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Skip to main content CloseBlackboard Learn NOMTHANDAZO DLADLA Activity Courses Calendar Messages Grades Tools Sign Out Privacy Terms Accessibility Menu Courses Skip to main content 2025_SOCIAL INTELLIGENCE 1 Course Faculty Ms. LINDI MANDA Instructor Details & Actions Course Description View the course description Progress Tracking On Class Collaborate Join session Attendance View your attendance Books & Tools View course & institution tools Course Content × LEARNING UNIT 1: INTRODUCTION TO SOCIAL INTELLIGENCE People cannot, not connect Introduction The Social intelligence (SI) study is geared towards equipping learners to acquire the ability to cope well with others and sharpen their interpersonal practical skills (situational awareness, presence, authenticity, clarity and empathy [S.P.A.C.E.]) in order to succeed effectively in various settings (Albrecht 1930). The holistic model - S.P.A.C.E. used in this study is for outlining, determining, and advancing SI at personal level, and it‘s shared to offer guidelines on using it as an effective diagnostic formula and developmental tool for professional and personal success. This is customized from Karl Albrecht‘s work on Social Intelligence. S.P.A.C.E. – As a different kind of smart refers to: S – Situational awareness: knowledge of, attentive to and wise about various contexts and the stimuli they exert and the reactions that arise from such stimuli P - Presence: the manner in which a person affects individuals or groups through physical appearance, mood and demeanour, and body language and how he/she occupies space in an environment A – Authenticity: honesty and sincerity C – Clarity: ability to express one‘s thoughts, opinions, ideas, and intentions clearly; comprehension of the power of languages as a medium of thought and expression; and to use language in ways that meet their needs E – Empathy: ability to be truly aware and considerate of other peoples by tuning their feelings to those of the affected persons. Some questions that arise out of all this are: 1. Where does the concept of social intelligence fit into the field of engineering? 2. How does it apply in an engineer‘s job? 3. How does it apply to the way people work together? 4. Does it apply to the way teams accomplish their missions, to the way employees serve clients, and/or the ways in which bosses and employees interact? 5. Does it apply more broadly across the ―society‖ that exists in every established organization? This module consists of the two parts: Topic 1: Introduction to Social Intelligence It offers a theoretical background to social intelligence in general Topic 2: Social Intelligence and Engineering A discussion of social intelligence broadly built around interactive activities for students to develop the relevant 21st century graduate‘s skills. Introduction to Social Intelligence While you‘re born with your own intelligence or IQ, Social Intelligence is mostly learned. It is considered as the capacity to know oneself, others and things around them. SI develops from experience with others and learning from occurrences, mishaps and successes in social settings. Simply, social intelligence can be regarded as what‘s known as ―tact‖ or ―common sense‖ or even ―street marts.‖ While societies put a huge focus on book smarts and IQ, what‘s often overlooked is that, people‘s lives are largely influenced by their relationships with one another. Mistakenly, many still believe that a measurement of one‘s smartness is through books. Contrary, research has revealed that true intelligence isn‘t only about books smart but also about street smarts. Along with this; it has also been determined that building strong social relationships is worth the effort because of various benefits including the following: · Good relationships are effective for a person because they help to boost their immune system and therefore, assist in combating diseases. · Whenever one has healthy relationships, they will always have to talk to and so, help them deal with major sources of stress, health problems and depression which can be associated to loneliness and poor relationships. · Individuals‘ daily lives are affected by the relationships they have with their significant others, such as boyfriends, spouse, children, parents, colleagues and friends. There are various perspectives on social intelligence and two dominant views are of psychometric and personality, of which are contrary on many crucial points, such as comparative assessment of individuals, but they later agree in recent work on the development of social intelligence (for reviews, see Greenspan, 1979; Greenspan, 1997). Nevertheless, that is beyond the scope of this module. Here, the concentration is on helping students develop as possible as they can, rather than turning them into SI‘s experts. 1.1 The Nature of Social Intelligence The origin of its definition is traced back in 1920 to the psychologist, Edward Thorndike who claimed that it is ―the ability to understand and manage men and women and girls, to act wisely in human relations.‖ Later in the 1930s Moss and Hunt argued that social intelligence is ―the ability to get along with others.‖ Along with this, Vernon in 1930s also described it as being ―reflected in the general ability to get along with people in general, social technique or ease in society, knowledge of social matters and susceptibility to stimuli from other members of a group, as well as insight into the temporary moods or underlying personality traits of strangers.‖ Thus, according to these authors, social intelligence bears both the cognitive features (the ability to understand people) and practical features (ability to deal with and respond towards them). However, social intelligence is often confused with various intelligences such as emotional intelligence, collective intelligence or group intelligence. Perhaps, this influenced the follow up work by Gardner in the 1980s which looked at the model of multiple intelligences with intrapersonal and interpersonal as part of them. Accordingly, he argued that ―social intelligence allows people to take advantage of the resources of others. We are finding that much of people‘s effective intelligence is, in a sense, outside the brain. This means, you can use intelligence for other people, if you know how to reach it and how to use it. Therefore, the best strategy is to mobilize other people around you.‖ Gardner purported that interpersonal intelligence covers the ability to read other people‘s moods, motives and other mental states; and intrapersonal includes the ability to access and assess one‘s own feelings and to draw on them to guide behaviour. He also viewed as the basis of emotional intelligence (EI) with a greater focus on cognition and understanding than feeling. According to Ford and Tisak, social intelligence (SI) has both convergent and divergent validity, as a better predictor of behavioural measure of social effectiveness than academic intelligence. A glaring common agreement is that SI is the ability to effectively plan and direct complicated social relationships and social realities in various environments. Honeywill suggests that it can also be regarded as is ―an aggregated measure of self and social-awareness, evolved social beliefs and attitudes and a capacity and appetite to manage complex social change.‖ Along this, Nicholas Humphrey claimed that SI defines human beings more than quantitative intelligence. In support, Gerdner indicated that SI is equivalent to interpersonal intelligence and also closely related to theory of mind. Combined proponents of SI agreed that it is distinct from general intelligence and may serve as a better predictor of behaviour. According to Zaccaro et al (1990) socially-intelligent individuals are aware of the social situation, including the problems and needs of others (social perceptiveness). They are also able to behave appropriately for different social situations (behavioral flexibility). Thus, these aspects can be seen through a) Social understanding and b) Situational-appropriate behaviour. Along with this, Kosmitzki and John described a socially intelligent person as the one who: · Understands people‘s thoughts, feelings and intentions well; · Is good at dealing with people; · Has extensive knowledge of the rules and norms in human relations; · Is good at taking the perspective of other people; · Adapts well in social situations; · Is warm and caring; and · Is open to new experiences, ideas and values. While embracing social intelligence, Salovey and Mayer in their work considered emotional intelligence as a part of social intelligence. According to them, it includes the ability to monitor feelings and emotions of themselves and others. It is the ability to distinguish between signals and use this information to manage thoughts and actions of others. Social intelligence is the ability to use emotional intelligence in social situations. It incorporates interaction with others and readiness to estimate the social situation around. However, Boyatzis and Sala purported that the problem in calling Social Intelligence as ‗intelligence‘ was to test it on the criteria of ‗intelligence‘. These researchers highlighted that, it had to be classified as an ‗intelligence‘, a concept should be: 1. Behaviourally observable 2. Related to biological and in particular neural-endocrine functioning. That is, each cluster should be differentiated as to the type of neural circuitry and endocrine system involved 3. Related to life and job outcomes 4. Sufficiently different from other personality constructs so that the concept adds value to understanding the human personality and behaviour 5. The measures of the concept, as a psychological construct, should satisfy the basic criteria for a sound measure, that is show convergent and discriminant validity. Accordingly, Goleman addressed this call by looking through biological research and focused on the neural endocrine functioning regards social intelligence. As a result, in his work he highlights that social intelligence is explains in terms of neurology and this fulfils Boyatsi‘s and Sala‘s need for social intelligence to qualify as an intelligence. Additionally, Albrecht expanded the research on multiple intelligences and identified that human beings have six basic dimension of intelligence. Among these, social intelligence is one of them, defined as ―Interacting successfully with others in various contexts‖, with a close term Emotional Intelligence defined as ―Self-insight and the ability to regulate or manage one‘s reactions to experience‖. In addition, Seal et al claimed that the term was defined as the behavioural manifestations of the interpersonal awareness of others‘ emotions, needs, thoughts, and perceptions as well as navigate the larger social environment and working with others. Goleman (2006) and Boyatzis and Goleman (2006) reclassified their array of competencies and clusters into two distinct aspects. The interpersonal clusters (social awareness and relationship management) were relabeled social intelligence (SI) competencies; and the intrapersonal clusters (self-awareness and self- management) were relabeled emotional intelligence(EI) competencies. The new term, emotional and social intelligence (ESI) helps to differentiate the behavioral manifestations of the intrapersonal awareness and management of emotions within the self (EI) from the behavioral manifestations of the interpersonal awareness of others’ emotions, needs, thoughts, and perceptions as well as navigate the larger social environment and working with others (SI). This integrated concept of ESI offers more than a convenient framework for describing human dispositions—it offers a theoretical structure for the organization of personality and linking it to a theory of action and job performance. This helped it get positioned as a competency as well. As, according to Boyatzis, a competency is an ―underlying characteristic of the person that leads to or causes effective or superior performance‖ therefore, an ESI competency got defined as an ability to recognize, understand, and use emotional information about oneself (EI) or others(SI) that leads to or causes effective or superior performance. The correlation of social and emotional intelligence approach is clearly reflected by Bar-On, who uses the concept of emotional and social intelligence. This model includes set of interrelated emotional and social competencies that determine how effectively we understand and express ourselves, how we understand and get along with other people and how we handle daily activities. In practice, they can complement each other as they complement to the abstract intelligence. Human being is a solid personality whose career is hardly separable from personal or family life. Emotional intelligence is essential for human life, because it helps to perceive, understand and manage emotions. It represents a personal, natural wisdom that allows him to live life joyfully, to overcome and solve everyday problems and achieve success. Social intelligence is the ability to relate to people, perceive social situations and properly interpret them and react accordingly. It is the ability to create harmonious interpersonal relationships and the ability to solve conflicts. One component cannot exist without the other. This definition can be elaborated to ―how people handle themselves and their relationships‖, according to Goleman, Boyatzis, & McKee. So, ESI is a set of competencies, or abilities, organized along two distinct aspect (emotional and social) in how a person: (a) is aware of himself/herself; (b) manages him/herself; (c) is aware of others; and (d) manages his/her relationships with others. Building upon and integrating the competency research, Goleman, Boyatzis, and McKee presented a model of ESI with 18 competencies arrayed in four clusters and two aspects. Researcher Shaun identified socially intelligent people as: · They have confidence in social circumstances. · They have and demonstrate a genuine interest in their fellow beings. · They are capable of adapting, understanding and responding effectively. · They express their emotions and feelings clearly and appropriately with assertiveness. · They have an awareness of the internal and external locus of control. Karl Albrecht, around 2009, elaborated the five major dimensions of social intelligence as situational radar, presence/bearing, authenticity, clarity and empathy (can be seen as an acronym SPACE). 1. Situational Radar (Awareness): the ability to read situations, understand the social context and choose behavioral strategies that are most likely to be successful 2. Presence: the external sense of one‘s self that others perceive: confidence, bearing self- respect, and self-worth. 3. Authenticity: the opposite of being phony. Authenticity is a way of behaving which engenders a perception that one is honest with one‘s self as well as others. 4. Clarity: the ability to express one‘s self clearly, use language effectively, explain concepts clearly, and persuade with ideas. 5. Empathy: the ability to create a sense of connectedness with others; to get them on your wavelength and invite them to move with and toward you. In that decade, the consistent aspects of social intelligence among all researches were: the knowledge of the social situations, accurate interpretation of the social situation and the skills to behave appropriately in that social situation. Hopkins and Bilimoria opined that to be considered socially intelligent one has to be good at human relationships. Crowne defined it as the ability to interact effectively with others in any social situation. Emmerling and Boyatzis describe social intelligence competency as the ability to be aware of, understand and act on emotional information about others that leads to effective performance. Thus, what was proposed by Thorndike during the first half of the 1900s was initially perceived similarly as a single concept by fellow researchers. However, later others began to see social intelligence as a set of two personal intelligences, divided into interpersonal and intrapersonal intelligences that include knowledge about oneself and others. Many scholars proposed a number of different ways to be socially intelligent. It has been thought of as the ability to accomplish interpersonal tasks and to act wisely in relationships. It has been seen as a capability that allows one to produce adequate behaviour for the purpose of achieving a desired goal. It is thought that SI involves being intelligent in relationships. Some researchers even believed that the social facets of intelligence may be as important as the cognitive aspects. However, most of them agreed that the Social Intelligence includes knowledge of the social situations and the skill to perceive and interpret the situations accurately, for leading one to successfully behave in the situation. In other words, it has always been seen as an ability to interact effectively with others. In an important research, Süd, Weis, & Seidel focused on more of a potential-based concept of SI, rather than behavior-based approaches and the broader concept of social competence (i.e., including both cognitive and non-cognitive abilities and skills). In the potential-based approach, SI encompasses only the cognitive abilities as necessary prerequisites for social competent behavior. Consequently, social competent behavior is part of the external criterion, not the construct. Social competent behavior, on the other hand, depends on cognitive (i.e., SI) and non-cognitive prerequisites (e.g., intentions, motivation, personality traits, values, norms, etc.). Thus, SI has been specified as a multidimensional cognitive ability construct that relies on an integrative model derived from a literature review. This model integrates both theoretical and operational definitions of SI. In its current version, the model distinguishes between the following cognitive ability domains and has been in part supported by data in a multitrait-multimethod (MTMM) study by Weis and Süd in 2007. So SI is about five qualities: Social understanding (SU) also social inference, social interpretation, or social judgment)represents the ability to understand social stimuli against the background of the given social situation. It also includes diversely labeled requirements such as the recognition of the mental states behind words, the comprehension of observed behaviors in the social context in which they occur, and the decoding of social cues. Social memory (SM) represents the ability to store and recall objectively given social information that can vary in complexity. The concept of SM was originally introduced by Moss and also appeared in works of Sternberg, Conway, Ketron, and Bernstein as memory for names and faces. Social perception (SP) represents the ability to perceive socially relevant information quickly in more or less complex situations. SP is distinguished from SU by only relying on objectively present information in order to exclude interpretative requirements. Social flexibility (SF) is the ability to produce as many and as diverse solutions or explanations as possible for a social situation or a social problem. The concept was originally introduced in Guilford‘s (1967) structure of human intellect model in the domain of divergent production of behavioural contents. Social knowledge (SK) includes knowledge of social matters, the individuals‘ fund of knowledge about the social world, or knowledge of the rules of etiquette. Unlike the remaining dimensions, SK highly depends on the social values of the environment and is not considered as a pure cognitive dimension. 1.2 Social Brain Goleman reveals that human beings have specific structures in their brains built to optimize relationships: · A spindle cell:- is the fastest acting neuron in our brain that guides our social decisions. Human brains contain more of these spindle cells than any other species. · Mirror neurons:- help us predict the behaviour of people around us by sub-consciously mimicking their movements. This helps us feel as they feel, move as they move, etc. · When a man gets a look from a woman he finds attractive, his brain secretes dopamine–a chemical that makes us feel pleasure. 1.3 Key elements of social intelligence: · Verbal fluency · Conversational skills · Knowledge of social roles and rules, as well as scripts · Effective listening skills · Understanding of how to cope well with others · Role playing · Social self-efficacy · Management skills · Intercultural and multicultural skills There‘s a lot going on behind one‘s words. While one speaks, the brain takes in micro- expressions, voice intonations, gestures and pheromones. 1.3.1 Micro-expressions: - are brief, involuntary facial expressions shown on the face of humans according to emotions experienced: · Usually occur in high-stakes situations, where people have something to lose or gain. · Occur when a person is consciously trying to conceal all signs of how they are feeling, or · When a person does not consciously know how they are feeling. · Unlike regular facial expressions, it is difficult/impossible to hide micro expression reactions. Micro-expressions cannot be controlled as they happen in a fraction of a second, but it is possible to capture someone's expressions with a high speed camera and replay them at much slower speeds. Micro-expressions express the seven universal emotions: disgust, anger, fear, sadness, happiness, contempt, and surprise. 1.3.2Voice intonations: · is the variation of pitch when one speaks (variation of levels we speak with is crucial in how we express ourselves) · one of the elements of linguistic prosody · the most important element of accent · helps to craft music of the language · it also helps the listener to follow the nature of communication Gestures and pheromones: - Pheromones give you the edge with attraction. People perceive all sorts of interesting things about one another through olfaction. It feels pretty normal – when we want something we take it, right? I‘m feeling thirsty; I‘ll grab a drink. I‘m hungry; I‘ll pick-up a snack. But you know what? This isn‘t what you should do when you desire a partner. The foundation of pick-up or game is ACQUISITION—the NEED to ACQUIRE a girl or man. This is the absolute, unquestioned and accepted law of game. The whole pick-up framework is built upon this. Simply, they are stimuli that elicit a reaction. Accordingly, people who have high SI have a greater awareness of their proto- conversations. 1.3.3 The Proto-conversation Goleman identifies two aspects of proto-conversations: Social Awareness: Your response to others (the manner in which you do so is crucial) Primal Empathy: Sensing other other‘s feelings and putting yourself in theirshoes Attunement: Listening with full receptivity Empathic Accuracy: Understanding others‘ thoughts and intentions Social Cognition: Understanding the social world and the working of a webof relationships Social Facility: Knowing how to have smooth, effective interactions Synchrony: Interacting smoothly Self-presentation: Knowing how you come across Influence: Shaping the outcome of social interactions Concern: Caring about others‘ needs 1.3.4 Your Social Triggers Social awareness is the capability to reckon that people and places trigger different emotions and this affects our ability to connect. Think about a time you felt excited and energized by an interaction. Now think of a time when you felt drained and defeated after an interaction. Along this, Goleman presents a theory on how our brain processes social interactions: The Low Road is our instinctual, emotion-based way we process interactions. It‘s how we read body-language, facial expressions and then formulate gut feelings about people. The High Road is our logical, critical thinking part of an interaction. We use the high road to communicate, tell stories and make connections. Why are these important? The Low Road guides our gut feelings and instincts. For example, if people didn‘t come to your birthday parties as a kid, you might feel a pang of anxiety when thinking about your own birthday as an adult–even if you have plenty of friends who would attend. Your High Road tells you that you are a grown up and things have changed, but your Low Road still gives you social anxiety. I call these social triggers. You should be aware of your unconscious social triggers to help you make relationship decisions. Knowing your Low Road social triggers helps your High Road function. Here‘s how you can identify yours: What kinds of social interactions do you dread? Who do you feel anxious hanging out with? When do you feel you can‘t be yourself? 1.3.5 Your Secure Base Whether you are a cheerful extrovert or a quiet introvert, everyone needs space and a place to recharge. Goleman suggests that‘s a ―secure base.‖ This is a ritual place or an activity that helps one process emotions and occurrences. A secure base is helpful for two main reasons. 1. It gives one a place to recharge before interactions so they don‘t get burnt out. 2. It helps one process and learn from each social encounter. 3. You can improve your Social Intelligence, you just need to prioritize it. Broken Bonds One of the biggest pitfalls in social intelligence is a lack of empathy. Goleman calls these Broken person treats Bonds. Philosopher Martin Buber coined the idea of the ―I-It‖ connection which happens when one another like an object as opposed to a human being. Imagine you have just lost a family member. You get a phone call from a friend offering condolences. Immediately you sense the obligation of the caller. They are distracted, you can hear the typing of keys in the background. Their wishes are cold, memorized and insincere. The call Case study: Cynthia receives an email from her friend, Joyce, every 60 days to grab lunch. Joyce‘s emails are always similar. When Cynthia realized the similarity in the emails, she started to think of herself as Joyce‘s ―calendar alert‖ that Joyce had set-up. Cynthia went low thinking as merely an item on Joyce‘s to do list. Cynthia analyzed that Joyce felt she ‗should‘ do lunch to keep in touch. But this led to their lunches to be perfunctory, predictable and boring to Cynthia. So, Cynthia stopped saying yes to grabbing lunch with her friend. · Don‘t interact because you feel that you ‗should.‘ · Say no to obligations if you can. · Interact with empathy or don‘t interact at all. 2. Positively Infectious When someone smiles at you, it‘s hard not to smile back. The same goes for other facial expressions. When your friend is sad and begins to tear up, your own eyes will often get moist. Why? These are your mirror neurons in action–part of your Low Road response to people. ―Hang out with people whose moods you want to catch. ―If moods are catching, gravitate towards people who will infect you with the good ones‖ 3. Adopt to Adapt Empathy works in such a way that one‘s Low Road automatically mirrors the people around them. Our brain copies the people around us, so we feel as they feel. This in turn helps us understand them, where they are coming from and even be better at predicting their reactions. ―Many paths of the low road run through mirror neurons. The neurons activate in a person based on something that is experienced by another person in the same way is experienced by the person himself. Whether pain (or pleasure) is anticipated or seen in another, the same neuron is activated.‖ makes you feel worse, not better.-Goleman, 41 4. Beware the Dark Triad Goleman shares the dark triad of people: · The narcissistic personality is when someone has an inflated view of themselves, a huge ego and a sense of entitlement. · The Machiavellian personality is when someone is manipulative and consistently exploits the people around them. · The psychopath personality is someone who is impulsive, remorselessness and extremely selfish. Goleman summarizes the dark triad motto as: Others exist to adore me. 5. Mindblind Mindblind is the inability to sense what is happening in the mind of someone else. The key to mindsight is compassion. ―In short, self-absorption in all its forms kills empathy, let alone compassion. When we focus on ourselves, our world contracts as our problems and preoccupations loom large. But when we focus on others, our world expands. Our own problems drift to the periphery of the mind and so seem smaller, and we increase our capacity for connection – or compassionate action.‖ – Goleman, 54 Goleman claims that people are wired for altruism. People are inherently good. However, sometimes they forget how good it makes them feel to be good. Dr. Baron-Cohen devised something called the Empathy Quotient. This is a quiz to test your empathy levels. While he devised the test for adults on the Aspergers or Autism Spectrum, but this quiz has been found to be very helpful. 6. A People Prescription ―The most striking finding on relationships and physical health is that socially integrated people, those who are married, have close family and friends, belong to social and religious groups, and participate widely in these networks, recover more quickly from disease and live longer. Roughly eighteen studies show a strong connection between social connectivity and mortality.‖ – Goleman, 247. 1.3.6 Synthesis of ways to develop your social intelligence: How to develop social intelligence? According to Goleman ―friends make you healthy;‖ healthy happy life is positive relationships. Your partner, friends, colleagues and children, support your soul as well as our immune system. This has been realized through studies that have found that kinds words, physical touch, a song from childhood improve the vital signs of the sick and even fatally ill. Therefore, investing in your relationships is worth the effort. Simply put, following are ways in which you can develop your social intelligence: · Willingness and dedication to learn · Paying more attention to social happenings around you · Develop yourself to be a better speaker · Networking · Try to listen more to others (active listening) · Inquisitiveness to know more about social situations · Learn more about your own behaviour · Acquire knowledge on social successes and failures 1.3.7 Let’s look at the kinds of smart for you to be to figure that out and answer: Gardner, a developmental psychologist and Harvard professor name, developed in the 80s and 90s. In his book Frames of Mind: The Theory of Multiple Intelligences, Gardner developed the approach that intelligence is spectrum composed of different kinds of minds and therefore people learn, remember, and understand in different ways. He initially listed 7 types of intelligences, and later added the 8th (naturalist). This is what it looks like: 1. Visual-Spatial Intelligence People who are strong in visual-spatial intelligence are good at visualizing things. These individuals are often good with directions as well as maps, charts, videos, and pictures. Strengths Visual and spatial judgment Characteristics People with visual-spatial intelligence: · Read and write for enjoyment · Are good at putting puzzles together · Interpret pictures, graphs, and charts well · Enjoy drawing, painting, and the visual arts · Recognize patterns easily Potential Career Choices If you're strong in visual-spatial intelligence, good career choices for you are: · Architect · Artist · Engineer 2. Linguistic-Verbal Intelligence People who are strong in linguistic-verbal intelligence are able to use words well, both when writing and speaking. These individuals are typically very good at writing stories, memorizing information, and reading.1 Strengths Words, language, and writing Characteristics People with linguistic-verbal intelligence: · Remember written and spoken information · Enjoy reading and writing · Debate or give persuasive speeches · Are able to explain things well · Use humour when telling stories Potential Career Choices If you're strong in linguistic-verbal intelligence, good career choices for you are: · Writer/journalist · Lawyer · Teacher 3. Logical-Mathematical Intelligence People who are strong in logical-mathematical intelligence are good at reasoning, recognizing patterns, and logically analyzing problems. These individuals tend to think conceptually about numbers, relationships, and patterns.4 Strengths Analyzing problems and mathematical operations Characteristics People with logical-mathematical intelligence: · Have excellent problem-solving skills · Enjoy thinking about abstract ideas · Like conducting scientific experiments · Can solve complex computations Potential Career Choices If you're strong in logical-mathematical intelligence, good career choices for you are: · Scientist · Mathematician · Computer programmer · Engineer · Accountant 4. Bodily-Kinesthetic Intelligence Those who have high bodily-kinesthetic intelligence are said to be good at body movement, performing actions, and physical control. People who are strong in this area tend to have excellent hand-eye coordination and dexterity. Strengths Physical movement, motor control Characteristics People with bodily-kinesthetic intelligence: · Are skilled at dancing and sports · Enjoy creating things with his or her hands · Have excellent physical coordination · Remember by doing, rather than hearing or seeing Potential Career Choices If you're strong in bodily-kinesthetic intelligence, good career choices for you are: · Dancer · Builder · Sculptor · Actor 5. Musical Intelligence People who have strong musical intelligence are good at thinking in patterns, rhythms, and sounds. They have a strong appreciation for music and are often good at musical composition and performance. Strengths Rhythm and music Characteristics People with musical intelligence: · Enjoy singing and playing musical instruments · Recognize musical patterns and tones easily · Remember songs and melodies · Have a rich understanding of musical structure, rhythm, and notes Potential Career Choices If you're strong in musical intelligence, good career choices for you are: · Musician · Composer · Singer · Music teacher · Conductor 6. Interpersonal Intelligence Those who have strong interpersonal intelligence are good at understanding and interacting with other people. These individuals are skilled at assessing the emotions, motivations, desires, and intentions of those around them. Strengths Understanding and relating to other people Characteristics People with interpersonal intelligence: · Communicate well verbally · Are skilled at nonverbal communication · See situations from different perspectives · Create positive relationships with others · Resolve conflicts in group settings Potential Career Choices If you're strong in interpersonal intelligence, good career choices for you are: · Psychologist · Philosopher · Counselor · Salesperson · Politician 7. Intrapersonal Intelligence Individuals who are strong in intrapersonal intelligence are good at being aware of their own emotional states, feelings, and motivations. They tend to enjoy self-reflection and analysis, including daydreaming, exploring relationships with others, and assessing their personal strengths. Strengths Introspection and self-reflection Characteristics People with intrapersonal intelligence: · Analyze their strengths and weaknesses well · Enjoy analyzing theories and ideas · Have excellent self-awareness · Understand the basis for his or her own motivations and feelings Potential Career Choices If you're strong in intrapersonal intelligence, good career choices for you are: · Philosopher · Writer · Theorist · Scientist 8. Naturalistic Intelligence Naturalistic is the most recent addition to Gardner‘s theory and has been met with more resistance than his original seven intelligences. According to Gardner, individuals who are high in this type of intelligence are more in tune with nature and are often interested in nurturing, exploring the environment, and learning about other species. These individuals are said to be highly aware of even subtle changes to their environments. Strengths Finding patterns and relationships to nature Characteristics People with naturalistic intelligence: · Are interested in subjects such as botany, biology, and zoology · Categorize and catalog information easily · Enjoy camping, gardening, hiking, and exploring the outdoors · Dislikes learning unfamiliar topics that have no connection to nature Potential Career Choices If you're strong in naturalistic intelligence, good career choices for you are: · Biologist · Conservationist · Gardener · Farmer Some questions to address on your own are: What are you smart on? What evidence do you have that made you reach that decision? What do others say aboutyour smart/s? Topic 2: Social Intelligence in relation to Engineering Introduction Internationally it has been witnessed that engineering students need more skills than engineering education. Competitive graduates require relevant skills that has honed them to be dynamic and function effectively in the workplace and society. Lack of Social Intelligence skills, also known as Social Intelligence quotient (SI) skills in students affect their performance and has been regarded to be leading to higher drop-out rates and poor quality of the engineering. Recent literature emphasizes a need for engineering to integrate necessary non-engineering skills such as SI and emotional intelligence (EI) skills. These two are closely related and tend to be confused. However, there’s a thin line between them. Research, professional bodies and experts have identified that the graduate engineer requires many skills and a great deal of knowledge when entering the workforce. Crucial elements such as interpersonal skills, as well as teamwork and a strong sense of motivation are regarded to be particularly relevant in this era of globalization, occurring in a dynamic speed and dictates environment in which the modern engineer must interact. Real Engineering and RealLife The heavy traditionalism of many courses have the perspective of teaching only real engineering especially, defining and isolating problems and achieving technical solutions. Exposure to this culture of traditionalist engineering education not only discourages reflection, but also generates future engineers who both lack and do not appreciate the value of the skills of reflection. Along with that, do engineering studies actively discourage the ESI factor by the very nature of the traditionalist style of teaching in this field? Such traditionalist teaching imparts engineering as a discipline rather than as a career. The Evolution of EngineeringEducation Overtime, engineering has progressively become less and less of a stand-alone subject. Other disciplines have influenced and became increasingly integrated in engineering curricula in order to increase the sharpness of a university‘s graduates, thereby responding to industry demands, e.g. management, business strategy, marketing, philosophy, communication, ethics, environmentalism, sustainability, etc. Engineers‘ attitudes to the soft skills area, incorporating people, ideas and self- reflection, have to be tackled at a fundamental level. Universities along employers have identified necessary skills that need to be integrated into the curricula. These are complemented with abilities that are valued by both universities and particularly employers, and they include some of the following: · Self- and context-awareness. · Decision-making and action planning. · Research and analysis. · Communication skills. · Critical reflection. · Problem solving · Creativity Cognisant of the fact that, the above-mentioned soft skills are part of engineering profession (engineering skills necessary in the fields of engineering) these characteristics can be effectively incorporated as parts of the elements of SI/ESI. These are subjects in humanities that have been regarded to play an active role in the education of future engineers who can reflect and display sensitivity to both individuals and society. Create the Future Socially intelligent engineers have the opportunity to manifest future changes and actively create the future. Indeed, Cooper and Sawaf state that: ... successfully intelligent leaders and managers continually question many of the assumptions that others accept ... [and] they challenge it perceiving the deeper risks and limitations, and in many cases find ways to transcend it ... They know the future is not something we wait for; it is something we must actively help create. And emotional intelligence plays a vital role. Social intelligence Unit 1

INSTINCTS & DRIVES: EARLY IDEAS IN THE STUDY OF MOTIVATION

Unidad 3 - Verbos

Neoclassical was derived from the Greek word nèos, which means "new, and Latin word classicus, which means "of highest rank." Neoclassical art is the revival of the classical Greek and Roman antiquity: Neoclassical artists imitated Renaissance artists to improve the kind of arts during the mid-eighteenth century. Its stern and unemotional forms were reactions to Baroque and Rococo styles. It was also characterized by symmetry, simplicity, and clarity of form, sober colors, shallow space, and strong lines. Jacques-Louis David Jacques-Louis David is one of the most influential artists in this era. He was born into a wealthy family in Paris on August 30, 1748. When he was 9 years old, his father was killed and his mother left him with his architect uncles. He was supported by his rich uncles with his education at the College of the Four Nations. At age 18, he studied at the Royal Academy of Painting and Sculpture. Even though he had a tumor that impeded his speech, nothing stopped him from becoming an artist. He championed a style of rigorous contours, sculpted forms, polished surfaces, and historical paintings. In 1774, his painting of Erasistratus Discovering the Cause of Antiochus' Disease won him the Prix de Rome, a scholarship for arts students that ensured well-paid commissions in France. His scholarship also included a trip to Italy, where he studied Italian masterpieces and ancient ruins. David became an active supporter and one of the leading artists of the French Revolution. He was appointed as the "First Painter to the Emperor" by Napoleon Bonaparte. His propaganda art served a critical role in French Revolution to overthrow the monarchy and establish a republic. One of David's notable paintings from the French Revolutionary period was the Death of Marat. David's last work was the Mars Disarmed by Venus. This was the last picture he wanted to paint but desired to surpass himself in it. Propaganda art is used to encourage or influence an emotional rather than a rational response from the people to support a cause or movement. He remained faithful to the tenets of Neoclassicism, which he transmitted to his students, one of which was Jean-Auguste-Dominique Ingres. He died on December 29, 1825 and was buried in Belgium, not in France, due to his connection to the killing of King Louis XVI. Jean-Auguste-Dominique Ingres Jean-Auguste-Dominique Ingres was one of the most revered French painters and was noted for his Neoclassical, historical, mythical, and nude paintings and portraitures. Ingres was known to follow his own instincts. He experimented on human form, causing his highly controversial anatomical distortions. Critics described his art as "creatures not found in nature." His quest for idealization was endless. Though Ingres preferred painting with historical theme, he also enjoyed doing portraits. He captured his figures with an impressive and realistic ingenuity to reveal their personalities. Ingres paid more attention to lines over colors. However, he was criticized for flatness due to lack of colors and conventional modeling. Despite this, he was still the most sought-after portraitist in France. He was a tenured director of the French Academy. During that time, he was able to complete three major canvases. He left more or less 4,000 artworks, all of which were housed in the Ingres Museum in Montauban, France. He died on January 14, 1867 in Paris. Romantic art was short-lived, yet it reflected philosophical approaches to art. This is the era where art was colorful, emotional, personal, and expressive. Romanticism was characterized by imagination, intuition, idealism, inspiration, and individuality. The Romantic period was an artistic, literary, musical, and intellectual movement that started in Europe toward the end of the eighteenth century. In some areas, it was at its peak between the periods from 1800 to 1850. It was characterized by its focus on emotion and individualism, and glorification of all the past and nature. It prefers the medieval rather than the classical. The Romantic era is partly a reaction to the Industrial Revolution, the upper-class social and political standards of the Age of Enlightenment. Romanticism was most strongly embodied in the visual arts, music, and literature, but had a major impact on history, education, and natural sciences. Romantic era is also associated with liberalism, radicalism, and nationalism. Francisco Goya One of the most influential figures in Spanish art was Francisco José de Goya y Lucientes. He was born on March 30, 1746 in Aragon, Spain. He began his art studies when he was a teenager and spent time in Rome to advance his skills. Goya was besieged with orders for portraits, altarpieces, and murals. In 1776, he returned to Spain and became the principal painter to the Spanish Royal Court. Goya described himself as a student of Velásquez and Rembrandt. From Velásquez, he acquired a feeling for soft shaded colors that were applied in layers. From Rembrandt, he learned prediction for dark and mysterious backgrounds. Goya also acknowledged nature as his teacher in art. Goya was trained in the classical tradition of eighteenth century, but he remained an individualist and a realist. Romantic qualities appeared in his paintings, which were not glorified by some art critics. He was a liberal-minded man. He then turned his attention to the world of the dispossessed. He produced Los Caprichos (The Whims), a set of 80 prints in aquatint and etching from 1797 and 1798, and published as an album in 1799. These involved sorcery and witchcraft, injustices, cruelty, and false morality. The Black Paintings (1819+ 1823) were 14 paintings of his darkest and most mysterious creations, disillusionment with society, and insanity. His artworks embodied personal imaginative visions that defied traditional academism and conventional subjects. Romanticism, Impressionism, Expressionism, and Surrealism were the principal movements to be influenced by his work. He died on April 16, 1828 in Bordeaux, France. Eugène Delacroix Ferdinand Victor Eugène Delacroix was born on April 26, 1798 in France into an artistic family. He began studying art at the age of 17. He pursued Classical studies and trained under Baron Pierre-Narcisse Guerin, a painter who taught him to paint realistically. At 24, he was already in-charge of architectural decorations. His style was also inspired by the music of his friend Frédéric Chopin, a Romantic composer, He fine-tuned Romanticism by incorporating the art styles of Michelangelo and Rubens. He then developed his own style with affinity of expressing pain and suffering through bright, exploding, and energetic colored canvases. Delacroix became known as the "Master of Color" for his development of unique and memorable approach to color. Though his style had evolved over the years, he stayed true to his displays of emotions and intense colors. He never hid his fascination for destruction and violence to bring out virtuous colors in his paintings. He was admired for his bold and technical innovations. He is remembered as one of the world's most influential French Romantic painters for his ingenuity and expertise. He died in Paris on August 13, 1863 was buried in Père Lachaise Cemetery. Théodore Géricault Jean-Louis André Théodore Géricault was born on September 26, 1791 in Normandy, France. At a young age, he already displayed artistic inclinations and had fascinations with horses. He became friends with Eugène Delacroix. Together with the other artists, they formed the Romantic movement. In 1819, he ushered the Romantic movement into French painting with his The Raft of the Medusa, which inspired other artists and became the norm for the Romantic painting. It also forged new emphasis on raw emotion and sharply swerving art styles from the refined compositional studies of Neoclassicism. Gericault achieved brilliant visual effects using small, adjacent strokes of contrasting colors. He was the most influential to the Romantic painters that his art styles were adopted and extended by the Impressionists. His art styles in painting were less rigid than the Neoclassical works. In 1822, he produced one of his greatest achievements: his portraits of the mentally disabled or insane people. Originally, there were ten paintings but only five have survived. His untimely death came after months of suffering, following a fall from a horse. He died in Paris on January 26, 1824 at a young age of 32

1. Latent Learning: Learning that occurs without obvious reinforcement and only becomes apparent when there is an incentive to demonstrate it. 2. Insight Learning: A sudden realization or “aha” moment in problem-solving, often involving the reorganization of information rather than trial-and-error learning. 3. Modeling: Learning by observing and imitating the behavior of others. 4. Vicarious Conditioning: Learning that occurs by observing others being rewarded or punished, influencing the observer’s behavior. 5. Social Learning Theory: A theory proposing that learning occurs through observation, imitation, and modeling, incorporating cognitive processes in addition to environmental influences. 6. Partial Reinforcement: A reinforcement schedule in which a behavior is not rewarded every time it occurs, making it more resistant to extinction. 7. Continuous Reinforcement: A reinforcement schedule in which every instance of a behavior is reinforced, leading to rapid acquisition but less resistance to extinction. 8. Learned Helplessness: A condition in which exposure to uncontrollable aversive events leads to a failure to act or escape, even when opportunities to do so are available. 9. Instinctive Drift: The tendency for an animal’s innate responses to interfere with conditioned behaviors. 10. Shaping: Gradually reinforcing successive approximations of a target behavior until the desired behavior is achieved. 11. Primary Reinforcer: A stimulus that is naturally reinforcing because it satisfies a biological need (e.g., food, water). 12. Law of Effect: Thorndike’s principle stating that behaviors followed by satisfying consequences are more likely to be repeated, while those followed by unpleasant consequences are less likely to occur. 13. Punishment: A consequence that decreases the likelihood of a behavior occurring again. 14. Reinforcement: A consequence that increases the likelihood of a behavior occurring again. 15. Operant Conditioning: Learning in which the consequences of a behavior determine the likelihood of its recurrence. 16. Habituation: A decrease in response to a stimulus after repeated exposure, demonstrating a basic form of learning. 17. Preparedness (Biological): The predisposition of certain species to learn associations that have survival value more easily than others. 18. Taste Aversion (Conditioned): A learned avoidance of a particular taste or food after it has been associated with illness or discomfort. 19. Counterconditioning: A technique where an undesirable response is replaced with a desirable one by associating the stimulus with a new response. 20. Higher-Order Conditioning: A process in which a conditioned stimulus becomes associated with a new neutral stimulus, creating a second conditioned stimulus. 21. Generalization: The tendency for stimuli similar to the conditioned stimulus to elicit the conditioned response. 22. Discrimination (Classical Conditioning): The ability to differentiate between similar stimuli and respond only to the conditioned stimulus. 23. Spontaneous Recovery: The reappearance of a conditioned response after extinction and a rest period. 24. Extinction: The weakening and eventual disappearance of a conditioned response when the conditioned stimulus is repeatedly presented without the unconditioned stimulus. 25. Conditioned Stimulus (CS): A previously neutral stimulus that, after being paired with the unconditioned stimulus, elicits a conditioned response. 26. Conditioned Response (CR): The learned response to the conditioned stimulus. 27. Unconditioned Stimulus (US): A stimulus that naturally triggers a response without prior conditioning. 28. Unconditioned Response (UR): The natural, reflexive response to the unconditioned stimulus. 29. Acquisition: The initial stage of learning during which the association between the conditioned stimulus and unconditioned stimulus is established. 30. Classical Conditioning: A learning process in which a neutral stimulus becomes associated with an unconditioned stimulus, resulting in a conditioned response.

Hematology Basics & Hematopoiesis HEMATOLOGY What is it? Encompasses: Skill, Art, Instinct Relationships BM:circulation Plasma:RBC Hgb:RBC What Will I Learn? Students find Hematology difficult because it requires you to think in a new way. Begin with limited knowledge: Given Facts and you must be able to answer “WHY” Given images and you must be able to recognize and classify This Course Hematology I – MLTS 207 Intro Red Cells Hematology II – MLTS 208 White Cells Coagulation Our Tool Safety First Standard Precautions PPE Hand washing Proper disposal Proper cleaning Know what to do in case of an emergency Fire Spill Needle stick QA vs QC Quality Assurance Comprehensive Preanalytical – Analytical - Post-analytical Ensures reliable patient results = positive outcome Quality Control is Analytical only – focuses on actual measurement of the analyte Quality Control Standards / Calibrators Controls Statistical quality control system Normals AKA Reference ranges Plt 150 – 450 X 103/ul Unique to analyte, method, instrument and patient population Delta Check Critical Values Blood Basics Average blood volume 4 – 6 liters Blood pH = 7.35 – 7.45 Components of whole blood 55% plasma - 44% RBCs - 1% WBCs and platelets (buffy coat) Red Blood Cell (Erythrocyte or RBC) White Blood Cell (Leukocyte or WBC) Platelets (Thrombocyte) Plasma is 91.5% water and 8.5% solutes Reference Ranges (patient normals) RBC 4.2 – 5.4 X 1012/L (106/ul) females 4.7 – 6.1 X 1012/L (106/ul) males WBC 5 – 10 X 109/L (103/ul) Platelets 150 – 450 X 109/L (103/ul) Blood Smears (Slides) Cells evaluated in an area where red cells are almost touching but do not overlap Smears can be made by hand or mechanically Smears are stained with Wright’s stain Smear is examined on 100X using oil to evaluate RBC morphology RBC Morphology Red cells are biconcave disk that are 7 – 8 um in diameter with a volume - 90fL (femtoliters) When stained they appear as: Circular cells with distinct smooth margins Dull pinkish hue Area of central pallor Fairly uniform in size No nucleus or inclusions Platelet Morphology Platelets are 2 – 4um in diameter and discoid shaped they contain reddish-purple granules in a small amount of bluish cytoplasm and have no nucleus Leukocytes Segmented neutrophils - AKA segs or PMN Band neutrophils Eosinophils Basophils Lymphocytes Monocytes Hematopoiesis Definition? Daily Production Quotas RBCs – 3 billion WBCs – 1.5 billion Plts – 2.5 billion Your body can: Constantly supply mature blood cells for circulation Mobilize Bone Marrow to increase production of a particular type of blood cell Compensate for decreased hematopoiesis by providing hematopoietic sites outside the BM The Beginning All blood cells are the progeny of hematopoietic pluriopotential stem cell In adults these are found in the bone marrow. Why? Monophyletic Theory A common precursor cell, the pluripotential stem cell, which under the influence of certain factors gives rise to each of the principle blood cell lines Cytokines - Pretty much universally accepted today based on clinical and experimental evidence and started with mice in 1961 Based on this theory, hematopoietic cells may be divided into 3 cellular catagories dependant on maturity 1 Multipotential stem cell able to self-renew and to differentiate into all blood cell lines 2 Committed progenitor cell destined to develop into distinct cell lines 3 Mature cells with specialized functions which have lost the capability to proliferate Hematopoietic Stem Cell Most important characteristic – must self renew Ability to differentiate into commited progenitor cells of lymphoid or myloid lineages Maturation Process (p.20) Hematopoiesis From Coception to Adulthood (p.16) Yolk Sac (embryonic hemoglobin) Begins 2 -3 weeks after fertilization and ceases after 8 – 10 weeks Fetal Liver (fetal hemoglobin) Production from about 2 – 7 months Liver is main site but spleen, thymus, lymph nodes, and kidney are also involved Bone Marrow – called medullary hematopoiesis Begins to function in 3rd month of gestation Primary site by the end of 5th month of gestation and continues after birth and throughout adulthood Children distal long bones Adults axial bones Extramedullary Hematopoiesis is hematopoiesis outside bone marrow Not a normal occurrence after 5th month of gestation Happens in certain disorders Occurs in liver and spleen Erythropoiesis Definition? Mature erythrocytes carry oxygen from the lungs to tissue where it is exchanged for CO2 Erythropoietin (a cytokine) Hormone produced by the kidney Stimulates red cell production Secreted daily in small amounts Kidney will sense hypoxia and secrete more if needed What happens when more EPO is secreted by the kidneys? Development of Red Cell Reduction in cell volume Condensation of chromatin (Loss of nucleoli) Decrease in N:C ratio (less nucleus – more cytoplasm) Decrease of RNA in cytoplasm Increased hemoglobin synthesis – to a point cell turns from blue to red Developmental Stages (images p33 - 35) Rubriblast (Pronormoblast) Each produces 8 – 16 mature red cells Stage where hemoglobin synthesis begins Prorubricyte (Basophilic Normoblast) Rubricyte (Polychromatophilic Normoblast) Last stage capable of division Large amounts of hemoglobin synthesized at this stage Metarubricyte (Orthochroimatophilic Normoblast) Nucleated Red Blood Cell (NRBC) seen on peripheral smear Reticulocyte (Polychromatophilic Erythrocyte) Non-nucleated (nucleus extruded) Contains residual RNA and mitochondria which gives cell bluish tinge with Wright’s stain Last stage to synthesize hemoglobin Part of this phase occurs in the bone marrow, later part takes place in circulating blood Mature Erythrocyte Stains pink because of large amount of hemoglobin No RNA or mitochondria = no synthesizing of proteins or lipids Normal lifespan 120 days Have You Seen Your Spleen Fist shaped organ located on the left side under the rib cage Blood filled organ consisting of Red pulp – red cell filtration Cull old or abnormal RBCs (Reticuloedothelial System) Pit RBC inclusions Remove Antibodies - spherocytes White pulp – lymphocyte processing Marginal zone – WBC & Plt storage 1/3 population of each Bone Marrow not Bowel Movement One of the largest organs in the body Inside you find erythroid cells, myloid cells, and megakaryocytes in various stages of development – stem cells, fatty tissue, osteoclasts, etc. As you age marrow in long bones is replaced by fat Adult marrow in iliac crest and sternum. M:E ratio -Myeloid to erythroid ratio Normally 3-4:1 Why are there more myloid cells in the bone marrow and more RBCs in circulation?

Instinctive Behaviours

To Kill a Mockingbird Ch 1 Make a note of how this chapter starts (with what story and about whom). With the story of how Jem broke his arm. Describe the town of Maycomb and Southern Towns in general (what kinds of customs are normal in the south)? What time period is this if there are “Hoover carts” (Lee 6)? The time of this story is set during the Great Depression of the 1930´s. Maycomb is old, run down, and slow. Women were supposed to act dainty and men were dressed up as well. A hoover cart was the horse and buggies used to get around town during the Great Depression. Explain how Atticus became a lawyer (is he any good), your first impressions of the relationship he has with his children, and the Finch family history. (How does Atticus stand out, and what is important about families in the south?) The Finch family was all farmers and slave owners which makes Atticus Finch stand out by becoming a lawyer to defend a black man. Atticus seems like a brave leader who is kind to defend justice for everyone. Describe Boo Radley, his house, and a little of his past and family. Are Jem’s descriptions of Boo accurate (Lee 16)? Why do Scout, Jem, and Dill want to make him “come out” (Lee 10)? He describes the house as old and sick just like Mr. Radley. The house seemed very still and didn’t move like no one lived there. They want him to come outside so they can see who he is and what he is like from the multiple rumors they’ve heard. Based on who Atticus hires to work in his house, infer what Atticus’s feelings are about African Americans. What is important about this perspective when considering the time period? During the time, the town seemed segregated between African Americans and white people. Hiring an African American in his home shows how Atticus sees Calpurnia as equal and doesn’t care about the way she looks based on society's assumptions. Ch 2 Explain the differences in opinion and understanding that Scout and Miss Caroline have. Give at least two examples and explain why those differences exist. Scout is more traditional and understands the people of Maycomb while Miss Caroline is stricter and follows newer ideas. For example, Miss Fisher teaches through her experiences of college from a different city while Scout follows her fathers reading techniques. In addition, Scout offers money to Walter for lunch while Miss Fisher disapproves of her donation because of Walter's reputation. This shows how Scout has a more empathetic personality while Miss Fisher wants to stick to rules and societal expectations. Explain the upbringing that Walter Cunningham comes from. Who is he? What does his family do? Why does Cunningham pay Atticus with an entailment and not money? The Cunninghams are hardworking farmers that are also very poor. When Scout gives him money, he denies it because the Cunninghams have a reputation for paying for what they need and not taking donations or pity. Atticus allows Mr. Cunningham to pay in nuts and other crops because he is too poor to pay in money. What is Miss Caroline’s tone at the end of Ch 2? Explain. Miss Caroline’s tone at the end of chapter 2 is frustrated and angry with Scout because of their opposing viewpoints in learning. She doesn’t approve of Scout’s smart reading habits with Atticus compared to her new and conventional ways of teaching. Ch 3 Explain the foil between Jem and Scout’s personalities at the beginning of Ch 3 (Lee 30-31). At the beginning of Chapter 3, it’s clear to tell that Jem is more mature than Scout. Scout is immature to take her frustration out on Walter while Jem is mature enough to invite him to dinner and feel him welcomed. Explain the different kinds of education Atticus possesses as evidenced by his profession and his conversation with Walter at lunch (Lee 32). Which do you think is more valuable? Explain Atticus talks to Walter about the crops and makes him feel at home. The author writes that Walter didn’t feel like Cunningham, which assumes that Atticus doesn’t go to judge people based on their reputations or societal expectations. This is valuable to Atticus’ profession because he is able to defend people based on their true actions and self without having any bias or assumptions based on their appearance or background. What lesson does Calpurnia attempt to teach Scout at lunch time? What does this tell you about Calpurnia’s role in the house? Calpurnia teaches the importance of manners and respecting company. She wants Scout to treat Walter with kindness and respect besides him being a cunningham. This shows Calpurnia is like a mother to Scout and Jem while trying to teach them valuable life lessons in order for them to have a positive attitude. Describe Burris Ewell and the kind of kid he is based on his interaction with Miss Caroline. The Ewells and Cunninghams are both very poor families; based on Burris and Walter’s differences, though, what can you assume about each family’s integrity? Burris Ewell is a mean and rotten kid that treats Miss Caroline with no respect. The Ewells are poor and rude but the Cunninghams are poor, hard working and kept to themselves. Why do the Ewells have a different set of rules than Scout? Explain what the differences are (Lee 40-41). Scout prioritizes school while the Ewells do not. Burris quit after the first day of school and never came back. On the other hand, while Scout was still upset, she still came back to school. This quote from Atticus is perhaps the most important in the entire book: ‘If you can learn a simple trick, Scout, you’ll get along a lot better with all kinds of folks. You never really understand a person until you consider things from his points of view--until you climb into his skin and walk around in it’ (Lee 39). Explain this quote and to whom Atticus hopes Scout will apply the lesson. Atticus wants her to not judge people based on what they look like or are expected of. This may apply to Scout’s perception of Boo Radley. Ch 4 Now that you’ve know Jem and Scout for a few days, describe their relationship as brother and sister. Think of the different ways they talk to each other and interact. Give at least two details to prove your opinion about them. Jem is very protective of Scout and he tries to teach her lessons to be mature as well. Jem shares his knowledge with Scout of the Radleys and Jem lets Scout stay back when they go to the Radley’s house. Who do you think is hiding gum and pennies in the tree. Why do you think he/she would be doing so? I think Boo Radley is hiding things in the tree because he wants to connect and give gifts to the kids in order to gain their trust and correct his false accusations. What game do the children play in Ch 4, and what are the two reasons Scout wants to quit playing it? They play the game Boo Radley. They pretend to be the Radley’s and act out the different rumors they’ve heard. Scout wants to stop playing because she thinks Atticus will get upset with her and she thinks the Radley’s will find out. Name: _______________________ Ch 5 Scout is starting to feel out of place with Dill and her brother, Jem in both Ch 4 and 5. Provide a quote that proves this idea. What does this tell you about her character, especially considering the time period of the novel? "Dill and Jem were simply going to peep in the window with the loose shutter to see if they could get a look at Boo Radley, and if I didn't want to go with them I could go straight home and keep my fat flopping mouth shut, that was all" this quote shows how Scout wants to stay out of trouble like other Southern woman at the time. Miss Maudie is a major character in the book; what is the APS for not introducing Miss Maudie until Ch 5? As Scout grows older, she begins to learn more. Miss Maudie is shown only later because she teaches Scout that the rumors aren’t all true about the Radley’s and learning this, Scout gradually learns more as the story progresses. Miss Maudie and Scout discuss the Radley family at length. What new information does Miss Maudie share that would encourage the reader to feel sorry for Boo? Which of Atticus’s lessons is Miss Maudie reiterating? Miss Maudie informs Scout that Mr. Radley was a foot washing baptist and that his strong religious beliefs may cause Arthur to stay inside to obey his father’s rules. Explain how the conversation and behavior on page 62 and 63 demonstrate Jem, Dill, and Scout’s innocence as children. Jem, Scoot and Dill’s conversation about Boo Radley shows their innocence and immaturity considering they’re scared of a man that they don’t even know and that they’ll listen to every rumor that they’ve heard. Ch 6 How does Jem lose his pants, and how does he get them back? Jem loses his pants while trespassing through the Radley’s house. He gets them back in the middle of the night by himself and he sees that they are sewn back together by somebody. (That somebody is Arthur Radley but he doesn’t really know that). What does the connotation of the word “fatal” tell us about Southern culture during this time (Lee 73)? The connotation of fatal represents the seriousness and grim reality of southern culture. There are many harsh social and racial division in the town. Why is Jem willing to risk being shot on page 75? Use a quote from 75 to prove your point. Jem is willing the risk of being shot because of his strong sense of pride and doesn’t want to let down Atticus so he goes to retrieve his pants. The quote, “Atticus ain’t ever whipped me since I can remember. I wanta keep it that way.” This shows how he doesn’t want to lose his respect from Atticus and dares to keep his strong reputation. Ch 7 What evidence is there that Scout is applying the moral lessons Atticus is teaching her? Atticus teaches them to see things from other people’s point of view. This is applied when Scout receives the gifts from Boo and she starts to realize that he is more kind and thoughtful compared to the rumors. Why does the author choose to put the conversation about Jem’s pants being sewn and folding on the same page with the conversation about the items being left in the tree? What does this relationship suggest (APS)? These two kind acts of Boo Radley goes to show just how much he is a Jesus Christ Figure by being kind to the kids and he is very protective and loyal. This character development shows the kids new understanding of Boo and that the rumors may not all be true. Immediately after the gray twine, what do Jem and Scout find in the tree, and what does this tell the reader about whom the items are being left for? Jem and Scout find two cravings of soap that represent two children. This gift shows how Boo has an affection and kindness to the kids and their friendship begins to grow. Describe the quality of the items left in the tree and what this suggests about the secret admirer’s purpose in leaving them. The gifts include gum, ball of twines, 2 special pennies, spelling bee medal, a pocket watch and two soap carvings. These all represent the general thoughtfulness and generosity of Boo and the trust that he gives to the kids. After the children talk to both Mr. Radley and Atticus, what can the reader infer about the hole being plugged up? The plugged up tree represents Mr. radley’s continued mistreatment of Boo and also his loneliness and isolation for the real world. He is unable to make further connections with the kids. What does Jem understand at the end of Ch 7--which leads to him crying--that Scout does not understand? Jem makes connections and alludes to the idea that Boo Radley was the one putting gifts in the tree and fixing the pants. Jem has empathy for Boo and his loneliness and isolation that he suffers. Is he a good father ? YES NO Atticus Teaches his kids many lessons He is honest and respects Teaches Scout many different lessons and helps her reading. - - Dad from “Distillation” He may subject his kids to hatred from the town. Neglects social norms for kids to “fit in” - - Atticus - - - Dad from “Distillation” - - - Ch 8 It hasn’t snowed since 1885. What is the APS for having snow in Ch 8? Foreshadows change to come in Maycomb. Sybolizes new opportunity for Jem and Scout since they never experienced snow. Explain the foil of the children and Miss Maudie’s reactions to the snow. The Children are more excited for the snow to come while Miss Maudie is concerned and worried about its danger to her flowers and garden. How does Harper Lee attempt to lighten the mood for her readers in contrast with what is happening to Miss Maudie in this chapter (APS)? Give two examples. Despite the sadness of Miss Maudie losing her home, her witty remarks like saying she always wanted a smaller house and already planning for her future brings light to the dark situation. The behavior and words Atticus and Jem use in this chapter provide some detailed characterization. Provide two indirect characterizations about Atticus and two about Jem. Atticus is wise and protective. He is also thoughtful and an effective parent. He shows concern for Boo. Jem is maturing and developing more empathy when offering Miss Maudie help and he is protective of others feelings. He has concerns for Boo’s privacy and any of his potential consequences. What risk does Boo take during the fire, and why does he take that risk? Boo takes the risk of leaving his own house, drawing attention to himself and getting in trouble with Mr. Radley when he goes to put a blanket over Scout because he cares about the kids and wants to protect them. Give indirect characterization for Miss Maudie at the end of Ch 8. Miss Maudie is resilient and focuses on positive things even when her house has just burned down. Miss Maudie is humorous when she makes witty comments. Ch 9 Why does Scout get in a fight with Cecil Jacobs? Scout fights Cecil because he insults Atticus. Cecil Jacob makes fun of Atticus because Atticus is defending a black man. What evidence is there that Scout is good at arguing? Use a quote from page 99-100 or 113-114. The quote “Then why-” on pages 99-100 shows how Scout wants to challenge Atticus on his decisions. This shows how Scout is good at arguing with her curious mind and interest in complex issues. Why does Atticus agree to defend Tom, and how does this add to the reader’s understanding of moral education? Atticus agrees to defend Tom because of his own personal values. He wants to keep equality and justice for all, regardless of race. Defending him will prove this to the town. What is Scout’s tone toward Aunt Alexandra and that branch of the family tree? Provide a quote to support your answer. “Somewhere, I had received the impression that Fine Folks were people who did the best they could with the sense they had, but Aunt Alexandra was of the opinion, obliquely expressed, that the longer a family had been squatting on one patch of land the finer it was." This quote shows how Scout thinks Aunt Alexandra has a very traditional mindset and wants to maintain her reputation and family name like everyone else at the time. Explain how Aunt Alexandra and Uncle Jack differ from Atticus. Provide a quote for each character. Aunt Alexandra and Uncle jack are more focused on their social status and class while Atticus focuses on moral principles rather than his social status. There is a lot in this chapter about Atticus as a father. Provide two examples of indirect characterization for Atticus as a father using quotes. "When a child asks you something, answer him, for goodness' sake. But don't make a production of it. Children are children, but they can spot an evasion quicker than adults, and evasion simply muddles 'em." This shows how Atticus respects the kids and shows his general respect for all people. "But I never figured out how Atticus knew I was listening, and it was not until many years later that I realized he wanted me to hear every word he said." This quote shows how Atticus has a deep care for the kids and wants to hear out for what they have to say. What occurs between Jack and Scout? Is it appropriate? Why or why not? Jack punishes Scout for fighting with Francis without hearing her side of the story. This is inappropriate because it goes against her own father’s morals and doesn’t allow for Scout to be heard. What is ‘“in store for her these next few months’”? Increased racial tensions, potential harassment, and exposure to racist language and opinions. Explain the court case between Tom Robinson and the Ewells. How did it come to Atticus that he is Tom’s lawyer? Tom is accused of raping Mayella. Atticus was appointed by the court to defend him and Atticus willingly takes it. What is ‘“Maycomb’s usual disease’”? Racism and prejudice. Ch 10 On page 119, Atticus tells Scout ‘Shoot all the bluejays you want, if you can hit'em, but remember it’s a sin to kill a mockingbird’ (Lee 119). What is Miss Maudie’s explanation about Atticus's comment. Miss Maudie emphasizes the innocence and harmlessness of the birds. Explain the incident with Tim Johnson, the rabid dog. Make sure to include Atticus’s role with the rabid dog and how Jem is impacted by this event. A rabid dog raises danger in Maycomb. Heck Tate is too scared to shoot the dog so Atticus shoots it for him. This makes Jem learn how Atticus is a brave hero and he gains more respect for him. Ch 11 The kids have been insulted by others before; why is the comment Mrs. Dubose makes the one that Jem loses control over? Mrs. Dubose says, "Your father's no better than the [black people] and trash he works for!" Do you agree or disagree with Jem’s punishment? Explain why. I agree with Jem’s punishment because in the end it eventually helps Mrs. Dubose heals from her morphine addiction. This punishment teaches Jem to care for people who may think differently than him. What lesson is Atticus trying to teach Scout on page 139-140? What might this foreshadow? Atticus teaches Scout the importance of empathy and understanding. He teaches her to look at others from their point of view and take thought of their backgrounds and situations. Give 2 examples of connotation from page 142 and explain them. “Old hell-devil” carries a negative connotation to Mrs. Dubose’s personality. This shows how Scout and Jem don’t like Mrs. Dubose. “Bravest person” is used as a positive connotation to describe Atticus’s point of view on Mrs. Maudie and he has empathy for her struggles and appreciates her willingness to battle and get away from her troubles. What is the description of Mrs. Dubose? What is your mood when reading it? Mrs. Dubose is seen as sick, mean and racist. The descriptions of her drools and gross sickness makes me cringe alongside her racist comments and hate towards the kids. This makes me have little to no empathy for Mrs. Dubose even when Atticus does. What is Scout’s tone throughout chapter 11? Throughout chapter 11, Scout is constantly anxious and fearful with Mrs. Dubose’s unpredictable behavior. She is also frustrated that she has to care for his racist remarks as punishment. At the end of the chapter, the reader understands why the kids read to her. Explain why, what happened to Mrs. Dubose at the end, and Jem’s reaction to it. At the end, Mrs. Dubose dies after a long morphine addiction. Jem is frustrated because he didn’t like her but the flower Mrs. Dubose gives symbolizes the respect she had for Jem. PART TWO Ch 12 Describe the changes Jem is experiencing in chapter 12. What can account for these changes? He is growing and becoming more mature by taking some control over protecting Scout. He spends less time with Scout and even tells her to act more like a lady which may come from Aunt Alexandra’s beliefs rubbing off onto him. Why is Calpurnia fussing over the kids before church, and what is Calpurnia worried about? Calpurnia is protective over the kids and concerned for them. She is aware of the racial tensions in Maycomb and bringing the children to a black church would bring negative reactions. She wants Jem and Scout to act appropriately to not cause any problems. Discuss Calpurnia’s dialect change (how she talks), and how does she explain it? Calpurnia’s two different dialects show how she is in 2 different universes and she must live with them in separation. Discuss how First Purchase is different from Scout and Jem’s church. Give at least 3 ways it is different. The first purchase church is different in the ideas that it is less furnished, different worship style and strong community connections. What is the Tom Robinson case about that Atticus is trying to win? Atticus wants to prove that Tom Robinson is innocent. He wants justice and equality for Tom. List at least three things the children learn about Calpurnia that day. The kids learn that Calpurnia seems to have two different identities, she has a deep connection with the community at church and that Calpurnia taught her son Zeebo to read. Ch 13 Who has come to live with Finch family, whose idea was it, and why is she there? Aunt Alexandra thought it was a good idea for her to come live with the Finch’s while Atticus is on trail. She wants to teach the kids lessons and promote feminine influence on scout. What is the tone concerning this visitor? Explain your answer using a quote. "Put my bag in the front bedroom, Calpurnia," was the first thing Aunt Alexandra said. "Jean Louise, stop scratching your head," was the second thing she said. These quotes show how she is very strict, racist and bossy to the people that welcome her into their house. Explain the double meaning behind this phrase by Atticus, “‘I can’t stay here all day with you, and the summer’s going to be a hot one.’” This quote describes the rising tension in Maycomb as well as Jem and Scouts growing maturity as they grow older and need to become more independent. How is Aunt Alexandra received by the town? Give a quote to support your answer. "Aunt Alexandra gets a warm welcome into Maycomb from everyone in the neighborhood; people make her cakes, she goes on coffee excursions with them, and has already established herself as a fixture of the town's social society". Aunt Alexandra is already accepted into their society and gets along well with all the southern women that gossip. Characterize Aunt Alexandra. Aunt Alexandra is racist, feminine, likes to gossip, has strong family reputations and is very bossy. Atticus, Jem, and Scout oppose Aunt Alexandra’s idea of heredity. Explain how all three of them think differently than she does. Remember how important ancestry is in the South (and even how important it was at the beginning of the book when we were introduced to Maycomb). While Atticus, Jem and Scout believe they can live in a different universe than everyone else and sees people for who they are, Aunt Alexandra believes in strong family reputations and believe their background goes with how they are expected to act and be received in society. What does Aunt Alexandra think of how Atticus is raising Jem and Scout? Aunt Alexandra is bossier than Atticus. Atticus lets the kids explore and think freely while Aunt Alexandra wants them to conform to society's expectations and grow up to be what she wants them to be. What is Atticus trying to get across to Jem and Scout at the end of the chapter, and what evidence is there that he doesn’t believe the point he is trying to make? Atticus tries to teach the kids of determination and courage. Though Atticus takes a case on a black an, he is determined in winning and defending him even when the whole town may be against him. If Aunt Alexandra fits in with Maycomb better than Atticus, could her positive connection influence the case? Explain your opinion. Aunt Alexandra's social standings in Maycomb’s society may be helpful for her to influence or sway opinions for them to side with Tom Robinson. Ch 14 Does Scout know what rape is? In your opinion, does Atticus tell her? Explain your answer. "carnal knowledge of a female by force and without consent" is what Atticus tells scout when she doesn’t know what rape is. Although Scout is curious, Atticus know that he wants her to protect her innocence and keep the information appropriate. In the beginning of chapter 14, Atticus and Aunt Alexandra have a disagreement. Explain the two things they disagreed about, and how it ended. What do you learn from this discussion regarding the difference in beliefs between Atticus and Aunt Alexandra? They argue about Cal’s role in the family and whether she should leave or not. They also argue about the children's exposure to racial issues, whether Atticus is sharing too much or not. They differ from beliefs or racial equality and social norms of different universes. Has the relationship between Jem and Scout changed or not since the beginning of the story? Explain your answer. While Jem is still very protective of Scout, Jem and Scout start to distance themselves from each other because Jem is growing more mature than her. Jem going through puberty, he becomes more moody and responsible for his actions. He doesn’t want to play childish games with Scout anymore. Explain the reason Dill gives for running away, and then explain why he really left. How is the relationship Jem and Scout have with Atticus and Calpurnia different than Dill’s experience? Dill claims his stepfather locked him in a basement but he later confesses that he felt neglected and unloved by his mother and stepfather. Jem and Scout seem to have more care from Atticus and Cal than does Dill with his parents. What seems to separate Jem from Dill and Scout? (Jem “broke the remaining code of our childhood” (Lee 187-188). Jem seemed to grow more mature and responsible. Jem tells Atticus about Dill running away because he feels it his responsibility to. His morals start to grow as he decides to do what is right. Explain Atticus’s reaction when he finds out Dill is in his house. Is it good parenting? Explain your answer. Atticus allows Dill to stay and makes him feel comfortable. This shows Atticus’ empathy for Dill and need to protect people, making them feel safe. Ch 15 Who shows up at their house Saturday night, and what is the point of their visit (what are they worried about)? A group of the police and Sheriff Heck Tate show up to let know Atticus that they are bringing Tom into the jail in town and that there will grow more tension in town including the mob that comes to the jail. The men are concerned and want to help Atticus with protecting Tom. What evidence is there that Atticus’s opinion is different than even these “good” guys? Atticus is committed to defending Tom and defending the truth. His opinions also show is empathy for tom. What does Scout notice in town that indicates tension is building? There are a few examples; give one. Scout notices the mob around the building like a gala occasion. She notices how there is growing tension in the town and their prejudiced attitudes. Why is Atticus sitting in front of the jail? To protect Tom Robinson from the mobs of society. Describe the events with the mob the night before the trial. What are the mob’s goals? Who stopped them from happening? Make a connection and write a quote on your theme sheet. Mr. Cunningham, the Ewells, old sarum (white trash neighborhood) all meet by the jail in the motives to either kill Tom or Atticus. Scout talks to Mr. Cunningham about what he is interested in and talks about Walter. She says, “We brought him home for dinner one time.” Which shows the communion and trust that she brings to people that she may not get along with. She wants to gain the mobs trust as well instead of fighting. What evidence is there that Scout is maturing? While talking to Mr. Cunningham uses Atticus’ lesson of talking to people about what they were interested in, not about what you were interested in. Ch 16 In the morning, the Finch family has different reactions to last night’s events. Explain the tone of at least three characters. Scout was very upset about the night before and started crying. Aunt Alexandra was disappointed with the kids for sneaking out at night. Atticus is concerned for the kids and worried that the mob could’ve caused danger to them last night. Provide one sentence that has negative connotation and one sentence that has positive connotation both cited correctly in the space below. Underline the connotative words. “...the night’s events hit me and I began crying.” Shows a negative connotation and impacts of the town’s racism on an innocent and free mind. “Jem was awfully nice about it…” Shows that Jem is always by her side and wants to help protect her. How does Atticus explain Mr. Cunningham and the others’ behavior to Scout, so she can understand it? How does Atticus feel toward these men? Explain your answer. Atticus explains to the children that they are still human and it doesn't change the fact if they're in a mob or not. Atticus puts himself in others' shoes in order to understand how they feel. He shows empathy for others who don’t agree with him. Why does the night’s events provide Atticus with some hope about the trial? After the mobs, Atticus sees that people like Mr. Cunningham is a good person with blind spots and gives him hope to change others' minds in order for them to see reason and fairness for Tom. Why does Harper Lee have Jem describe all the neighbors to Dill as they pass by the house? (What is her APS for doing this)? Jem describes all the neighbors to Dill in order to show around the setting of Maycomb and reveal social dynamics in the town of different social status families. Who is Dolphus Raymond and what is his story? Provide at least two details. Wealthy white man in Maycomb from an old and respected family. He pretends to drink alcohol from a brown paper bag but it’s just coca-cola. His fiancee committed suicide after discovering he was having an affair with a black woman. He chooses to live with the black people and has biracial children. Page 213 is lighthearted with jokes toward the “foot washers” and Miss Stephanie. What would be the APS for these jokes at this point in the story? The joke at the end of the store provides tension relief despite the serious mobs. It shows Miss Stephanie’s humor as well. Explain how citizens of Maycomb think of “mixed children” according to Jem. Since this is a case between a black man and a white man, what is important to remember about race during this time period before the case starts? The citizens of Maycomb think of mixed children as social outcasts which shows the society's racist beliefs and bias. We are reminded again--for the third time--that Atticus was assigned to defend Tom Robinson. We knew this, but Scout didn’t. Why didn’t Atticus tell Scout and Jem this important fact? By taking this case, Atticus is showing the importance of standing up for what is right. He hopes to share these lessons to his kids in hopes they will learn good morals. Who do Jem and Scout sit with in the courtroom, and what is significant about this? Jem and Scout sit with Reverend Sykes on the colored balcony. This shows how the kids have learned some good morals from Atticus. The kids are showing not much racial prejudice the way Atticus wants it to be. Describe Judge Taylor and make a guess as to what kind of judge he will be for this case. Judge Taylor is older, sleepy, attentive, focuses on the facts, smokes cigars. He believes in equality much like Atticus. He appoints Atticus and delays the trail in order to give Tom a fair chance. There’s not much the judge can do about the jury’s opposing opinions. Ch 17 Mr. Heck Tate tells the court about Mayella Ewell’s injuries. What other point does Atticus try to make? What is his goal in pointing out this fact? Heck Tate points out that the injuries are on her right side of her face which suggests the attacker was left handed. Tom Robinson is disabled in his left hand. The Ewell family is what we would call “white trash” today. Describe how the Ewells live and eat as described on page 228. The Ewells live behind the garbage dump in a cabin. The family eats from the town dump daily. They hunt and trap out of season to supplement their little food supply. Draw the foil below between the Ewell house and the African American neighborhoods described on pages 228 and 229. Ewell house African American houses Behind a garbage dump Roof made from tin cans Yard is like the playhouse of an insane child Past the dump yard Neat and snug cabins Delicious smells of cooking Reflects pride beside poverty Review your answers for numbers 95 and 96. Why are the Ewells “better”? The Ewells are depicted as better to society because of the universe that they are in. They are white and they are racist just like the majority of Maycomb which makes them gain the support of others in town. Atticus tries to bring up the fact that nobody called a doctor. What is Atticus trying to say about Mr. Ewell if he didn’t call a doctor and Mayella was beaten up? That Mr. Ewell doesn’t care for Mayella. He’s not concerned for her. The injuries may not be as severe as she claims. What point is Atticus trying to make if Bob Ewell is left-handed, and Mayella was beaten on the right side of her face? Atticus is trying to prove that Bob Ewell beat up Mayella . Ch 18 Characterize Mayella. Give at least three details. Mayella is 19, the oldest of 7 siblings. She is lonely and isolated. She is a victim of poverty and ignorance. Summarize Mayella’s account of the rape. Mayella claims Tom came to chop up the wood and Mayella was going to pay him. She says Tom choked her and she ended up on the floor. Why does Atticus ask Mayella several questions she already went over and pretend to have forgotten her answers? (What is the play he is trying to make?) Atticus is trying to expose Mayella’s inconsistent answers and make her uncomfortable enough to confess the truth. What are readers (and the courtroom) able to determine about Mayella’s homelife? Give at least three details. She is very poor and lives in a run down house, she is very lonely and doesn’t have many people to talk to. She seems to take on a caretaking role in her family, being the oldest in the house with 7 kids and her mother dead, she has to take care of all her siblings. Why does Atticus make such a big deal about Tom beating, choking, and raping Mayella before having him stand up? What point is he trying to make? Atticus makes this point to emphasize Tom’s physical incapability that makes it hard for him to actually beat up Mayella. His damaged arm from the cotton gin leaves him with a left hand that is not able to function properly. What are the flaws in Mayella (and Mr. Ewell’s) testimony if Tom really was the man to beat, choke, and rape Mayella? In other words, why don’t their facts fit with Tom being the one to do it? Give at least two reasons. Mayella gives an inconsistent testimony saying she doesn’t remember if Tom hit her then changes her mind to say that he did. Mayella claims she screamed but none of her siblings heard her. Tom’s testimony claims that Mayella invited him in and tried to seduce him. Additionally during the trail, Mr. Ewell looks at Mayella repeatedly for signs of approval. Which questions does Mayella not have answers for on the bottom on page 250? Why? What point is Atticus trying to make? Mayella doesn’t have answers to why the other children didn’t hear her screams, where the other children were and if they were at the dump. Ch 19 Why does Atticus let Tom admit he has been in trouble with the law before? Admitting Tom has been in trouble with the law before proves Tom’s honesty and willingness to tell the truth. This lets Tom become an open book for the judges and jury to help deepen their understanding of Tom. In what important ways does Tom’s testimony of what he was doing, when he was doing it, and how often he was doing it stand in direct opposition--exact opposite--to Mayella’s? Give three examples. Mayella says that Tom has only visited once while Tom says he has visited numerous times. Mayella says that Tom chopped the chiffarobe on the same day as the assault but Tom says he had chopped up the chiffarobe the previous spring. Lastly, Mayella says she promised Tom a nickel while Tom says she offered him half a nickel that he refused. Describe Scout’s tone toward Mayella on page 256-257, and explain the comparison she makes? Scout realizes Mayella must be very lonely and sad. She thinks that Tom must have been the only person that has ever shown her kindness. Scout is empathetic towards Mayella and this emotion and shows her growing maturity and the ability for her to step inside others shoes. Describe Scout’s tone regarding Tom’s testimony. Scout is empathetic towards Tom and realizes that he is an innocent man. She is realizing the injustice that Maycomb has. When Tom Robinson takes the stand, what is his defense for being on the Ewell’s property to begin with? Explain both his and Mayella’s behavior while he is present on the property. Tom says that he passes the Ewells house on the way to and from work. Mayella asks him for help around the house. On the day of the alleged incident, Mayella had asked him to come inside to fix a door even though there was no door to be fixed. What is the “predicament” that Scout mentions on 261? (We would call this a “double edged sword” or “damned if you do; damned if you don’t.”) Scout mentions Tom’s impossible situation with Mayella. She realizes if Tom physically hurt mayella to defend himself or escape her advances, he would have been killed for the assault of a white woman. If he would have run away instead, he would have appeared guilty and accused of rape. No matter what he does, the outcome would have been negative due to racial prejudices. After listening to both sides of the Tom Robinson’s case, write down the strengths of each lawyer’s arguments (do at least three each): Atticus’s Arguments Mr. Gilmore’s Arguments -He exposes the inconsistencies -Highlights physical evidence and Tom’s impossible actions -He presents an alternative explanation that Bob Ewell would have hurt Mayella -emphasizes toms physical strengths and ability to perform manual labor -Brings up past convictions of Tom’s record. -Use of racial prejudices that agree with the jurys belief as well as the rest of Maycomb. Why do Scout and Dill have to leave the courtroom? What does Dill understand that Scout does not? Scout and Dill have to leave because Dill begins to cry loudly during Mr. Gilmer’s cross-examination of Tom. Dill is upset from Mr. Gilmer’s hate, he notices the disrespect that Mr. Gilmer gives Tom by calling him “boy”. Dill knows Mr. Gilmer will sway the jury. Ch 20 What does Mr. Dolphus Raymond reveal about himself to Scout and Dill? Explain the reasoning behind his revelation. Mr. Dolphus reveals to him that he is not actually alcoholic and he just drinks coca-cola. Why does Mr. Dolphus Raymond think Dill is crying but that in a few years he won’t cry any more? What does Scout have to say on the topic? Mr. Dolphus suggests his instincts have caught up as he gets older. He’ll become desensitized to the racial discrimination. When Scout and Dill return to the courtroom what information does Jem greet them with? Jem lets them know that Atticus has begun his closing remarks. That Atticus has gone over the evidence and that he believes Atticus will win the case. During his closing argument, there are several “firsts” that Atticus does which shock Jem and Scout. List at least 2 and explain why he does them. Atticus removes his coat and unbuttons his collar and vest. He does this to demonstrate the immense pressure he is under. Additionally, Atticus begins to sweat which he usually doesn’t do. This shows the emotional toll the trial takes on Atticus. Quote the part of Atticus’s closing statement that affected you the most and explain why. "In our courts, all men are created equal. I'm no idealist to believe firmly in the integrity of our courts and of our jury system. That's no ideal to me. That is a living, working reality!" This quote emphasizes Atticus’s strong beliefs in justice and equality. Ch 21 How does Atticus find out the children are present at the trial? What does he demand they do when he finds out? Atticus sees the kids sitting in the colored balcony when he turns to leave after his closing statement. He tells them they might as well stay since they already have heard all of the court case so far. What is Jem’s opinion on what he thinks the verdict will be and why? Jem believes that Tom is innocent. Jem is immature to realize that the jury will make Tom innocent as well. Jem trusts Atticus in defending Tom as well. There is a flashback to the shooting of the dog in this chapter. Explain the APS for Harper Lee inserting it while they’re waiting for the verdict (what’s the comparison she’s trying to make for us). The scene of Atticus shooting the dog and now defending Tom Robinson parallels the idea that Atticus is a hero to the town and is able to defend the innocent people of Maycomb. What was the verdict? Who was caught off guard by it? Why? The verdict states that Tom is guilty from an all white jury. Jem was caught off guard because he knew Tom was innocent. Why is the balcony standing when Atticus leaves? The balcony, which is full of African Americans, were required to sit but with the guilty verdict they stood up for Atticus’s commitment to justice for Tom which was rare for a white man. It symbolizes their appreciation for him. Ch 22 It can be argued that one of the children loses his/her innocence at this point in the story. Describe whose loss of Innocence occurs at the end of Ch. 21 and beginning of Ch. 22. Jem loses his innocence at the end of the chapter from the loss of faith in people and determining what is justice. He realizes how people can have racist prejudice. Atticus says, “‘Tell them I’m very grateful,’ he said. ‘Tell them -tell them they must never do this again.’” Explain the context of the quote/why is he saying it? Atticus says this in the response to the gifts of food left by the African Americans. This shows their appreciation for him and the fact that they trust him.He is also concerned for their welfare as well saying he knows times are hard. Describe Miss Maudie’s interactions with the Finch children. Why is she talking with them and caring for them? Summarize what points she is trying to make and what progress she thinks is being made. She invites the kids over to have cake with her. She provides comfort and support for them after the trials. She recognizes Jem’s maturity and helps the children understand the world from a mature perspective. Miss Maudie states that Judge Taylor was one of the people in the town that helped Tom Robinson. Explain why she thinks this. Judge Taylor selected Atticus, knowing he would be the best defender. When judge taylor is usually informal, he was very strict in this case trying to give Tom a fair trial. What is the danger at the end of chapter 22? The danger comes from Bob’s threat against Atticus and his family. Bob spits at Atticus at the post office and says he’ll get him if it takes the rest of his life. Ch 23 129. Describe what happened between Mr. Ewell and Atticus and how Atticus uses it as another opportunity to impress upon the kids his lesson of standing in someone else’s shoes? Bob curses and spits on Atticus. Atticus remains calm because he looks at Bob’s point of view knowing he exposed his lies in court and accused him of beating his daughter. 130. Should Atticus, Aunt Alexandra ,and the children be afraid? Why or why not? Atticus says they shouldn’t be afraid because Bob got it all out of his system but Aunt Alexandra says the children should be protected. 131. What is the status of Tom Robinson’s case in chapter 23, and what is Atticus’s plan moving forward? Tom has been transferred to another prison in another county. An appeal process in underway for Tom’s case. Atticus plans to appeal through the court system. 132. Describe the jury as Atticus sees it (both its pros and cons/the way it works). Why did this jury find Tom guilty, and what are some important details regarding at least one important member of the jury including this quote from Atticus: ‘This may be the shadow of a beginning’ (Lee 297). The jury took a long time to reach a conclusion which may be the beginning of something new in the court but they still are affected by the racial prejudices in society. 133. Write the quote describing Atticus’s lesson regarding cheating a black man. "As you grow older, you'll see white men cheat black men every day of your life, but let me tell you something and don't you forget it - whenever a white man does that to a black man, no matter who he is, how rich he is, or how fine a family he comes from, that white man is trash." 134. What is the difference between Aunt Alexandra’s and Atticus’s viewpoint on family that is undesirable? Aunt Alexandra emphasizes family heritage and social status as defining characteristics while Atticus values individual character and actions. 135. Why does Scout think there are different kinds of people in the world; explain her reasoning. Also explain Jem’s explanation for why Boo Radley never comes out of his house? Scout is maturing and realizing there are different types of people in this world. Jem thinks that Boo may simply prefer the safety of his own home instead of the outside world. Ch 24 136. The ladies are having a church-like meeting with Aunt Alexandra. One of the items up for discussion is the Mrunas, an “unfortunate” tribe of people in another country living in ‘poverty….darkness...sin and squalor’ who need the help of the church and Mr. Everett to help them. Scout thinks Mrs. Merriweather is the most devout/holy person in Maycomb. Prove Scout wrong; show the irony of Mrs. Merriweather and most of the ladies at this Bible study. (Pages 308-310) Mrs. Merriweather’s apparent devotion is ironic because of her hypocrisy. She has selected compassion and shows little empathy for African Americans in her community. She has racist ideals and fails to practice the kindness of christ. 137. Give an example of the ugliness of the time period and beliefs of these Southern “ladies” in regards to the Black families that live nearby and even work for them in their kitchens. The ladies during the time have poor treatment towards black families and though they are supposed to be seen as dainty and kind, they are hypocrites to their ideas for not liking everyone. 138. Who is the ‘misguided people in this town’ that Mrs. Merriweather is alluding to (Lee 312)? What are your thoughts on this especially considering where the meeting is taking place? Who stands up to defend these ‘misguided people’? She refers to people who support racial equality as misguided, like Atticus and his family. It’s rude for her to say this is the house of someone related to Atticus. Miss Maudie stands up to defend these people and expresses her belief in equality. 139. What message does Atticus interrupt the women’s meeting to bring to Aunt Alexandra and Calpurnia, and how did it happen? Atticus interrupts the meeting by saying that Tom had been shot and killed while trying to escape from prison. 140. The chapter ends with “After all, If Aunty could be a lady at a time like this, so could I” (Lee 318). What does this show about Scout? Scout is maturing and feels the need to conform to the society that the people around her are in. She is accepting the social expectations of her time. 141. What is the APS behind Harper Lee putting this chapter in the book? OR What is the APS for the ending of the chapter where Scout’s narration is very hard to follow? The author is highlighting the hypocrisy of the town and women specifically. She also wants to point out Scouts perspective of the situation. She is realizing the harsh realities of her society and what she needs to do in order to fit in with the expectations. 142. Is Scout maturing or not? Explain your answer, and record two quotes in your yellow packet. "Aunt Alexandra looked across the room at me and smiled. She looked at a tray of cookies on the table and nodded at them. I carefully picked up the tray and watched myself walk to Mrs. Merriweather. With my very best company manners, I asked her if she would have some." and "After all, if Aunty could be a lady at a time like this, so could I." Shows that Scout is maturing and through the acceptance of her Aunt, she follows with modeling after her. She wants to be like her aunt and the other women she hangs out with. Her changing identity shows her changing maturity and social intelligence. Ch 25 143. What connection is Lee trying to draw between the Mockingbird lesson and the scenario with the bug in chapter 25? How do Scout and Jem respond differently? Which theme sheet page could this scenario be added to? Add it! Scout is about to step on the roly poly but Jem stops her. This symbolizes them both learning to protect innocent beings and both of their individual moral growths. They learn this lesson from Atticus to protect innocent people. 144. Explain how different characters react to the news and details of how it happened. Provide at least three different characters or groups’ reactions. Atticus shows deep sadness and frustration. He wanted Tom to hang on a little longer but he didn’t have as much hope as Atticus. The town of Maycomb only cared about the news for 2 days then moved on showing from their unjust beliefs that they don’t care. Lastly, Mr. Underwood, the newspaper editor reacts with anger and outrage. He writes about the senseless slaughter of songbirds to symbolize that Tom was innocent. Ch 26 145. What evidence is there that Scout is growing up? Provide a quote to support your answer. “I tried to climb into Jem’s skin and walk around in it.” This quote shows how Scout is maturing to look at the perspectives of different people and growing empathy for them. 146. What does Atticus reveal to Scout at the start of ch. 26? (Page 325) Do you agree or disagree with this parenting? Explain. Atticus reveals that he has been re-elected to the state legislature and he was aware of Jem’s invasion of the Radley yard. I like Atticus’s parenting style because he is very open with his kids and encourages their independence to figure out what is right for their own moral well being. He builds trust with his kids. 147. How does the town treat Atticus and the children now that the trial is over? Make a connection to Scout’s comments on the treatment Atticus receives. Many people like Bob disapprove of Atticus’s defense of a black man while the African American community supports and trusts Atticus for acting as a town hero for Tom. Scout is confused why people are so negative towards Atticus. 148. Why is Scout so confused about the explanation Miss Gates gives about the persecution of Jews by Hitler? What are we to understand about Miss Gates, Mrs. Merriweather, other ladies, and the majority of the town in general? Scout is confused why Miss Gates is shaming Hitler for inequality to Jews when she is also showing the same inequality to African Americans. This goes to show Miss Gates and the other women are hypocrites and show selective prejudice. They lack self awareness and the ability to recognize their prejudices. Ch 27 149. List the three strange things that happened in Maycomb that fall. Bob Ewell gets a job but then loses it, Judge Taylor experiences a break in at his home, and Bob harasses Helen Robinson on her way to work. 150. What does Mr. Link Deas do for Helen Robinson? Why? Mr. Link, Helen’s employer, threatens to have Mr. Ewell arrested if he doesn’t leave her alone. 151. What is Atticus’s explanation as to why Mr. Ewell would have a problem with Judge Taylor? Atticus explains that Bob didn’t like Judge Taylor because the Judge saw right through his lies during trial. Judge Taylor additionally pointed out that Bob was left handed which went against his claim. 152. What are the two changes in Maycomb that Halloween and why do they occur. They organize a pageant, fair and they introduce a school play by Mrs. Merriweather. This helps keep the kids occupied and out of trouble as well as to showcase local heritage. 153. Draw a picture of Scout’s costume, and list the discomforts of her costume? Her costume is a ham. There are two peepholes for her eyes but she isn’t able to see much. The costume is hot, tight and restricts her from moving. It is difficult for her to itch. Ch 28 154. Use a quote to give at least one example of foreshadowing that happens at the end of Ch 27 or the beginning of Chapter 28. "High above us in the darkness a solitary mocker poured out his repertoire in blissful unawareness of whose tree he sat in, plunging from the shrill kee, kee of the sunflower bird to the irascible qua-ack of a bluejay, to the sad lament of Poor Will, Poor Will, Poor Will." This shows a foreshadow of the attack there is to come. The blue jay symbolizes Bob. 155. Explain the tone of the pageant and how Scout embarrasses herself. The tone of the pageant is at first festive but then shifts to discomforting. Scout embarrasses herself by falling asleep backstage and missing her cue. She keeps her ham costume on to hide from any shame. 156. Use a quote to show how Harper Lee creates suspense as Jem and Scout are walking home from the school auditorium. (pages 348-349) The quote “solitary mocker” brings a dark mood and suspense as someone is watching the kids as they are walking home. 157. Describe the events that happen between the schoolhouse and Finch home, how the fight went, who did what etc. And why don’t we have clear details as to who did what? (APS) Provide at least 5 details of the play-by-play. Scout and Jem are attacked by Bob while walking home. They hear strange noises, Bob grabs Scout, Jem’s arm breaks, Boo appears to save the children. We don’t have a clear story as to what happened because we are in Scout’s perspective where she isn’t able to see much out of her costume. 158. What comic relief is provided for us between Auntie and Scout on page 354 while they wait for the doctor? Aunt Alexandra helps Scout out of her ham costume. Relieves tension built from the attack, highlights scouts still innocence and shows a soft side of Aunt. Ch 29 159. Find the quote that supports what would have happened to Scout had she not been wearing the pork costume. "As Scout tells everyone what she heard and saw, Heck Tate shows her costume with a mark on it where a knife slashed and was stopped by the wire." Scout would’ve been attacked by a knife and seriously hurt. 160. What is Heck Tate’s opinion of Mr. Ewell? Heck Tate doesn’t like Bob. He thinks he is a coward and crazy to harm children. 161. Describe the man who rescued the children. Who did it turn out to be? The man that saved the kids was Boo Radley. Scout describes him as having pale, colorless eyes and feathery hair. Ch 30 162. Who does Atticus think killed the person who attacked Jem and Scout? Support this idea with a quote. Atticus first thinks that Jem killed Bob. "Atticus was prepared for his son to go to trial. Then Mr. Tate informed him that it was Boo Radley who killed Bob Ewell." Boo was the one that actually killed him. 163. Explain the argument between Atticus and Sheriff Tate and how it ends including the quote, ‘Let the dead bury the dead this time, Mr. Finch. Let the dead bury the dead’ (Lee 369). They try to figure out how they should handle Bob’s death. They want to protect Boo from unwanted attention and allow a form of justice because Mr. Ewell’s bad reputation. The quote suggests that they should let the matter rest and the acts balance eachother out. 164. Who really killed the attacker? Why is Mr. Tate willing to cover this up? Provide two reasons. Boo had killed Bob. They want to protect Boo from any attention and provide justice considering there would be balance from Bob’s past actions. He basically got what he deserved. 165. At the end of chapter 29, Scout is able to apply a lesson Atticus taught her. What is the lesson, and how does she apply it? "You never really understand a person until you consider things from his point of view... Until you climb inside of his skin and walk around in it." This quote Atticus taught her to be mindful of others. She applies this when she goes up to Boo friendly. She sees him as a real person and not just a rumor. Ch 31 166. Describe Boo’s personality, the only words he speaks, and what we learn/confirm about him in this chapter. How does Scout respond to him? The only words Boo says is Will you take me home and this shows how he is still shy and wants to stay in the comforts in his own place. He prefers solitude but still has a kind heart. Scout offers to take and walk him back home. 167. At the very end of the book, what makes Scout realize “Atticus was right. One time he said you never really know a man until you stand in his shoes and walk around in them” (Lee 374). Scout is standing on Boo’s porch and sees everything from his point of view. This shifts her perspectives and sees how Boo may view Maycomb as. 168. In chapter 10, Miss Maudie explains that Mockingbirds ‘don’t do one thing but sing their hearts out for us’ (Lee 119). Make a connection between this quote, the title, and the characters in the story who were innocent. This quote is an example of destroying innocence. Tom, Boo, Jem and Scout are seen as innocent like mockingbirds. Society’s prejudices and cruelty threaten or destroy their innocence. 169. Return to the first page of the novel. Revisit why you believe Lee would choose to start the story this way. Also take a look at the dedication page and comment on it here: The mention of Jem’s injury shows as a foreshadow of the physical and emotional challenges he will face. ok

Language Development - ELA Survival Instincts

Kaarten: Engels - U4: killer instinct | Quizlet

D. Quotes - Family, Sex Instinct, Weaponry, Nature

Instinct Theory of Motivation

Cours magistral qui prend la forme d’une dissertation La Vérité : 3 domaines possibles pour poser des questions (3 types de sujets possibles au bac) I/ LA MORALE : FAUT-IL TOUJOURS DIRE LA VÉRITÉ ? La vérité est la qualité d’une proposition conforme à la réalité. Le contraire de la vérité est l'erreur mais cette erreur, lorsqu’elle est intentionnelle donc dans le but de tromper autrui devient le mensonge qui dans notre monde la morale est considéré comme un vice. Face à ce vice, nos mythes et notre éducation font l’éloge d’une vertu. 1) Le domaine de pertinence de la question Dans la Genèse (1er de l'ancien testament) un dieu qui se présente comme le dieu des hébreux et qui se nomme IHVH convoque MoÏse en haut du Mont SinaÏ. C’est l’épisode très fer du buisson ardent. Dieu énonce 10 lois pour son peuple (les hommes) et l’un de ses commandements interdit expressément le mensonge ou plus exactement le mensonge sous sa forme juridique “tu ne portera pas le faux témoignage”. C’est donc un type de mensonge qui est prohibé : celui qui porte tort à autrui par une accusation mensongère. Mais par la suite, le mensonge dans la civilisation Judéo-chrétienne est devenu synonyme de l’acte pervers et méchant par nature. Le mensonge est doublement fautif : face à celui à qui l’on ment et qu’on veut tromper et face à Dieu, qui a créé le monde : le menteur remplace le monde par un autre (forcément diabolique). On comprend donc que c’est dans ce contexte moral et religieux que notre question fait sens. D'autres cultures éminentes ne se la sont jamais posée. Par exemple, celle de la Grèce Antique. Les Grecques sont fascinés par l’intelligence ( ils ont plus de 20 mots pour la désigner) la forme la plus noble se dit “Logas” ou “Nous” ou “Dianoia” == la raison. Mais il y a une autre forme d'intelligence très valorisée qui se nomme “Métis” == ruse ou expédient. Les Grecques admirent les animaux capables de ruses (renard, poulpe) et les grands humains qui ont triomphé par la ruse sont l’objet d’une densification de leur part. Dans l’épopée, chaque personnage incarne une ou plusieurs vertus. Le Héro suprême est Ulysse or il est super menteur, il ment à tout le monde (homme, femme et dieu) et est toujours vainqueur. Il trompe même les morts. C’est dans ce climat favorable au mensonge qu’une école comme celle des Sophistes a pu se développer. Les sophistes s’occupent de la paideia de l'éducation; ils le font de manière scandaleuse puisqu’ils font payer la sagesse et très cher. Certains Sophistes sont très célèbres (Protagoras et Gorgias) leur point commun : Ils vivent dans un monde où il n’y a pas de vérité et où ce qui compte c’est le discours. Le langage est plus fort que la force. Logos dans le langage : est un grand tirant qui rend grand ce qui est petit et petit ce qui est grand. Le maître du monde c’est le maître des autres et le maître des autres c’est celui qui parle le mieux. Pour les Sophistes, parler c’est soumettre. Celui qui gagne, c’est celui qui produit l’assentiment qu’il dise que ce soit vrai ou faux. Pour cela, il y a une méthode (chemin) qui est la rhétorique. Parménide dit << l’être est, le non-être n’est pas >> G: le non-être n’est pas = le non-être est non-être = le non-être est quelque chose (existe) = Le non être est -> L'être n’est pas Pour les Sophistes, ce qui compte c’est la victoire, pour l’obtenir tous les moyens sont bons (mensonge, fourberie…) Ainsi, la question de savoir s' il faut toujours dire la vérité est une question qui n’est pas intemporelle, elle prend sens dans un contexte monothéiste c’est-à-dire, sous le contrôle d’une transcendance : ce qui possède le double caractère d’être supérieur et extérieur. Seul un dieu transcendant peut exiger des hommes de ne pas mentir et il est capable d’établir la distinction entre discours et intention. C’est dans ce contexte que notre question doit se poser: voyons s’il nous est possible de la résoudre. 2) Le dilemme La morale est l’origine de la question “faut-il ?” Autrement dit, elle est l’origine du contexte 2 voix. Dire la vérité est-il un devoir ? Dès qu’on pose cette question, on voit s’affronter 2 thèses inconciliables qui dans l’histoire de la philosophie sont portées par deux auteurs “Kant” “Constant”. Pour Kant, le devoir prend forme d’un impératif C'est-à-dire quelque chose de désagréable. Les langues germaniques ont une souplesse que n’ont pas les langues Latines; c'est-à-dire qu’elle exprime l’impératif de manière plus subtile que nous le faisons en Allemand et en Anglais. L’allemand “Müssen”, l’Aglais “Must” expriment des ordres,ils me contraignent, je n'ai pas le choix. Au contraire, “Sollen” et “Shall”impliquent l’idée d’un choix c’est à dire, d’une obligation que j’accepte librement d’effectuer. contrainte = force intérieure par laquelle j’accepte librement d’être lié et je peux aisément me soustraire. Lorsque Kant parle de devoir moral, c’est toujours en termes d’obligations qu’il réfléchit et pas en termes de contrainte, pour lui, le problème de la véracité est un problème moral. A quoi reconnaît-on qu’une action est morale ? Selon Kant il y a deux critères. Le premier est celui du désintéressement. un acte moral est un acte gratuit. -Le premier, Kant doute qu’il puisse exister des actions désintéressées mais en tous cas, l’acte de mentir ne peut jamais être désintéressé. -le deuxième, il faut qu’une action soit universalisable (commun à tous, universel). Pour qu’une action soit morale, il faut que tout homme en tout lieu et en tout temps puisse la faire (sans détruire le genre humain ou la nature). Le mensonge n’est pas universalisable Kant ne peut pas imaginer une société de menteurs. Conséquence : il n'y a pas de mensonge moral Face à cette position il y a le bon sens et celui de Benjamin Constant qui répond à Kant qu’il y a une morale plus haute que la morale et c'est la morale qu’il appelle par humanité; au nom de cette dernière il faut parfois mentir. Ex: J’abrite chez moi quelqu’un qui se cache de la police et dont je sais qu’il est innocent; je sais aussi qu'on le mettra à mort si on le trouve. C’est un devoir de mentir à la police. Constant oppose un principe à Kant: “il faut toujours dire la vérité… à celui qui ne s’en servira pas pour nuire”. Le problème est qu’on ne peut pas connaître les intentions de quelqu'un. Ainsi nous sommes dans un débat stérile et nous ne pouvons pas décider de qui à raison. Cela peut vouloir dire deux choses: soit la question relève de la métaphysique et elle n’est pas décidable. Soit deuxième alternative, cette question a du sens mais elle est mal posée donc il faut la reformuler pour la résoudre 3) De la morale à l'éthique (reflection sur les valeurs qui orientent et motivent nos actions) Le verbe falloir qui a donné “faut-il” appartient à un registre de la mort. C'est la connaissance de ce qui est juste et injuste et plus généralement du bien et du mal. Pour ceux qui y croient sont des absolus = sans aucune relation à quoi que ce soit(dont le contraire est relatif). dire que le mal est absolu c’est dire qu’une action de cette nature est toujours mauvaise, qu’importent les auteurs et les circonstances. Il est facile de comprendre que ces notions qui viennent de la religion sont fragiles; on va le voir avec Spinoza, mais pour introduire sa pensée, on peut se souvenir d’une planche géniale de Reiser dans “la vie des Bêtes”. Quatres dessins lui suffisent: -dessin numéro un homme subit la question -deuxième dessin, on le laisse pour mort dans le désert -troisième dessin, une moine arrive sur son cheval très touché par la scène -Quatrième dessin, il donne à boire au pauvre homme et le tue. Ses intentions sont moralement bonnes et ses actions aussi. Il fait le pire; que pouvons-nous en conclure ? Que le bien et le mal sont des inventions et des simplification et que ce qui existe c'est le bon et le mauvais. plus exactement pour reprendre les mots de Spinoza dans l'éthique le bien et le mal sont des fictions d’imagination qui nous font prendre nos désirs pour la réalité. Par exemple, l'Homme rêverait d’être maître de sa vie et de ses désirs et ce rêve porte le nom de libre arbitre. Les Homme se croient libres parce qu'ils connaissent leur désirs mais qu’ils en ignorent les causes. Bien et mal sont comme le libre arbitre, ou encore comme le beau et le laid, ce sont des mots qui ne veulent rien dire. En va -t -il de même du bon et du mauvais ? pas du tout; est bon ce qui augmente ma puissance d’agir et d'exister directement, ce qui me fait penser à une perfection plus grande; est mauvais, ce qui diminue ma puissance d’agir et d’exister et me fait penser à une perfection moindre. Avant toute chose, il faut s’entendre sur cette notion de perfection. Pour nous, la perfection désigne un optimum. Mais ce n’est pas du tout le sens de ce mot, en Latin, <<perfectum>> signifie fini, achevé ou encore refermé. Or, chez Spinoza toute chose est toujours aussi parfaite qu’elle peut être. Autrement dit, lorsqu’on regarde une chose a un moment donné elle est complète au sens d'achèver. Par exemple, la vue ne manque pas plus à un aveugle qu’à la pierre. La pierre ne peut pas voir,ce n’est pas dans sa nature; la vue ne lui manque donc pas. L’aveugle ne peut pas voir non plus, ce n’est pas dans sa nature (c’est à dire dans ses possibilités) si on le plaint ou s' il se plaint, c’est toujours par comparaison avec sa vie d'avant ou avec les autres qui eux voient. Comparer est toujours une erreur car il n’existe que des individus singuliers. Nous pouvons changer de perfection à divers moments de notre existence selon que nous sommes affectés de joie ou de tristesse. C’est dans ce contexte que Spinoza va penser le problème de la véracité, c'est-à- dire de la parole. Il y a deux grandes façons de vivre une vie d'Homme, la plus commune c’est la vie conduite par l’imagination. la plus rare mais beaucoup plus joyeuse et beaucoup plus souhaitable c’est la vie sous la conduite de la raison. Imaginer c’est vivre au milieu d’images; les images sont des imitations de la réalité, elles ne me donnent aucunes informations sur la nature de ce qui est. Prenons l’image corporelle du soleil; je le vois et il me touche. Le soleil ressemble a un disque de taille, de couleur, de luminosité variable plus ou moins chaud et de distance indéterminable. Quand j'ai dis ca je n’ai rien dit sur le soleil en revanche, je suis prompt à croire toutes les sornettes qu’on me racontera. L’Homme d’imagination est crédule, ignorant, facile à contrôler, aisément superstitieux; il vit dans le monde du faux. Le mensonge est pour lui une ressource parce qu’il n’a pas confiance en les autres ni d'ailleurs en lui-même. Sa vie se situe donc dans une zone de tristesse dans laquelle il trompe et s’attend à être trompé. Il en va tout autrement de l’Homme qui vit sous la conduite de la raison, C'est-à- dire qui cherche les causes des choses. Cet homme-là sait que la meilleure chose pour lui c’est la concorde avec les autres Hommes. Son souci c’est donc de ne pas avoir d’ennemis; pour éviter les ennemis mieux vaut éviter le mensonge et la ruse.L’homme de raison ne ment pas. “l’Homme qui vit sous la conduite de la raison n’agit jamais en trompeur mais toujours de bonne foi” et pourquoi ? Parce que plus ma raison est développée et moins grande est la part de la peur est plus grande que moi. Or c’est toujours sous l'effet de la peur qu’il y a le mensonge. Si on ôte il n’y a plus aucune raison de mentir or le sage, n’a peur de rien puisqu’il a enlevé de vie la mère de toutes les peurs qui est la peur de la mort. C’est exactement ce que faisait Socrate qui lui non plus ne craint pas la mort et n’a eu le cesse de la prouver, le principe qui commande la vie de Socrate, c'est le concept de Parrêsia qu’on ne peut pas traduire. Il faut une périphrase pour traduire ce mot quelque chose comme le courage, le courage de dire la vérité; ce courage implique: 1 de dire ce qu'on pense 2 de penser ce qu’on dit 3 de dire ce qu’on fait 4 de faire ce qu’on dit On pourrait penser que chez Socrate ce ne sont que des mots, des belles paroles, mais sa vie prouve qu’il a toujours appliqué ce principe de véracité, sa vie et sa mort. En effet dans le livre apologie de socrate, on voit Socrate devant ses juges qui l’accusent à tort de corrompre la jeunesse et de manquer de pieter. Socrate, dès le début du procès, explique à ses juges qu’il ne se défendra pas et qu’il ne s'excusera pas, parce qu'il n’a rien à échanger et n’a pas peur de mourir. Sa destinée n’est pas à vendre même au prix de sa vie et le procès devient celui des juges par Socrate. Il sera condamné à mort et refusera de se soustraire à la sentence. Socrate pensait qu’il fallait obéir aux lois fusent elles iniques (injuste) (contraire inique = équitable : proportionnel dans nos récompenses et dans nos châtiments) Conclusion: Ainsi, il ne faut pas toujours dire la vérité parce que la véracité n’est pas affaire de morale ou de devoirs. Dire la vérité est un acte éthique et non moral. Cet acte engage l'intégrité, l'intelligence et la dignité du sujet. Celui qui dit la vérité, qui la dit toujours le fait parce qu’il n’a peur de rien, de personnes qu'il a la plus haute estime de lui-même. II/L’ART A-T-IL AFFAIRE À LA VÉRITÉ ? Une oeuvre d'art est une production humaine inutile à visée esthétique Le mot esthétique dérive du grec aisthesis qui signifie indifféremment sensation et sentiment. Ce que vise donc l'œuvre d’art c’est de produire un sentiment de plaisir ou de déplaisir ou même un plaisir déplaisant. Ce qui culturellement produit le plaisir esthétique c’est le beau. Ce qui produit le déplaisir c’est l'expérience de laideur. L'œuvre d’art a donc un rapport direct avec le beau et laid mais certainement pas avec le vrai et le faux. On ne voit pas du tout de prime abord quel rapport pourrait avoir l’art avec la vérité; Mais peut être négligeons nous qu’il n’y a pas une forme de vérité mais deux. La première, nomme la de son nom latin Veritas: Elle désigne la conformité entre ce qui est dit et la réalité. De ce point de vue l’oeuvre d’art qui déforme la réalité n’a rien de vrai mais dans la langue grecque la vérité se dit et se pense tout autrement; on l'écrit Aletheia qui veut dire absence d’oubli, c’est à dire souvenir ou mémoire; la mémoire chez les grecques était une déesse Mnémosyne qui est la mère des 9 Muses qui sont inspiratrissent des artistes. Cela veut dire que dans l'œuvre d’art, il y a quelque chose qui relève d’une forme de vérité mémoire; l'œuvre nous rappelle quelque chose que nous avons oublié. Pour cela elle fait œuvre de révélation, elle est un apocalypse. C’est cette piste que nous devrons explorer, celle de la vérité comme Aléthéia pour établir dans quelle mesure l’art a affaire à la vérité 1) L’artiste, ce faussaire l’art peut imiter la nature, il peut aussi imiter l’art, mais dans tous les cas, ce qui définit l’art semble être l’imitation. Dans une imitation, il y a l’original et il y a la copie: la copie est toujours un faux, et celui qui produit la copie est un faussaire. Cette thèse de l’artiste faussaire, on la trouve développée dans toute l'œuvre de Platon et surtout dans La République. Au Xème livre, on vient de construire la cité idéale et dans cette cité, il n’y a pas de place pour les artistes: pas de poètes, pas de peintre et on peut garder quelques musiciens mais à des conditions très précises. Pour comprendre la violence de ce geste, il faut passer par le livre VII de La République et par le texte le plus célèbre de l’histoire de la philosophie “Allégorie de la caverne”. Socrate dans ce texte, cherche à nous faire comprendre quelle est notre position. Imaginons une caverne très profonde: si profonde que les rayons du soleil à l’entrée n’éclairent pas le fond de la caverne. Au fond, tourné vers la paroie, il y a des Hommes enchaîné; ils ont toujours vécu là. Assis sur un siège sur lequel ils sont ligotés, forcés de regarder devant eux. Que voient-ils ? pas du tout la pénombre. ils assistent à un spectacle: en effet, derrière eux, il y a un grand feu, devant ce feu un muret et sur ce muret on fait jouer des marionnettes, spectacle son et lumière. L’ombre des marionnettes est projetée sur la paroie du fond. La lumière est une fausse lumière; les marionnettes sont des imitations. Les prisonniers ne voient que des images des marionnettes, même pas que des copies mais des copies de copies. L’interlocuteur de Socrate s’écrit “quel triste sort ils ont ces pauvres prisonniers” et Socrate lui répond “c’est nous” Ce que le texte ne dit pas, c’est qui sont les marionnettistes. L'œuvre de Platon ne laisse aucun doute pourtant ici, il y a deux coupables possibles: d’abord le sophiste mais il y a aussi l’artiste. Quand Platon parle de l’artiste, il a un ennemi en tête Aède et spécialement Homère (si il a existé; 8ème siècle av. J.C). Ce que reproche Platon à Homère, ce sont deux choses essentielles. La première, c’est de vendre du rêve et de l'héroïsme pour des choses qui n’ont jamais été grandes. La deuxième, C’est qu'Homère donne une image misérable est scandaleuse des Hommes et des dieux. Regarde les Hommes: les obsédés sexuels Pâris mais aussi Achille ou encore Agamemnon, des imbéciles; souvenons nous d'Ulysse le super menteur . Quant aux dieux, ils complotent, multiplient les coups bas, se moquent de la mort de leur protégés: tout sauf des dieux. L’artiste n’est donc pas seulement un faussaire, c’est un menteur qu’il faut empêcher de nuire. Ce jugement sur l’art, lorsque l’Europe sera devenue Platonicienne, C’est-à-dire catholique, ce jugement sera répété très souvent. Ex: la haine des idéologues chrétiens pour le théâtre. En effet, au théâtre, on rit des puissants, des faux dévots , de tout le monde et aussi des mari cocus. Et même sans aller jusque là, l'artiste dans nos sociétés est suspect, et son travail est souvent considéré comme inutile. Qu’on se souvienne par exemple du jugement sans appel que Pascal fait de la peinture “quelle vanité que la peinture qui attire l'admiration par la ressemblance des choses dont on admire point les origines” quant à Spinoza il ne consacre dans toute son œuvre que trois lignes à l’art. “La musique, pour le mélancolique, est bonne. Pour l'affliger en revanche elle est mauvaise. Pour le sourd enfin elle n'est ni bonne ni mauvaise”. Le corollaire de ce texte, c’est l’idée chez Spinoza que la beauté n’est pas une qualité subjective. La beauté n’est pas dans les choses mais dans les jugements que nous portons sur elle. Ainsi, Platon semble avoir ouvert la voie à une forme de détestation par le philosophe de l’art et de l’artiste. Pourtant, lorsqu'on y regarde de plus près, on constate que pour Platon il peut exister une utilité de l’art s' il est mis au service de la vérité. Le grand éducateur de la Grèce, c’est Homère le menteur. Le projet de Platon est de remplacer Homère (et y est parvenu). Il va donc comme ce dernier proposer une nouvelle poésie fondée sur des allégories, des métaphores et des mythes; un très grand nombre de mythes qui sont encore les notre sont en faite de Platon: Le mythe de Prométhés est de Platon ainsi que l'Atlantide ou encore celui de l’âme-soeur et l’anneau qui rend invincible (gygèse=gollum). Cette nouvelle mythologie a installé notre monde, et prouve que Platon est bien plus qu’un vulgaire contempteur (quelqu’un qui méprise) de l’art. Et d'ailleurs, Socrate lui-même a une position très ambiguë sur la musique qui est le plus puissant des arts. La musique est un art magique capable de provoquer la trance. Le problème est que cette transe peut être dangereuse, si la musique est violente, stridente et si elle nous appelle à l'excès, à la démesure. Il y a des textes surprenants où Socrate évoque certains instruments à corde ou certaines flûtes qui produisent des sons nous faisant aller vers la mauvaise trance; celle que réclame Dieu Dionysos. Face À Dionysos, il y a Apollon; une musique qui élève l’âme et qui la calme. La lire mais mieux encore les simples voix, les chants à capella si possible plusieurs voix masculines graves (chant grégorien). Dans le Phédon où on assiste à la mort de Socrate après qu’il a bu la Ciguë, il tient un discours à ses disciples et leur parle des oiseaux magnifiques que sont les cygnes. Il prétend lui aussi jouer sa dernière musique, son chef d'œuvre à lui pour rendre hommage à Apollon. On voit donc lorsque l’on sort des images d’épinal, on s'aperçoit que la position de Platon sur l'art est en fait très nuancée. L'art peut être un chemin vers la vérité au moins à titre Propédeutique (entraînement à l’éducation). Pour Platon, l’art peut être une préparation mentale à la philosophie. La voie est donc ouverte par Platon à une autre lecture de l'art cette fois du point de vue de la vérité: à quelle vérité l’art nous donne-t-il accès ? Ainsi l’artiste, hormis quelques privilégiés, fait l’objet d’une condamnation d’une part de Platon qui les place à l'extérieur du système de la vérité. On peut Pourtant se de demander s' ils n’existe pas une autre forme de vérité à laquelle ont peut accéder II/L’ART COMME L’APOCALYPSE Le spectacle de l’art ne produira pas en moi des connaissances positives de contenu d’ordre théorique : pas d'équation, pas de de théorème de vérité philosophique non plus dans une œuvre d’art à l'exception peut être de certains Romans écrits par des philosophes, pourtant l’oeuvre d'art m'apprend quelque chose de tout aussi profond mais très différent. Dans Mulholland Drive, on voit par deux fois un personnage énigmatique à l'arrière cours d’un dîner sordide, ce personnage est à la frontière entre l’animal et l’homme dégradé. Dans la dernière scène, il tient dans sa main une mystérieuse boîte qui s’ouvre avec une clef bleu objet essentiel du film. Cet homme a l'arrière cours d’un dîner est donc clairement un symbole de plusieurs choses comme toujours. Premier symbole: il est le vrai Hollywood, le vrai Los Angeles Le deuxième symbole qu’il incarne est celui de la lisière entre l’homme et l’animal, entre la santé mentale et la folie. Pour Lynch la frontière n'est pas du tout claire, tous ces personnages ont un pied dans la folie et ils font chanceler nos certitudes. Il y donc dans l'art une vérité de type symbolique et il n'est pas inutile de rappeler ce qu’est un symbole. En grecque symbolon désigne un objet témoin auquel on a donné un sens arbitraire et artificiel. Pour comprendre ce sens il faut posséder le code quelle est la nature de la vérité qui séjourné dans les oeuvre d’art et qui est à la fois évidente et Une oeuvre d’art est donc un ensemble de codes qui fonctionne comme un PALIMPSESTE sous tout oeuvre d’art,il y d’autres oeuvres d’art et un ensemble de codes qu’ils faut décrypter.On peut remarquer que le chemin vers certaines œuvres nous est pour toujours impossible parce que les codes et leurs auteurs on disparu c’est le cas des oeuvres pariétal du PALÉOLITHIQUE SUPÉRIEUR (-40 000/-15 000).Pendant plus de 20 000 ans ,des hommes ont orné des cavernes ,d’une manière très semblable et sur un espace de +10 000 kilomètres. Dans les motifs peint,on retrouve des constantes = Pas de représentations humaines De grands animaux avec des couples (bison/cheval ; aurochs/cheval) Mains négatives mais positives : empreinte de mains Que signifie tout cela on n'en sais rien ,et il faut se méfier des interprétations SYNCRÉTIQUES (confusent,mélangés) Il faudra ici faire preuve d’une attitude que LEROI-GOURHAN attitude qu’il préconise dans la RELIGION DANS LA PRÉHISTOIRE.Il conscidaire que les grottes ornées sont des sanctuaires dans sortes de lieux de pèlerinage.La nature des cultes qu’y si tené nous est inconnu on peut néanmoins exclure le TOTEM DE CHASSE (les hommes ne représentent pas leur butins ,chasse il mange pas ça)Les hommes ne chassent pas les grosses bêtes (nourriture usuelle) devant ces grottes nous sommes comme des extraterrestres qui entrerait dans une église après l’extinction du genre humain ils en déduiront qu’il y a une la une religion sadomasochiste et en effet il est beaucoup plus facile de peindre la souffrance que l'amour .Donc nous devons renoncer à comprendre ces vieilles peintures même si quelques pistes peuvent être décelé. Plus on a de culture plus on peut comprendre une oeuvre et sortir du stérile j’aime/je n’aime pas ,mais on peut aller plus loins dans l’interprétation et atteindre le fameux sens essentiel ou intrinsèque.Il s,agit d’un sens profond de l’oeuvre qui échappe à son propre auteur ou qui le dépasse une oeuvre d’art n'appartient à celui qui l’a faite et elle exprime parfois des choses qu’il ne sait pas lui même. On peut prendre comme exemple de signification intrinsèque la théorie FREUDIENNE DE LA SUBLIMATION pour Freud une oeuvre d'art est le résultat d’une sublimation,ce mot il l’empreinte au vocabulaire de la chimie processus passe d’un état solide à gazeux sans passer par la phase liquide.En chimie c’est un processus du purification.Il en va de même dit Freud dans la psyché humaine qui est capable elle aussi de sublimer un contenu ce contenu c’est ce que Freud appel la pulsion .Une pulsion est un contenu psychique inconscient naturel, mais lors de l’éducation,elle est interdite dans certaines de ces manifestations. Elle va être refoulé. Le lieu du refoulement des pulsions c’est ce que Freud appelle l’inconscient dont il donne le nom le ÇA. Pour comprendre ce sens il faut posséder le code qu'elle est la nature de la vérité qui séjourne dans les œuvres d’art et qui est à la fois évidente et cachée comme dans la lettre volée. Pour répondre à cette question on peut consulter ce que nous dit Panofsky dans son livre Meaning in visual arts. Ce dernier, considère que tout oeuvres d’art est porteuse de trois degrés de signification qu’il nomme - sens primaire nou naturel Sens secondaire ou culturel Sens essentiel ou intrinsèque Le premier c’est ce qui se dévoile à nos simples sens. par exemple devant une peinture c’est ce que mes yeux voient. Devant une œuvre picturale, mes yeux voient des formes, des couleurs, des mouvements. Bien sûr, on ne s'arrête jamais à ce niveau et on cherche à interpréter l'œuvre comme contenu culturel en fonction d’un contexte et d'une symbolique cela évite les contre sens sur l'œuvre. Ex: dans un tableau tres celebre de l’ecole de Fontainebleau date du seixieme siecle intitule Gabrielle d’Estrées et sa cousine, on voit une tres belle jeune femme tournee vers nous se faisant peincer le seins par l’autre femme. Ici, l’histoire des symboles est essentielle: la poitrine féminine est devenue un objet sexuel qu'à la fin du 18e siècle. Avant il était lié à la maternité. Le sein pincé servira bientôt autrement dit elle est enceinte. L’enfant né avec des pulsions qui sont l’expression de sa nature la plus profonde, elles sont instinctuelles (de nature instinctive) et donc universelles. Ces pulsions s’orientent autour de deux grands pôles que Freud nomme Eros et Thanatos. Eros est l’ensemble des pulsions de vie: joie, plaisir, domination, liberté mais au sens de la licence (le laisser aller, prendre plaisir à n’importe quoi). Ça, ce sont les pulsions au sens érotique et pui il y a Thanatos qui sont les pulsions de mort, de destruction, l’attirance vers le néant, pour les autres et pour soi même. Ces deux polarités se complètent, elles ne sont pas opposées l’une à l’autre. Elles peuvent donc toutes les deux coloré les mêmes pulsions.Lors de l’éducation de l’enfant, certaines pulsions vont être d’abord prohibée (interdire) et dans un deuxième temps inhibées (intériorisées et devenues impossibles dans sa manifestation. Ce processus, conforme à ce que veut dire le mot éduquer, conduit l’enfant hors d’eux) il prend la forme d’une loi qui dans nos sociétés est annoncée par le père, le père énonce le grand “non!” aux pulsions de l’enfant et son rôle consiste à séparer : d’abord l’enfant de ses désirs, ensuite l’enfant de sa mère c'est-à- dire qu’il s’oppose à la fusion. Devant l’interdit, l’enfant éprouve le désir de transgression qu’il va opérer soit réellement soit symboliquement. Lorsqu’il sera découvert dans son désir il éprouvera d'abord de la honte, c'est-à- dire un sentiment social qui suppose un tier “la vraie honte est honte devant le père. Mais cette honte va s'intérioriser et devenir culpabilité c’est à dire que le tier est maintenant à l’intérieur toujours vigilant, toujours menaçant -Freud” par ce processus viennent de se former deux instances psychiques que toutes deux inconscient la première c’est le “ça” (système des pulsions refoulées) et la deuxième est le “surmoi” Ça n’obéit que par le principe de plaisir Eros et Thanatos il est amoral. Il ignore l'existence du bien et du mal comme d'ailleurs celle du beau et du vrai. Il vit dans un éternel présent, ce qui veut dire que pour lui il n’y a pas de passé et d’avenir. Pour le ça dit freud ce qu’il s’est passé se passe toujours immer->wieder Toujours->déjà Face à ce Ça, le Surmoi joue le rôle de censure. Il empêche les pulsions du Ça de devenir consciente, il les punit lorsqu'elles l’ont fait et il le fait au moyen de la culpabilité. Le surmoi bloque donc le mécanisme des pulsions ou plutôt leur manifestation. Au milieu de ce conflit il y a ce que Freud appelle le Moi c’est-à-dire la minuscule partie de mon être qui est consciente d'elle-même et qui cherche à satisfaire les exigences contradictoires de deux maîtres le Ça et le Surmoi.

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