this is the sixth time I try to send this second part of Technique, for some reason I am not able to post to the moq... what goes wrong.
The first part (statement 1 to 7) is allready been sent. Please read statement 8 to 11 and tell me what you thing...
--Statement 8
"School teaches what is necessary to uphold the culture that surrounds the school"
Example 1:
Schools in Germany teach the children the German language.
Example 2:
For some reason it is important to place a picture of the Czech President Havel in the classrooms of the grammar schools of the Czech Republic.
For some other reason it is not important for Dutch children to know the political structure for the Netherlands during grammar-school.
--
Statement 9
"The different disciplines taught at school are carrying waves to core -techniques"
Example 1:
Dissecting an union is not really about the union. It teaches more than that. For example the dissecting-skill. Or the investigation-technique if you wish.
Example 2:
History is a carrying-wave to teach children to have a sense of time that contributes to critical thinking.
Secondly, history contributes to the social because of the 'we-know-the-same' aspect of it.
--
Statement 10
"The school makes use of a Technique Hierarchy"
explanation:
The culture that surrounds the school is to complex to be taught inside the school. Therefore a school has to make decisions what techniques will be taught and what not. Although some decisions are made by the government a lot more happens in and around the school that cannot be ignored by the teachers. The school adapts to the children, the parents and the suburb it is in. The school decides which values, skills and techniques should be lifted out the complex culture that influences the school. There seems to be a Hierarchy at work that places one technique above the other.
Example:
Only a few schools teach children how to cook. Or repair clothes. Why is that?
--
Statement 11
"The Technique Hierarchy is build upon rules"
Explanation:
To find out for every discipline in every school why it has a high score in the Technique Hierarchy is to much work. It would be more useful to find out on what basis the place within the hierarchy is made for any given technique.
A Technique can score high based on:
1) the complexity of the Technique
2) the use by the surrounding culture
3) the cultural Wish to use this technique
Example 1:
A technique can score high based on the complexity of the Technique. The simpler a technique is, the more chance it has to be taught by the schools. How to tie your shoe is taught in Kindergarten. And when schools give music lessons and teach children to play a musical instrument it usually is a flute and not an accordion.
What happens if we ignore this rule:
See also statement 6 above. If a Technique is to hard, a child is forced to withdraw from the copy-behaviour. It can have a quality-event or the child drops a level. Because of this uncertainty schools try to keep their children in this copy-track.
Example 2:
A technique can score high based on the use by the surrounding culture. The more the surrounding culture uses a certain Technique, the bigger the chance that a school teaches that Technique. In our current society it is normal to know a considerable amount of calculation Techniques (mathematics). It is not easy for a child to learn those techniques. But because it is the 'norm' to know these Techniques, al schools teach them. (it is a high social quality to teach our offspring intellectual patterns of value)
What happens if we ignore this rule:
You might end up with teaching children things that seem completely useless. (*It is also possible that you yourself are in a quality-event and thus currently leaving the copy-track of the standard-teacher-behaviour.. )
Example 3:
A Technique can score high based on the cultural Wish to use this Technique. Sometimes an exact copy of the current culture wouldn't give enough satisfaction. In most cases a school will teach their children values and techniques they would like the whole culture to use in the future. Implementing more computers into the schools while the biggest part of the society doesn't have one is a cultural wish to use computers. (what happened in the eighties in the Netherlands)
(teaching the MoQ at universities would be a lot alike.) The cultural wish is sometimes described by the government. But that is on the Country-level. What is the wish of the school area?
What happens if we ignore this rule:
I am afraid a lot of teachers are already ignoring what they think is good. If you cut off your sense of a better culture you are indeed making copies of the current culture.
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