Lesson 12
A World In Process — Things Change — Use of Date
Teacher Summary
Theoretical Basis
We have observed evidence that we live in a world of constant motion and
change at all levels. If our language habits imply that we live in a static
world where there is enduring matter, our speech will not correspond to the
moving, changing world about us.
Resource Readings
“At the heart of the analysis of the atom in modern physics is the
sense of a perpetual, energetic ‘mad dance’; a hurrying, oscillating,
vibrating existence at submicroscopic levels. Thus, our primitive atomistic
view of a dead, indestructible, solid ‘matter’ must be replaced
by a view which emphasizes the process character of the world. If, below
the ordinary macroscopic and microscopic levels of sense perception, there exists
a level of motion and high velocity, we believe in a delusion when we view the
world about as static and enduring ‘matter.’ We must ‘see’
it, also, as at its deeper levels, a very lively world in process.
“On occasion students are disturbed by such pictures of the nature
of the world at deeper levels. Belief is at first not easy, for the hard chair
or table does seem at ‘rest.’ But a host of everyday experiences
should have made them conscious of phenomena that are not seen, such as voltage
in wires, radio waves, chemicals in solution, the rusting of iron, the tarnishing
of silver, the fading of colors, etc. Even the process of aging suggests that
something is happening which our senses and rough instruments of acquaintance
do not register. The chair, if left untouched and unused long enough, will crumble
and disappear.” —Lee, Language Habits in Human Affairs, pp.
73, 74.
“The systematic and habitual use of the simple device of dating statements
would have far-reaching effects.
“The immediate result would be to make clear the specific area in which
one speaks. The France of 1941 is not the France of 1937
.... The apple on the tree is not the cut apple on the table a month later.
The boy sent to reform school is not the same boy on his release a year later.”
—Ibid., p. 77.
Examples of Misevaluations in This Area
When people fail to take the fact of change into consideration, we are likely
to find the following situations:
1. Labels stick — coward, failure, delinquent.
2. Old grudges stay alive.
3. Maturity is lacking — voting straight ticket, sentimental attachments,
nostalgia, childish fears.
4. Discouragement and despair are common because of inability to believe
in a change in a bad situation.
Teachers are familiar with the need to recognize the possibilities of change
when they estimate the abilities and attitudes of pupils. The “nonreader”
of third grade may become a capable reader in fifth grade. The problem child
of one class may become the outstanding pupil of another class.
Attitudes and Habits We Desire Pupils to Develop
1. An awareness of change and process at all levels of life.
2. The habit of dating in speech — locating an event or person in time.
If pupils apply their training in this area, they should display more self-confidence,
adjust to new situations more easily, and not be without hope in adverse situations.
Presentation to Pupils
LESSON 12
Theory
If things in this world are constantly changing, we should show our awareness
by dating our statements.
Examples.—
Growing things, changing colors, aging, rusting, clouds, waves, winds, fashions,
etc.
Tell the pupils that this is not a new idea. More than 2,000 years ago Heraclitus
said, “You can’t walk through the same stream twice.” Ask
the pupils what they think he meant by this statement.
“Will the chair or table change if left untouched long enough?”
“Is the United States of 1950 the same United States of 1850 or of
1949? Indians of 1800, Indians of 1900? Schools of 1850, schools of 1950?”
Challenge the class to name something that does not change. As pupils produce
examples, do not reject them. Allow the pupils to continue discussing the examples
given until they are satisfied that there is change and that there is a need
to recognize change.
“Then, if things change, should our reactions to them change?”
Experiments
1. “Tom took a fountain pen when he was in fifth grade. Now, in eighth
grade, Tom is suspected whenever anything is missing, although there is no evidence
that he has taken anything since. Let’s see how putting a date on the
happening influences us.” Sketch the following drawing on the board.
“Does adding the date do anything to our reactions?”
2. Let the pupils make similar diagrams with new reactions for the following:
a) The person who holds a grudge because, “She insulted me.”
b) The boy who says, “I didn’t learn fractions in fifth
grade.”
c) The pupils who say, “We didn’t like history in sixth
grade.”
d) The class that says, “She failed last year.”
e) The teacher who says, “He was rude last week.”
f) The child who says, “My father was out of work last month.”
Evidence
1. “Do you know of nationality or race groups in your city? Can you
name any landmarks — churches, statues, buildings — that show that
there were changes of nationalities or races in these communities? Does this
lead you to expect more changes in your community?”
2. “A great king asked his sages to produce a saying that would be
suitable for all occasions and, after a long search, they came to him with this
one — ‘And this too shall pass.’ What does it mean?”
3. “Why do you suppose encyclopedias are edited and revised every few
years?”
Conclusion
We should date our statements, at least in our thinking.
Applications
1. The student who is conscious of change should locate people or things
in time and space when making a report.
2. Have the pupils check articles from the newspaper to find out if they
tell
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Who
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Where
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When
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Somebody
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Somewhere
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Sometime
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“Experiment with leaving out one of the foregoing at a time and see
what happens. Can you have somebody, somewhere, at no time?” etc. “A
good reporter tells when.”
3. “How many physically handicapped people can you name who have adjusted
to their changed condition?”
4. “Why do we dislike moody people? Moods reflect our feelings; everyone
has moods. We can’t help having them, but we should let our judgment and
our consideration for others, not our moods, guide our actions. What sometimes
happens when we let moods guide our actions?”
5. “What should we remember from this lesson the next time we feel
depressed?”
QUESTION
“Does this lesson mean that we can’t count on the future? Does
it mean that it is useless to plan for the future because everything will change?”
No. There will be changes, but they may occur very slowly. We plan and work
for the future, but we must be aware that changes may alter our plans.
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