A Tale of Two Boomers . . . (click here) READ THIS:
Course Dates: January 24 - May 16, 2007, Wednesday evening
7:00 – 9:00 pm
Course Meeting Location: SDSU Interwork Institute in Mission Valley
(free parking, easy freeway access)
Course Fee: $555
Special Course Fee for Spouses, Significant Others: See Intructor for details
Register at SDSU College of Extended Studies @ (619) 594-5152
or on-line @
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COURSE SYLLABUS (abbreviated)
APPLIED CRITICAL THINKING (ACT) FOR ADULT LEARNERS:
ESSENTIAL SKILLS FOR 21st CENTURY LIFE TRANSITIONS
Spring, 2007
Wednesday, 7:00 p.m., Interwork Institute
Instructors
Stephen F. Barnes, Ph.D.
Patrick H. Davis, M.S.W.
Department of Administration, Rehabilitation, and Postsecondary Education
San Diego State University
3590 Camino del Rio, North (Room 113)
San Diego, CA 92108
A Tale of Two Boomers . . . (click here) Stephen F. Barnes, Ph.D. Patrick Davis, M.S.W.
Baby Boomer Baby Boomer
Patrick H. Davis, M.S.W., is a retired business executive specializing in clinical social services such as individual, family, and group counseling, referral services for pre/post retirement, employment opportunities, and elder/child care.
Davis, P.H., & Barnes, S.F. (2006). Applied critical thinking (ACT) handouts, assigned readings, and exercises. San Diego, CA. (duplication fee required; distributed in-class)
Elder, L., & Paul, R.W. (2002). Critical thinking: Tools for taking charge of your professional and personal life. New York: Prentice Hall.
Freedman, M. (1999). Prime time: How baby boomers will revolutionize retirement and transform America. New York: Public Affairs Books.
Roszak, T. (2001). Longevity revolution; as boomers become elders. Berkeley, CA: Berkeley Hills Books.
Course Overview
This course is about applying critical thinking skills to everyday life. Several broad questions are addressed through weekly lectures, discussion, group work, and self-exploration: What are the important generational differences in contemporary American society, and why are Baby Boomers (1946-1964) so historically unique? What is critical thinking and how does one apply the skill set to everyday life in order to solve problems, manage risk, and make better decisions? How does one successfully make the transition from First Adulthood to Second Adulthood in the 21st Century. The last question engages students at both a theoretical and practical level in re-learning a family of Essential Life Skills, with particular emphasis on applied critical thinking (ACT), accepting and adapting to change, managing the three R’s (risk, resources, relationships), modeling eldership, and creating personal legacy through generational collusion.
The course blends traditional classroom instruction, on-line learning resources, and group and individual project-based work.
Learning Objectives
There are eight learning objectives established for the course. Each student will:
Instructor Expectations for the Seminar
Since this is a voluntary course for adult learners with a shared interest in living with meaning, all participants become important resources of information, advice, and inspiration for each other. This learning approach is most effective when members of the class complete all outside work and reading as assigned, attending class, participating enthusiastically in the exercises, and being open to change.
Students with special learning needs are encouraged to contact the professors separately to discuss accommodations for successful course completion.
Course Assignments and Grading Criteria
Although this course results in no grades, student will receive instructor feedback in the form of both comments and numerical scores. The point scoring will be based on four, weighted factors: development of a personal genealogy or lifeline, creation of a “boomer portfolio” that personalizes course assignments, exercises, and group projects, successful completion of assigned group projects, and creation of a personal obituary that serves as the final examination for the course. The weightings are as follows:
10% - LIFELINE (10 Points) - Development of a lifeline history from birth to present day. The lifeline should include defining experiences, major accomplishments, failures, and lessons learned.
35% - BOOMER PORTFOLIO (35 Points) - Each student will build a personal portfolio throughout course consisting of a values-based mission statement, life priority matrix, risk analysis matrix, personal Swiss Army Knife, Personal Simulations (PersSims), practice problems, obituary, attestations, and group learning activities.
40% - GROUP LEARNING PROJECTS (40 Points) - Risk analysis scenarios, essential questions fishbone chart, systematic questioning, structured problem solving, Swiss Army Knife show-and-tell, multiple realities mind mapping, GroupThink tic-tac-toe, managing important relationships simulation, mentoring role play (see below).
15% - FINAL EXAM (15 Points) - Each student will prepare a detailed obituary in collaboration with significant others that memorializes the kind of person they want to be, listing all of the important achievements (to be) accomplished later in life. The obituaries, a type of contract between you, the present, and the future, will be shared at the final class meeting.
Total possible points for all required assignments: 100 points
Required Reading (in assignment order)
Roszak, T. (2001). Boomers’ Destiny. In Longevity revolution; as boomers become elders (pp. 23-44). Berkeley, CA: Berkeley Hills Books.
MetLife. (2006). Demographic profile: American baby boomers. Westport, CT: Mature Market Institute. (PDF)
Group Case Study (as assigned in class)
“Making of a Dream List” (Handout #3.3)
Kerka, S. (2001). The balancing act of adult life (ERIC Digest No. 229). ERIC Clearinghouse on Adult, Career, and Vocational Education. (PDF)
Core ACT Skill: “Systematic Questioning” (Handout #4.2)
MetLife. (2005 October). The MetLife survey of American attitudes toward retirement. What’s changed?. Westport, CT: Mature Market Institute. (PDF)
“Socially Constructed Knowledge and Other Ways of Knowing” (Handout # 5.1)
Core ACT Skill: “Structured Problem Solving” (Handout #5.3)
Core ACT Skill: “Managing Personal Risk – Rules of Engagement” (Handout #6.1)
Schlossberg. N.K. (2003). Di-mystifying change. In Retire smart, retire happy; finding your true path in life (pp. ). Washington, D.C.: American Psychological Association.
Core ACT Skill: “Progressive Decision-Making” (Handout #7.2)
“Putting It All Together” – Implementing ACT: Using Your Tools in Multiple Contexts (Handout #8.2)
Ennis, R. (2000). A super-streamlined conception of critical thinking. Retrieved September 12, 2006 from
http://www.criticalthinking.net/SSConcCTApr3.html
Facione, P.A. (2006). Critical thinking: What it is and why it counts. Retrieved April 13, 2006 from http://www.insightassessment.com/pdf_files/what&why2006.pdf
Niles, S.G., Herr, E.L., & Hartung, P.J. (2001). Achieving life balance: Myths, realities, and developmental perspectives. ERIC Clearinghouse on Adult, Career, and Vocational Education. (ED-99-C0-0013)
Elder, L., & Paul, R. (2001). Becoming a critic of your thinking; Learning the art of critical thinking. Retrieved September 12, 2006 from
http://www.criticalthinking.org/resources/articles/becoming-a-critic.shtml
Stein, D. (2000). Teaching critical reflection (Myths and Realities No. 7). ERIC Clearinghouse on Adult, Career, and Vocational Education.
Van Gelder, T. (2005). Teaching critical thinking; Some lessons from cognitive science. College Teaching, 45 (1), 1-6.
Freeman, M. (2002). Mentorship. Retrieved September 13, 2006 from http://www.sonic.net/~mfreeman/
Pevny, R. (2006). Claiming our elderhood: Growing elder and just older. Second Journey. Retrieved September 13, 2006 from http://www.secondjourney.org/newsltr/06_Win/Pevny.htm
WEEKLY LECTURE/DISCUSSION TOPICS/ASSIGMENTS
Week Topic
January 24 : Viewing and understanding America through successive generations
Who are the baby boomers, and why is this generation historically unique?
Millennium gift to the Baby Boomers: Characteristics and sociopolitical forces of a generation
What are you going to do with your Boomer gift?
January 31 : Reconstructing your lifeline, Understanding You
How did you get here?
What happened before?
Who have you become?
Building a personal genealogy based on defining moments
February 7 : Looking ahead to the future: what can reasonably be expected?
Prepare for the future – proact, plan, and prosper
Senescense: Physical aging, avoiding cognitive decline, managing the disease process
The hidden curriculum of adult life
February 14: What are you going to do for the next 20 years?
What are the range of possibilities? Staking your claim to the future
What dreams to keep?
Core ACT Skill: Systematic Questioning
February 21: Starting Over...Again!
A rationale for starting over: First Adulthood vs. Second Adulthood
Life transitions
I don’t know what I don’t know. How do we know anything?
Core ACT Skill: Solving Problems
February 28: Managing the Three R’s: Risk, Resources, Relationships
Managing the Three R’s
What is risk?
Core ACT Skill: “Simple Risk Analysis – Understanding and Managing Personal Risk – Rules of Engagement”
March 7: How Not to Make Important Life Decisions
What drives you, what matters?
Core ACT Skill: “Progressive Decision-Making”
Decision-making: From theory to application
March 14: Re-learning the Core Skills of Applied Critical Thinking (ACT)
Dusting off the toolbox of life
Updating some tools, discarding others
Putting it all together: Implementing ACT in multiple contexts
Coming to terms with lies, exaggerations, contradictions, and general foolishness
March 21: Swiss Army Knife Metaphor
Tools and skills for lifelong living: What are the essential life skills?
Building your own Swiss Army Knife
March 28: SPRING BREAK
April 4: Meaning Making
What’s important in your Second Adulthood?
Seeing shades of gray: Prospering from multiple realities
Monitoring and evaluating your own learning and accomplishments
Overcoming GroupThink
April 11: Creating Personal Legacy – ACTivating your life
Making a difference at the micro, macro, and meso levels
Living your values
Committing random acts if kindness
Fostering critical thinking in the larger community
Thought, action, inaction, wisdom, and grace
April 18: Passing Baby Boomer Secrets on to Others
Connecting the dots: learning across the lifespan
Intergenerational collusion
ProACTion: paying it forward by mentoring others
ABC’s of Mentoring: Obligation or Optional?
April 25: Elderhood
What is Elderhood?
Showing the Way
Mentoring Others
Creating Personal Legacy
May 2: Group Presentations
May 9-16: Final Life Examination
A Selected Bibliography
Arrien, A. (2005). The second half of life: Opening the eight gates of wisdom. Louisville, CO: Sounds True.
Bradshaw, D. Transforming Lives, Transforming Communities: A Conceptual Framework for Further Education (2d ed). Melbourne, Australia: Adult, Community, and Further Education Board, 1999. (ED 431 131)
Brooks, M., Stark, J., & Caverhill, S. (2004). Your leadership legacy: The difference you make in people's lives. San Francisco: Berrett-Koehler.
Browne, M.N., & Keeley, S.M. (2003). Asking the right questions: A guide to critical thinking (7th Ed.). New York: Prentice Hall.
Carter, J. (1998). The virtues of aging. New York: Ballantine.
Chase, M. (1997, January 13). Forgot where you put your car keys? Don’t worry yet. Wall Street Journal, B1-2.
Covey, S.R., Merrill, A.R., & Merrill, R.R. (1994). First things first: To live, to love, to leave a legacy. New York: Simon & Schuster.
Dychtwald, K., & Kadlec, D.J. (2005). The power years: A user’s guide to the rest of your life. New York: Wiley.
Elder, L., & Paul, R. (2001). Becoming a Critic Of Your Thinking; Learning the art of critical thinking. Retrieved September 12, 2006 from
http://www.criticalthinking.org/resources/articles/becoming-a-critic.shtml
Elder, L., & Paul, R.W. (2002). Critical thinking: Tools for taking charge of your professional and personal life. New York: Prentice Hall.
Ennis, R. (2000). A super-streamlined conception of critical thinking. Retrieved September 12, 2006 from
http://www.criticalthinking.net/SSConcCTApr3.html
Facione, P.A. (2006). Critical thinking: What it is and why it counts. Retrieved April 13, 2006 from http://www.insightassessment.com/pdf_files/what&why2006.pdf
Fischer, K.R. (1998). Winter grace: Spirituality and aging. Nashville, TN: Upper Room Books.
Fisher, A. (2001). Critical thinking: An introduction. New York: Cambridge University Press.
Forte, I., & Schurr, S. (1995). 180 icebreakers to strengthen critical thinking and problem solving skills. Nashville, TN: Incentive Publications.
Foundation for Critical Thinking. (2006). Critical Thinking in Everyday Life: 9 Strategies. Retrieved September 12, 2006 from
http://www.criticalthinking.org/resources/articles/sts-ct-everyday-life.shtml
Freeman, M. (2002). Mentorship. Retrieved September 13, 2006 from http://www.sonic.net/~mfreeman/
Gamboni, J. (2000). Refirement: A boomers guide to life after 50. Minneapolis, MN: Kirk House.
Greider, K. (1996, November/December). Making our minds last a lifetime. Psychology Today, 43-46.
Hoffman, E. (2006 July 24). A course in what next? Business Week Online. Retrieved Auugust 24, 2006 from http://www.businessweek.com/magazine/content/06_30/b3994408.htm
Imel, S. (2002). Metacognitive skills for adult learning (Trends and Issues Alert No. 39). ERIC Clearinghouse on Adult, Career, and Vocational Education.
Jones, B. (2000). Baby boomer trivia. Tulsa, OK: Trade Life Books.
Jones, M.D. (1998). The thinker’s toolkit: 14 powerful techniques for problem solving. New York: Random House.
Kerka, S. (2001). The balancing act of adult life (ERIC Digest No. 229). ERIC Clearinghouse on Adult, Career, and Vocational Education.
Kubler-Ross, E. (1969). On death and dying. New York: Simon & Schuster.
Lancaster, L.C., & Stillman, D. (2002). When generations collide. New York: HarperCollins.
Lindenberger, J., & Stoltz-Loike, M. (2005, February 28). Mentoring and baby boomers. HR.com Retrieved September 13, 2006 from http://www.lindenbergergroup.com/art_mentor_babyboomer.html
McGinn, D. (2006). Second time around (The Boomer Files). Newsweek. [on-line] Retrieved August 25, 2006 from http://www.msnbc.msn.com/id/13249472/site/newsweek/
MetLife. (2005 October). The MetLife survey of American attitudes toward retirement. What’s changed?. Westport, CT: Mature Market Institute.
Moore, B.N., & Parker, R. (2004). Critical thinking. New York: McGraw-Hill.
Nash, J.M. (1997, February 3). Fertile minds. TIME, 49-56.
Niles, S.G., Herr, E.L., & Hartung, P.J. (2001). Achieving life balance: Myths, realities, and developmental perspectives. ERIC Clearinghouse on Adult, Career, and Vocational Education. (ED-99-C0-0013)
Northrup, C. (2005). Mother-daughter wisdom: Creating a legacy of physical and emotional health. New York: Bantam Dell.
Pevny, R. (2006). Claiming our elderhood: Growing elder and just older. Second Journey. Retrieved September 13, 2006 from http://www.secondjourney.org/newsltr/06_Win/Pevny.htm
Roszak, T. (2001). Longevity revolution: As boomers become elders. Berkeley, CA: Berkeley Hills Books.
Schlossberg. N.K. (2003). Retire smart, retire happy; finding your true path in life. Washington, D.C.: American Psychological Association.
Shute, N. (1997, August 18). Why do we age? U.S. News and World Report, 53-57.
Stein, D. (2000). Teaching critical reflection (Myths and Realities No. 7). ERIC Clearinghouse on Adult, Career, and Vocational Education.
Teregesen, A. (2006 July 24). Getting psyched to retire. Business Week Online. Retrieved August 24, 2006 from http://www.businessweek.com/magazine/content/06_30/b3994402.htm
Thomas, W. H. (2005, April). Eldertopia: A vision for old age in a new world. AARP. Retrieved September 13, 2006 from http://www.aarp.org/research/international/perspectives/apr_05_eldertopia.html
Tolle, E. (2005). A new earth; awakening to your life’s purpose. New York: Dutto
Updegrave, W. (2006 March 20). Why retire rich? Money. [on-line] Retrieved August 25, 2006 from http://money.cnn.com/2006/03/17/pf/expert/ask_expert_Fri/index.htm
Van Gelder, T. (2005). Teaching critical thinking; Some lessons from cognitive science. College Teaching, 45 (1), 1-6.
Vangelisti, A.L., & Perlman, D. (Eds.). (2006). The Cambridge handbook of personal relationships. New York: Cambridge University Press.