Blueprint: Program Development Discovering, Understanding, and Developing Aesthetics through the Classical Masterpiece Core Competencies and

Skills Course Learning Outcomes (MEd)

Eight Main Categories

Full Explanation of Project Plans

(Please note: The timeline refers to Courses that may be conducted extensively or briefly)

1. Statement of PurposeClear Statement of Purpose and Benefit

2. Rationale How the Project will Provide Evidence of MEd Competencies

Catharsis is important to the revelation of truth and knowledge; hence, the essence of developing insight and understanding, not only philosophically but in the manner in which we observe and comprehend art forms. One must purge oneself of dysfunctional or irrelevant actions and/or thought processes before those capacities of thinking may be transformed with more desirable actions and/or thought processing. From the ancient Greek academy, the term catharsis was coined; likewise, other words and expressions important to the creation, understanding, and evaluation of all the forms, including the model masterpiece. The purpose of this Program Development is to introduce such concepts and functions that are important to our educational communities as they maintain relations with the foundation of their academia nationally and internationally. Both andragogy and literary aesthetics incite aspirationthe motivation or quest that an individual may require to discover, understand, and apply general and/or detailed knowledge. The program that I am developing and implementing for this Capstone Course does involve the metacognitive principles that incite improvement; hence, rationale and learning. Adult learning theories that pertain to the adult leader, from the Greek aner for adult and agogus for leader or guide, refer to the same impetus that compels the metacognition of language development. Should one abandon the roots of cognition and language development, which have been derived immensely from the classical and cultural traditions that are influenced through the art and science of individual inquiry, also known as Socratic inquiry? Without that initiating process, the Inquisition, which had begun in the 12th century, would not have resulted in the reaction of scientific and philosophical-educational scholars to protect the reliable findings and lives of individuals such as Galilei Galileo (1564-1642). Why condemn someone to exile or to execution over a conventional misinterpretation of sacred scripture? For example, Galileo had proven that the earth orbited on its axes and about the sun

Explaining and applying adult learning theory

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Eight Main Categories

Full Explanation of Project Plans

(Please note: The timeline refers to Courses that may be conducted extensively or briefly) evidence that the sun rather than the earth was the center of the universe, and that the earth did in fact move constantly in its orbits. However, not even the first Inquisition did prevent the persecution of such thinkersthe exile of Galileo, for example, from his homeland where he was originally disciplined academically. The art or science of inquiry is important to adult learning theory, as John Dewey (1859-1952) learned and addressed while he treated those who were oppressed by Joseph Vissarionovich Stalin (18781953) and his Bolshevik party. Compounding academic and religious practices, the aesthetics of poetics must exist as a program that preserves literary intentions, current events, history, and aspiring rationale in all areas of discovery and concern. The psyche of adult learning theory does clearly pertain to literary aesthetics. The program that I am developing and implementing includes the discovery of literary aesthetics through a classical masterpiece, and I have acquired letters from reputable sources who support the program, most which is included in my web, www.ancientskybridge.com, which is associated with other learning organizations and associations, such as book publishers, marketers, editors, and critics. I will be adding new pages and new volumes that are also published on other sites and through other sources. During the timeframe of the course, I will circulate more informative literature about the program, which has culminated in numerous written responses thus far, including my recognition by the National Quill and Scroll while I was yet 15 years of age. Diversity and similitude; oxymoronic resolutionsandragogy and literary aesthetics compel incentive to discover and perfect due to the diffusion of opposites as well as through inquiry. Two real problems prevail, however, that Simon Schama and peers identify as the destabilizing consequences of class-structured society and social insurrection or revolution (1989). Rampant violence typically results in the overall destruction of cultural and national monuments, and the American Revolution impressed its inhabitants with a double-sided complex that Comte de Sgur describes as a gay step from a carpet of flowers that concealed the abyss below (Schama, 1989, 49). Studies of andragogy and aesthetics are dialectic even as they evoke a focus on a work for the sake of art alone, as related judgment may infer numerous interpretations, even misinterpretationthe very essence and meaning of

Core Competencies and Skills Course Learning Outcomes (MEd)

Apply research methods to improve learning organizations

3. Explanation of the Educational and Practical Relevance (Concise Explanation of Entire Project: Also see Category 4b)

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Eight Main Categories Project design and rationale are based upon current learning theory and research Specific measurable outcomes of learning are addressed (see far right column) 4a. Identification of the Target Population and Learning Community that the Project Will Engage (How the Project offers an important contribution to the Educational Community, thus providing evidence of the fulfillment of MEd)

Full Explanation of Project Plans

(Please note: The timeline refers to Courses that may be conducted extensively or briefly) dialectic. Alan Singer and Allen Dunn refer to the antithetical properties of beauty and reason and sublimity and dramatized limits, as defined by Edmund Burke (1729-1797) and Immanuel Kant (1724-1804) (Singer & Dunn, 2000, 6). Quintus Horace (65-8 BCE) and Aristotle (384322 B.C.) regarded literary aesthetics as a rhetorical instrument that suggested much more than its mere physical components, including historical incidents, issues, and ethical implications. Of foremost importance, the included definition in Aristotles Poetics did highlight the aesthetic as an art that aspires insight into profound or sublime dimensions, an apex or climax, then a resolution or denouement. Research continues in the work of Aristotle, who applied taxonomic principles to his description of the mechanics of tragedy as a meditative ploythe revelation and perseverance of peripeteia (a turning point or reversal of circumstances) and anagnorisis (the compelling realization of knowledge). Principles in dynamic activities exhibit universal characteristics that Aristotle observed in philosophy, rhetoric, and the sciences. Important concepts that he recognized continue to be important to literature and poetic masterpieces with monumentality that for centuries influenced organizations of writers and publishers with the literary quest to realize cleansing and revelation, even to those who avoid the ancients. Also coined by Aristotle, katharsis (spelled catharsis in English) which involves a purging of ideas and related emotions or impressions as they are replaced with new ones. This process is ongoing in the revelations of the developing world of social and technical interaction; hence, community communications and the educational-governmental institution that cannot restrict the structure of poetics to any one area. Critics such as Joe Sachs of Annapolis criticize Aristotle for his irregular usage of logikos, the Greek term for logic (Sachs, 2005). However, Sachs implements a dialectic approach to his reference of those who disregard the powerful thinking of the ancient theorists extensive analysis of the praxis of Nichomachean Ethics, the perception that he covers in De Anima, the sublimation he addresses in his Metaphysics, the continual sublimation he addresses in his Metaphysics, and the continual evolution of the tragic flaw the hamartia that andragogic beings must experience as they are transformed through

Core Competencies and Skills Course Learning Outcomes (MEd)

Apply research methods to improve learning organizations

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Eight Main Categories

Full Explanation of Project Plans

(Please note: The timeline refers to Courses that may be conducted extensively or briefly) metacognitive experiences. The accomplishment of imitation is also a gaze into the universal, as the process is implanted at least since infancy (Butcher, 2011, 15). To Aristotle, rhetoric was the faculty of observing in any given case the available means of persuasion (Jowetts translation) (Aristotle, Butcher, & Fergusson, 1961, 26); and many kinds of poetry besides the epic and heroic verse remain prominent emanations of Aristotles manifestations. These qualities are evident in some of the most excellent work that this Program Development will continue to address. Assessment Goals Goal #1: To motivate Goal #2: To interest Goal #3: To reveal guiding students in literature to current and new members principles and revelations develop metacognitive and in classical style as a that have shaped literature mentor-oriented writing universal and a framework throughout time disciplines for the contemporary model Benefit-Cost Ratio (BCR) and Return-on-Investment (ROI) Costs Benefits Required Resource Expense Qualitative Quantitative Conference Room Donated To achieve goals, Potential learning objectives donations Computer lab/terminals Donated Instruction of Potential for processing members donations assessment responses and other analytical writing, communications Lavatory facilities Donated Accommodations Potential of learning donations composition

Core Competencies and Skills Course Learning Outcomes (MEd)

4b. Program design, instruction, and graduate studies are being completed by the same pupil through the construction of a blueprint and program shared with professional peers on the web and through discussion

Demonstrate and apply strategic planning

Demonstrate and apply business management for learning organizations

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Eight Main Categories

Full Explanation of Project Plans

(Please note: The timeline refers to Courses that may be conducted extensively or briefly) Writing instruments $30 students To achieve the learning objectives, goals of the evaluation plan To nurture and cultivate the learning objectives, goals of the evaluation plan To avoid potential law suits, and to offer greater instruction and reporting Compensation to facilities manager Compensation to founder Compensation to instructor Potential donations

Core Competencies and Skills Course Learning Outcomes (MEd)

Paper

$30

Potential donations

Stamps

$100

Potential donations

Demonstrate and apply business management for learning organizations

Attorney Fees

*-?

$3500/month $3500/month $3500/month

$160 $10,500 *The instructor had won the legal assistance of a late reputable Attorney, Austen D. Warburton, who was also among the judges of her award-winning essay and feature article, El Camino Real Fiesta Days and Home: the Heart and Hope of the Nation during the 60s; another attorney associated with the same bar association retired
several years ago; the late Attorney managed several necessary cases out of court as a courtesy. However, the program developer is continuing to seek renewed legal representation. Blueprint Plan for the Program entitled Aesthetics through the Classical Masterpiece 5|

Eight Main Categories

Full Explanation of Project Plans

(Please note: The timeline refers to Courses that may be conducted extensively or briefly) Benefits/Costs = $10,500 / (160 + x) = [10,500 (160 + x)] / 1 (Assuming that Attorney fees are $2840, the Benefits/Costs = 3000/1)

Core Competencies and Skills Course Learning Outcomes (MEd)

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5. Statement of the Benefit to be Realized and the Evaluation Criteria to be Used to Demonstrate these Benefits Return-on-Investment (ROI) = [10,500 (160 + x)] / 160 + x = 2.16 or about 2.17 (100)= 217% Individual reactions are products of philosophical, cultural, and educational conditioning that follow distinguishable patterns in their relationship with ethical standards that cannot really change, and that therefore continue to follow the course which even highly educated ancient scholars did recognize and document. To focus on the specific components of these products is to fathom the very incipience of literary and fine art form essential to the development of the model masterpiece. This occupation engages our communities in valuable thinking, design, construction, and renovation of resources that promote individual and community health; hence, the realization of benefits to a sustainable social systemthe ability to resolve the dialectic or revolution. Criteria used to ascertain these qualities appear in component number 6, which follows. TIMELINE Week I (Module 1A) Week II (Module 1B) Foundations in Literature Further Foundations in Literature Identify leaders in the work; Briefly review and analyze exemplary Send electronic and regular-mail works introductions to the new Program which will Identify principles of masterpiece style be featured on the literary web, ancientskybridge.com, Facebook, and through Generate significant completion of the other sources to be announced Program Development/ Implementation of 1. Develop the rationale for the Program the contents of the blueprint Development; Submit the Weekly Progress Report (10/16) 2. Include the Rationale and all components of

6. Detailed Project Plan, including the Timeline that shows how the Project will be carried out in the 6-week timeframe Developed timeline; Identified

Demonstrate and apply strategic planning

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Eight Main Categories

Full Explanation of Project Plans

(Please note: The timeline refers to Courses that may be conducted extensively or briefly)

Core Competencies and Skills Course Learning Outcomes (MEd)

critical success factors to indicate progress and results; Defined roles and responsibilities for each participant Resources required and how they may be acquired Developed plan for attaining necessary approval and buy-in of educational stakeholders in the community, including strategies for managing risk and addressing any political implication

the Project Blueprint; 3. Submit the Blueprint to the Gradebook after sharing it in the Forum no later than 10/09 the first day of Week II Week III (Module 2A) The Importance of Tragedy How tragedy is important to the revelation of new knowledge and rationale; How tragedy is important to all areas of literature; How concepts and relations of Katharsis apply to other dynamic functions Implement Project according to Blueprint and Timeline; submit weekly progress report Submit the Weekly Progress Report (10/23) Week V (Module 3A) Victor Marie Hugos Environment (18021885) and Les Annes Funestes Look for influences of Aristotle 1. Review Module 3, and provide the draft of the final Project with the Competency Report Components as described in Assignment 3.1 (11/20) Week IV (Module 2B) Considerations: Conventional Style Review common literary terms Relate those terms with the influence of the ancients, such as Aristotle, Plato, Socrates, Aristophanes, Euripedes, Sophocles Submit first draft of the final Competency Report and Capstone Project (as described in Submit the Weekly Progress Report (10/30) Demonstrate and Module 3, Assignment 3.1) apply strategic planning Week VI (Module 3B) Hugos Environment, Philosophy, Ethics, Style and Les Annes Funestes Identify evidence of revolutionary ideas, such as influences of Franois-Ren Chateaubriand (1768-1848) and JeanJacques Rousseau (1712-1778) Must have submitted first draft of the Competency Report and Capstone Project to

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Eight Main Categories

Full Explanation of Project Plans

(Please note: The timeline refers to Courses that may be conducted extensively or briefly) 2. Submit to Gradebook 3. Provide evidence in a separate document of the goal statement, resume, and professional development plan created in the Professional Program identified in Assignment 3.1.3, and submit to the JIU Online Portfolio Submit the Weekly Progress Report (11/06) Week VII (Module 4A) More Topics that Relate to the Romantic Era and Revolutionary Literature Publish, Publicly Present, Finalize Project Work the Gradebook by the end of the first day of Module 3B Submit the Weekly Progress Report (11/13)

Core Competencies and Skills Course Learning Outcomes (MEd)

Week IIX (Module 4B) New Terms, Concepts, and Issues to Add to the Pedagogy (very brief, may be completed in Week VII)

Submission Date: Title, if any:

Competency Report (11/20) Peer Reviews (11/21 and 11/24) Final Capstone Report (11/26Saturday) Resumes (11/26) Sponsor Comments (11/26) Type of Work: Date of Evaluation: Levels of competency in specific objectives
Some Fluidity Developing Little Interest

Integrate assessment strategies to improve adult learning

Learning Objective 1. Recognizes aesthetical and cultural qualities of literature 2. Applies approaches to their reading and critical analyses of rhetorical, literary, aesthetical issues of numerous genres.

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Eight Main Categories

Full Explanation of Project Plans

(Please note: The timeline refers to Courses that may be conducted extensively or briefly) 3. Synthesize understanding for progressive education in respect to integrated aesthetical values within cultural texts. 4. Demonstrate competency in respect to literary genre, philosophic foundation, and literary form. 5. Consider and write about analytical characteristics of the psyche in terms of characterization, plot dynamics, conflict, and aesthetic. 6. Objectively and persuasively combine the rhetorical strategies of narration, exposition, persuasion, and description that demonstrates a command of standard English and the research, organizational, and drafting strategies of Writing Standard 1.0 (ICAS, 2002, p. 70). 7. Recognize and validate the language acquisition device associated with linguistic universals and transformational grammar. 8. Demonstrate understanding of the innate knowledge of universals, linguistic experience, and idiosyncratic, language-particular properties of a target languagethe language of the mind--from a psycholinguistic approach (Radford, 1989, p. 37). 9. Demonstrate an ability to critique diction and syntax to the purpose of oral communication and the impact of words, and to analyze the technique used in media passages and to evaluate their effectiveness (ICAS, 2002, p. 76). 10. Recognize instances of subconscious, conscious,

Core Competencies and Skills Course Learning Outcomes (MEd)

Integrate assessment strategies to improve adult learning

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Eight Main Categories

Full Explanation of Project Plans

(Please note: The timeline refers to Courses that may be conducted extensively or briefly) unconscious, subliminal associative thought. Comments:

Core Competencies and Skills Course Learning Outcomes (MEd)

7. Materials and Resources Required for Successful Completion

A recent edition of the Oxford Encyclopedia of Literature This is only an introductory program, but the following are recommended, affordable copies which may be located through online searches and as described: Aristotle and S. H. Butchers The poetics of Aristotle (2011); Aristotle, S. H. Butcher, and F. Fergussons Aristotles poetics (dramabook) (1961); A. Dunn and A. Singers Literary aesthetics: a reader (2000). Sachs, J. (2001; 2005). Aristotle: poetics. Internet Encycopedia of Philosophy at http://www.iep.utm.edu/aris-poe/ ; S. Schamas Citizens: A chronicle of the French Revolution (1989) Victor Hugos Les Annes Funestes (if you cant find a copy, I will provide one from an original undated and instructional work published by Collection Nelson, Charles Sarolea (the late Doctor of Letters at the University of Edinburgh) Although each course will be placed on a new page of an instructional web, the contents may be so lengthy that a scan of the screen in which the web contents appear may exclude some of it. Therefore, the following will be displayed for final review: A sequence of the courses by title and that follow; The content of each course following each title; and A feasibly sized screen shot of important features that are a part of the web content

8. Presentation Outline that explains how the project will be displayed for final review

Complete a capstone project that demonstrates successful application of the knowledge and skills acquired during tenure at JIU to a real educational issue or opportunity

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References Aristotle & Butcher, S. H. (2011). The poetics of Aristotle. Martino Fine Books. Eastford, CT: Martino Fine Books. Aristotle, Butcher, S. H. (Translator), & Fergusson, F. (Introduction). (1961). Aristotles poetics (dramabook). NY: Hill and Wang. Dunn, A., & Singer, A. (2000). Literary aesthetics: a reader. Oxford UK: Blackwell Publishers Ltd. Intersegmental Committee of the Academic Senates (ICAS) (Spring, 2002). Academic literacy: A statement of competencies expected of students entering California public colleges and universities. Sacramento, CA: ICAS. Retrieved from http://icasca.org/Websites/icasca/Images/Competency/AcademicLiteracy2002.pdf Radford, A. (1989). Transformational grammar. Cambridge, UK: Cambridge University Press. Sachs, J. (2001; 2005). Aristotle: poetics. Internet Encycopedia of Philosophy. Retrieved from http://www.iep.utm.edu/aris-poe/ Schama, S. (1989). Citizens: A chronicle of the French Revolution. NY: Alfred A. Knopf.

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