Matching Items (92)
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- All Subjects: Jazz
- All Subjects: Drawing
- All Subjects: Mindfulness
- Creators: Marohnic, Chuck
Description
In this thesis, I intend to articulate four main arguments: (1) that the current state of public K-12
education in America is dire and in critical need of reform, (2) this dire state is evidenced by
statistics reporting that both student test scores and mental health are declining, (3) these issues
are perpetuated by recent efforts to implement extreme amounts of digital technology into
classrooms, rigid standardization and assessment-based learning, and the lack of attention paid to
philosophy and religion in public K-12 curricula, and (4) that many of these issues could be
resolved through the implementation of a curriculum teaching “mindfulness”. “Mindfulness” has
many different interpretations, but for this thesis will refer to an umbrella of skills that can be
taught and honed through critically reading and discussing philosophical and religious texts, as
well as engaging in different types of meditative practices. Skills such as logical and deductive
reasoning, ethics, emotional regulation, debate, public speaking, goal-setting, organization, and
planning. Practices and exercises found in philosophy, but many students may not necessarily be
accustomed to (meditation, yoga, silent prayer, stoic contemplation), would be read about,
practiced, and/or discussed, likely before class discussions on the day’s text. Implementing such
a curriculum can occur at varying degrees of intensity, with increasing levels of effectiveness
with each increase in the intensity of implementation.
education in America is dire and in critical need of reform, (2) this dire state is evidenced by
statistics reporting that both student test scores and mental health are declining, (3) these issues
are perpetuated by recent efforts to implement extreme amounts of digital technology into
classrooms, rigid standardization and assessment-based learning, and the lack of attention paid to
philosophy and religion in public K-12 curricula, and (4) that many of these issues could be
resolved through the implementation of a curriculum teaching “mindfulness”. “Mindfulness” has
many different interpretations, but for this thesis will refer to an umbrella of skills that can be
taught and honed through critically reading and discussing philosophical and religious texts, as
well as engaging in different types of meditative practices. Skills such as logical and deductive
reasoning, ethics, emotional regulation, debate, public speaking, goal-setting, organization, and
planning. Practices and exercises found in philosophy, but many students may not necessarily be
accustomed to (meditation, yoga, silent prayer, stoic contemplation), would be read about,
practiced, and/or discussed, likely before class discussions on the day’s text. Implementing such
a curriculum can occur at varying degrees of intensity, with increasing levels of effectiveness
with each increase in the intensity of implementation.
ContributorsLange, Nicholas Christian (Author) / Ostling, Michael (Thesis director) / Schmidt, Peter (Committee member) / Anthony, Charles (Committee member) / Historical, Philosophical & Religious Studies (Contributor) / Barrett, The Honors College (Contributor)
Created2019-05
Description
When I first began thinking about what to do my honors thesis on during junior year, I knew that I wanted to do something creative. While I had successfully written a plethora of research papers and such throughout college, I knew that, were I to try to make my thesis entirely research based, I would not be able to be passionate about it. This thesis is what is going to be left for other Barrett students, current and future, to look at. I do not want to work on something that I would not be passionate about knowing that other people would see it and maybe even look at it when trying to find inspiration for their own theses. In order to accomplish this, I knew working on a creative project as my thesis was my best option. I would be passionate about what I was working on, and it would also allow me to work on something that did not just feel like more schoolwork. In other words, I would not get as “burnt out” working on my thesis if it were something that I enjoyed working on, rather than something that felt tedious.
ContributorsPrieve, Connor Taylor (Author) / Schmidt, Peter (Thesis director) / Ison, Tara (Committee member) / Department of English (Contributor) / School of Film, Dance and Theatre (Contributor) / Barrett, The Honors College (Contributor)
Created2020-05
Description
The objective of my honors thesis was to implement the mindfulness habit of journaling over the course of six months, then use the journal entries as a means to reflect upon observations of pre-selected metrics (connecting Zen teachings to my daily life, accessing my ability to rest, navigating relationships to others, and developing compassion for myself) in order to track how learning about Zen Buddhist philosophy impacts my life.
ContributorsAmavisca, Andrea (Author) / Schmidt, Peter (Thesis director) / Voorhees, Matthew (Committee member) / Barrett, The Honors College (Contributor) / School of Mathematical and Statistical Sciences (Contributor) / School of Sustainable Engineering & Built Envirnmt (Contributor)
Created2022-12
Description
A zombie wanders around towards an unknown destination and interacts with the world around her. All the while, the voice of the late Dr. Lauren Maldonado's essays plays overhead, completely unaware to the corpse's behavior. The essays, explorations of zombies' roles in media, are revealed to have been written by that zombie before she was turned. Dr. Maldonado's body eventually stumbles into her old self’s office. Here, she begins to eat the papers she finds on the desk.
The Zombie as the Undefinable Monster is a non-fiction analysis on the zombie metaphor in media paired with a fictional narrative. For each scene, there is a short analytical essay to match. In conjunction, the five scenes with the five essays explore the relationship between zombies and identity. Within the narrative, those five essays are written by the deceased character Dr. Lauren Maldonado. Her zombified body serves as the main character of the story.
Preceding the storyboards and the essays, there is an appendix written outside of the narrative containing two additional essays. The first is an artist statement detailing my creative and thinking process. The second is a written explanation of the zombie mechanics within the narrative.
ContributorsTorres, Anastasia (Author) / Schmidt, Peter (Thesis director) / Davis, Turner (Committee member) / Barrett, The Honors College (Contributor) / School of Art (Contributor)
Created2022-05
ContributorsMarohnic, Chuck (Performer) / Keating, Brad (Performer) / Schroeder, Jeremy (Performer) / White, Glen (Performer) / Barney, Jason (Performer) / Gillespie, Gary (Performer) / McArthur, Bruce (Performer) / Corris, John (Performer) / ASU Library. Music Library (Publisher)
Created1995-03-29
ContributorsRuth, Bryon (Director) / Green, Peter (Performer) / Stiles, Chris (Performer) / Fauset, Ramsey (Performer) / Glenn, Michael (Performer) / Schmidt, Peter (Performer) / O'Donohoe, Colin (Performer) / Student Jazz Combo C (Performer) / ASU Library. Music Library (Publisher)
Created1999-02-24
ContributorsMarohnic, Chuck (Performer) / Jazz Avant Garde Ensemble (Performer) / ASU Library. Music Library (Publisher)
Created1993-11-16
ContributorsMarohnic, Chuck (Performer) / Art Blakey Ensemble (Performer) / ASU Library. Music Library (Publisher)
Created1992-12-02
ContributorsPilafian, Sam (Performer) / Marohnic, Chuck (Performer) / Lovelady, Hugh (Performer) / Ruth, Bryon (Performer) / Jones, Warren (Performer) / Moio, Dom (Performer) / Young Sounds of Arizona (Performer) / Arizona Jazz Faculty Nonet (Performer) / ASU Library. Music Library (Publisher)
Created1999-03-08
ContributorsMarohnic, Chuck (Performer) / Paulson, Bruce (Performer) / Concert Jazz Band (Performer) / ASU Library. Music Library (Publisher)
Created1991-03-11