Hello.
These appear to be good common-sense examples. Iım wondering what makes
them so consistent, and I think it might be that they are all from a
particular viewpoint--anchored in the social.
Sometimes our MoQ conversations get muddled because we emphasis what level
we are looking AT, without being attentive to what level we are looking
FROM.
Cheers, and good luck with your graduation essay. Sometimes we have to
settle with inviting people to share the insight, rather than expecting them
to accept its source as valid.
Maggie hettinger
On 4/24/02 10:47 AM, "Gert-Jan Peeters" <gjpeeters@wish.net> wrote:
>
>
> Techniques, Inventions and the MoQ
>
> Please read the following statements. I will use them in my final graduation
> essay. The readers will be teachers who never heard of the MoQ. (well.. they
> heard it from me.. thus discarded it immediately)
> Please read the statements and give your comment.
>
> Before reading further, I want to apologize for my 'low quality English'
>
> --
> Statement 1:
> "Techniques are ways of doing things."
>
> Example:
> If you use pointillism for making a painting you are working with a technique.
> Language is a communication technique.
>
> --
>
> Statement 2:
> "Techniques are static patterns."
>
> Example:
> When building a house, you use certain agreements.(cable thickness, wall
> structure etc)
>
> --
>
> Statement 3:
> "Technical equipment is 'a way of doing' captured in material."
>
> Example:
> A Sander
>
> --
>
> Statement 4:
> "Technical inventions or their ideas are results from quality events"
>
> for my teachers I will call it: 'moments of creativity'
>
> Example:
> Edison's gramophone
>
> --
>
> Statement 5:
> "The different techniques can be divided among the four different static
> levels"
>
> Example:
> A house is a shelter-technique done to help us at the biological Level. So is
> Central Heating.
> Language is a technique to help us at the social level. So is the telephone.
> A Calculator is a calculating technique captured in material to help us at the
> intellectual level.
>
> --
>
> Statement 6:
> "If a technique is insufficient for you or you are not able to grasp it yet,
> three things can happen: 1) you get frustrated and drop a level. 2) Copy the
> technique and practice 3) You get creative and develop a new technique "
>
> Example 1:
> You want something from someone who doesn't speak your language:
>
> 1) you get frustrated and go biological. You push the dumb looking
> obstacle aside and grab your item.
>
> 2) You take out your dictionary to use 'his' communication technique..
>
> 3) You do something completely new. A moment later you have your item.
> Both laughing about your creative solution.
>
>
>
> Example 2:
> You are quite bad in mathematics and you need this skill for a certain
> problem.
>
> 1) You become popular and let the mathematic work be done for you.
>
> 2) You practice till you drop. Reading and working through every
> mathematical book you can lay your hands on.
>
> 3) You become enlightened and find an other solution for your problem. Not
> needing math anymore.
>
> If this certain problem was school-based you have a little problem on your
> hand. Because 'we don't teach you how to solve problems we teach you how to
> solve problems OUR WAY'
> Which brings us to the next statement:
>
> --
>
> Statement 7:
>
> "School is an education-technique that sprung from the social level."
>
> Therefore school is the static pattern media. Its duty is to teach the
> techniques needed by the culture the school is in. Children who do not show
> the copy-behaviour we expect can be either 'dropping a level' or being in a
> quality-event. Because of this uncertainty most teachers try to keep their
> students in track. And that is not the quality track.
>
> --
>
> I would really appreciate your comment on these statements
>
> Greetings,
>
> Gert-Jan
>
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