Showing posts with label Thinking. Show all posts
Showing posts with label Thinking. Show all posts

Sunday, September 23, 2012

Creative Thinking Skills for Life and Education ( teaching creativity )





Combining Creativity with Critical Thinking

Creativity is Fun and Useful, but...
In productive PROBLEM SOLVING you creatively GENERATE ideas and critically EVALUATE ideas. Usually, creative generation is the most exciting part of this process. But critical evaluation is more important, because if creative ideas are immediately converted into action (without being wisely evaluated) the result can be unwise action. By itself, creativity is not sufficient. But it is useful and fun. Hopefully, this page — with its interesting “ideas about getting ideas” — will inspire some exciting mental adventures and creatively productive ideas.



WHAT, WHY, and HOW?
WHAT is Creativity? "Creative or innovative thinking is the kind of thinking that leads to new insights, novel approaches, fresh perspectives, whole new ways of understanding and conceiving of things. The products of creative thought include some obvious things like music, poetry, dance, dramatic literature, inventions, and technical innovations. But there are some not so obvious examples as well, such as ways of putting a question that expand the horizons of possible solutions, or ways of conceiving of relationships that challenge presuppositions and lead one to see the world in imaginative and different ways." {Peter Facione, Santa Clara University}
WHY should you want to be creative? What are the benefits? 12 Reasons to Study Creativity
HOW can you be more creative, and help your students be more creative? The International Center for Studies in Creativity says, "Creativity is an effective resource that resides in all people and within all organizations. Our more than thirty years of research has conclusively demonstrated that creativity can be nurtured and enhanced through the use of deliberate tools, techniques and strategies." {source}
• You can begin exploring with Three Basic Principles (and more); creative strategies are explained, and illustrated with historical examples, in Creativity, Innovation and Problem Solving. If you want to read only one page, I suggest the Introduction to Creative Thinking by Robert Harris, which is an excellent summary of strategies for understanding and improving creativity.
• Although a blending of creativity and critical thinking is necessary for productive thinking, being critical in a harsh way — by implying “your idea was dumb, and so are you for suggesting it” — can stifle creativity. Therefore, "one strategy for creativity is to ‘play games’ with the modes by shifting the balance in favor of creativity for awhile, by experimenting with different balances between the modes during different stages in the overall process of productive thinking," as described in my introduction to a strategy of Brainstorm-and-Edit and in a more thorough overview of pros-and-cons by Wikipedia and a “how to do it” page by MindTools, who share other strategies (scroll down the page!) in their Creativity Tools plus tips for a wider range of thinking skills in their Full Toolkit.
• The Stanford Design School shares a wide variety of attitudes-and-techniques for stimulating creativity (with brainstorming and much more), along with principles for productive design thinking, in their Bootcamp Bootleg.
• Another interesting approach uses visualization techniques, as in a Periodic Table and Stairsteps (to see things happening on these pages, Javascript must be enabled in your browser's security-Preferences) and in other ways, from Visual-Literacy.org.
• One useful principle is to aim for an effective balance of searching (to find old ideas) and imagining (to invent new ideas) so you can combine the best of old and new ideas.
• The editor, Craig Rusbult, shares useful perspectives on Guided Generation (with a creative generation of ideas stimulated-and-guided by critical evaluation) and Free Invention; search for "invent" in the sitemap, to find Creative-and-Critical Invention of Ideas.
Models for the Creative Process by Paul Plsek, is a historical review, from 1908 to 1994, concluding with his DirectedCreativity Cycle that "is a synthesis model of creative thinking that combines the concepts behind the various models proposed over the last 80+ years."
• Creativity can arise from a combination of conscious thinking and the unconscious thinking that occurs during a non-working period of incubation.
• A wide variety of strategies — 31 tools for creativity — are described by Charles Cave in Creativity Techniques plus "What can I do to increase my creativity?" and a link to plenty of ideas and resources in his Creativity Web: Resources for Creativity and Innovation. This is very thorough, is worth exploring, and is useful for getting a comprehensive overview of the field.
• Another website is less comprehensive, but interesting: Thoughts on Problem Solving was developed by faculty in the Engineering Dept at the Univ of Michigan.
• Edward de Bono has been influential in the field of creativity, with his Thinking Tools — Lateral Thinking, Six Thinking Hats, Direct Attention Thinking Tools, and more. On his own website, de Bono describes Lateral Thinking & Parallel Thinking and other ideas.



Creative Thinking in Education:

Teaching Creativity in Schools

Plenty of "creativity training" is offered by independent organizations (who work with corporations,...) and there is some activity in mainstream education. For example, The International Center for Studies in Creativity at Buffalo State University offers a thorough education in creativity — although I'm sure they would say "this is just a start, a launching pad for your own explorations" — and (check their "Education" links) several degrees.
K-12 programs seem to focus on critical thinking more often than creative thinking, but some "thinking skills" programs (see the "learning, teaching, and education" parts of the link-pages for Critical Thinking and Problem Solving) combine creativity and critical thinking. { Later, probably beginning in October 2009, after a more thorough search for TEACHING ACTIVITIES there will be more information about creativity-stimulating activities and programs, for K-12 and beyond. }
ERIC Digests have excellent introductory summary/overviews about creative education that fosters creativity in children & adults or stimulates & supports curiosity. {creativity occurs in a wide range of areas, including education, business, technology, science, and language arts} And ERIC lets you search for ideas about thinking skills (creative thinking, critical thinking, decision making, ...) and much more.
Educators should recognize, appreciate, and encourage different styles of creativity. Gerard Puccio describes the advantages and disadvantages of two styles of creative people (functioning primarily as adaptors who focus on improving an existing situation, and innovators who develop and advocate new solutions): "Instead of valuing one style, an organization should respect and value the adaptive and innovative styles of creativity. Individuals within an organization can work more effectively together by capitalizing on each others' strengths, rather than punishing each other because of individual differences. If an atmosphere of openness and trust prevails in the organization, then the adaptors and innovators will be able to join their creative talents to propel the organization to success. ... Individuals will manifest their creativity in different ways, and both styles of creativity are valuable." { from Two Dimensions of Creativity: Level and Style which also describes four aspects of "the what-and-how of creativity" and of research about the creative person, process, product, and environment }



Scientific Research about Creative Thinking Skills

For an introduction to the wide scope of research about creativity, check the topically arranged vocabulary terms for different facets of creativity (with a link to definitions for these terms) for Buffalo State's online database, Creativity-Based Information Resources. As you would expect, since they know how their database is organized, their page offering Search Help will help you use their database more effectively. And their Reading Room offers a wide variety of "papers about creativity" you can explore.

http://www.asa3.org/ASA/education/think/creative.htm#i


Friday, August 17, 2012

Thinking Skills Vocabulary and Definitions



Dr. Bob Kizlik
Updated August 17, 2012
Many, both within, and outside education, disagree whether thinking skills can be taught. Perhaps they are correct, but there is no question whatsoever that thinking skills are learned. Human beings are not born with not much more than rudimentary thinking skills. Thinking skills are one of the most important, yet inadequately implemented areas of the curriculum. Certainly a part of helping students develop and improve their thinking skills is connected in some significant way with challenge and discovery. However, it is often the case that what works in a given situation may not work at all in another, different situation. The variables related to thinking skills are themselves quite formidable, and there is no shortage of opinion about that.. Having both developed and taught thinking skills courses at the undergraduate and graduate level, perhaps a good way to begin is to start with the fundamentals, so...
The vocabulary below and the definitions are intended to help the prospective teacher sort out the various thinking skills and terminology associated with curriculum and instructional decision making. When preparing lessons, almost without exception, good teachers seek to help students acquire thinking skills that relate to the content of the lesson and, if possible, extend beyond it. Something to remember is that if your students aren't thinking about what you're saying or doing, you are not communicating effectively. Good teachers have always known this and use this principle to engage, motivate and keep the attention of their students. The outcome is invariably genuine learning.
The vocabulary below can help you sort out some of this so that it makes sense to you.
PART I: GLOBAL TERMS
Thinking - thinking refers to the process of creating a structured series of connective transactions between items of perceived information (my own definition).
Metacognition - metacognition refers to awareness and control of one's thinking, including commitment, attitudes and attention.
Critical thinking - critical thinking refers to reasonable, reflective thinking that is focused on deciding what to believe or do. Critical thinkers try to be aware of their own biases, to be objective and logical.
Creative thinking - refers to the ability to form new combinations of ideas to fulfill a need, or to get original or otherwise appropriate results by the criteria of the domain in question.
PART II: SPECIFIC TERMS
Activating prior knowledge: recalling something learned previously relative to the topic or task
Analyzing skills: core thinking skills that involve clarifying information by examining parts and relationships.
Attention: conscious control of mental focus on particular information.
Attitudes: personally held principles or beliefs that govern much of one's behavior.
Classifying: grouping entities on the basis of their common attributes.
Commitment: an aspect of knowledge and control of self that involves a decision to employ personal energy and resources to control a situation.
Comparing: noting similarities and differences between or among entities.
Composing: the process of developing a composition, which may be written, musical, mechanical, or artistic.
Comprehending: generating meaning or understanding.
Concept formation: organizing information about an entity and associating the information with a label (word).
Conditional information: information about the appropriate use of an action or process important to a task.
Core thinking skills: cognitive operations used in thinking processes.
Creative thinking: original and appropriate thinking.
Critical thinking: using specific dispositions and skills such as analyzing arguments carefully, seeing other points of view, and reaching sound conclusions.
Curriculum: a structured series of intended learning outcomes.
Decision making: selecting from among alternatives.
Declarative information: factual information.
Defining problems: a focusing skill used in clarifying puzzling situations.
Disposition: inclinations to engage in some types of behavior and not to engage in others. Certain dispositions are associated with critical and creative thinking.
Elaborating: adding details, explanations, examples, or other relevant information from prior knowledge.
Encoding skills: remembering skills that involve storing information in long term memory.
Establishing criteria: setting standards for making judgments.
Evaluating (as applied to metacognition): assessing one's current knowledge state.
Evaluating skills: core thinking skills that involve assessing the reasonableness and quality of ideas.
Executive control: evaluating, planning, and regulating the declarative, procedural, and conditional information involved in a task.
Focusing skills: core thinking skills that involve selected to selected pieces of information and ignoring others.
Formulating questions: an information-gathering skill that involves seeking new information through inquiry.
Generating skills: core thinking skills that involve producing new information, meaning, or ideas.
Identifying attributes and components: determining characteristics or parts of something.
Identifying errors: disconfirming or proving the falsehood of statements.
Identifying relationships and patterns: recognizing ways elements are related.
Inferring: going beyond available information to identify what may reasonably be true.
Information-gathering skills: core thinking skills that involve bringing to consciousness the relevant data needed for cognitive processing.
Integrating skills: core skills that involve connecting or combining information.
Knowledge and control of process: a component of metacognition that involves executive control of declarative, procedural, and conditional information relative to a task.
Knowledge domain: a body of information commonly associated with a particular content area or field of study.
Metacognition: a dimension of thinking that involves knowledge and control of self and knowledge and control of process.
Mnemonics: a set of encoding strategies that involve linking bits of information together through visual or semantic connections.
Observing: an information-gathering skill that involves obtaining information through one or more senses.
Oral discourse: talking with other people.
Ordering: sequencing entities according to a given criterion.
Organizing skills: core thinking skills that involve arranging information so that it can be used more effectively.
Philosophic tradition: an approach to studying thinking that focuses on broad issues about the nature and quality of thinking and its role in human behavior.
Planning: developing strategies to reach a specific goal; delineation of end-means relationships.
Predicting: anticipating an outcome based on the use of one's personal knowledge.
Principle formation: recognizing a relationship between or among concepts.
Problem solving: analyzing a perplexing or difficult situation for the purpose of generating a solution.
Procedural information: information about the various actions or processes important to a task.
Psychological tradition: an approach to studying thinking that focuses on the nature of specific cognitive operations.
Recalling skills: remembering skills that involve retrieving information from long-term memory.
Regulating: checking one's progress toward a goal.
Rehearsal: an encoding strategy that involves repeated processing of information.
Remembering skills: core thinking skills that involve conscious efforts to store and retrieve information.
Representing: changing the form of information to show how critical elements are related.
Research: conducting inquiry for the purpose of confirming or validating one or more hypotheses.
Restructuring: changing existing knowledge structures to incorporate new information.
Retrieval: accessing previously encoded information.
Schemata: knowledge structures associated with a specific state, event, or concept
Self-knowledge and self-control: a component of metacognition that involves commitment, attitudes, and attention.
Setting goals: a focusing skill that involves establishing direction and purpose.
Summarizing: combining information efficiently into a cohesive statement.
Thinking processes: relatively complex and time-consuming cognitive operations - such as concept formation, problem solving, and composing, all of which employ one or more core thinking skills.
Verifying: confirming the accuracy, truth, or quality of an observation, hypothesis, claim, or product.
PART III: THINKING PROCESSES
A thinking process is a relatively complex sequence of thinking skills.
Concept formation - organizing information about an entity and associating that information with a label. A concept may be defined a perceived relationship between two or more facts.
Principle formation - recognizing a relationship between or among concepts.
Comprehending - generating meaning or understanding by relating new information to prior knowledge.
Problem solving - analyzing a perplexing or difficult situation for the purpose of generating a solution.
Decision making - the process of selecting from among available alternatives.
Research - conducting inquiry for the purpose of confirming or validating one or more hypotheses.
Composing - developing a product, which may be written, musical, mechanical, or artistic.
Oral discourse - talking with other people.
PART IV. CORE THINKING SKILLS
Thinking skills are relatively specific cognitive operations that can be considered the "building blocks" of thinking. The following (1) have a sound basis in the research and theoretical literature, (2) are important for students to be able to do, and (3) can be taught and reinforced in school.
FOCUSING SKILLS - attending to selected pieces of information and ignoring others.
1. Defining problems: clarifying needs, discrepancies, or puzzling situations.
2. Setting goals: establishing direction and purpose.
INFORMATION GATHERING SKILLS - bringing to consciousness the relative data needed for cognitive processing.
3. Observing: obtaining information through one or more senses.
4. Formulating questions: seeing new information through inquiry.
REMEMBERING SKILLS - storing and retrieving information.
5. Encoding: storing information in long-term memory.
6. Recalling: retrieving information from long-term memory.
ORGANIZING SKILLS - arranging information so it can be used more effectively.
7. Comparing: noting similarities and differences between or among entities.
8. Classifying: grouping and labeling entities on the basis of their attributes.
9. Ordering: sequencing entities according to a giver criterion.
10. Representing: changing the form, but not the substance of information.
ANALYZING SKILLS - clarifying existing information by examining parts and relationships.
11. Identifying attributes and components: determining characteristics or the parts of something.
12. Identifying relationships and patterns: recognizing ways elements are related.
13. Identifying main ideas: identifying the central element; for example the hierarchy of key ideas in a message or line of reasoning.
14. Identifying errors: recognizing logical fallacies and other mistakes and, where possible, correcting them.
GENERATING SKILLS - producing new information, meaning or ideas.
15. Inferring: going beyond available information to identify what may reasonably be true.
16. Predicting: anticipating next events, or the outcome of a situation.
17. Elaborating: explaining by adding details, examples, or other relevant information.
INTEGRATING SKILLS - connecting and combining information.
18. Summarizing: combining information efficiently into a cohesive statement.
19. Restructuring: changing existing knowledge structures to incorporate new information.
EVALUATING SKILLS - assessing the reasonableness and quality of ideas.
20. Establishing criteria: setting standards for making judgments.
21. Verifying: confirming the accuracy of claims.

The information presented above attempts to convey the meaning of terms that are commonly associated with thinking. Their usefulness rests in whether they help you to understand something, work more efficiently, or accomplish some objective. In this sense, they are not "true," but must be measured and evaluated in terms of their utility.
In preparing lesson plans, writing instructional objectives, or developing curriculum, the above vocabulary can be an invaluable tool to communicate more effectively to your students, other teachers, parents, administrators, and, of course, yourself.
And one last thing....
Having the luxury of perspective of over 35 years in education al all levels, there is one sure thing I can say about teaching thinking skills, and that is in order to be effective, you must give your students something interesting to think about. In this respect, substance trumps all the "form" information above.

So You're Thinking About A Marketing Career


by Joe Feczko


Congratulations.  You've chosen to explore a career that offers some of  the most  diverse challenges in the job world.  Sit back, relax, and by all  means, read on!  This is  going to be fun. You've heard it before--opportunity abounds; you can do anything if you put your mind  to it.  This is especially true of marketing.  Sales, advertising, management, finance,  creative design -- if you've listed any of these jobs on your "things I want to do when I grow up list," you have already expressed an interest in marketing, maybe without even knowing it.
Marketing encompasses all of these fields and more.  Plus, within each of those fields  is a broad range of places you could work.  Marketing professionals work in large corporations and small companies, ad and PR agencies, government and consulting.  In all, government statistics show about one million persons last year worked in jobs defined as "marketing." Best of all, a career in marketing is anything but a stodgy desk job.  You might be a graphic designer, a political consultant or an online media specialist.  Indeed, marketing is a major interchange on the information superhighway. 
What Marketing Means to a Company
Today, no product, service, concept or idea can be successful without marketing savvy  behind it.  In the 90s, marketing executives sit at the table alongside a company's board  members, president, chief financial officer and chief information officer in key company  planning and decisionmaking.  In an age of fierce competition, marketing is the rock on which differences between a company and its competitors is built.  Let's face it -- how a company positions itself is what makes shoppers, clients, patients or customers buy what a business has to offer.
For a company like mine--Federated Department Stores--marketing consists of more than  selling merchandise off the racks and shelves.  For us to succeed, we must develop creative, recognizable brand images for our stores, as well as of the merchandise we sell. When you think of brands, you probably think immediately of products like Charmin, Nike, Pepsi and Ford. All companies have a brand image of sorts.  For us, Macy's is a powerful brand of retailing. Goods we sell--with labels such as I.N.C. International Concepts, Charter Club and Arnold Palmer--also require marketing to support a brand image.
These brand images are not things that marketing people sit around over coffee and  dream up.  Certainly, marketing entails creative, out-of-the-box thinking beyond the status  quo, but brands are, at their core, a compilation of global issues and happenings, consumer  needs and expectations and detailed statistics.  How to market a company, product or service is based as much on research as on experience.  Marketing managers must consider initiatives that deliver the best return on their investment.  If you put all of these factors together, you have a marketing plan that mirrors a company's principles and goals and objectives.
A Marketing Campaign That Worked 
One example of a successful marketing campaign at Federated Department Stores is Badge. Last fall, we launched Badge as a totally hip clothing line for kids from kindergarten to college.  But Badge Streetwear is more than baggy jeans and retro-striped tee shirts.  After extensive research conducted among young people, Federated returned to school this year with a brand image that was more than a "look," but is truly an identity. Federated named BudoVooba, a talented band of college-age musicians from New York University, its ambassadors.  BudoVooba came on the scene in Badge ads, Badge posters, the Badge web site (www.badgezine.com) and is the feature story for Badgezine, a magazine available in department stores where Badge Streetwear is sold. The response to Badge so far has been, well, totally cool.  Badge is a strong brand image geared to what kids and young adults in major cities relate to, think, feel and buy.  That's what marketing is all about.
Great!  Now How Can I Do This?
You've got a great head start in marketing because, like all of us, you are a consumer.  So start by focusing on what interests you--music, sports, the Internet, environmental issues, or whatever.It is pretty standard that future marketers will have taken some general business courses in accounting, finance and management, but those are just the basics.  You'll probably want to enroll in other courses based on the area of marketing that you want to go into. Just as important as the classes you attend, is the personality you bring to the job.  Marketing takes into account a holistic approach, one where you bring the world around you to your job.
To enter a career in marketing, you are not only a student of business or communications or English, but also a student of life.  You bring to your job the ability to visualize, communicate and analyze ideas psychologically.  Marketers also are leaders with broad range of skills, and as such, are flexible, energetic and empowering. They possess an intuitive sense and are highly creative risk-takers. 
In addition to these essential leadership qualities, you also must realize you'll be part of the workforce of the 21st Century.  This group embodies an entirely different set of ideas and ideals than the traditional workforce.  Gone are the days of guaranteed, 30-year careers at the same company.  Come are the days of the professional who is loyal, but also accepts change well and responsibility for one's own career. The focus now is on career security rather than job security.  Combining leadership qualities with a modern-day approach to work produces a marketer who is often highly entrepreneurial.
"In particular, African Americans have an important role to play in marketing fields today," according to Kim Hunter, president of Lagrant Communications, a Los Angeles-based African-American-owned advertising and public relations firm representing a wide range of major corporations.  "As our society becomes more diverse, African-American marketers provide valuable insight into the customer's mind.  Providers of consumer products and services in particular want and need African Americans, as well as talented individuals of all backgrounds, at the table.
"As a result, marketing is wide open for African Americans.  There is opportunity to be  creative, to be energized, and to be highly effective," Hunter said.
Segmented Marketing Services has built a successful 20-year business by helping Fortune  100 companies target their products to African-Americans, Hispanic and Asian consumers.
"Our programs help major corporations reach African Americans and other ethnic  consumers where they live, work and play," said Lafayette Jones, the company's chief executive. "With ethnic consumers expected to represent 33 percent of the United States population by the year 2010, many companies and marketing agencies are looking for talented marketers who understand what motivates ethnic consumers to buy.""The same way teenagers and young adults are put off by parents who don't understand them, ethnic consumers react negatively to ads and other marketing materials that don't 'speak the language,'" he said. Jones advises students to choose courses that will give them a strong business foundation and courses that focus both on traditional and non-traditional marketing. He also recommends students pursue a master's of business administration degree (M.B.A.)According to a recent article in the New York Times, the term M.B.A. has become synonymous with raw business talent and attractive salaries. The median offer for a new M.B.A. from Stanford University was $120,000 salary, more than the double the first-year salary at the peak of  the 80s, and more than five times the 1978 figure. At the top 25 schools, the best compensation packages offered to new M.B.A.'s are well above $200,000. This year, the typical M.B.A. with some work experience will earn almost $60,000.
The Marketing Job Market
All of this exciting career talk is well and good as long as you can find a job. Recent labor statistics indicate that there aren't enough marketers, so there is a strong likelihood that there will be job openings in the field.  Marketers are needed in particular in the western mountain states, Midwest and South.  And believe it or not--employers are in greater need in cities and suburbs than in smaller towns.
Consider, too, what parts of the US are growing most rapidly, and producing some of the  greatest ideas and innovations.  Great marketers tend to cluster around those companies that show leadership and creativity in marketing.  So it's no accident that high-tech marketing today is hot in Silicon Valley and surrounding Microsoft in the Pacific Northwest.  If you're "into" consumer marketing, look to Oregon, where Nike is based, or Atlanta, where Coke hangs out.  If fashion interests you, New York City is the place to be.
If you walk away from reading this article with no other thought, remember that marketing crosses diverse industries.  If you're not intrigued by a career in retail marketing, you could investigate marketing research, advertising, fashion design, insurance, media buying, or even law firms.
Down the road, you'll find that a career in marketing has many benefits.  You will have  honed your leadership skills and become an even more learned student of life.  Because you needed a broad range of skills to enter the marketing field, you'll be able to use that same  set of skills in other careers if you choose to move on.
So, you're pursuing your degree, you've conducted a personal-skills inventory and are  ready to pursue a career in marketing.  One major question still looms in your mind: how much will I be paid?  Of course, your salary will be commensurate with your skills and educational background, your work experience and the industry and region of the country in which you work, but in general, starting salaries in marketing range from $18,000 to $25,000.  Successful marketers who produce results tend to move through the ranks quickly, and often up in six figures before long.
Getting Ready for the Interview
You are now entrenched in marketing and you're preparing for your first interview in the marketing field.  Remember: you must market yourself.  Package yourself as an enticing  "product" that a prospective employer can't live without.  Make yourself into a brand, if you will.  Hone your skills and create disciplines within yourself that differentiate you from other job applicants.
What Next?
To find out more about marketing and potential careers, do what you'll be encouraged to  do throughout your life and career--network!  Your greatest resources are the people closest to you.  Talk to professors, family and friends for more information.  You may be surprised to learn that a relative or acquaintance has a job related to marketing.
The American Marketing Association, the largest professional organization devoted to  marketing, is also a good source of information, as are such groups as Marketing Opportunities for Blacks in Entertainment (MOBE) (mobe.com), the National Association of Market Developers (NAMD) (www.namdntl.org) and the National Black MBA Association (NBMBAA) (www.nbmbaa.org).
Look at brochures or surf the 'Net for information on companies you know, like and respect.  You'll learn not only how they market themselves, but also what marketing careers they might have to offer.
The possibilities in marketing are endless.  As you embark on a journey to discover  them, keep in mind one of the slogans we used to introduce Badge: "Imagination is your passport to the real world."

Other Career Readings of Interest



Joe Feczko is executive vice president of Federated Marketing Services. The Federated stores include Bloomingdale's, Macy's, Rich's, Stern's, Burdines, Lazarus, Goldsmith's and The Bon Marche.  Federated also operates two national fashion catalogs and an Internet commerce division. 

THE FIELD MODEL



Because of the mechanistic paradigm our spirituality has atrophied to the point where we don't have a clear and contemporary understanding of what the word might even mean. Before we can reach a definition we have to make some adjustments to our perceptions that have been skewed by the mechanistic paradigm. So, before we can continue on towards actually understanding religio-spirituality we have to have a model or a framework upon which we can hang our ideas. Human experience is so complex, so full, that we need a tool to help us organize what Aaron Gurwitsch calls the "copresence of data."
Thus, we use a "Field Model" of the human. A Field Model acts like a "map" it is a tool that allows us to organize the abundant variety of human experience. It helps us resist the tendency towards reductionism (both professionally and personally). It allows us to understand "holism" in a valid and meaningful way. The Field Model is an excellent tool for clinicians to use with clients.
Eric Voegelin was a historian who undertook a massive study entitled Order and History. He was led by his studies to conclude that all human experience has a four-fold, or "quaternion" structure. This is the basis for a Field Model and a valid basis for "holistic" thought. (See also other text files here such as the unpublished manuscript with Jeff Wilson, my dissertation, and Formative Spirituality.)
All human experience can be seen through the filters of four main perspectives: physical, social (both interpersonal and systemic), subjective, and spiritual. The key to understanding this is that any change in any one area will necessarily result in some change in the other three. Thus, in order to make a change in any one area you will also have to change the other three.
The "Field Model" is a model of the human experience of reality. Tthe Field Model is a practical way of organizing our experience of ourselves and of our life. Usually, when we look at any human problem or issue, or when we conceptualize ourselves we think only in terms of two parts of ourselves: our mind and our body-- the Newtonian-Cartesian mechanistic understanding.
To use this model will keep us from being able to understand spirituality. We need to add two more things: a social and a spiritual component. We now get a picture like the one on the left.
SUBJECTIVE: This is what goes on inside of us. It would include psychological states; thoughts and emotions; memories and anticipations; dreams and fantasies. It also includes our awareness of bodily states such as hunger or pain. The subjective area is largely private. Others do not necessarily know what is happening in this area of experience unless we share it. One practical way to understand this area is to think of styles of thinking. For instance, if someone gives me the finger what goes on inside? Do I think "Ohmygod! What did I do?" or "I wonder what her problem is?".
PHYSICAL: This is the physical realm. It is our bodies and their chemical interactions. It is also our environment--the world as a whole. When we think of "health" we tend to think only of this area.
SOCIAL: This is the fact that we have to deal with each other! It is divided into two parts: interpersonal and systems. Interpersonal is how we deal with each other--our social style. For instance do you say "Shut the @#!* up!" or "Please quiet down"? Systems happen whenever people come together in a group such as a family, fraternity, workplace or society. We must always negotiate through a social system. For instance, negotiating through a university social system as a student entails going to class, getting financial aid forms in on time, studying (well, to a degree anyway) and so on.
SPIRITUAL: Well, this is what this section of the web site is about! Suffice it to say here that it is not necessarily the same as religion, but deals with purpose and meaning in life, and creativity. Soon, you will have a valid understanding.
The key to understanding the Field Model is this: any change, good or bad, in any one area will necessarily show up in the other three areas.
This is very different fromhow we usually look at ourselves. Whenever we are faced with some kind of problem, whether as individuals or as a society, our tendency is always to reduce our understanding of the problem down to just one area of the field. This rarely helps us when we must deal with life as it is actually lived, rather than as a theoretical construct. For instance, how many of you have attempted to diet or start an exercise program and failed? I know, I know, me too. You see, we tend to think that a diet or exercise program is only a question of what is happening physically--in the natural area of life. When we use the field model though, we realize that if we want to make a change in the natural area we will also need to make some changes in the other three areas.
Here are some examples of how this model works. Let us say that there is a change in the area of social systems: dad loses his job. Now, our tendency would be to reduce our understanding of this change to only the area of social systems. Dealing with this change would entail getting a resume together, looking at want ads, perhaps some new job training. But in the Field Model any change will necessarily show up in the other areas and also demand an appropriate response. Interpersonally (part of social experience) we see an increase in domestic violence and relationship problems among those who lose their jobs. Physically we see increased use of drugs such as alcohol. Subjectively we might see depression and stress. Do you begin to get the point?
Let's give another example. Suppose a woman has breast cancer. Cancer is a change in the physical area. Our tendency is to reduce our understanding of this problem to only the physical. Let's say the woman has a mastectomy. Afterwards the doctors discover that there is no more cancer. There is no need for chemotherapy or any other treatment. The woman is free to go home. "Great!" we say. "She's fixed!" But there has been a change in the physical area of experience which will show up in the other three areas and also demand some type of treatment or adjustment.
What happens subjectively? Well, the woman may now feel "less of a woman". Her thinking may become kind of paranoid--concerned with the cancer coming back. She may be depressed.
Socially, what does her husband, lover or boyfriend do? Perhaps he or she rolls over in bed, or even ends the relationship (breasts being so important in our culture). Perhaps she used to love to hang out at the pool at her apartment complex in a bikini. Now what will she do? It is not so true today, but in years past cancer was a great stigma (think of someone with HIV however). Let's say one of her close co-workers still feels this way and now no longer wants to work with this woman. How she negotiates through the social system that is her workplace will need adjusting.
Spiritually, if she is religious, she may think that the cancer and loss of her breast is a punishment from God because of some real or imagined sin. "God is against me!" she says. If humanist, she may begin to feel that life just sucks, it is unfair and pointless and so she is tempted to hopelessness and meaninglessness. The treatment of the cancer demands more than just physical treatment. It needs psychological, social and spiritual treatment as well. Get it?
The use of the field model rather than the mind-body model represents such a change in perception that it bears further discussion. The field model is much, much more than a simple collecting together of four parts of human experience. After all, that would be a mechanistic way of understanding ourselves! To see the field model as a collection of parts is not that much different than using the mind-body model. The field model represents a whole within which we distinguish certain areas. These areas do not have distinct boundaries, but interpenetrate each other. As said, the key to understanding the field model is that any change in any one area will necessarily show up in the other three areas.
This gets at the very issue of how we identify ourselves--what it is that we think we are. You see, we tend to identify what we are as only the combination of the subjective area and parts of the natural area. I mean, our experience is that "I" am somehow "in" my head and "behind" my eyes. That is subjective. In the field model we redefine the natural to include all matter. Our experience in this area is that "I" includes only my body. You know, some scientists think that this is not necessarily the way it must be. Some claim that ancient societies, and many groups today (ones we might call a "tribe") identify what they are as the combination of the natural area and the social area, rather than the subjective. That is, their very identity itself is not primarily "I", but "us"! This is quite difficult to imagine. Almost as difficult to imagine as a true and honest switch from the old mind-body model to the field model.
When we use the field model rather than the mind-body model we are saying "this is what I am". It sounds simple, but the field model is a demand for a total restructuring of perception and a restructuring of how we understand what we are (ahhh...do you think I might be talking about a paradigm change?!?).
The field model actually requires its own book-length discussion. However, here are some key points about it and its use:
1) Because any change in any area will have an effect in the other three the field model is incredibly dynamic. You see, there is always change happening in some part of our life. This model would be best pictured on video that could convey the movement of changes as they travel throughout the field.
2) The field model makes us look for unforseen consequences. Whenever we are faced with, or contemplating a change in our life, or as professionals attempting to elicit and support change in others, our tendency will be to reduce our understanding to one area (which is encouraged by the mechanistic paradigm). While the change desired might be best understood as primarily in one area (i.e. dieting in the natural area) it will need changes and have repercussions in the other three. While professionals do need to specialize in one area of life (i.e. a physician/natural), and even then have a sub-specialty (such as a cardiologist), the field model keeps them from mistaking their area of specialty as the whole (as sometimes happens in psychology).
3) The very idea of human health is different in the field model. When we think of our health we tend to think only of our bodies. Health is also often understood as some strange state of physical perfection. Of course, this is impossible to achieve. It is even impossible to attempt without neglecting some other area of our life (i.e. the idea that if you did everything that is good for you you wouldn't have any fun!). In the field model health is the balance between all four areas. This means that there will always be a give and take, and an element of compromise. Plato called this balance "metaxis".
4) Clinicians these days are often described as "eclectic" in their therapeutic approaches. The field model is an incredibly useful tool to guide your sessions, organize your impressions of a particular client, and communicate your intent to the client. Younger people seem especially receptive to it and the non-reductionistic type of thinking it engenders. I think you should have a great big poster of it on the wall of your office and use it!
This is a much better way to think about our lives than the old Cartesian mind-body model. If you take any issue in your life and utilize the Field Model you will begin to see things in a vastly different way than usual. The Field Model is a practical way, and a practical tool, to understand and act holisticly.

Balance and Health Using The Field Model

The Field Model is a dynamic model that can incorporate both the Newtonian-Cartesian mechanistic aspects of experience such as is studied by the natural sciences, as well as the non-mechanistic aspects of experience such as beauty, justice, love, meaning, and so on, that are studied by the arts and human sciences.
This dynamism can be pictured in a number of ways. Meaningful social, subjective, physical and spiritual phenomena influence the whole field as is symbolized by the small spheres moving around. The individual's sense of identity-- of "I"-- can be represented by moving the figure. These two are off balance, one, in a typical Euro-American fashion, emphasizes subjective and physical experience in the manner of the individualist. The other figure, in a manner common in many other cultures, emphasizes the social aspects of experience such as family or ethnic group.
If we were to move the figure up towards the sphere representing spiritual experience we might have a nice graphic of what we could call a "holy floater!" Regardless, such imbalance results in a skewed sense of what it is to be human.

Ok. We have just one more correction and then the pieces will be in place to get our definition of spirituality. Well, there is one little catch. This next section deals with the topic of ontology!

ONTOLOGY

Ontology is the study of being. You begin to get at ontology when you ask the famous question "why is there rather not nothing?". It is the mysterious fact of why is there anything at all?--and what the hell is it?!? Now wait. Before you skip this section bear with me for a little bit. Some of you are thinking "its too abstract, too esoteric, not practical". Some of you are thinking "its too heavy, too deep, too intellectual". WRONG! This is one of my pet peeves. I mean, math is abstract, until it is used to build your house. Biochemistry is abstract, until it is used to save your life. Topics such as ontology, spirituality and philosophy are very practical for everyone. They help determine--are maybe even the basis--for what you do and how you live your life. Don't let me hear you raise those complaints again.
Our ontological view of ourselves--what we think we are--hasn't changed in many, many centuries. It came out of our basic intuition that we are made up of two parts: our bodies and whatever it is that seems to leave at death. This view was reinforced by Plato, strengthened by Christian thought, and updated by Descartes. It results in our automatic use of the mind-body model. However, in the first half of this century someone brilliantly challenged Descartes.
MARTIN HEIDEGGER AND DASEIN
Heidegger wrote a profound book called Being and Time. He begins this work of genius by saying that true ontological thought had not really been done since Plato. Heidegger did not like Descartes, to say the least. In fact, his work begins with the promise that he will demolish Cartesian thought. Descartes leads us to think that there are two parts of reality: things in the world, and us. We tend to experience the world and think of it as something "out there" while I am "inside". It is "not me". Two separate parts: a development from the mind-body model. Heidegger said that this is not true.
Now wait though! Other people have also said the same. BUT! They would say it isn't true because the stuff that seems "out there" is only a projection of my mind. In philosophy this is called "idealism". Another group of people go the opposite way. They say there is no mind--it is only a result of chemical interactions. This is more popular today and is called "materialism".
Heidegger said that very way of looking at it is all wrong. You simply can't have the "mind" part without the "stuff out there" part and you can't have the "stuff out there part" with out the "mind" part. You can not just have "the thing that spews lava occasionally" without also, always, at the same time, having an "angry god" or "plate tectonics" and vice versa.You cannot have "things" without also having something that knows them. You can't have knowledge without things to know. We have already learned that our knowledge of things is always understood through the filter of a paradigm. We interpret things and events that appear to us.
Heidegger says that there is a type of creature where things in the world and interpretations of what those things are comes together. It is called a "dasein". A dasein combines, no--is the combination of real events in the world with the meaningful interpretation--the "knowledge"--of what they are.
Heidegger inquired about what we are. What he came up with was that we are a particular type of creature called a "dasein" which means "the there-being". What Heidegger means by this is that we are always there, in a world full of real things that then must be given some kind of meaning. The key here is that there is no world without a meaningful interpretation and there is no meaningful interpretation without a world. We are the "creature-that-interprets". Homo hermeneuticus.
So, for instance, a volcano is a real event in the world. A dasein is the creature that combines this with a meaningful interpretation such as "angry god" or "a mechanistic result of geology and plate tectonics". The things in the world and our interpretations are not two separate, mechanistic parts. They are one whole thing. You can't have one without the other. They are not two interacting parts. They are two sides of the same coin.
In general, most people interpret the world according to how they have been taught to interpret it. Daseins though, do have a small degree of freedom to choose how to interpret events. For instance, if you have a fight with your best friend how will you interpret it? What will it mean to you? Was she just having a bad day? Maybe he has the flu? Maybe you did something to anger her? Perhaps he has found someone he likes better and doesn't want to be your friend anymore? How will you interpret the fight? Only a dasein has such an ability to choose what things will mean. If you were abused as a child does that mean "you have an excuse", "need help", or "it doesn't matter now"? Everything we experience is a combination of real things and what they mean to us.
We never know things in themselves, as they actually are. We only know our meaningful interpretations of things, and we have some freedom to change interpretations. We interpret in ways no other animal displays. Other animals do not appear to be daseins. Their interpretation of events in the world appears to be solely a result of genetic programming and training (think of pet tricks). Basically, for animals that are not dasein, things are either "safe" or "not safe", "comfortable" or "not comfortable". Daseins, however, are not so constrained.
We live in a world of quarks and neutrons, pulsars and black holes. Other animals only have comfort, hunger, and such. Our relationships with others of our kind have frustration, justice, love, hate and infinite gradations of thought and feeling. Other animals have attraction or avoidance. We manipulate the natural world in unbelievable ways. I mean, we don't react to the moon by howling. We build a ship and go there! We display evidence of reflective awareness of our own existence and non-existence in monuments and art that is not seen in any other animal. We are distinct and unique. We are dasein.
Did you notice how some of the above followed our field model: social, physical and subjective? Are you wondering where the spiritual is? Well, now we are ready to put the pieces together. I know this was tough. You might want to read the above paragraphs a couple of times.


Mystery

Identifying spirituality as an aspect of everyday human experience-- just like physical, social and subjective experience-- is astoundingly simple. Once it is pointed out most people have little difficulty understanding it. It has to do with our awareness of what I, following Adrian van Kaam, call mystery. (We could also call it transcendent, or the parts of reality that are always beyond our perception or comprehension. It is simply the fact that reality is more than us.)
This awareness of mystery appears or is indicated through our everyday bio-psycho-social experiences. We can picture this using a Field Model.

For instance, you can be married for years, talking and sharing all the time, but you will never fully know the other person completely. You encounter or become aware of mystery by means of social experience. Likewise, you can spend years in self reflection, introspection, counseling and analysis. You will never find the "I." You encounter or become aware of the mystery of reality by means of subjective experience. We also come up against mystery when we seek to apply our powers of reason and understanding to the physical world such as during scientific research. Mystery is the primordial human experience and underlies all specific experiences.
Thus, some write that "Mystery is the best name for Reality. It indicates not an absence, but an overabundance."
We experience reality as a mystery (if we foster the awareness) because reality presents us with an over-abundance of information. The complexity of reality-- the reason we utilize a Field Model of the human-- goes beyond our abilities to comprehend. Thus, by "mystery" we are indicating not an absence, but an over-abundance. Reality is just too much!


We can now define spirit and spirituality:
The human spirit is that capacity to be aware of, and respond to reality-as-mystery.
Human spirituality is the practice of, and application of skills that increase awareness of reality-as-mystery, and improves response to that awareness such that positive consequences are observed physically, subjectively and socially.
Spirituality is distinct from psychology or sociology
The mystery in and of itself is not something that is known. That is, it is totally transcendent. As a physicist does not conceptualize atoms as little "things" or particles, so too when we discuss the mystery we are not talking about a "thing." Atoms are understood as mathematical probabilities. The mystery is understood as what "lies behind," or is implied by actual events: physical, social and subjective.
People always interpret the awareness of mystery-- try to say what it is. This is what gives rise to religious traditions.
There are but a few combinations of interpretations of what the mystery actually is. The mystery is interpreted as benevolenthostile, or indifferentpersonal or impersonal, in relation to human life and its quest for fulfillment. In general, regardless of what we say we believe, we tend to act out of a combination of these interpretations-- called a "hermeneutic of the mystery."
No matter how much we learn, how great our understanding, we are always and forever surrounded by mystery. When the scientist says something to the effect that for every new answer there are numerous new questions he is indicating the pervasiveness of the mystery. Exactly what constitutes a boundary or limit for our understanding may change and fluctuate. What is indicated by the presence of boundaries and limits in human experience--the mystery--does not. With our awareness focused on this aspect of human experience we are enabled to understand religious language.
Do you grasp the enormous consequences of this? That we never really know anything? That we only have our interpretations? That our basic, primal, foundational experience is of a bald, naked mystery? How do you justify everything you do, how you react to what others do and how you live your life? What real, true reasons can you really give? Think of "mystery". It is a not knowing. It can elicit a lot of anxiety, anticipation, suspense. You experience mystery when a loved one is late coming home. When you wait for that important decision that's in the mail. You feel it when they draw the daily number. What about the mystery of evil? Is it evil, or just how we interpret it?? This is our reality. How are you going to deal with it? How you deal with it is your religion.
Now, for real, can't you relate to everything up to this point? It really makes sense to me. I can see it in my own life as it is actually lived. Cause you see, this reality and how we deal with it is what spirituality is all about. Ready? Here goes.
1) We are dasein. We are the combination of real events in the world with their meaningful interpretation. This distinguishes us from the other animals.
2) We always interpret through the filter of a paradigm. Paradigms and interpretations change. We do not have knowledge of things, others or ourselves in the strict sense--only interpretations of how they appear to us.
3) Because we only have interpretations we are able to see that our essential experience of life and of reality is an experience of overwhelming mystery. "Mystery is the best name for reality."
4) Mystery is always something profoundly unknown. However, because we are dasein we must interpret. This means we can never experience mystery as mystery. We can only experience our interpretations of it. The mystery always represents something that is beyond me.
The human spirit is that ability to be aware of this mystery as something always beyond me, recognizing it as Reality, and responding to it. Our reality is not just the natural search for food and shelter. It is not just the subjective search for fulfillment. It is not just our social search for community. It is also the search to not have life be a mystery. It is the spiritual search to go beyond the insecurity of interpretations into knowing. It is our spirit that wants to eat from the tree of knowledge--to know good and evil. The human spirit is that part of ourselves that primarily deals with this mystery that is reality. How well or how poorly we deal with it is the function of spirituality. Spirituality is the degree of ease with which I reinterpret events such that I become increasingly healthy and able in all four areas of life.
We can observe the functioning of the human spirit in a disciplined way. Spirituality is a skill and an art that can be developed. Just like we all have and use muscles, but some of us go to the gym to pump them up. So, too, we all have and use our spirituality, but we can strengthen it.
Why bother you say? Hey! Don't you say people should "deal with reality"? How about those who choose to "escape" from reality? If you aren't in touch with reality isn't that saying you are crazy? Get real! Spirituality is important!



Components of Religions

Spirituality is that area of human experience that treats of our awareness of, and response to the mystery of reality. In that we are potentially aware of this mystery by means of everything we experience our spirituality is of foundational importance to healthy human being. With this clear and I maintain, valid, definition we can begin to develop methods of religio-spiritual growth, as well as methods of assessing religio-spiritual health.
Many people stifle awareness of the mystery. It elicits a deep and primal sense of insecurity. The mystery of reality "goes beyond" us and what we know-- it transcends us. To the degree that you are aware of the mystery of reality as mystery you are aware of the Transcendent. Many people also mistake the religio-spiritual talk about the Transcendent-- that is, theology-- with the reality itself.

The Interpretation of the Transcendent and the possibility of revelation.

Assuming that one is even aware of the mystery of reality as a mystery we discover that there is always a basic, foundational interpretation of the Transcendent-- a statement about what it is. This takes only a few basic forms: the Transcendent can be interpreted as personal or impersonal, and then benevolent, indifferent or hostile to human fulfillment. THERE IS NO WAY TO PROVE THE TRUTH OF AN INTERPETATION OF THAT WHICH TRANSCENDS US. This is the realm of faith, pure and simple.
The importance of interpretation leads us into the field of "hermeneutics" which deals with how we interpret meaning. Hermeneutics has a foundational impact on just about everything we think we know. It is a main element in all art and science and has center stage in the post-modern consciousness.
So, if I choose a faith that calls the mystery "God" I'm intepreting that which is transcendent to me as personal and benevolent-- (even my use of, and capitalization of the word is already a couple of interpretive steps). A Taoist could be said to interpret the mystery as impersonal and indifferent to his fulfillment. A suicide interprets the mystery as hostile to his or her life project.
The three Abrahamic traditions claim that Revelation happened. That is, that which transcends us itself somehow communicated to us what it "is." According to these traditions, the mystery revealed itself as both personal and benevolent: God-- what we experience as mystery is not that "which" transcends us, but "Who" transcends us. There is no way to prove that Revelation really happened. It is a faith statement, pure and simple.

Scriptures: texts that relate foundational interpretations of reality-as-mystery.

Basic hermeneutic possiblities regarding the mystery are contained in texts we might call "Scriptures" such as the Baghavad Gita, Tao Te Ching, the Torah, the New Testament, and the Qur'an.
These texts make statements about what appears to us as the mystery of reality-- they provide a hermeneutic. They attempt to raise awareness of the mystery of reality. They claim that the transcedent is of foundational and ultimate importance to human life. They also provide guidelines for the proper behavioral response to the transcendent mystery as it is interpreted in the Scriptural text.
Now, every text must also be interpreted....
For instance, let us say we have a poem describing a tree and an excerpt from a biology textbook describing a tree. Imagine what each would say about the tree-- how would each text describe the tree? Would there be a certain tone or feeling particular to each? What types of words would they use? If you read each aloud would your voice have a different cadence and rhythm?
Now, having imagined these texts..... is each description true? Do both the poem and the biology text describe the reality that is the tree? I would say yes. Wouldn't you?
BUT--- they are two different literary genres-- both are true, but in different ways based on the genre. Now, imagine this: you read the poem thinking it is to be used as a biology text and you read the biology text thinking it is a poem. NOW are they true? Ack! You sure wouldn't want your kid to be reading poetry when he or she is supposed to learn biology. And you sure wouldn't want to read a poem that reads like a textbook! You need to pay attention to the literary genre to interpret the text correctly--get the truth about reality it contains.
This is the case for ANY text: book, magazine, usenet post...... Scripture.
Scriptures are texts of a particular literary genre-- that genre pertaining to human spirituality-- awarness of and response to the mystery. If you forget that the Scripture is talking about the mystery-- thus making a confusion of genre-- you will misinterpret the text. If you yourself have a low level of awareness of the mystery you may even forget what the Scripture is about-- and make some really big hermeneutical errors.

Dogma and mysticism; fundamentalism and gnosticism.

These are mistakes of interpretation of the text.
Fundamentalism: thinking all meaning, all valid interpretation, is contained in the "surface" of the text-- a fear of discourse that is overly symbolic, metaphorical, or imaginative.
Gnosticism: thinking all significant meaning is "hidden" in the text-- a rejection of actual phenomenon for a hermeneutical "floating off" into imaginative interpretation. "Only a select few can understand the Scripture."
Dogma arises from the fact that we are trying to talk about what can't really be talked about! The text itself is about mystery and so, in reality nothing can be said about the transcendent that does not immediately violate the reality of the experience-- and yet we must talk about it.
If we mistake our traditions' dogma about the mystery for the actual awareness of the transcendent mystery we have made a very big mistake.
We must remain "mystery-centered"-- that is, be mystics. However-- in that we have to talk about the reality of this we can't go floating off into mystic "space." Dogma can keep one grounded in actual phenomenal reality, but if we become dogmatic we lose sight of the whole subject of our religio-spiritual exertions. A dogmatist is a person who has mistaken his or her tradition's talk about God for God's transcendent reality.
So, we have
1) the human experience of reality-as-mystery
2) claims of revelation (or not)
3) Scriptures about all this
4) interpretations of the Scriptures
A religious tradition is comprised of faith statements about the mystery (personal, impersonal; benevolent, indifferent or hostile.) and behavioral guidelines (commands?) based upon that basic hermeneutic schema.
In this schema of religio-spirituality it is quite possible to be highly religious, but with a low level of spiritual development (one's awareness of and response to the mystery). Likewise, it is possible to be outside of a formal religious tradition but be spiritually quite healthy.

(See also other text files such as the early book with Jeff Wilson, my dissertation, and Formative Spirituality.)


Thursday, March 3, 2011

10 Best Ways To Raise Money For Charity

Dunia saat ini telah menyedari pentingnya membantu orang lain yang tidak mampu bertahan di saat-saat sukar tanpa bantuan tersebut. Jika orang-orang ini tidak membantu di masa putus asa mereka, maka mereka kelak akan menjadi sumber kejahatan dalam masyarakat. Survival biaya apapun adalah salah satu naluri manusia yang paling dasar, sehingga jika orang tersebut tidak menerima bantuan kewangan pada saat mereka memerlukannya mereka boleh menggunakan cara-cara yang tidak adil untuk memastikan kelangsungan hidup mereka.

Mengumpulkan wang untuk amal tidak sesederhana kelihatannya. Banyak orang menghadapi kesulitan dalam tugas ini kerana mereka tidak mampu mendekati orang, atau terkesan mereka cukup mulia mereka untuk memujuk mereka untuk memberikan sumbangan. Berikut adalah beberapa tips yang sangat berguna untuk membantu mengumpul dana amal.

(1) Hal pertama dan terpenting untuk dilakukan adalah membiarkan semua orang tahu tentang amal dan menyebabkan dana untuk diangkat. Semakin banyak orang tahu tentang badan amal semakin tinggi kemungkinan menerima sumbangan kewangan. E-mel dan sumber-sumber lain komunikasi melalui internet seperti blog, forum, chatting rangkaian, rangkaian sosial, dll merupakan sumber besar untuk menyebarkan kata. Kita juga perlu membina amal PR untuk memastikan hasil yang lebih baik untuk acara penggalangan dana.

(2) baju Hosting atau bakat menunjukkan untuk menggalang dana adalah pilihan yang baik. Kita dengan mudah dapat menetapkan sebuah persembahan bakat dan kemudian mengenakan bayaran kecil untuk kerusi di persembahan. Dengan cara ini kos boleh digunakan untuk mengumpul dana bagi badan amal.

(3) Banyak pihak dan acara kecil dapat menjadi host untuk mengumpul wang dan mendapatkan sponsor untuk beberapa organisasi amal. Misalnya, dana untuk sekolah yatim piatu untuk anak-anak boleh dibesarkan dengan memegang fungsi di sekolah tempat anak-anak akan tampil. Hal ini telah terbukti mendorong orang untuk memberikan dana untuk tujuan amal.

(4) Menyelenggarakan kontes, acara lumba dan kuis juga boleh membantu dalam penggalangan dana.

(5) Satu mungkin bisa menemukan perusahaan yang memberikan donasi untuk amal, dan mungkin untuk menyerang kesepakatan bahawa syarikat akan menggandakan dana anda boleh meningkatkan dengan cara lain.

(6) Koleksi boleh dilakukan di acara sukan besar seperti sepakbola atau pertandingan basket, serta di pusat membeli-belah dan supermarket.

(7) A disko, makan malam atau barbecue boleh diatur dengan bayaran masuk kecil yang dapat dikumpulkan untuk digunakan untuk tujuan amal. Ada kemungkinan kuat bahawa ramai orang ingin datang ke pesta, dan beberapa bahkan mungkin menyumbangkan lebih daripada sekadar bayaran masuk untuk pesta.

(8) Anda juga boleh merekabentuk website penggalangan dana khas di mana semua maklumat akan diberikan tentang penyebab amal, dan juga beberapa maklumat kepada yang lain boleh ditempatkan yang mungkin mendorong orang untuk memberikan donasi secara online.

(9) Hal ini juga memungkinkan untuk membeli barang-barang kecil dari pengilang dengan harga diskaun dan kemudian menjualnya dari pintu ke pintu, dan menggunakan keuntungan untuk amal.

(10) Sebuah acara penggalangan dana, seperti karnaval atau festival, juga boleh diatur dan wang tiket dari berbagai kegiatan yang akan digunakan untuk amal.

11 Cara untuk Berpikir di Luar Kotak

Berfikir di luar kotak adalah lebih daripada sekadar klise perniagaan. Ini bermakna pendekatan masalah dalam baru, cara-cara inovatif; konseptualisasi masalah berbeza; dan pemahaman kedudukan anda dalam kaitannya dengan situasi tertentu dengan cara anda tidak akan pernah fikirkan dahulu. Ironisnya, klise nya yang bererti untuk memikirkan situasi klise dengan cara yang tidak klise.

Kita diberitahu untuk "berfikir di luar kotak" sepanjang masa, tetapi bagaimana tepatnya kita melakukannya? Bagaimana kita mengembangkan kemampuan untuk menghadapi masalah dengan cara lain dari cara kita biasanya menghadapi masalah? Bagaimana kita memupuk kemampuan untuk melihat hal-hal yang berbeza dari cara kita biasanya melihat sesuatu?

Berfikir di luar kotak bermula dengan baik sebelum kita "tempat dalam" - iaitu, baik sebelum kita menghadapi situasi yang unik dan mula memaksa menjadi sebuah "tempat" yang akrab yang kita sudah tahu bagaimana menangani. Atau sekurang-kurangnya pikir kita tahu bagaimana menangani.

Ini adalah 11 cara untuk daging lembu sehingga anda keluar-kemahiran-tempat-berfikir. Buatlah usaha untuk menggalakkan pemikiran anda sampai dengan dan melampaui batas setiap sekarang dan lagi - mengembangkan bakat anda mungkin berguna apabila anda menghadapi situasi yang "semua orang tahu" bagaimana untuk menyelesaikan.


1. Pengajian industri lain.

Saya telah belajar banyak tentang ajaran dari belajar tentang pemasaran seperti yang saya miliki dari pedagogi belajar - mungkin lebih. Pergi ke perpustakaan dan mengambil sebuah majalah perdagangan dalam industri lain selain anda sendiri, atau ambil beberapa buku dari perpustakaan, dan belajar tentang bagaimana hal-hal yang dilakukan dalam industri lain. Anda mungkin mendapati bahawa ramai orang masalah dalam industri lain hadapi adalah serupa dengan masalah anda sendiri, tetapi bahawa mereka telah mengembangkan cara-cara yang benar-benar sangat berbeza daripada berurusan dengan mereka. Atau anda mungkin menemukan hubungan baru antara industri anda sendiri dan yang baru, hubungan yang mungkin menjadi dasar perkongsian yang inovatif di masa depan.


2. Pelajari tentang agama lain. 

 Agama adalah cara manusia mengatur dan memahami hubungan mereka tidak hanya dengan ghaib atau ilahi, tetapi dengan satu sama lain. Belajar tentang bagaimana hubungan tersebut berstruktur boleh mengajar banyak hal tentang bagaimana orang berhubungan satu sama lain dan dunia di sekitar mereka. Mulai untuk melihat alasan di agama lain juga boleh membantu anda mengembangkan fleksibiliti mental - ketika anda benar-benar melihat semua orang cara memahami misteri yang sama, dan fakta bahawa mereka umumnya menetapkan untuk bertahan terlepas dari apa yang mereka percaya, anda mula melihat keterbatasan dogma atau doktrin apapun yang anda ikuti, wahyu yang akan memindahkan sedikit ke dalam bahagian non-agama dari kehidupan anda.


3. Ambil sebuah kelas.

Belajar topik baru tidak hanya akan mengajar anda set baru fakta dan angka, itu akan mengajarkan anda cara baru untuk melihat dan membuat rasa aspek kehidupan sehari-hari anda atau dari masyarakat atau dunia alami anda tinggal masuk Hal ini pada gilirannya akan membantu memperluaskan kedua bagaimana anda melihat masalah dan luasnya penyelesaian yang membolehkan anda boleh datang dengan.


4. Membaca novel dalam genre asing.

Membaca adalah salah satu stimulator mental besar dalam masyarakat kita, tapi mudah untuk masuk ke dalam liang. Cuba membaca sesuatu yang tidak akan pernah menyentuh sebaliknya - jika anda membaca sastera fiksyen, cubalah misteri atau novel fiksyen sains, jika anda membaca banyak novel detektif rebus, cubalah sebuah roman, dan sebagainya. Bayar tidak hanya untuk cerita tetapi untuk masalah tertentu penulis harus berurusan dengan perhatian. Misalnya, bagaimana penulis fantasi bypass skeptisisme muzik anda tentang sihir dan menarik anda ke dalam cerita mereka? Cuba untuk disambungkan tersebut masalah untuk masalah yang anda hadapi di lapangan anda sendiri. Sebagai contoh, bagaimana mungkin pasukan pemasaran anda mengatasi keengganan muzik audiens anda tentang produk baru "keajaiban"?


5. Menulis puisi.

Sementara sebahagian besar bersandar penyelesaian masalah berat pada pusat logik otak kita, puisi rapi jambatan lebih rasional kita otak kiri walaupun proses dan lebih kreatif otak kanan kita proses. Walaupun mungkin merasa bodoh (dan semakin selesa dengan perasaan bodoh mungkin cara lain untuk berfikir di luar kotak), cubalah menulis puisi tentang masalah yang sedang anda lakukan. puisi anda tidak perlu mengajukan penyelesaian - idea adalah mengalihkan fikiran anda jauh dari pusat logik otak anda dan menjadi bahagian yang lebih kreatif dari otak, di mana ia dapat merenungkan dengan cara non-rasional. Ingat, tak seorang pun yang pernah melihat puisi anda ...


6. Menggambar gambar.

Menggambar gambar bahkan lebih berotak kanan, dan dapat membantu memecah menahan logik kiri-otak tentang masalah dengan cara yang sama sebuah puisi bisa. Juga, memvisualisasikan masalah melibatkan mod lain berfikir bahawa kita tidak biasa digunakan, sehingga anda yang lain meningkatkan kreatif.


7. Putar terbalik.

Menghidupkan sesuatu yang terbalik, baik secara fizikal dengan membalik selembar kertas sekitar atau kiasan oleh kembali membayangkan dapat membantu anda melihat pola yang tidak akan dinyatakan menjadi jelas. Otak mempunyai sekelompok pembuatan pola kebiasaan yang sering mengaburkan lain, pola yang lebih halus di tempat kerja; menukar orientasi hal yang dapat menyembunyikan pola yang lebih jelas dan membuat pola yang lain muncul. Sebagai contoh, anda mungkin bertanya apa masalah akan terlihat seperti jika keputusan yang paling tidak penting adalah yang paling penting, dan bagaimana anda akan kemudian cuba untuk menyelesaikannya.


8. Bekerja berundur.

Sama seperti menghidupkan sesuatu terbalik, bekerja mundur rehat konsepsi muzik-otak kausalitas. Ini adalah kunci untuk berundur perancangan, misalnya, di mana anda bermula dengan tujuan dan berfikir kembali melalui langkah-langkah yang diperlukan untuk mencapai itu sehingga anda mendapatkan ke tempat anda berada sekarang.


9. Mintalah seorang anak untuk meminta nasihat.

Saya tidak membeli ke idea bahawa anak-anak secara inheren bijih kreatif sebelum masyarakat "runtuhan" mereka, tapi aku tahu bahawa anak-anak berfikir dan berbicara dengan ketidaktahuan tentang konvensyen yang sering membantu. Mintalah anak bagaimana mereka boleh mengatasi masalah, atau jika anda tidak memiliki anak sekitar memikirkan tentang bagaimana anda boleh merumuskan masalah sehingga anak bisa memahami jika ada. Jangan lari keluar dan membina sebuah perahu terbuat dari kue kerana seorang anak menyuruh anda, walaupun - idea tidak melakukan apa anak berkata, tentu, tapi untuk joging pemikiran anda sendiri ke pusat yang lebih konvensional.


10. Undangan keacakan.

Jika anda pernah melihat video lukisan Jackson Pollock, anda telah melihat seorang pelukis ahli sedar mengundang rawak ke dalam karyanya. Pollock latihan banyak kawalan ke atas kuas dan dayung, dalam perkhidmatan menangkap menitis tersesat dan percikan cat yang membentuk karyanya. Merangkul kesalahan dan memasukkan mereka ke dalam projek anda, mengembangkan strategi yang membolehkan anda input secara rawak, bekerja di tengah kacau juxtapositions suara dan bentuk - semua ini dapat membantu untuk bergerak di luar pola sehari-hari berfikir kepada agung.


11. Mandi.

Ada beberapa jenis link psikis aneh antara mandi dan kreativiti. Siapa yang tahu mengapa? Mungkin kerana fikiran anda pada hal-hal lain, mungkin itu kerana anda sedang telanjang, mungkin itu air hangat santai anda - ini misteri. Tapi banyak orang bersumpah dengan hal itu. Jadi mungkin ketika respon status quo untuk beberapa keadaan saja tidak bekerja, cubalah mandi dan melihat apakah sesuatu yang luar biasa tidak berlaku untuk anda!