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In mythology and legend, a hero is a man or woman, often of divine ancestry, who is endowed with great courage and strength, celebrated for bold exploits, and favored by the gods. If a hero is classically defined as somebody who does something dangerous to help somebody else, then the heroes of Greek mythology do not qualify. They were rather self-interested, law breaking, pillaging fellows, often with antisocial tendencies running to a long string of murders, cruelty to animals, and wanton destruction of property. In other words, Greek Gods and Heroes were not exactly sane by today’s cultural standards.
How do we decide who is sane and who is not? Is it a cultural determination? Could a person be perceived as gifted in one community and locked up in another? It is important to evaluate personal beliefs and that is the purpose of this first module.
Module Focus Assignment Objective
1 Centering & sharing Self exploration 10
Objective 7
7. Demonstrate an awareness of gender, cultural, and linguistic differences
which influence the over or under representation of students identified as
E/BD and the effect culture can have on what is considered normal as well as
abnormal behavior.
A human being is a part of the whole that we call the universe, a part limited in time and space. He [she] experiences himself, his thoughts and feelings, as something separated from the rest -- a kind of optical illusion of his consciousness. This illusion is a prison for us, restricting us to our personal desires and to affection for only the few people nearest us. Our task must be to free ourselves from the prisons by widening our circle of compassion to embrace all living beings and all of nature. - Albert Einstein
If we could read the secret history of our enemies, we should find in each man's life, sorrow and suffering enough to disarm all hostility. H.W. Longfellow
Reviewing our own actions and intentions isn't easy, but it is crucial work.
In the early 1990's attention was paid to gender discrimination in the schools. Teachers responded initially, that they treated girls and boys the same. In fact, in most classrooms the treatment of youngsters was not equal in any way. We found that teachers called on boys more, listened to their answers longer and corrected their responses less than girls. We also found that a boy of color received less positive reinforcement than a Caucasian boy, and that a girl of color received the least attention and support of anyone in the classroom. Teachers often had to see taped evidence of their own behavior to believe the findings.
Until the late 1970s, classroom research meant watching the teacher rather than the interactions and behaviors of students. Even the effective schools movement scrutinized the teacher rather than students. When we began to watch interactions between students and teachers, we saw many instances where teachers initiated discipline problems by the ways they behaved. In your observations, have you seen teachers react differently to a child who is well dressed? a child with tattoos? a kid who does not bathe? a youth with a different ethnic background? Most of the time, we are so busy proclaiming that we treat all children the same that we are not able to recognize our own biases.
Our jokes often speak aloud the biases we keep hidden. Do you tell ethnic jokes -- blond jokes, quadriplegic jokes? Fat girl jokes? How about red neck, lawyer, mother-in-law stories?
What paradigm colors your world? The Sufi religion divided personality into an enneagram. You may be familiar with the term because it is quite popular at present. It differs from Jung’s work. Jung took the four elements and built his theory around them.
Here is a brief summary of the different types of personalities. To find your own possible type, go to Activity One. It will direct you to web sites where you can self-test.
Treat yourself and read the summaries for all the various typologies. Here is a quick review from the site. This material comes directly from the Enneagram Institute. To learn more, go to http://www.enneagraminstitute.com.
The principled, idealistic type. Ones are conscientious and ethical, with a strong sense of right and wrong. They are teachers, crusaders, and advocates for change: always striving to improve things, but afraid of making a mistake. Well-organized, orderly, and fastidious, they try to maintain high standards, but can slip into being critical and perfectionistic. They typically have problems with resentment and impatience.
At their Best: wise, discerning, realistic, and noble. Can be morally heroic.
The caring, interpersonal type. Twos are empathetic, sincere, and warm-hearted. They are friendly, generous, and self-sacrificing, but can also be sentimental, flattering, and people-pleasing. They are well-meaning and driven to be close to others, but can slip into doing things for others in order to be needed. They typically have problems with possessiveness and with acknowledging their own needs.
At their Best: unselfish and altruistic, they have unconditional love for others.
The adaptable, success-oriented type. Threes are self-assured, attractive, and charming. Ambitious, competent, and energetic, they can also be status-conscious and highly driven for advancement. They are diplomatic and poised, but can also be overly concerned with their image and what others think of them. They typically have problems with workaholism and competitiveness.
At their Best: self-accepting, authentic, everything they seem to be—role models who inspire others.
The introspective, romantic type. Fours are self-aware, sensitive, and reserved. They are emotionally honest, creative, and personal, but can also be moody and self-conscious. Withholding themselves from others due to feeling vulnerable and defective, they can also feel disdainful and exempt from ordinary ways of living. They typically have problems with melancholy, self-indulgence, and self-pity.
At their Best: inspired and highly creative, they are able to renew themselves and transform their experiences.
The perceptive, cerebral type. Fives are alert, insightful, and curious. They are able to concentrate and focus on developing complex ideas and skills. Independent, innovative, and inventive, they can also become preoccupied with their thoughts and imaginary constructs. They become detached, yet high-strung and intense. They typically have problems with eccentricity, nihilism, and isolation.
At their Best: visionary pioneers, often ahead of their time, and able to see the world in an entirely new way.
The committed, security-oriented type. Sixes are reliable, hard-working, responsible, and trustworthy. Excellent "troubleshooters," they foresee problems and foster cooperation, but can also become defensive, evasive, and anxious—running on stress while complaining about it. They can be cautious and indecisive, but also reactive, defiant and rebellious. They typically have problems with self-doubt and suspicion.
At their Best: internally stable and self-reliant, courageously championing themselves and others.
The busy, productive type. Sevens are extroverted, optimistic, versatile, and spontaneous. Playful, high-spirited, and practical, they can also misapply their many talents, becoming over-extended, scattered, and undisciplined. They constantly seek new and exciting experiences, but can become distracted and exhausted by staying on the go. They typically have problems with impatience and impulsiveness.
At their Best: they focus their talents on worthwhile goals, becoming appreciative, joyous, and satisfied.
The powerful, aggressive type. Eights are self-confident, strong, and assertive. Protective, resourceful, straight-talking, and decisive, but can also be ego-centric and domineering. Eights feel they must control their environment, especially people, sometimes becoming confrontational and intimidating. Eights typically have problems with their tempers and with allowing themselves to be vulnerable.
At their Best: self-mastering, they use their strength to improve others' lives, becoming heroic, magnanimous, and inspiring.
The easy-going, self-effacing type. Nines are accepting, trusting, and stable. They are usually creative, optimistic, and supportive, but can also be too willing to go along with others to keep the peace. They want everything to go smoothly and be without conflict, but they can also tend to be complacent, simplifying problems and minimizing anything upsetting. They typically have problems with inertia and stubbornness.
At their Best: indomitable and all-embracing, they are able to bring people together and heal conflicts.
To take the free test go to: http://www.enneagraminstitute.com/Tests_Battery.asp
Now click
here to go to Activity One.