question from professor

Re:Re:Module 3: Categorization ... The muddiest point?

Fabulous to hear, Elizabeth! Your posting here evidences real reflection and introspection on your learning and the complex, deep topics we cover in this course--terrific! Prevention and intervention scientists have demonstrated that reflecting on one's experiences, emotions, and processing helps to solidify and assimilate new information, toward faster growth and change (or toward faster and more effective learning; Ullrich & Lutgendorf, 2002). It is precisely one of the reasons I like to have these "Muddiest Point" (and related) discussion forums in my higher-order doctoral courses, where we cover more complex topics. 

I also appreciate your attention to topics related to how we can socially reduce segregation, particularly with respect to the current socio-political climate in the U.S. and elsewhere, as you've noted. 



Class: As you're reading and moving forward in our class, have you noticed any kinds of contradicting feelings regarding benefits of categorization (e.g., outlining in- versus out-groups to make sense of the world and help with identity formation) versus the dangers of categorization (e.g., stereotyping, prejudice, segregation)? Does it make sense to strive toward a world that breaks down categories, or are they necessary and helpful?

Great thoughts here!

Dr. Swanson