ppropr-iate condit ions. Necess ary and suffi cier1;~ r..: unditio11 s included re lative silen ce, a visible foc us-object, relative ab sence of pb~ys.ical tension, a hig h ,cleg r ec o.f attent ional ability, and an op enness to experience on the part of' the individual. TABLE OF CONT7~NTS Acknowledgement s List of Fi.gurcs List of' Tables SJ~GTTON ONE Social T~ducat :i.on - A Study Guide Centred on the Themes of' ' The Family ' and ' Leaving Ho1:1e ' i ii :i.i i Int r·ocluction 1 The Fami ly 4 Leaving Home 28 Summary , I3ibliography , Evaluat.i on, Fi nal Comment Aspects of' Lan..;uage Introduction Le tter Reco£sn1 t ion Through Patterning Consistency and Change in Romanised T.O. Alphabets Languag e Acquisiti on Bibl i ographies SEC'l'ION THR~E Be;fond Mas l.o·.v and The Limits to Growth Part One References PaPt Two Ref'erences 62 i 3 30 37 1 10 11 26 AC KNO'i.'LEDG m.1:~rITS l.1y e1"ate:fu.l thanks are due to the :follo'N~ng people for the:Lr assistance with these papers : i Dr D., McAJ.p j_ ne , ReadeP , Education Dep8.rtment , Mnssey lJn:ivcr'sity, :for his enthusiasm and encouragement in acting as my SU.f C:.:visoPo Profes s or CeG-.N. Hill, Educati ·;)n Department, MasGc;y Univ 1.:: r'sit~1, with out whose guidance and advice, this resea1'cb would 11ot have been able to be written up. The staff at Psycholog ical Services, De1Jartment of' Education, Palmerston North, for their support and stimulus. John, Terry and David, Dr Peter Soons, a.rid Hrn Rainer Ge::. ~,weid , f'or their pcrr:11ssion to use corresponde nce, foi., their comments , and patience. Michael, Marie and. Steven, and their famj_lies, for the 1. P wi 11-L ng cooperat ion and g enero~ity . LIST OF ?IGUR38 Sect ·l r)n One S octal EducR.t ion .~ --r......- Nil 1 • 2o 3. 4 .. 5. 6. 7o 8., 9. Basic Dccodi11G Units , Romon Al:phabct Decodi:')£; Uni ts for each Letter-, Romon Alphabe t Freq_ucn.cy Tabli:; for- Uni ts Letter Grou_;i i nc;s - Initial Letter Groug i ngs - Interi:iediate Letter Groupings - Sec ondary Flow Pa.th for the De ciphering of any Indiv idual Lette r in the Engli sh Alphabet Number of Operations to Decode Specific Let ters A Cross -.socti on of Langun6 es Utili Ring Romantsed Lower-case Letters i n t heir ToOeA's 1 o. Extensi()n Units to the Roman Alphnbct., based on ), ' 6 8 10 1 2 1 2 1 l-1. 16 20 those used i n the chos en cross--scc t ion of le.:2guagcs 20 11. Extension Forms and t heir Decodinr; 12. Breakdown of T.O.A's: Le tters , Extension Letters , Borrowings 13 . Table of Letters com~on to the Ten Cross-sect i on Languages (Romanised Script) 14. Frequency Table, Totals 1 5. The Spillover Effect S ect.i.8n Three Be:-,rond Mas low and The Limits to Growt h 2i.~ 26 28 36 1 • Hierarchy of Needs 1 2 . Human Perspectives 2 . 3. Need Fra111ework of the Indivi dual 4 4 . 'l'he Need Framework and its Effect on Human Perspectives 5 5. Maslow/Berne Comparison 8 6. Characteristics of Self-actualised Persons 11 7 . Seating Di agra1J1 20 LIST OF TASLES Sect:1.on_One Social Educat:Lon 1. Mist,1ki:m GoaJ.s 2. Ho'.'! :.:c See C b.:'.. J. d?:·cn' s Mistaken Goo.ls L~.. P1.10J2c;t on Livj_ ng Costs - Interview Sheet 5., Project on Living Costs - Summary Sheet Secti or,r1 T\"O and. ~~}:l.""'Ce --, -- ___ .. . Nil iii _Pae;e No. 19 22 35 57 58 SECTION ONE SOCIAL EDUCATION SOCIAL EDUCATION 1 'The I'amily' and 'Leaving Home' Two Study Uni ts Prefctce To thos e of us 1 past, present and future, who find ourselve s involved with the development of others --- Development of the indi vid u,,_'il, in terms of learning , tends to be separated for convenience into a number of area. Vie t a lk of intellectual, physical, emotional/psychological, social and rnoral development. As in the above sentence, intellectual developme nt has tended to come first, to pre­ dominate. Here in Hew Zealand, as intellectual gains persist in their being perceived as criteria of achievement or success, so have the other are~tended to be held back. \fo need teachers, among many resource people and groups, to enable yo\Jx1ger people to l earn and apply ba.sj_c skiJ_ls of living within the family, and within other groups in society. This is one of the prir;ie objec tives of social education. The purpose of this paper is to pr:esent, in a study format, two areas of life which tend to be overlooked or glossed over by t he schools for various reasons. The schoo ls could and perhapa sho\Jid take some responsibility for the instill­ ing of awareness, and the teaching of skills in these areas . Parents can and do instruct their children in a range of family life skills ( see Unit One), which thos e children are capable of using in adult life. However, few parents may be capable of the objectivity needed to allow children to explore the questions of how they want to live, and what choices are available to them. (See Unit Two). This paper is not value-free. The topics of va lues, want s and needs have been included, so that teacher and learner may share their findings about the influence of our values on our decisions and choices. I have used portions of these two units in working with classes of younger people in inter­ mediate and secondary schools in New Zealand and England. The format is my own. :My inspiration to write these units stems in part from the writings -of Alfred Adler, Abraham Maslow, Bric Berne, R.D. Laing, Loren Grey and Rudolf Drei.kurs. rn •\ Q r.:.. /77 SOCI AL EDUC ATION 2 ' 'l'h e Family' a:nd ' Leaving Home 1 Study Guide Pref ace • • • • • • .. • • • • • • • • • • • • • • • • • • • • • • • • • • e • • • • • • • • • • • • • • • • Study Guide (Table of Content s ) •...................•....•. I ntrc duction to Unit One (pl us notes ) ••....•....•...•..... 1 2 4 5 UV T rn o ~,T'i' ( T11 "' FAI1•1I LY) . J.~ ...!.. ..J.. .1.l~ .l..J..J • • • • • • ., • • • • • • • c e • • • • • " • • • • • • • • • • • • • • • • '.fopic One - Family Grot,ps Tea cher Guide • • • • • • • • • • • • • 0 • • • • • • • • • • • • • • • • 6 \,l orlc Sl1ee t ...... c • • • • • • • • • • • • • • • • • • • • • • • • • • 7 Topic Tw o - Family Des cr ipt i ons Teacher Guide ••••••••••.•••.• . •.• • .•• • ••••• 8 Work Shee t • . . . . . . . • . . . . . . . . . . . . . . . . . . . . . . . . 9 To pic Three ~ Under8t 3.nd. ing Ourselve s i n Our Fami l i e§. When •,;e ·1[e r e Young Tea ct1c r· Guide •••• e••·•·······•······· 10, 11 Work Shee t - My Early Memor i es and Behaviour • • • • • • • 0 • • • • • • • • • • • 12 \'T ork Sheet - Family Conste l lat i ons • 0 • • • • • 1 3 Work Sheet - :b,amily Atmosphere • • • • • • • • ~ • 9 14 Work She et - How Did We See Our Parent s ? •• 1 5 Topi c Four - Unde rsta ndinr.; Other ' s Mistaken Go al s Teacher Guide ••.•...•••...•...•....... 1G, 17 Work Sheet - Getting The Wrong Idea ••••.•• 18 Not es for \fork Sheet: Mistake n Goal s • • • • • • 1 8 Work Sheet ( Chart 1 ) : Mistaken Goals • • • • • • 1 9 Work Sheet - Wh a t is The Mistaken Goal Here? . . . . . . . . . . . . . . . . . . . . . . . 20 Topic Fi ve - \·lhat Can We Do About Childre n I s Mistaken Goals ? Teacher Guide • . . . . . . . • . . . . . . . • . . . . . . . . . . • • 21 Logical and Natural Consequenc e s ••••.••.•• 21 How We See Children's Mistaken Goals •••••• 22 Wor k Sheet - Wha t Happened to Us? ••••••••• 23 Work Sheet What Would I Do If I Were A Parent in this Situa tion •••.• 24,25 Summary of Unit One Bi bliography fo r Unit . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . One ••••••••••••••••••••••••••••••••••• 26 27 SOCIAL EDUCATION 'The Family' and 'Leaving Home' UNI'r T\10 - LEAVING HOME ••• Introduction ••••...•.... Topic One Teacher Ho,;·1 Do Guide I Want To Live ? .... ... ............ Ey Present Way of Lif0 Values: Teacher Guide My Values •• •. Teacher Guide .... ..... 0 C O • 0 • 0 0 e • 0 .............. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . O O O • 0 0 O O O O O • C e O O O • 9 e 0 3 28 29 A Need .Framework • • • • • • • • 0 •• • 0 • • • • • • • • • • • • • • • • • • • • • • • • • • • 30 31 32 33 34 35 36 37 38 39 40 41 From Values To Needs ••••• • • • • • • • • • • • • • • • • • • 0 • • • • • • • • • Teacher Guide •••••••••.•••.•• From Needs To Wants Guide • ••••• Teacher Lifestyles ..... and Wishes How Come I Want To Leave Home ? .... ... . . . Topic Two The Fa cts of Leaving Home . . . . . . . . . . . . Teacher Guide When Am I \'/here Am Going to Leave ? I Going to Live ? . . . . . . . Teacher Guide ••••••••••••••• Wh o Am I Going to Live With? .•••••• • o • o • • o O O • • • 0 o • • G • 0 0 • • • $ • • • • • • • • • • • • • • • • • • . ..... • • • • • • • • • • e • • • • • • • • • • .... . . . 42 , 43 44 45-47 48 . . 49 , Teacher Teacher Guide ••.......... .. .......... . . . . Cl1ecklist . o •••• •• • ••••••• •• .. Uhat Living Costs Will I Have? •••.•••••.•••••••••.•••. . . 51 52 53 Project on Living Costs •••••.••••••••• • ••.•••••••••••• 54-58 59 60 Teacher Guide •••••••••••.••••.•. ... How Will I Get The Money To :Meet My Co s ts? . . . . . - Looking at Money and Topic Three Summary ••••• Values Bibliography ••• • Evaluation Sheet for A Final Comment •••.. 'The Family' . . . . . . . . . . . . and . . . . 'Leaving Home' . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . 61 62 63 64 65 SOCIAL EDUCATION ' The Family' I NTRODUCTION To those using this unit of work: 4 A lot 6f the ideas presented here come from the wri tings of f i\T;J people .-tho have u o1"ked for much of their lives wi~h f amilies , chi.ldren , p2:ccnt s, brothers and sisters, and the problems they rur.L into. 'l'hesc idea s have not been thought up or dreamt up . They come fro• years and years of work and observation , in thouso.nds cf situations, with thousands of families. I personally believe in these ideas . They work for me . They may not work for everybody. :Maybe theywork for me because I beli eve in t hem. It helps me to have a bit of faith. I like the icl0 c:1 f.~ beco1xJ8 they a.re simply w:i::i.tten, easy to understand and to tall: about, and they make sense to me. You may not vmnt to believe these ideas. You may not want to sval.low thern . Test them out. See if they might be true for f arn:i.lies and other groups of people you know. Talk about them w:L th you.r f riends. Give s ome ideas of you.r 01-m. The 'teacher guides' are presented only as one possible founda­ tion for these units. They are a set of basic assumptions, and do not have to be t aken as facts. T. A.S. 6/77 Notes for Unit One At the end of this unit , check to see if you understand the meanings of these key words and phrases: family constellation, child development, family pattern, displacement, family tree, the four mistaken goals of childhood, family atmosphere, natural consequence, lo5ical consequence.