Psy 318 Assignment Page: Table of Contents:

    Psy 318 Unit I Study Guide

    "How to Be in the Woods"

    Psy 318 Unit II Study Guide

Psy 318 Unit I Study Guide 

Kahan Intro/Chapter 1

1.   Who was Aldo Leopold and what was his point about conservation education? 

2.  What is the biophilia hypothesis? 

3.  Summarize the research findings on preferred landscape aesthetics.  Include definitions of ‘legibility’ and ‘mystery’ as used in this context. 

4.  What did Ulrich (1993) observe about attacks on art by psychiatric patients? 

5.  Summarize with examples the research on effects of contact with nature on physiological and psychological well-being. 

6.  Summarize with examples the research on effects of affiliation with animals on human health and behavior. 

7.  Explain Kellert’s way of classifying the ways in which people value nature. 

8.  Summarize Nelson’s findings on how the Ko-yukon people of Alaska are connected with nature. 

9.  How do real estate prices and zoo attendance support the biophilia hypothesis? 

Kahn Chapter 2

1.   How does sociobiology ‘explain’ altruism and how does Kahn critique this view? 

2.  Explain Kahn’s point and rationale on the need for human constructs to account for human behavior such as rape. 

3.  Define and give examples of ‘biophobic’ reactions to nature. 

4.  Summarize the findings of Diamond and Nabhan & St. Antoine that seem to contradict the biophilia hypothesis. 

5.  What are Kahn’s points about Woody Allen and the human attraction to the ‘unnatural’ in evaluating the biophilia hypothesis? 

6.  How does Kahn critique the nature and blood pressure studies? 

7.  What is Kahn’s conclusion about biophilia? 

Kahn Chapter 3

1.  What categories of theories has psychology offered to explain human behavior? 

2.  Explain in more detail Piaget’s structural-developmental theory as applied to understanding human behavior; include definitions of conservation, reversibility, hierarchical integration, schema, assimilation, accommodation, and the four stages of cognitive development: sensorimotor, preoperational, concrete operational, and formal operational. 

3.  Explain Kohlberg’s theory of moral development, identifying the 6 stages he says constitute three broad phases of moral reasoning: preconventional, conventional, and postconventional.

4.  Discuss the Asch (1952) conformity study to illustrate Kahn’s point about how judgment and action are linked. 

Kahn Chapter 4

1.  Explain Turiel’s domain perspective as it applies to moral development. 

2.  Explain the method and results of the study by Kahn and Turiel (1988), exploring how domain perspectives have differing consequences for relationships when trust is broken. 

3.  Compare and contrast discretionary and obligatory morality. 

4.  What is Kahn’s position on Gilligan’s feminist critique of moral development theory? 

5.  In Kahn’s view, what is the developmental connection between caring and justice? 

Kahn Chapter 5

1.  Explain the purpose and general idea of the semi-structured interview. 

2.  What does Kahn say about length considerations?  About pilot work?  About enlisting participants? 

3.  Describe Kahn’s method of interviewing. 

4.  Explain what a coding manual is and how it is used; include the concepts of internal replicability and inter-rater reliability. 

5.  What are relative advantages of surveys when compared with the semi-structured interview?  What does the interview offer that the survey does not? 

Kahn Chapter 6

1.  What did I say about Kahn’s more participatory approach to the Houston child study in contrast to that of ‘traditional elite science?’ 

2.  Describe Kahn’s  method for doing the Houston child study. 

3.  What turned out to be the unexpected context for much of what the children had to say about the environment? 

4.  Summarize the general results in terms of the children’s awareness of, thinking about, and caring for various aspects of their natural world. 

5.  What developmental trend did Kahn detect in terms of pro-environmental attitudes and values? 

6.  What did Kahn find out regarding the children’s attitudes and values about polluting the local bayou?  What developmental trend did he detect? 

7.  Explain Kahn’s findings in regards to the children’s environmental justifications for the anti-pollution attitudes and values.  What developmental trend did he detect? 

8.  Explain the process of disequilibrium that provides Kahn’s framework for understanding developmental changes in environmental attitudes and values. 

9.  What conclusions can be drawn about the influence of an urban context on the development of environmental attitudes and values?  What are some ideas about possible community/school interventions that could help? 

10.  Explain the concept and consequences of environmental general amnesia; what are the possible causes? 

Films/Handouts/Assignments/Etc.

1.  In the film about moral development, how does Turiel’s (and Piaget’s) approach differ from that of Freud and Skinner? 

2.  Explain Kohlberg’s technique to study morality using the ‘Heinz dilemma.’ 

3.  What cross-cultural data related to power hierarchies in a given group or society are cited by Turiel to critique Gilligan’s theory that the morality of women is based on care rather than justice? 

4.  In Turiel’s review of the Milgram obedience studies, what point does he make about the responses of the subjects when the authority figure was not present? 

5.  What points does Turiel make about factors that influence the developmental progression of morality? 

6.  What did you learn from Don Williams’ editorial about how road building affects traffic and the environment?  How does he link roads, vehicular transportation, and terrorism?   

7.  What is the Earth Charter?   

8.  Describe the main categories of the Earth Charter. 

9.  Summarize its 16 principles. 

10.  What according to the Earth Charter is the “way forward?” 

11.  Summarize the National Geographic report on the ‘Rio+10’ Earth Summit in Johannesburg, S. Africa, in terms of signs of progress; setbacks; endangered species; newly established sanctuaries; and important next steps for the world community. 

12.  In the film, “The Power of Place,” what did we learn about the ‘battle for Black Mountain?’  What role did a middle school teacher and her students play? 

13.  Who is Margaret Rogers and what point does the film make of her story?  Who is Beth Davies and what insights did she offer about hope? 

14.  Review my webpage notes on ‘motivations for being in the woods.’  How can someone ‘miss the extraordinary experience of being the woods by being in the woods without being in the woods!’?  What is the point of this reflection?

15.  List some pertinent information about Panther Creek State Park and the Friends group who help look after it.

16.  State parks often cost more money than they bring in.  The public enjoys the benefits of access to state parks and picks up the difference by paying taxes.  Contrast this situation with that of companies who produce products for consumption by only a portion of the public but who produce waste and pollution that affects everyone, and who don't pay all the costs.  What alternative cost system has been implemented in some places to insure industries and their consumers cover the entire range and life cycle cost of their products?

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How to be in the Woods

1.  Health and safety issues--Going into the woods always entails a degree of risk.  People are injured, lost, and killed in the woods each and every season.  Sometimes these unfortunate incidences could have been prevented; sometimes not.  Before going into the woods, you need to consider the risks and benefits, and make a decision you feel comfortable about and can take responsibility for.

    Here are a few health and safety concerns to think about:

        (1)  Make sure you are fit enough to meet the demands of the terrain, weather, and activities of the outing.  It may be better to work up to a strenuous hike than set off prematurely if you are not in good enough shape enough to meet its physical challenges. 

        (2)  If you have important pre-existing health conditions (such as asthma, heart problem, allergies, diabetes, foot or leg problems, etc.), keep your outdoor activities sensible and in accord with your doctor's advice and your own good judgment.  Always alert others in your group, your "buddy," and your group leader to any problem you have as well what medication and procedures should be administered in case of an emergency. Sometimes it is better to pass on an outing if it will take you into a remote area which is hard to reach in case of emergency.

        (3)  Always use the "buddy system" and stay within visual and voice contact with your buddy.

        (4)  Take time to do a thorough safety orientation before you depart, carry a first-aid kit, and also carry a signed medical release form giving permission to medical professionals to do whatever medical procedure is indicated in case of emergency.  

        (5)  Know what to do if you become lost.

2.  Proper Equipment--Taking along the right clothing, footwear, first-aid items, walking stick, food, water bottle, and whistle are critical for a safe and enjoyable outing.  Keep in mind the real possibility of the weather changing.  Abide by the motto of the Scouts:  Be prepared!

3.  Low Impact Ethos--Keep in mind the ethos you embody on the outing.  One right idea is to be quiet and still in the woods. Monitor your noise pollution.  Being noisy distracts others and yourself from the sensual delight, spirituality, opportunity to observe and learn, and the restorative experience of being in the woods.  

    Two additional directives familiar to many are worth considering:

        (1)  Pack it in, pack it out; and

        (2)  Leave only footprints, take only memories.

4.  Motivations for being in the woods--Seek to "be here now" in the woods, at least some of the time.  Reflect on the variations of motivations and states of mindfulness people bring with them to the woods. The point here is not that some of these states and motives are bad and should never be tolerated, but that we should be mindful of what we may be missing or depriving others from.  People come to the woods for many reasons, such as...

        (1)  as a setting for a social experience

        (2)  for rest, relaxation, restoration

        (3)  for the physical and mental challenge (adrenaline rush)

        (4)  to learn, for nature study

        (5)  for fun, recreation, exercise

        (6)  to encounter the Sacred

        (7)  to immerse ourselves in the sensuous delight of Nature

        (8)  for economic gain, to supply basic needs

        (9)  as an opportunity for personal growth and self-exploration

        (10)  to withdraw, to find solitude

        (11)  for artistic inspiration and opportunity

        (12)  as a basis for citizenship education and action

        (13)  as an effective setting to think about work or a project.

    This is by no means an exhaustive listing. You may want to suggest other motivations and states of mind we bring on our outings to the woods.

    The point of this assignment is to for us to become more mindful and seek a balance as we go into the woods.  If I am habitually in the woods to have fun, as an opportunity to visit with friends, or for the adrenaline rush, for example, perhaps I will benefit by exploring other ways of being in the woods.  In particular, I might want to seek to the more aware and meditative states of mind described in number 6 and 7.  Or, if I go to the woods exclusively for meditative purposes, perhaps I should add to that the citizenship education and action mode from time to time.

    The point is, don't miss the extraordinary experience of being the woods by being in the woods without really being in the woods!  See you in the woods!!

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Psy 318 Unit II Study Guide 

Film: “Sustaining Rural Communities” 

1.  Describe some of the main initiatives started by citizens of St. Charles, VA, that involved decisions about the economic and social development of a town attempting to survive after the boom years of coal mining have passed and to assert control over their own well-being and destiny that was previously determined by corporations based outside the Appalachian region.

2.  Thinking about the organic farm project in Greeneville, TN, explain the concept and practice of Community Supported Agriculture (CSA).

3.  What are the regional environmental and economic benefits of CSA?

3.  Describe the guiding philosophy and economic advantages of horse-drawn logging.

4.  How does the sustainable development approach illustrated in this film compare with the usual measures or criteria of success of a more profit-based and progress-oriented approach to economic development?

Film: “Affluenza” 

1.  What point does the film make about the connection between economic progress of the post World War II years and human happiness?

2.  What are some of the main health and psychological consequences of a consumption-based lifestyle common in North America since the 1950s?

3.  What are some of the main strategies and effects of the culture of consumption in regards to the lives of children?

4.  What are some of the main drawbacks of the culture of consumption in regards to the American family?

5.  What are some of the main drawbacks of the culture of consumption in regards to the environment?

6.  What are some of the main drawbacks of culture of consumption in terms of the social fabric of our communities?

7.  What have been some countervailing forces in American history in regards to the spread and influence of the culture of consumption?

8.  What are some of these countervailing forces today?  Include in your answer the projects of the Media Foundation such as Adbusters, Buy Nothing Day, and any of several approaches mentioned to teach the knowledge and skills of simple living.

9.  Explain the difference between the GDP and the GPI.

10.  Explain the concept and practice of co-housing.

11. What do the film-makers suggest in the place of the culture of consumption?  What hope do they hold out that this is a realistic possibility?

[12.  What trends in regards to consumption, extinction, and CO2 release into the atmosphere did I describe through historical time down to the present age?]

Film: “Escape from Affluenza” 

[1.  What are the “four waves of environmentalism?”]

2.  How many planets would be needed to supply the natural resources necessary for the whole world to live at the same standard of living of North Americans.

3.  Describe one of the case examples of someone living in a way that has a minimal impact on the environment.

4.  Describe some of the main features of the “post-materialist economy” envisioned by some of the people featured in the film.

Guest Speaker: Oolla from Southern Alliance for Clean Energy 

1.  What are the principle sources of electricity in the Tennessee Valley and their approximate percentages?

2.  What are the principle pollutants that are by-products of  burning coal to produce electricity?

3.  What has happened to visibility in the Great Smoky Mountains over the past 50 years?  Why?

4.  What are some of the main health effects that have been linked to the production of electricity by burning coal?

5.  What are some of the main environmental effects that have been linked to the production of electricity by burning coal?

6.  What are some of the politics behind air pollution?

7.  What key legislation affecting air quality has come under attack by the Bush administration?  Why?

8.  What are some positive trends that can be identified in regards to air quality in this area?

9.  What can individuals do in regards to improving air quality in this region?

Kahn’s textbook 

1.  In the Houston Parent Study, what factors interfered with the frequency with which the participants interacted with nature?

2.  Contrast environmental solutions based on conservation versus those based on technology.  Which did the Houston parents prefer?

3.  Contrast the historic perception of the value placed on nature by Black people with the perspective of bell hooks and the research of Mohai.

4.  What was the experimental set-up and context for the Prince William Sound study?

5.  What were the study’s main findings in regards to the responses of the children across the three domains of moral reasoning? 

6.  About caring for sentient vs. non-sentient elements of nature?

7.  About developmental trends across the three age groups?

8.  How does Kahn conceptualize the development of biocentric reasoning?

9.  Explain Kahn’s understanding of the development of the moral relationship between children and nature as a dialectic.

[10.  Discuss your own experience and observations in regards to the interconnections of our moral relationship with nature and our moral relationship with other humans.  What are your thoughts and reflections about how this dialect might be encouraged and strengthened?]

11.  Compare and contrast the findings of the Brazilian Amazon study with that of the Houston Child   

study.  What does Kahn conclude in regards to the biocentrism and culture?

12.  In what way was this conclusion supported or contradicted by the Portugal study?

13.  Explain Kahn’s understanding of deconstructive and affirmative postmodernism.

14.  How does Kahn critique postmodernism of either stripe?

[15.  Contrast Kahn’s take on modernism and postmodernism with that of Dr. O.]

16.  What is Kahn’s point in analyzing the underlying moral ground of the Bushmen of Kalahari, who leave their elderly in the desert to die; the struggle of women in some patriarchal, Islamic countries; and the motivation of Western animal researchers?

17.  Explain Kahn’s constructivist approach to education.

18.  Illustrate Kahn’s approach by describing how his student taught The Giving Tree.

19.  What is education like at the Audubon Expedition Institute?

20.  What opportunities for constructivist education can be found even in an urban school?

21.  Looking back over Kahn’s book, what are 2-3 things you learned that were especially interesting or important?

22.  Looking back over the book, what criticisms or suggestions do you have that might strengthen it as a good introduction to ecological psychology?  

Take Home Question  

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C-N Student Research Conference Registration

GENERAL INFORMATION/REQUIREMENTS:

   This conference is open to all Carson-Newman students who wish to report on their research or fieldwork experience. It may be a finished project or a work in progress.

    * If needed, obtain prior approval from the Provost's office or the Human Subjects Review Committee (discuss this with your sponsoring faculty member).

TYPES OF ALLOWABLE PRESENTATIONS: (Note: Individuals or teams may participate in each of these categories.)

    * POSTERS are visual reports generally consisting of a title; authors' and college name; a brief abstract or summary; an introduction containing background information and the purpose of the project; a step-by-step description of the methods used (if testing was done); statement of results plus any statistics, tables and graphs; a discussion section in which you summarize and interpret the significance of your findings; and your references. Most posters fit on two or three standard sized poster boards. Be present to discuss your research in front of your poster during your assigned poster session. At the other times, you can examine the posters of your fellow students and talk with them about their results.

    * PAPERS are reports that you read in front of the persons attending your paper session. The main parts of a paper are similar to that of a poster presentation; it is just a different type of delivery format, generally reserved for somewhat more substantive projects. Normally, you take about 10 minutes to read the paper with 5-10 minutes of audience question and answer afterwards. Visual aids and a written abstract or other handout are often good ideas.

* ROUNDTABLE DISCUSSIONS are moderated sessions in which participants respond to a topic or question and debate different ideas or seek to network with persons of like interest. Sometimes a panel of respondents takes turns commenting on the topic of interest.

                    C-N STUDENT RESEARCH AND FIELDWORK CONFERENCE                    REGISTRATION FORM (due by Thursday 4/12/00)

I have secured the prior approval of a C-N faculty member who is sponsoring my research. I have followed all appropriate ethical guidelines for conducting research.

___________________________________                                                           Student

___________________________________                                                           Faculty

Mrs. Kathy Burns in the Psychology Department by Thursday, April 12.  For information, contact Professor Osborne at ext. 3470 or by e-mail at LOsborne@cn.edu.

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