The Breakfast Club takes place at an Illinois high school, where five dissimilar students are sentenced to spend a Saturday detention session together. In attendance is a "princess" (Ringwald), an "athlete" (Estevez), a "brain" (Hall), a "criminal" (Nelson), and a "basket case" (Sheedy). These titles identify the roles the students play during the school week. Because of stereotypes and status levels associated with each role, the students want nothing to do with each other at the outset of the session. However, when confronted by the authoritarian detention teacher (Gleason) and by eight hours of time to kill, the students begin to interact. Through self-disclosure they learn that they are more similar than different. Each wrestles with self-acceptance; each longs for parental approval; each fights against peer pressure. They break through the role barriers and gain greater understanding and acceptance of each other and of themselves. They ultimately develop a group identity and dub themselves, "The Breakfast Club."





1. Discuss the group's developmental stages.



The developmental stages of forming, storming, norming, and performing can be seen in the movie. The group is formed because each student has broken the school rules; they are together because they are all serving detention (except for Allison, who at day's end admits she is there because she had nothing better to do). During the storming stage, both types of social tension are exhibited. Primary tension can be seen in Claire's statement that she doesn't "belong here." It is also evident when Brian gives up his seat to Bender and in Allison's nail biting. Examples of secondary tension include Bender's antagonistic exchanges with Claire, the shouting matches between Bender and Andrew, and Allison's strange outburst during Claire's disclosure about her parents.



Mr. Vernon attempts to set explicit norms by stating that there is to be no talking, no moving, and no monkey business. However, this attempt to establish norms is unsuccessful because the norms are not accepted by the group. Implicit norms develop in the group, such as yelling, questioning, disrespect for authority, and, most notably, self-disclosure. Many of these norms are initiated by Bender, which points to his power, status, and leadership in the group.



Regarding performing, the group ultimately accomplishes its explicit task--writing a detention essay--by assigning it to Brian. The group also has a number of less-explicit goals that it achieves. The most obvious is that they successfully kill eight hours of detention with a minimum of boredom. They perform many of the functions of an encounter group, learning about themselves and each other through intimate self-disclosures. They also band together in a variety of rebellious acts, from roaming the halls to smoking pot. All of these acts suggest a level of "groupness" that develops in a few short hours.



2. What factors contribute to the group's cohesiveness?



The first factor leading to the group's cohesiveness is the amount of time and interaction they have with each other. While time alone does not insure the development of cohesiveness, the group has nothing else to do and plenty of opportunity to talk. After weathering some primary and secondary tension, the group starts to congeal when it identifies a mutual enemy: Mr. Vernon. An early indicator of group identity emerges in Bender's use of "we" as he asks, "Why don't we close that door? We can't have any party with Vernon checking us out." They begin to perform as a group after Bender removes the screw from the door leading to Vernon's office. The other students cover for him when Vernon comes back asking, "How did that door get shut?"



Cohesion is further developed through self-disclosure. Bender gets Claire to self-disclose about her feelings toward her parents. Andrew then turns and asks Bender to tell about his parents. This discussion is critical to the development of cohesion because the group members begin to see the similarity of their struggles and they identify with each other. Later, the group pressures Claire to confess her virginity. An embarrassed Claire calls Allison "bizarre" for lying to force the confession. Andrew replies, "We are all pretty bizarre. Some of us are better at hiding it, that's all." This marks another point of similarity: they all protect their self-concepts by putting on faces in line with the expectations that others have for them. Andrew describes his struggle to live up to his father's athletic expectations and Bender tells of his father's abuse. Thus, two very different characters find common ground, typified by Bender's comment to Andrew: "I think my dad and your dad ought to get together and go bowling."



As they band together to fight against mutual enemies--parents, peer pressure, authority figures, stereotypes, boredom--the Breakfast Club develops into a highly cohesive group.

QUESTIONS!

What stages do you predict your group will go through? How do you see your group developing group-cohesiveness? Do you think self-disclosure will help your group bond? What about the class as a whole? 

RESPONSE REQUIRED!

Disclosure is important in team building. Disclose 5 things about yourself that you feel are important about you to your group members. It does not have to be something confidential, just something unique and special about you! What label would you give yourself? What label do you think others would give you?

We will work on the rest of this assignment after we have completed the film.

Blog #3 Tolerance Through Communication

Information taken from: http://technorati.com/lifestyle/article/diversity-tolerance-through-communication-part-1/


There are many controversies currently happening around us, including the Arizona Immigration law, racial profiling, the Cordoba Mosque and the Dove movement, that inspired me to share some peaceful thoughts, and not get into the debate of who is right and who is wrong or even take sides. Hopefully, I'll be able to start a healthy dialog.

The US is a great country - if not the greatest; the founding fathers built it on the spirit of human rights, tolerance, and acceptance of all differences. The US is built on diversity, on a combination of flavors to strengthen the foundation of this country, one flavor enhances the other.

One doesn’t have to agree or like everyone, but one has to treat everyone and every person with respect and equality.What someone thinks is their business, how they act it out is what is important as it concerns others. Having flexibility to integrate is what will get us all to the safe side of the river.

Prejudice is a natural human reaction, we all have distrust and fear from people that don’t look like us or are different from ourselves. Confronting our belief system and find our biases becomes crucial so we can make smart choices about our behavior. Healthy conflicts bring positive changes, effective communications provide safe environment to discuss conflicts and differences. Effective communications creates tolerance, which creates acceptance and respect; both are key solutions to most of our problems.

When people are asked what they think represents difficult communications with others, the answers include:

People that get angry for no reason
People with heavy accents
People that talk all the time and don’t listen
People that listen to us - then re-arrange our words the way they want to understand them
People that always think they are right
People with egos
People that are indirect.
People assume that people that are different from them either by color, age, race, religion, gender, political views are difficult to communicate with, and this is where the communications’ barriers start erecting.

Just because we speak the same language doesn’t mean that we understand each other, perhaps because of factors like where or the way we grew up, the kind of work we do, or our ethnicity, religion and language origin.

But we can effectively communicate and bridge the gaps to a diverse world, and better understand and respect each other words, feelings, thoughts and actions. Effective communication has many forms; the most practical forms are dialog and debate.

Dialog is a collection of skills we communicate with to develop understanding and trust. Dialog is conducted between two people, or a group of people. Dialog is a non judgmental, two-way conversation. It is about putting ourselves in the other person's shoes and trying to feel how they feel. It is about developing sets of shared assumptions to use as a foundation to work together to find a way to agree in a non combative way.

While in a debate, we try to win. We concentrate on the weakness of our opponent, on what is wrong with their argument, to prove why our position is right. In a debate we stand our ground, defend our point of view and criticize other perspectives. The goal is to win, but at the end no one really wins.

It is important to understand the difference between dialog that respects both sides, and debate where the belief is that only one opinion is right, and of course it is ours.

In a perfect diverse world, people develop strong opinions. Let their feelings emerge through the process of dialog, but not in a way to cause conflict or in a way to prevent moving forward.

Hmmm....What do you think? Ponder on this statement, "Just because we speak the same language doesn’t mean that we understand each other, perhaps because of factors like where or the way we grew up, the kind of work we do, or our ethnicity, religion and language origin. But we can effectively communicate and bridge the gaps to a diverse world, and better understand and respect each other words, feelings, thoughts and actions. Effective communication has many forms; the most practical forms are dialog and debate."

What does this mean to you? What can you do to show tolerance in your communication? keep in mind just because something doesn't offend you doesn't mean it doesn't offend someone else. Regardless of our intentions, people are offended and hurt all the time.

Blog #2: What is Dignity?

Dignity

It is such a nice word isn't it? It even makes you feel dignified when you say it. Yet, it is so hard to explain and means so many thing to different people. So, lets talk about it. In class you worked very hard to find the right words, create a lesson plan , and demonstrate just exactly what dignty means. Interesting, several of your ideas were about team building, several of you strived to show that people are just people, and others tried to create lessons to find our similarities. All of these are excellent ideas. They are great beginnings. But,they are just that, only the beginning. We must continue this path and take it a step further every time. and everyday. We must become so many people.

Ponder on these quotes:

"Education can give you a skill, but a liberal education can give you dignity" Ellen Key

"What should move us to action is human dignity: the inalienable dignity of the oppressed, but also the dignity of each of us. We lose the dignity if we tolerate the intolerable." author unknown

What do these quotes mean to you? What do they say about dignity? Give an example of how these quotes can be applied to your everyday life.

What have you done today that shows dignity? Keep in mind, showing dignity may mean to step out of your comfort zone and keep in open mind. It may even mean doing something you never imagined. Please share something more than holding the door open, smiling, letting someone cut in front of you etc.

Lets keep thinking....

Dignity....All people are created equal

Everyone deserves to be treated with dignity

Communities transform through partnerships, not handouts

Human dignity is paramount in relieveing human distress.

What do you believe? What does Dignity mean to you? What would you add to this list?

Listen to this song and reflect on what it means.

http://www.youtube.com/watch?v=tms-ayMYzb8

How does it portray dignity? What have you done today to make you feel proud? What will you continue to do? How will you step out of the ordinary?

I understand that there are a lot of questions in this discussion. Feel free to answer them any way you choose but work very hard to address them all.

Syllabus

The College of St. Scholastica, Duluth, Minnesota

DGN 1101 The Responsible
Self: Communicating and Functioning More Effectively in Groups
Section: 015
Credits:02
Time, Day, and Location:
Noon-1:40pm, Tuesdays, T 3150

Instructor: Monica Marciniak
Email: mbutche@css.edu

Peer Mentor: Ryan Murphy
Email: rmurphy3@css.edu

Office Hours and location:
by appointment and/or MWF 1:00-2:00, F 10:30-11:40. Please feel free to stop by my office anytime,if I am able I would be happy to meet with you. I am located in Tower 3670. My office is the third cube when you enter the room.

Dignitas
Program Outcomes
Students will develop both theoretical and experiential ideas of
dignity by viewing it through multiple windows:

Common Program Elements
Window #1:Accept and value the challenges and responsibilities involved in being
a first year college student.Takeresponsibility for personal choices.

Articulate how personal choices impact self, learning and others.

Develop the necessary skills to make informed meaningful choices.

Evaluate choices based on the concept of dignity

Window #2: Effective Communication in Groups (our class topic)

Actively engage in intellectual development through intensive study of the topic

Reflect on the topic from multiple perspectives

Clarify values

Cultivatecritical thinking skills

Practice expressing ideas clearly and appropriately

Develop the capacity to understand and interact effectively with others
who differ in beliefs, behaviors, values and worldview


Window #3: Connections with the larger Community
·
Become familiar with the St. Scholastica mission statement and identity
as a Catholic, Benedictine community.

Explore a variety of experiences and perspectives on the St. Scholastica campus and the greater community.

Common
Experiences for Dignitas 2011-2012
1. Community Day
2. Participation in a pilgrimage, as chosen by
instructor (fall or spring semester)
3. Participation in Spring Community Day “Thanksgiving
in Spring” dinner or Day at the Capitol.
4. Benedictine tradition presented by a Sister
5. That Sex Thing
6. Presentation with Eboo Patel

Common Print Text for Dignitas 2011-12: Acts of Faith
We will discuss this book in lectures throughout the entire year.


Course Description:
Dignitas, a year long common experience for first year students, is an introduction to The College of St. Scholastica: who we are, what we stand for, and how to find your place in this community. Dignitas provides a framework for yourentire college experience by introducing you to the key components of a Scholastica education: community, eflection, intellectual challenge, and social justice.

It all begins with community. Our Benedictine founders lived in community; our Benedictine sponsors live in this community today. Because CSS is a college, we are particularly concerned with learning communities. Your Dignitas class will create one of many such communities:acknowledging that none of us has cornered the market on wisdom, we work together to discover, understand, and create knowledge. With respect for the individual and hospitality to ideas, we challenge each other to entertain new ideas and think critically about our own beliefs.

As a Benedictine institution, we are also about reflection andcontemplation. Unlike more urban religious orders, Benedictines generally locate themselves apart from the hustle of the street, not to isolate themselves from the world, but to provide a space for reflection and renewal before venturing back out into the
fray. This emphasis on reflection translates, in educational terms, into a commitment to think seriously about ideas and experiences: to connect theory and practice, to examine our experience in light of others’
experiences and in light of theories we are learning; and to challengereceived wisdom. In an increasingly anti-intellectual world, we are about the life of the mind, and we are not embarrassed to proclaim this. You will be challenged!

Finally, we are about social justice. Our emphasis on community compels us to look outward to the larger communities in which we live—our city, our country, our world. Human dignity is the thread that connects the many different Dignitas sections. As we reflect, critique, and construct our own perspectives on dignity, we challenge ourselves to apply that knowledge to create ever better communities: to touch the world.

In keeping with our emphasis on community, in the Dignitas program, you will
be able to remain with the same small group of students and faculty for
the year as you explore an intellectually challenging subject, participate in co-curricular activities, and become integrated into the CSS community.

The two courses are:

Dignitas
1101 The Responsible Self, Fall Semester
2 credits

Dignitas
1102 And Dignity for All, Spring Semester
2 credits


Grading
Dignitas instructors have agreed to use the following definitions in assigning grades for coursework.

A = Excellent 100-95, A- 94-90
B = Very good B+ 89-86, B 85-84, B- 83-80
C = Satisfactory C+ 79-76, C 75-74, C- 73-70
D = Passing D+ 69-68, D 67-66, D-65-60
F = Unsatisfactory

Our Class Information:

DGN 1101 The Responsible Self: Communicating and Functioning More Effectively in
Groups
Catalog Description of Our Section:
Inour college years and well beyond, we must be able to communicate successfully
with groups of people. Group projects and assignments have become a standard in
the college classroom. When students are actively involved in a process, they
learn the most. Researchers show that, regardless of the subject matter,
students working in small groups tend to learn more of what is taught and
retain it longer than when the same content is presented in other instructional
formats. Furthermore, students who work in collaborative groups also appear
more satisfied with their classes. Although the benefits of collaborative
learning are enormous, students are often filled with dread when they are
assigned group work. The primary purpose of this course is to improve students'
understanding of the principles of small group communication so that they may
function more effectively in groups. This course is designed to allow students
to learn how to actively engage in groups and improve their group communication
skills through actual weekly group participation. The knowledge gained about
groups, along with experiences participating in groups, will help students to
become more comfortable, and more competent participants in the group
communication process. This class will include learning through group work,
interactive lectures, reading required text, weekly reflections and or quizzes
on lectures and the textbook, and written assignments. Students final project
will be to work in a semester long group where they create a community based learning
project. Their projects will be displayed to educate the campus on their
experiences and findings.

Required Text:
There is not a required text for this semester. However, students will be required to engage in required weekly readings selected by the instructor. These readings will have assignments due the following week.

Required Materials:
Studentswill need a three ring binder to keep all handouts, reading andassignments. This is crucial and will be collected weekly and graded.

Students need to bring their lap top to each class meeting. Lap tops will be used
throughout our class meetings.

Students need to have access to a video recorder

Introduction to Course:
In our college years and
well beyond, we must be able to communicate successfully with groups of people.
Group projects and assignments have become a standard in the college classroom.
When students are actively involved in a process, they learn the most.
Researchers show that, regardless of the subject matter, students working in
small groups tend to learn more of what is taught and retain it longer than
when the same content is presented in other instructional formats. Furthermore,
students who work in collaborative groups also appear more satisfied with their
classes. Although the benefits of collaborative learning are enormous, students
are often filled with dread when they are assigned group work. The primary
purpose of this course is to improve students' understanding of the principles
of small group communication so that they may function more effectively in
groups. This course is designed to allow students to learn how to actively
engage in groups and improve their group communication skills through actual
weekly group participation. The knowledge gained about groups, along with
experiences participating in groups, will help students to become more
comfortable, and more competent participants in the group communication
process. This class will include learning through group work, interactive
lectures, reading required handouts, weekly reflections/blogs and exams on
lectures and the readings/handouts, and written assignments.
Students final projectwill be to work in a semester long group where they create a community based learning project.

Course Description:
The primary purpose of this course is to improve students' understanding of collaborative learning andcommunicating and functioning more effectively in small groups.

Specifically, this course is designed to:
(1) help students become familiar with major theory and research in group communication and (2) allow students toexperience the challenge of learning how to improve their group communication skills through actual participation in groups. The knowledge gained aboutgroups, along with experiences participating in groups, will help students to become more comfortable, and more competent participants in the group communication process.

This course examines basic verbal and nonverbal elements which affect communication between individuals in a variety of group contexts: the family, the social peer group, and the work group. Topics include: a) an introduction to small group theory;
b) problem solving and decision making; c) team building; d) group
communication facilitation; e) communication climate; f) conflict management;
g) ethics in group communication; h) leadership; I) roles, norms, status, and
power; and j) how to make small group presentations.

Course Objectives:
Specifically, this course will help you:

Understand the theories and principles of group communication that are the basis for a variety of group communication situations.

Improve your problem solving and decision making skills.

Understand what important roles you and other members of your group can play in the
group communication process.

Learn appropriate ways to assume a leadership role.

Improve conflict management skills.

Develop your skills in understanding, analyzing, and evaluating small group
communication.

Learn how to effectively participate in a group project, which involves goal
setting, planning, and presenting an organized presentation.

Acquire skills necessary for group communication in the organizational setting.




Class Organization:
Each week students will actively engage and participate in class lectures as well as assigned group work. Students will be involved in lectures and group work. Participation in this course is the key to successful learning. Most weeks we will have power point presentations related to communication. We will also engage in group work and discussion.

Each week students will have assigned readings and blog assignments
that they must complete. Additiaonlly students will have other assignments to complete oh group/team development and development of team leadership skills. Assignments will alwaysbe due the week after they are given unless otherwise noted. Blog reflectionsneed to be posted by Friday at 12:00am and reflections to responses (2student’s reflections) will be due on Sunday at 12:00am. Students must bring a copy of their blog posting toclass each week and hand in to the peer mentor. Students that do not do this, will not get credit for blog assignments. Students are expected to be completely prepared for class and to participate fully in all activities. The work that students hand in is to be their best work.

Course Components and Grading
Success
It is best to set asidesome time each day to review your notes, study and practice new concepts, read weekly readings and complete blog assignments. Learning to communication effectively takes practice. Analyze your communication methods daily and strive to apply what you are learning in class to all areas of your life.

Class participation, preparation, and attendance: 20%

The only way to become proficient in as a communicator
is is through frequent practice, and it does take time. Because I expect you to make use of every opportunity to practice in the classroom, plan on using participating and communicating with the instructor, peer mentor as well as with other members of the class.

Participation:
Students are expected to attend each class and participate in a meaningful
manner daily. Attendance and class participation are an important part of the final course grade. Every class meeting I and the peer mentor will assign each student a class participation grade. This is inherently a subjective evaluation that I will make based upon my observations of the behaviors noted below.

I will qualify these grades with a “–” or a “+” as appropriate. Participation includes volunteering answers and comments as well as asking questions. It also includes sharing writings with the class, arrival on time and staying through the entire class, and successful communication.

A: participates readily, assignments completed,
works diligently, does not stray from the task in group/partner work, uses time
wisely if completes an in-class activity ahead of the rest of the class,
contributes positively to the class. It is extremely obvious that the student has come to class prepared and is making every effort to participate.

B: participates often, assignments completed,
works on the task in group/partner work without significant distraction, uses
time wisely as much as possible, contributes positively to the class. It is apparent that the student has prepared for class. However, the
level of participation is not as high as noted above.

C: makes a small effort to participate,
assignments completed, distraction from the task in group/partner work is
evident. The student appears to make little effort to contribute to full class or small group activities, but can respond when called upon.

Note that for the above grades the
student is taking the initiative to participate in class.

D: no real effort to participate is noted. Incomplete assignments or working to completethem just before class begins. Student appears apathetic about learning and practicing; when called upon he or she does not know where we are. It is
apparent that student spent little time preparing for class.

F: does not participate, assignments for class
are not completed or is working on it while class is already in progress,
student is unable to participate in class activities or declines to do so. No effort is apparent. Student is absent either physically or mentally. Student is attending to electronic communications during class.

Leaving class early or arriving late will always have a negative effect upon the daily grade.

Please turn off your cell phone or other electronic communications equipment during class. Checking messages or texting during class is
highly disrespectful to the instructor and other students in the class and will
result in a substantial class participation penalty (F for the day). If this
continues to be a problem, 5% will be taken from the student’s final grade.

Attendance:
A waiver of the “0” will be granted at the discretion of the instructor in emergency situations. The “0” will also be waived if the student must miss class due to an official CSS-sponsored activity, with advance
warning.


Weekly Read/Discussion Questions 10%:
Each week students will be given a weekly read packet. This is to be read and the assignment completed before class the following week.
Incomplete or extremely poorly done work will not receive any credit. I expect you to turn in assignments that show that you have taken the time to do them, and you have thought about what you are doing. Late assignments will notbe accepted unless the student was absent (EXCUSED). It is up to the student to turn in the assignment at the beginning of the period the first day the studentreturns to class. Emailing these assignment after the class period will not recieve full credit. I will decide if any credit is granted at all. Work that is not typed will not recieve credit. No exceptions.



Blog/Vlog Assignments 20%:
Weekly students will be required to post comments on our weekly blog/vlog. Posts will be posted on Monday afternoon. Students are equired to comment on my posting by Thursday at 12:00 am and then comment on another studentscomment by Sunday at 12:00am. Comments must be grammatically correct, intellectual, professional, and insightful. Some of our postings will be signed and others will be written. Students must show critical thinking in their responses. Simply agreeing or disagreeing is not efficient for credit.

Group Assignments: 12%
Team Building Assignment Due: October 9th
Applying Theory to Practice #1 Due: October 16
Applying Theory to Practice #2 Due: the week after project is delivered to your assigned group

Digntas Labs: 4%
http://www.css.edu/Academics/Dignitas/Dignitas-Labs.html

Requirements: Dignitas students are required to attend 4 Dignitas Labs (1 lab from each of the themes listed below) by attending two each semester. Each Lab is coded with one of the following themes:

Holistic Growth (HG)
Intercultural Competence (IC)
Responsibility to Community (RC)
Benedictine Heritage (BH)

After attending a lab: Students are required to fill out the Dignitas Lab Reflection form and turn it in to their respective professor. The form can be found here: http://resources.css.edu/dignitas/docs/reportform-LABS.pdf


Exams: 20%.
There will be 2 lesson tests given upon the completion of lessons:
Power points, discussions, weekly reads and blogs. Each test will cover all materials
covered in class. Students absent on a test day will receive a “0” unless
previous arrangements have been made.

Exam #1: Oct. 30, Weeks 1-8
Exam #2: Take Home Exam
Due: Tuesday, Dec. 18th at 12:00

Final Exam: 14%
Group Oral Presentation
Students will present a community based project to the class during weeks 14 and 15

Grade Sheet
Dignitas: The Responsible Self

Name____________________________________________________________________________________

Paricipation/attendance_____%

A A- B+ B B- C+ C C- D+ D D- F


Blogs_________%

#1_____/10 #2_____/10 #3_____/10 #4_____/10 #5_____/10 #6_____/10 #7_____/10

#8_____/10 #9_____/10 #10_____/10 #11_____/10 #12_____/10 #13_____/10

#14_____/10 #15_____/10


Weekly Reads_________%

#1_____/10 #2_____/10 #3_____/10 #4_____/10 #5_____/10 #6_____/10 #7_____/10

#8_____/10 #9_____/10 #10_____/10 #11_____/10 #12_____/10 #13_____/10

#14_____/10 #15_____/10


Labs__________%

#1_____/10 #2_____/10

Group Assignments __________%

Team Building_____/_____
Applying Theory to Practice #1_____/_____
Applying Theory to Practice #2_____/_____

Exams__________%

Exam #1_____/_____
Exam#2_____/_____


Oral Presentation__________%

Oral Presentation _____/_____

Being Openminded and Coexisting in a Diverse World: Can We?

How to Become More Open-Minded By Erica Starks, eHow Contributor

Become More Open-Minded Open-mindedness is the ability to view a given situation in the clearest, most unbiased fashion possible. It is also a way of viewing the world and the people in it through a perspective unobstructed by judgment, preconceived notions and personal expectations. Being open-minded can aid you in avoiding conflict, but it is not a trait which comes naturally for everyone. Here you will find methods of expanding your tolerance levels, leading to a more opened mind and increased contentment with your life.Instructions

1Validate dissenting opinions and viewpoints other than your own by accepting that disagreement doesn't mean one party has to be wrong. Ridding yourself of the notion that everyone who feels differently about an issue than you is wrong will open your mind analytically and emotionally, even if your own viewpoint never changes.

2Keep anger, accusations and belittlement out of heated discussions with others. The fastest way to close your mind and those of others is to disrespect them in an effort to win an argument. Think of how it feels when someone tries to tear you down, and use this recollection to avoid inflicting this feeling on anyone else.

3Research and ask questions about the alternate viewpoint of where you stand on an issue. For example, if you are staunchly against gun ownership, speak to gun owners to gain insight into their particular thought processes. Although a handful of people can't speak for everyone, open-mindedness comes when you let go of the idea that others who feel differently than you are somehow misinformed or less intelligent.

4Remain open to discussions and questions from those who don't agree with you on a given subject. It won't be easy to feel as if you have to defend your position on something, but this openness may reinforce your feelings on the subject and also help others understand where you are coming from.

5Step out of your comfort zone in visceral ways. Sample foods you never thought you'd like, take a trip to a place you never considered interesting, and try a hobby or sport that never caught your interest before. Whether you love or hate the activity, your opinion will now be based on personal experience rather than closed-minded speculation.

Please read the articles that were given in class today to complete this blog assignment.

Instructor's questions: How are open-mindedness and co-existing parallel? How will you step out of your comfort zone to become more open-minded and co-exist? How will you remain open- minded and co-exist in our deeply diverse world with the utmost dignity and respect for everyone (give specific examples)? When have you been close-minded? When did you not co-exist? What did it teach you? What would you do differently now? What will you change about yourself to become more open-minded and co-exist to a fuller extent?