Academic bemusement and bewilderment seems to be my state of late, and
in this particular SSC (special state of consciousness) a pathway can be
found to a new postmodern framework of knowledge (or, at least is feels that
way--flashback time). In pondering ideas and views about preparing
undergrads for applied or traditional psychology career tracks, and not
forgetting the fact that only about one in ten of psych graduates pursue
graduate work in psychology, it suddenly struck me how we can best "give
psychology away." Less is more!!! Minimize exposure to such eurocentric
core components involving traditional science, analytic reasoning, research
designs placing undue emphases on controls and lines of eurocentric logic,
and instead provide classes in living and working where the "psychology"
best represents the "positive" values, ideals, hopes, stories, and legends
of living and loving together in spiritual harmony. Contained in each
class, in each curriculum, should be less and less of the traditional
knowledge base, or methodological axioms, but rather greater discussion of
the possible options to knowledge, and the validity of different "voices" in
the pragmatic narrative which is life. Readers are invited to present
creative curricular drafts -- the draftier the better--of this new, potent
and powerful academic regime. The aim should be students who are able to
"go with the flow," "get along and go along, so long as they come along"
with a smile and a good heart. Such a curriculua should transcend the
(largely Western) dichotomy of basic versus applied study in favor of
matching one's psychic energy with the vibratory vectors of diverse
perspectives in all paths or avenues of praxis. Following Maslow, we could
cultivate a harmonic path of BEING rather than of mere doing or knowing, by
ridding classes of traditional science content and, instead, helping them
embrace the karmic content of new psychological empowerment.
Admittedly, I am vague as to the specifics of such courses (such is the
nature of SSS's (state-specific sciences), but I invite tipsters to
creatively ponder the possibilities of this new homeopathic curriculum as a
more popular--and surely marketable--academic avenue. I would guess that we
all can think of examples of courses already on the homeopathic track. We
might want to visit classes that prepare teachers--our colleagues in this
area are often at the forefront of curricular innovation. The popularity,
success, and potency of such alternatives as feng shui, homeopathic
medicine, and non-traditional massage should suggest models for education
that can be more successful by offering less substance and more of what our
students want: hugs, good grades, and a job. With positive spirit, Gary
Peterson
Gerald (Gary) L. Peterson, Ph.D.
Professor, Department of Psychology
Saginaw Valley State University
University Center, MI 48710
[EMAIL PROTECTED]
1-517-790-4491
