The Journal - how to write one PDF

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The Journal - how to write one...

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The Journal – what is involved? Most first year students do struggle with the Journal – not the actual ‘doing’ of it, but the idea behind it, and of what they ‘need’ to do. Most students come into Uni and want to be told: ‘Here are the questions you need to answer. Find the answers and tell me them’. However, one of the most important parts of a University education is the need to critically analyse and argue. For example, in a tutorial I did the last time I took this course I gave an activity to start the students thinking about the process of critical argument. I mentioned the Industrial Revolution and the significance of the social and demographic changes that occurred. The freedom that large new cities provided facilitated new forms of leisure in many ways. In the tute I wanted the students to discuss how this occurred during their adolescence – how with a job and (possibly) car, and definitely more autonomy, their world changed… Some groups did this well – and could draw parallels pretty effectively between the two concepts and pose other ideas They engaged with the idea of how their world changed, and the significance of freedom in that (the freedom of your own money and car, for example) - THAT is critical thought. Other groups told me what they did when they were young, and then what they did when they were 16 or so – THAT is NOT critical. It is descriptive… So – in terms of critical thought, that is what the journal is!! The Journal is a reflective assignment. In other words, we want you to consider and think about the material that is provided. So, we want you to be provided the basis of the material (eg the lectures) and then think about it, to pose questions, arguments, different positions and perspectives. It is not about simply telling me what I did in the lecture – I KNOW what I did in the lecture!!  It is about you taking the lecture material, adding to your understanding through reading the text and other readings that are provided in the weekly folder and then postulating ideas, or taking personal perspectives. So, basically, I’m after critical thought and discussion, rather than descriptive…. Critical doesn’t necessarily mean lots of words..

The three things you must have: - An overview of the material covered in the lecture in that topic, or a focus on some point of interest in the weeks lecture (point of interest for you) - Some discussion of the readings and/or text provided for that (usually in support to your position or argument) - Your own position or view on the issue that is being covered in the topic

Here is the example again. This time I’ll identify each section as it relates to the three points above…

Week 3 – The Benefits and Disbenefits of Leisure The lecture this week focused on the benefits of leisure participation, and outlined that leisure has a number of distinct, but possibly inter-related benefits of participation. These were grouped into 5 major sectors: Physical Health – primarily from involvement in active forms of physical activity. Social Health – interaction and socialization are key benefits from participation in leisure. Economic Health – leisure is the largest employer sector and has is an essential component of the economies of almost all developed countries Spiritual Health – leisure has elements of self-actualisation, peak experience and enlightenment attached to it. The growth in interest in newer forms of natural healing and therapies are reflective of this Psychological Health – leisure allows for stress relief and the attainment of self-esteem and self actualization and belonging needs (The section above in orange is an overview of the lecture. It meets that condition of the journal…) Considering the lecture and the 5 major benefits of leisure, I was particularly interested in the economic benefits of leisure, specifically to the individual, rather than the broader society. Do the economic benefits of leisure actually negate the very nature of what leisure is? (In blue above, now I have a focus of the material, as well as direct evidence of critical reflection and consideration of the material at a deeper level, so that condition of the journal is met) Veblen (1899), in his work, The Theory of the Leisured Class, argued that leisure, in its purist form, is defined by consumption. Leisure lifestyles are the lifestyles of the elite or wealthy. The very nature of public display of the spoils of leisure defines it as leisure. (In green above I have referenced support for my views. I am using a reference to provide evidence to support my argument. In your journals, you can stay with the readings and the text provided – I don’t need you to look for more references)

For example, the holiday in the Greek Islands, the chalet in Aspen, the summer house in Noosa – all are elements of a lifestyle of leisure that is conspicuous. Having the ‘right’ golf clubs, or running shoes, or attire at the fitness centre, appears to be critical. Public display, financial consumption and purchase, and leisure, all appear heavily inter-related. So if leisure is conspicuous consumption, then can leisure exist without a capitalist framework? From my experiences, I think it can. Sometimes I like isolation, the solitude to think. On a nice day I love to go to a park or oval and lie on the grass, looking at the sky and simply thinking about things. This is more reflective of the Aristotlean perspective of leisure – of leisure as introspection, rather than as overt consumption. And yet isn’t this also being commoditized? For example, when we look at the growth in yoga, meditation and other forms of ‘relaxation therapies’, I start to wonder if anything can NOT be commoditized. We are selling experiences by the pound…. or perhaps by the dollar is a better and more pertinent example…

(Again, what I have here is critical reflection. I’m using my experiences, and thoughts of the literature and material, to pose a position – and a number of questions - on an issue…)...