Jesus Hopped the “A” Train, and the blending of comedy and drama

Of the many behaviours and coping mechanisms humans employ in times of struggle, gallows humour is perhaps one of the strangest. At the best of times, it feels incongruous and dissonant, and at the worst of times it becomes inappropriate and offensive. Yet there is a strange draw people feel toward it in times of trouble – making light of situations that were circumstances different would seem horrifying. The play Jesus Hopped the “A” Train” by Stephen Adly Guirgis is an example of this – almost literally, given that one of the characters, Lucius Jenkins, is placed on death row and executed before the conclusion of the play. With its irreverent style and heavy use of seemingly sloppy (but in truth, carefully chosen) slang, there are very few extracts that don’t contain even a little humour. If one were to flip to a random page, one could almost be forgiven for regarding this as some sort of prison comedy, where all we see are the incarcerated swearing at each other, at their lawyers, and at prison guards. But taken as a whole, the play is a poignant commentary on various serious issues – the American legal system, the death penalty, religious redemption for the evil, amongst others.

With this in mind, what then is the function of this humour? How does it contribute to discourse on a serious issue? Perhaps the levity serves to help our processing of these ideas. There is a limit to the human ability to deal with trauma. Once it is reached, some people go into shock, regressing brain function to a more basic, animal fight-or-flight style of thinking. Others may sink into a depressive spiral, the sadness cascading onward. Another response may be to simply halt empathy and emotional connection, meaning it is difficult to regard further tragedy as more sad or more worthy of contemplation, meaning it has essentially no effect. A single piece of literature may be hard pressed to elicit the first two responses, but the third response is definitely possible – as a text piles on more and more tragedy, there is an inflation of tragedies, and each one becomes less meaningful than the last. Humour and levity can reign this effect in by keeping the audience grounded, allowing them to process more of the play’s message.

PSE Personality Types Reflection

My Personality Type is INTP.

 

A time my personality type has been shown at school is the fact that I am deeply cynical about personality types and personality tests, because skepticism is apparently a trait of being an INTP person.

 

Careers related to my personality type include most normal careers because actual evidence finds little to no difference in the distribution of personality types across occupations as compared to the distribution of personality types within a random sample of the population, and any so called association between personality type and career are arbitrary judgements made by companies who think that psychology buzzwords based on the work of some secretaries off of outdated psychology are an easy way to make a quick buck off of gullible people. Apparently, though, careers that tend to be associated with INTP are any careers to do with STEM fields, because when one wishes to abuse the Barnum effect, generic, common categories work the best. I am interested in STEM fields, as is a good chunk of the population given that the top 10 most popular jobs consistently involve either computer science such as software developer, systems analyst or medicine such as being a pharmacist of physician.

 

Strengths of INTP include: being creative, flexible and analytical, which are super specific strengths to have ascribed to me by this test.

 

One famous person who is an INTP is Sherlock Holmes from the 2010 BBC adaption the original stories. Yes, he is a fictional character, but I thought it appropriate given that we’re applying fictional labels.

 

  1. Little Boxes: The dangers of categorisation and Myers-Briggs by Dave Snowden
  2. Myers-Briggs Type Indicator® and Forer effect by Robert Todd Carroll
  3. Goodbye to MBTI, the Fad That Won’t Die by Adam Grant
  4. The Many Ways Science Has (Wrongly) Assessed Your Personality by Esther Inglis-Arkell
  5. Why The Myers-Briggs Personality Test Is Misleading, Inaccurate, And Unscientific by Drake Baer
  6. Top Five Weaknesses of StrengthsFinder by Dan Spira
  7. Debunking the Myers-Briggs personality test by Anthony Zurcher
  8. Why the Myers-Briggs test is totally meaningless by Joseph Stromberg
  9. The Forer (Barnum) Effect by Jesus Perez
  10. Something for Everybody: The Forer Effect by Robert Lamb and Joe McCormick
  11. Myers-Briggs, Leadership Training and EdTech by Joshua Kim
  12. The Pottermore Sorting Hat and the Myth of Personality Tests by Landon Whitsitt

Service – Season 1 Reflection

I have now lead some sessions of Coding for Good as part of my Service requirement in CAS. Through this experience, I have learnt some things and thus fulfilled some Learning Objectives.

LO3 – Planning and initiating activities was demonstrated when myself and the rest of the leadership team planned session before the Service even started. There were many challenges here as we had a large group of new students and needed to make them feel comfortable coming in. Another issue came up when the mentorship program we had planned from last year was not complete by those responsible. To overcome this difficulty in executing our original plan of introducing this program, we were able to come up with a temporary alternative for students to use online learning services such as Codecademy to learn for the time being. The outcome of the planning was overall a success as most students felt comfortable and were able to get launched in to whatever part of the Service they felt best suited them to begin with.

LO7 – Considering the Ethical Implications of actions came up when we had to decide whether we would work on a project involving the use of cameras and recordings. With privacy being a big issue, we realised that this was a potentially touchy issue. We have not made a full decision yet, but as of now, we have decided that the best decision making process was to defer to those who better understand the legal and ethical implications of cameras and privacy in the context of our campus in Singapore, and so we decided to write up a proposal and send it to Vice Principal Cathy Jones and have her help review our concerns.

Service – Introductory Reflection

My choice of activity/project to fulfil the Service part of CAS is participation in the College Service Coding for Good as Chair.

I will be leading this service, planning out sessions and maintaining a general direction for everyone for the rest of the year of this service. In it, we use Coding and other technical skills to aid Services to work better.

The relevant Learning Objectives that I have identified for this choice of activity/project so far are LO3, LO5, LO7

LO3 – Planning and initiating activities is relevant because I will need to plan for sessions as well as work with the rest of the leadership team to plan for the initiation of certain projects as well as of a training program for our students.

LO5 – Working together to achieve an outcome is relevant because as a large group, we have many different projects, and so I will need to be aware of how the entire group as a whole is working together so that as a Chair I can lead us in the correct direction.

LO7 – Considering the Ethical Implication of Actions is relevant because as a Service, much of what we produce will be for the use of either the school at large or other Services, and we will need to be careful that technology we make use of is ethical, and the implications of what we make are ethical as well.

Creativity – Making Something – Season 1 Reflection

I participated in the SEAMC Senior Qualifier Round 2019 as part of my Creativity – Making Something requirement in CAS. Through this experience, I have learnt some things and thus fulfilled some Learning Objectives.

LO4 – Showing perseverance, resilience was demonstrated when myself and some other students worked throughout our free time to try and solve the variation of the game of Nim presented to us as part of the competition. I visualised my success to maintain my motivation for this activity – visualising my success helped me continue working despite being tired. I helped others stay committed by continuing to ask or prompt questions about the strategy and forcing people to continue reevaluating aspects they thought to have been solved. The impact of our commitment was an improved score in this round at the end not just for myself but for the entire team.

LO5 – Working together to achieve an outcome was demonstrated when I worked with some unfamiliar people from another school as part of the Lightning round. Challenges we faced were that we did not all have equal mathematical backgrounds, making it difficult to communicate some concepts across to each other. To overcome this challenge would have required too much explanation and slowed us down significantly in a round that required speed, so we did not overcome this challenge due to time constraints. Our collaboration did help us do well in this round as some problems only one of us knew how to solve, but together this meant that we were able to get through all of the problems we did.

Creativity – Making Something – Introductory Reflection

My choice of activity/project to fulfil the Creativity – Making Something part of CAS is SEAMC.

SEAMC is the South East Asian Mathematics Competition, and my role in it is both as participant and trainer.

The relevant Learning Objectives that I have identified for this choice of activity/project so far are LO2, LO3, LO4, LO5.

LO2 – Undertaken new challenges and developed new skills is relevant because for the first time this year I will begin running the entirety of the training program. Whilst I had already been involved in some of the planning, this is the first time I will have greater control over the overarching strategy and direction of the program, and I am unsure whether I will be able to handle this new challenge. I will also be undertaking new challenges when I participate in the SEAMC Senior Qualifier Round 2019 in working through new math problems in an unfamiliar environment.

LO3 – Planning and initiating activities is relevant because I will be planning many of the lessons to teach students mathematical skills and engage them in the process. Planning activities is difficult because it can be hard to think of something engaging yet realistic to run for a larger group of students within our given time frame for our activities. These restraints make it less easy for us to plan activities.

LO4 – Showing perseverance, resilience is relevant because many of the students can be frustrating to deal with at times and I will need to show perseverance in dealing with them. I will need to be resilient to get through the year dealing with these students.

LO5 – Working together to achieve an outcome is relevant because I will need to work with other trainers/members of the SEAMC leadership team to put together our training program. With many different ideas and personalities, it can be difficult to try and deal with disagreements. I will also need collaborative skills when I participate in the SEAMC Senior Qualifier Round 2019 in working with various different team members to solve mathematical problems.

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