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#34: David Trembath - Last words before getting on with my life 

B'H

 

With all due respect, I recently completed the Myths and Symbols course and found it very informative, although I did want a bit more on the Asiatic myths and symbols. The lecturer has an extensive knowledge of her subject matter and was able to deliver interesting material from a wide range of sources in a variety of ways. You do not seem to know what you are talking about when you glibly state:

"If you want to write a Myth and Symbol unit and assess students on their knowledge of mythology or Jungian archetypes you can. I think it's a bit doctrinaire myself but go ahead. Nobody will stop you. Just make sure it's supported by industry (industry are publishers and editors, employers etc) ie that there's an industry need and that they're properly written in competency based terms. And talk about it as much as you like in class. You can use Myths and Symbols in any number of units. Go for it."

Knowledge and a depth of understanding what myths and symbols entail and how those myths and symbols impact on our understanding and perspective on the world around us, involve more than just being able to read mythology and have a basic knowledge of Jungian archetypes. Sounds like you need to take the course. It might expand the narrow confines of your present thinking somewhat to have taken such a course. However there are people who cannot cope with too much creative thinking and depth of knowledge. It is scary. However you have to allow that not all people want their minds chained by reason:

 

Earth was not: nor globes of attractionThe will of the Immortal expandedOr contracted his all flexible senses.Death was not, but eternal life sprung. 
Laws of peace, of love, of unity;Of pity, compassion, forgiveness.Let each chuse one habitation:His ancient infinite mansion:One command, one joy, one desire,One curse, one weight, one measureOne King, one God, one Law.
And a roof, vast petrific around,On all sides He fram'd: like a womb;...Like a human heart strugling & beatingThe vast world of Urizen appear'd.
In chains of the mind locked up,Like fetters of ice shrinking together,Disorganiz'd, rent from Eternity.Los beat on his fetters of ironsoul sicken'd! he curs'dBoth sons & daughters: for he sawThat no flesh nor spirit could keepHis iron laws one moment.

 

Blake's poetry like all good poems can be read on many levels. Blake may have spoken against organised religion of which we have many varieties in today's world. Conformity and consumerism are religions of a sort and so is materialism and businessism. People like William Blake are very scary people. We would not want too many of them roaming around now, would we?

When I read your comment:

"If we are going to talk about curriculum design at least let's use terms accurately. Units of competency describe the competencies which have to be assessed. As to how the unit is delivered this is up to the teacher. We've removed the reporting requirement." 

I do not wish to appear rude, but it sounds like you swallowed some sort of curriculum manual and are having a bit of a problem with elimination of said manual. 

Let's say you are teaching a unit on Screen Writing - I would first want to write up what the goals and outcomes for the students are. That should include a selection of competencies as well as how those competencies are assessed. I would have thought that competencies and assessment criteria go hand in hand. But then who am I to know and what do I know. I only taught in Australia and Israel for 18 years at a number of institutions and secondary schools reasonably successfully I might add.

Then getting back to the unit, you would look at a variety of texts in order to deconstruct  them for students so they can compose their own texts for assessment which should be able to give any lecturer an idea of how well they have understood the textual analysis. It is not rocket science,  but it requires thought and the development of perceptual skills which go beyond a hastily constructed unit for skilling in order to obtain employment at a basic entry level. Employers relish having graduates that are highly skilled with a good background knowledge. They do not want graduates that they have to undertake to train on the job. That is why these two or three day intensive technology courses might be good money spinners for an institution, but really do not give the required depth of knowledge needed for competent use of software in a workplace situation that a semester course in the same might. 

Well you might be weary. If I had to stand for false ideas and values, I would be weary too.