It might be a nice idea to place definitions of terms
seperate from the points you are making.
For example ... Statement 1. Is that just a dictionary
entry ... or is there more to it.
Statement 6/Example 2/Part 3 - :o) I'll tell you about
a folk tale if you're interested. About a great
archer.
André
>
> >From: "Gert-Jan Peeters" <gjpeeters@wish.net>
> >Reply-To: moq_discuss@moq.org
> >To: "MOQ" <moq_discuss@moq.org>
> >Subject: MD Techniques, Inventions and the MoQ
> >Date: Wed, 24 Apr 2002 16:47:32 +0200
> >
> >
> >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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> http://explorer.msn.com/intl.asp.
>
>
>
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