CS1 LECTURE OUTLINES
COMMON SENSE COMMON STYLE COMMON MOOD CONTEXTUAL COMMUNITY
LECTURE ONE: COMMON SENSE
1. Amoeba story
2. Construct of course, using the model of the economic, political, cultural rev.
3. Poetry: Eisley: THE IMMENSE JOURNEY, "The Snout"
THE 20th CENTURY SCIENTIFIC REVOLUTION
|Category of Shift
1. Image of Man: Victim to Creator
2. Examples: biology and psychology
3. Demand is to be Image maker.
LECTURE TWO: COMMON STYLE
1. History of the city
2. Course Construct review
3. Poetry: Eisley, "The Slit" pp. 45
THE 20th CENTURY URBAN REVOLUTION
|Category of Shift
1. Suburban perversions
2. Problem and possibility of city
3. Indicative: Marriage with the only world you've got
LECTURE THREE: COMMON MOOD
1. Current symbolic movements point to secularreligious
2. Course construct review
3. Poetry: Eisely, "The Crow" pp. 1689.
THE 20th CENTURY SECULAR REVOLUTION
|Category of Shift
1. History has given the 20th Century the struggle for humanness
2. Symbols are of consciousness
3. Demand is to create authentic symbols
LECTURE FOUR: CONTEXTUAL ETHICS
1. History of social change; rebel vs . revolutionary, new social vehicle needed
2. Course construct review
3. Poetry: Eiseley, "Brain" pp. 1256.
I. MORAL METAPHORS
All men have ethical systems
Good evil (deterministic ethics ) collapsed
Rightwrong (authoritarian ethics ) inadequate
Responsibilityirresponsibility (appropriateness) is new 20th Century metaphor
II. TEMPORAL MODELS
Demand to build comprehensive temporal models
III. MODELBUILDING (spatial )
Reduced models immoral
IV. DESTINAL DECISION (temporal )
Goals /strategies /tactics
Death on model
1. Moral man is a model-builder
2. Every part of model complete
3. Your model or someone else 's
LECTURE FIVE: COMMUNITY REFORMULATION
1. Philosophy of revolution: grassroots
2. Course construct review
3. Poetry: Eiseley, "Magician," pp. 2034
I. HMAN GROUNDING
Inner city role
II. INCLUSIVE MODEL
Criteria for model: inclusive, consistent, relevant, openended
All the problems
All the people
III. DYNAMIC ISSUE
Symbol as method
IV. STRATEGIC PROCEDURES Goals
1. Adapt to suburban and exurban situations
2. Grassroots work demanded
3. If not this model, create the necessary
CS1 WORKSHOP: WORLD PROBLEMAT
PURPOSE: To give the participants firsthand experience in building models, including
grid, problemat, battleplan and timeline
Since models are the tools that change history, we need
to gain practice in what it means to build them.
1. Build a world problemat by listing five problems of the world(5 min.individual work)
2. Draw a grid of your local community (10 min.individual work)
3. Build a problemat of your community by writing five problems each under the categories
of economic, education, style, symbol, and political.(30 minework in groups according to
exurban, suburban, or inner city location).
forces, and instruments. Put this on a fouryear timeline(30
BATTLEPLAN (TOTAL GROUP)
1. Call on each participant to give one world problem; then ask group for any additional problems to be listed. Push for clarity on how the problems listed are really problems, and for the problem behind the problem. Ask group to label each problem according to the categories of economic, cultural, and political. Ask them to reflect on the emphasis revealed by this. Conclude with brief lecturette on modelbuilding. (20 min.)
2. Ask two people to put grids on board. (While this is being done, ask group what they learned about "ridding, where the blocks were, etc.) Get data on size, population, etc., and allow group to ask questions for clarity of those who put up the grids. Compare the grids by asking the group to point out similarities and differences. Ask group what values they see operating in the construction of the grids. Give brief lecturette on the Kevin Lynch model: boundaries, arteries, districts, landmarks, and nodes. (20 min.)
3. Ask for a volunteer from each group to put up problemat. (Meanwhile, ask group what they learned about working together and what blocks to their assignment.) Push hard for problems to be stated concretely rather than general description of the situation. Compare the three problemats and get clarity on how each relates to the other. (20 min.)
4. Have two volunteers put battleplan on board. Push for specifics. Give brief lecturette on necessity of either building models or leaving it to someone else. Affirm group's struggle, particularly regarding the timeline. (15 min.)
CONCLUSION - Remind them that all people build and live out of models, and that the purpose of this workshop has been to bring selfconsciousness to that process, as well as to provide tools for building models which are comprehensive, futuric, and intentional.
CS1 MEAL CELEBRATIONS
The meal is an activity of intentional community dialogue.
Course is the same: 44 hours of 700,000 left to us. The demand is to be
The meal is crucial in every culture in rehearsing the
basic roles of community. The demand is to be comprehensive in those roles.
Let us eat in celebration of the role of world citizens.
The meal reminds of of our interdependence, both in food
and wisdom. In order to live in the future, we celebrate the wisdom of
the past. Let us eat in celebration of the educated man.
The meal is a symbol of the deeps of life in community.
The demand is to rediscover the significance of the secular symbols that
point to this in the meal. Let us eat in celebration of man creating new
The meal does not just happened, it is planned with a
purpose. To be revolutionary is to decide how to use this time as an occasion
to celebrate the demand for all revolutionaries to plan comprehensively.
The meal for the church has always been seen as the moment
for the secular mundanity of life to be blessed by God. This meal is a
symbol for the daring to embrace the brokenness and the spiltness of all
The purpose of the meal conversation is not to teach some
particular thing but to raise questions about life. There is no final answer
the group should uncover, but rather the participants' insights are to
be pushed for clarity and depth so as to explode their consciousness in
a particular area.
Purpose: Allow the group to know itself and to sharpen the awareness of their involvement in the revolutions of the 20th century.
Introduction: In order to initiate our study of
the revolutions of our time, we want to have a conversation which will
enable us to get out our own data.
Conclusion: Note that the radical changes of our age provide the context for our consideration during the weekend.
General Comments: The mood should be lively. The
only push is that the participants take themselves and one another seriously.
Purpose: To raise the question of cosmopolitan life style as a way of breaking open the parochialism of the participants.
Introduction: When we see how such things as transportation
and media technology have shrunk the framework of our relationships, we
need to raise the issue of what it would mean to be a citizen of the world.
1. When I say "citizen" what picture or activity do you see?
2. Who would you point to as a world citizen?
3. Reflecting on this list, what are some of the qualities of a world citizen? (Push' for attitudes, what he would know, do, be and how involved.)
4. What 'would be included in your program to enable any person to become a world citizen?
5. What are the blocks in your self to being a world citizen?
Conclusion: Not how the indicative of a world community becomes the imperative to be citizens of the world.
General Comments: Some gimmick such as, "What
would be the three points in your speech to the citizens of a village in
China on their being world citizens?" could he used only if they see
the village as symbol of their own struggle.
Purpose: To enable the group to see education is the process of imagebuilding rather than data collecting, and to have it see the inadequacy of present education.
Introduction: Education is an issue which must
be dealt with if we are serious about changing our society.
1. What image comes to mind when you think of an educated man?
2. Who would you point to as an educated man today?
3. What are the qualities of an educated man?
4. What is the problem of education today? What is the problem behind that?
5. If you were given the responsibility of the education of a sixweek old baby, what would be Your program or curriculum?
Conclusion: Note the variety of ideas of proposals regarding education and how this points to a demand for rethinking and reimaging what education is.
General Comments: Stress the value of their own
childhood education while emphasizing the general need to invent new methods
to responsibly deal with the 20th Century.
Purpose: Shift of mood by allowing artists of today to address the group.
Introduction: An authentic art form enables one
to experience his own experience of life; and the demand is to listen with
an open ear to this poetry.
The Poems: Select two from Cummings before moving to their choices in
a) Cummings Cummings. Ask for their selections then from Crane and then
b) Crane Lawrence. Get as many people to read as possible.
Allow the group to choose poems to read aloud or in groups. Have them read the same poem in different ways: loudness, tone, in role play.
Ask how this changes the poem.
Occasionally ask them to substitute various words for
those in the text. e.g. I walked into ______ and I said.....
Conclusion: These are the pearls of the men of spirit of our age, and we are called upon to open our lives to dialogue.
General Comments: The ordering of the poems and
question is to be according to the basic art form methodology of impressionistic/reflective/interpretive.
This can be the most creative and at the same time most revealing conversation
of the course, requiring great sensitivity to the mood of the group. As
in all teaching you are out to enable them to create a faith story about
Purpose: To raise the issue of vocation and reveal the group's reluctance to deal with it in depth.
Introduction: The question of life's work for the man of faith in relation to the times in which we live is an issue we must deal with.
1. What has been the most significant event of the first twothirds of this century?
2. Standing in the year 2000, what was the most significant event of this century?
3. What is your vocation?
4. How does this meet the needs of our times?
Conclusion: Note the open endedness of this subject and the demand to continue to
wrestle with it.
General Comments: Press the issue of how they understand the particular thrust of
their whole life. Demand that they be concrete in what
their vocation is.
Purpose: To allow the group to be selfconscious
about the concrete decisions with which each person is faced. Introduction:
The investigation and depth reflection of our times places new demands
1. As you return home what are the imperatives you see? (individual issues)
2. What is the issue you must deal with? (Total Imperative)
3. What is the first important thing you must do?
Conclusion: There are many more imperatives before us and the demand upon us is to
General Comments: Do not push, but encourage them to share with one another. The
conclusion should leave them on their own hook.
At the end of this course, after the final conversation but before the story and pitch, time needs to be spent by the participants in evaluating the weekend. This is a time for genuine colleagueship as they help to create the course for the future. The question needs to be raised in amissional and global context. (e.g., if we were
going to teach this course in Bombay next week, what would
you have us do differently?)