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National Social Journal NATIONAL SOCIAL SCIENCE JOURNAL Official Journal of the National Social Science Association Volume 54 Number 2 2020 Name of Publication: NATIONAL SOCIAL SCIENCE JOURNAL Issue: Volume 55 # 1 ISSN 2154-1736 Frequency: Quarterly Offices of Publication: National Social Science Association Mailing Address 2020 Hills Lake Drive El Cajon, CA 92020 Office Address: 9131 Fletcher Parkway, Suite 119 La Mesa, CA 91942 On Line journals: http://nssa.us E-mail address:[email protected] The National Social Science Journal is being abstracted in: Cabell's Directory; Eric Clearinghouse; EBSCO, Economic Abstracts; Historical Abstracts; Index to Periodical Articles; Social Science Source; Social Science Index; Sociological Abstracts; the University Reference System. We wish to thank all authors for the licensing of the articles. And we wish to thank all those who have reviewed these articles for publication This work is licensed under a Creative Commons Attribution 3.0 Unported License. Editor; Barba Patton, University of Houston-ViCtoria Book Review Editor; J. Vern Cromartie, Contra Costa College EDITORIAL BOARD Editorial Board: Isela Almaguer, University of Texas Rio Grande Valley Donna Azodi, Lamar University Sue Burum, Minnesota State University, Mankato Cindy Cummings, Lamar University Jose da Cruz, Armstrong AtlantiC State University Amy Shriver Dreussi, University of Akron Talitha Hudgins, Utah Valley University Charmaine Lowe, Austin Peay State University James Mbuva, National University Jeffrey Stomper, College of Lake County Pegly Vaz, Fort Hays State University Wen Xing, Southwest Jiaotong University & Dartmouth University NATIONAL SOCIAL SCIENCE JOURNAL Volume 54 #2 Table of Contents Applying an Existential Lens When Teaching Today’s Students about the Holocaust Paulette Harris, Tevin Middleton, Cynthia Stocum, Samuel Hardy Augusta University 1 P-12 Administrator Thinking and Decision-Making: An Exploration of the Influences of Educational Administration Programs, Craft Knowledge, and Best Practice Research Joseph Hunter, Western Washington University 9 Impacts of Real-Time Captioning in an Elementary Spanish Foreign-Language Classroom Nissa Ingraham, Greg Rich, Northwest Missouri State University Summer Christensen, Capella University 18 The Effect of Articulated (tech prep) Credits on College Outcomes at a Stand-alone Technical College Leslie Jernberg, College of Eastern Idaho Yolonda Barnes,College of Western Idaho 26 Effective Helper Characteristics Kim McGarraugh Jones, Central Washington University 35 Angels Among Us: A Sociological Analysis of Guardian Angel Cathedral In Las Vegas Patricia M. Kirtley, Independent Scholar William M. Kirtley, Central Texas College 39 No Dirt on Donald: Politics and the National Enquirer William M. Kirtley, Central Texas College 51 Evaluation of a Food Desert in an Economically Challenged and Hurricane Impacted Community Eunjin Kwon, Amy R. Shows, Praphul Joshi, Lamar University 67 Student Paper Competition Winner – Graduate Introduction of Panera Bread in Carrollton, Georgia: Analysis of Perceptions Idrissa Tankari, Steven Powers, Ryan George, Morgan Dupeire, Gisela Mendoza, Beheruz N. Sethna, The University of West Georgia 76 Applying an Existential Lens When Teaching Today’s Students about the Holocaust Paulette Harris Tevin Middleton Cynthia Stocum Samuel Hardy Augusta University Abstract This paper explores ever-changing needs of rising generations comprised currently of school-age children and adolescents. As generations evolve, so do their characteristics, desires, and requirements. The inspirational book, Man’s Search for Meaning, by Viktor Frankl chronicles his own experiences as a Holocaust concentration camp prisoner and proposes that humans can find meaning in their lives, even in the face of adversity. This paper examines how the concept of finding meaning in one’s life can be applied towards newer generations exploring their identities. Components of the philosophy, existentialism, applied in academia can foster identity development, which educators can cultivate in the classroom. Specifically, Frankl’s idea of logotherapy used in educational settings promotes critical thinking and autonomy for students. Educators must use alternate methods of teaching Holocaust curricula, so that Frankl’s book can later be introduced and influence students’ journeys in finding themselves and meaning in their lives, despite any suffering that might occur. Keywords: Viktor Frankl, Holocaust, education, Gen Z, existentialism, logotherapy, pedagogical strategies Hammill (2005) stated that for the first time in American history, schools are employing more than three generations of educators in the workplace (as cited in Seipert & Baghurst, 2014), together with another generation of students. Each of these generations has different learning experiences and values. This article centers on how educators can use logotherapy, developed by Viktor Frankl and related methods to reach today’s students when teaching about the Holocaust. Frankl introduces his theory of logotherapy in his book titled Man’s Search for Meaning. This is a powerful book that details his experiences as a concentration camp survivor and describes factors that led him to the origination of logotherapy. Due to various systems of values, outlooks, and experiences, educators today need to comprehend and adjust their approach to meet the needs of their students. Given that Man’s Search for Meaning chronicles Frankl’s experiences during the Holocaust, this article focuses on why educators must reconsider ways to teach children and adolescents about the Holocaust. Topics of discussion herein include: information about Frankl, his book, and his theory of logotherapy; how logotherapy interventions can be in the classroom; and Holocaust education instruction. The Psychiatrist: Victor Frankl Frankl was born March 26, 1905 in Vienna, Austria. He studied psychiatry and neurology, focusing on the study of suicide and depression (Frankl, 2006). Frankl headed the suicide prevention department of the General Hospital in Vienna. In 1942, Frankl, his parents, wife, and brother were arrested and sent to the Theresienstadt concentration camp. Over time, Frankl was interned at four concentration camps, including Auschwitz. During his confinement in the camps, Frankl worked endlessly to prevent suicide attempts of fellow prisoners. He also assisted his fellow prisoners who suffered severe depression by 1 encouraging them to reflect on positive images, memories, and thoughts. Frankl managed to help those imprisoned as he suffered with them. His last camp was liberated in 1945, and soon he discovered that all his immediate family had died, except for his sister, who immigrated to Australia (Frankl, 2006). The Book: Man’s Search for Meaning Frankl authored the book, Man’s Search for Meaning, which detailed his experiences in concentration camps during the Holocaust. Over 12 million copies of his book have been sold (Frankl, 2006). In an editorial review in 1959, Carl Rogers stated that Man’s Search for Meaning was “one of the most outstanding contributions in psychological thought in the last 50 years.” Frankl's memoir describes life in Nazi death camps and his teachings for spiritual survival. Stemming from Frankl’s own experiences and those from his patients, he purports that suffering is inevitable. However, Frankl believed that humans have the freedom to choose the manner in which they cope with such suffering; giving it meaning, and then prevailing with enriched purpose (Frankl, 2006). His theory of logotherapy is rooted in enriched and meaningful purposes. Frankl’s Theory: Logotherapy Frankl coined the term logotherapy by using the Greek word logos, translated as meaning (Stepura, 2017). Contrary to Freud and Adler, Frankl did not believe that human’s primary drive in life was pleasure or power, respectively, but the discovery and pursuit of what a person finds meaningful; humans should discover significance in the very act of living (Frankl, 2006). The essence of Frankl’s doctrine of logotherapy was to focus on curing oneself by leading one’s soul to find meaning in life. Overall, Frankl felt individuals must see life as meaningful despite surrounding circumstances. He believed that the ultimate purpose in life was to help others find meaning in their lives (Frankl, 2006). Frankl (2006) quoted Friedrich Nietzsche: “He who has a why to live for can bear almost any how” (p. 104). This quote emphasizes Frankl’s belief that even during the most severe situations, humans can survive knowing that there is meaning to life. Frankl contended that prisoners who gave up their lives died less from lack of food or medicine and more from lack of hope. He cited three sources for meaning: work, love, and courage. To better illustrate these sources, Frankl (2006) stated: Logotherapy teaches that there are three main avenues which one arrives at a meaningful life. The first is by creating a work or by doing a deed. The second is by experiencing something or encountering someone. In other words, meaning can be found not only in work but also in love. Most important, however, is the third avenue to meaning in life: even the helpless victim of a hopeless situation facing a fate he cannot change, may rise above himself, may grow beyond himself and by so doing, change himself. He may turn a personal tragedy into a triumph. (Frankl, 2006, pp. 146-147). Frankl insisted that individuals possess the freedom to choose how they respond to any situation. He believed that humans cannot
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