Reflective Journal_3rd term_May

Reflective Journal

3^rd semester (May)

JiHoon Kwak 20150101

SadiMdes

The beginning of the 3rd semester, I made a plan about what I have to do in this semester. Among the scheme, the most important things are developing the definition of education, golf education and how to deal with these things regarding design. Here is what I have done last two weeks.

First of all, I approached definitions of golf education from Reggio Emilia approach which is an educationalist in Italy, Malcolom, D. and Tangen, J., who wrote about golf etiquette, and Findeli, who insist that rethink design education for the 21st Century.

Reggio Emilia insists that the definition of teaching like this: the image of the child, the expressive arts in the pre-school establishment, planning, community, and parent–school relationships, environment, and teachers as learners. Even though these factors are interrelated, each of these will be considered separately. In design education, Findeli consists that the design education has been changing. He believes that visual intelligence, ethical sensibility, and aesthetic intuition can be developed and strengthened through some basic design education. Also, he thinks that the epistemological and methodological shift suggested above has another important consequence on design responsibility. The reason why some moral education must include in the design curriculum, so that the moral consciousness of every student increase. Regarding golf education, teaching golf etiquette more important than other sports because a disciplined manner, demonstrating courtesy and sportsmanship are the spirit of the game of golf from Royal and Ancient Golf Club of St.Andrews in the United Kingdom. Also, Face-to-face interactions like golf, where groups often play together for four or more hours, create situations where carrying out impression management is imperative: dressing properly; keep emotions under control; being polite to fellow players. The origin definition of etiquette is “the set of rules or customs that control accepted behavior in particular social groups or social situations”. There are four main golf etiquette categories which are safety, courtesy, the pace of play, and care of the course. Those factors came from The Royal and Ancient Golf Club of St. Andrews.

I focused on relationships between children and their friends or family in Reggio Emilie Approach. Because the relationship is quite important in golf etiquette, and as I mentioned before, playing golf is face-to-face interactions sport. Also, the aspect of design education, to learn moral education, such as how to make products or services by considering eco-system, can support golf etiquette. The golf etiquette involved rules, self-control, consideration, respect, and enjoyable. Mainly, I think of those four factors, rules, and self-control link with moral education because those factors have an effect on people’s behavior change. For instance, there are strict rules in the military. Soldiers must follow those rules, and sometimes they have to patient even there is an unfair situation. Ultimately, their behavior changes by learning standards and how to deal with self-control. Golf, unlike many other sports, is typically played without the supervision of a referee or an umpire, both its rules and etiquette are heavily dependent on internalized self-control (Malcolm and Tangen, 2015) also, intense concentration required to play golf (Hay, 1992, p. 103). Emotional control in social contexts is an issue that has caught the interest of the main sociological theorists. Elias (2000) has argued that what he terms the civilizing process characterize by a shift in the balance between external and internal constraints on social behavior with proscriptive and often physically enforced norms increasingly being replaced by rationally guided and habitually embodied self-control. The individual’s conscious self-control is an automatic, blindly functioning, apparatus that Elias termed habitus. Shame and embarrassment become increasingly important regulators of social behavior. Golf, through the formalization of etiquette, combines elements of external and internal self-regulation (Malcolm and Tangen, 2015). Also, according to Stanford Persuasive Technology Lab, people’s behavior can change through design and the emerging opportunities in technology. I could narrow my aim down deeply by investigating persuasive and technical in Stanford Lab regarding golf etiquette education for junior, and how to apply those to technology to change their behavior.

Lastly, I reminded research process that had done last semester. I found that are four main keywords in the conclusion which is the environment, emotion, user, and education. Also, there are seven sub keywords for each primary keywords. There are overlapping keywords between golf etiquette and the sub-Keywords: Safety, Interaction, self-study, and relationship. I think those keywords are the connection with behavior. By supporting the Elisa theory, the four keywords can divide with an external and internal issue. Interaction and relationship are external issues, and safety and self-study are the internal issues. These external and internal issues involved in the social relationship. If there are something to change in external or internal issues, the behavior could change. Regarding my study, if there is a golf education service or product to teach etiquette, ultimately it makes their behavior change.

In conclusion, I will try to do the analysis the video that I took last semester in Hwarang elementary school in golf class by using open code mythology, and make prototypes as faster as possible.

Reference

-      Findeli, A. (2001). Rethinking Design Education for the 21st Century: Theoretical, Methodological, and Ethical Discussion. Design Issues, 17(1), pp.5-17.

-      Goldman, J. and Pfluge, K. (2010). Playing Golf is Elementary. Strategies, 23(6), pp.24-27.

-      Hay, A. (1992). The handbook of Golf. London: Pelham.

-      Malcolm, D. and Tangen, J. (2015). Etiquette and the Cultural Diffusion of Golf: Globalization and Emotional Control in Social Relations. IJGS, 4(1), pp.33-49.

-      Royal & Ancient (2004). Rules of golf and the rules of amateur status 2004-2007 Fife: St Andrews.

-      Valentine, M. (1999). The Reggio Emilia approach to early years education. Edinburgh: Scottish CCC.

-      Vasil, J. (2006). The Four Keys to Teaching Golf in Elementary School. Strategies, 19(3), pp.7-9.