Opening Paragraph and Syllogisms

• Achieving success in the 21st century is more complex than during the 20th century and those wrestling with attaining it need to confront residuals from the past and address the present and future unknowns. Many involved in addressing these unknowns have been or are being educated in a system that has/is preparing them for careers and skills that “use to be needed”, but are not relevant in the world in which they are intending to be successful. The education for success needs to include in its

curriculum areas that give students insight into success for the 21st century. The mutually inclusive areas necessary for success are psychosocial awareness, diversity and global knowledge, and green and technological applications.

Form 1: m p s m s p

• (A) All students are in a psychosocial process• (A) All enrolled in classes are students• (A) All enrolled in classes are in a psychosocial

process.• (E) None who are psychosocially unaware are

successful people.• (A) All who are partially developed are psychosocially

unawareness.• (E) None who are partially developed are successful

people.

What is psychosocial

• They need to have good relationships based in trust, i.e., friends, family, intimate relationships, work relationships, freeway relationships.

• They need to be able to be autonomous and collaborative.

• They need to have an identity, i.e., know what they think, believe, feel and be able to express it or not.

• They need to consider others.

Form 1: m p s m s p

• (A) All who are psychosocially aware are aware of other people.

• (I) Some who are not rigid are psychosocially aware.• (I) Some who are not rigid are aware of other people.• (E) None who are overly “centric” are able to

communicate with diverse groups.• (I) Some who are rigid are overly “centric”.• (O) Some who are rigid are not able to communicate

with diverse groups.

What are Centricities

• Seeing life from one perspective.• Imposing on others or judging others based on

that perspective.• Examples: religion, ethnicity, gender,

socioeconomics, experience, sexual orientation, in general, rigid bias.

Form 2: p m s m s p

• (E) None who are overly impulsive are socially accepted.• (A) All who think before they act are socially accepted.• (E) None who think before they act are overly impulsive.• (A) All fluid thinkers are able to understand another p.o.v.• (E) None who have low frustration tolerance are able to

understand another p.o.v.• (E) None who have low frustration tolerance are fluid

thinkers.

Frustration, Fluidity, and Impulsivity

• Frustration: unable to sort out the complexity of a situation that prevents one from completing task, thoughts, in general, unable to sort out life so you are in control.

• Fluidity: thinking in an “either-or” and not “both-and” manner.

• Impulsivity: not to be confused with spontaneous behavior. Due to lack of autonomous nervous system one has the Inability to control what you say, how they say it, who they say it to, how they act, when they act. In general, acting without thinking about the consequences of what you are doing.

Form 2 p m s m s p

• (E) None who are successful are unaware of positional knowledge and diversity.

• (I) Some who are overly “centric” are unaware of positional knowledge and diversity.

• (O) Some who are overly “centric” are not successful.• (A) All diverse thinkers are those who consider another’s

awareness.• (O) Some who are following a fixed system are not those

who consider another’s awareness. • (O) Some who are following a fixed system are not those

who consider diverse thinking.

Positional knowledge, Diversity

• Positional knowledge: the theory that individuals know what they know because of their experiences within time, space, socioeconomics, gender role expectations.

• Diversity: the awareness and acceptance that all people have different experiences, knowledge, and values.

Form 3: m p m s s p

• (I) Some who need to be diverse thinkers realize they need to think globally.

• (A) All who need to be diverse thinkers realize they need to learn about other cultural norms and patterns.

• (I) Some who need to learn about other cultural norms and patterns realize they need to think globally.

• (A) All who need to learn about other cultural norms and patterns respect the importance of the human quilt.

• (I) Some who need to learn about other cultural norms and patterns respect cultural differences.

• (I) Some cultural differences respect the importance of the human quilt.

Norms, Patterns, Human Quilt

• Norms: ideas and standards that are deemed necessary in a society/culture. If one does not have them they are considered abnormal.

• Patterns: behaviors that indicate the norms of a society/culture. Could be walking, talking, sitting, dressing…..

• Human Quilt: an analogy suggesting that all have a place in the human scheme of things.

Form 3 m p m s s p

• (O) Some who understand their relationship with the earth understand they are part of the earth.

• (A) All who understand their relationship with the earth understand they must protect the earth.

• (O) Some who must protect the earth understand they are part of the earth.

• (E) None who are insensitive to “green” issues understand they are part of the earth.

• (I) Some who are insensitive to “green” issues understand the earth is for their use.

• (O) Some who understand the earth is for their use do not understand they are part of the earth.

Relationship with the earth

• Green: the term used in our society to depict things that are good for us and the planet.

• Part of the earth: this is not just an evolutionary perspective and it does relate to the idea of protecting what God gave those who came before us and those who will come after.

Form 4 p m m s s p

• (A) All those who successfully engaged in the 21st century are technologically proficient.

• (E) None who are technologically proficient are unaware of global citizenship.

• (E) None unaware of global citizenship are those who are successfully engaged in the 21st century.

Form 4 p m m s s p

• (I) Some who have learned how to integrate their psyche, society, others, the planet, technology, and their place in the human quilt are successful.

• (A) All who are successful are aware of their and other’s human rights.

• (I) Some aware of their and other’s human rights are those who have learned how to integrate their psyche, society, others, the planet, technology, and their place in the human quilt.

Form 4 p m m s s p

• (E) No successful people in the 21st century are living 20th century reality.

• (I) Some living 20th century reality are preventing the evolution of humankind.

• (O) Some preventing the evolution of humankind are not successful people in the 21st century.

What is our purpose?

• According to this argument, the human purpose is to develop individually while we promote and facilitate the growth of humankind.