Design Yourself

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© 2009 Kurt Hanks QUICKSCAN www. collapseofbelief.com 1 A Factor of Vulnerability Depending on a single resource for corporate or individual survival can leave you very vulnerable if that resource disappears. You may not have what it takes to continue. Keeping only one egg in your basket is fine unless something happens to that egg. Examples: • Monocrops are susceptible to the pests since there is only one variety of plant. The Irish potato famine was caused when their one main variety of potato suffered a blight. • A company’s profits come mostly from only one product, a breadwinner, but technology is making it obsolete. (Mimeograph printing is replaced by the copy machine.) • A small isolated community has so many people related to each other that many suffer from the same genetic disease. In a stable environment, depending on a single resource may be fine, or even an advantage. But in a rapidly changing environment, depending on a single resource may threaten survivability. Find 3 more examples of where this concept may apply, one of which is in your own life.

Transcript of Design Yourself

Page 1: Design Yourself

© 2009 Kurt Hanks

QUICKSCAN

www. collapseofbelief.com

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A Factor ofVulnerability

Depending on a single resourcefor corporate or individualsurvival can leave you veryvulnerable if that resourcedisappears. You may not havewhat it takes to continue.

Keeping only one egg in your basketis fine unless something happens tothat egg.

Examples:

• Monocrops are susceptible to thepests since there is only one varietyof plant. The Irish potato famine wascaused when their one main varietyof potato suffered a blight.

• A company’s profits come mostlyfrom only one product, abreadwinner, but technology ismaking it obsolete. (Mimeographprinting is replaced by the copymachine.)

• A small isolated community has somany people related to each otherthat many suffer from the samegenetic disease.

In a stable environment, dependingon a single resource may be fine, oreven an advantage.

But in a rapidly changingenvironment, depending on a singleresource may threaten survivability.

Find 3 more examples of wherethis concept may apply, one ofwhich is in your own life.

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• Find 3 moreexamples where youthink this conceptapplies, including onefrom your past.

Checking Out A PrincipleOften, the validity of any principle, concept or idea can best be determinedby the results achieved from its application –over time.

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CONVOLUTION

• Come up with 3 examples where you think this concept applies, including one from your own experience.

BASIC CONCEPT:In order to obtain the maximumsurface area or exposure in theminimum amount of space:fold (or convolute) the surface.

Example:In order to store a large blanketunder the bed, you must fold it. Thelarge surface of the blanket isconvoluted or folded into thesmallest area.

Other examples ofconvolution:

At the back of some electronic equipment, there is aslotted piece of metal called a heat sink, Thisprotective device dissipates heat by exposing a largesurace area to the cooler air in the least space.

Curtains must cover the entire window when thewindow is closed, but fold to the side when thewindow is opened.

The intestines areconvoluted to have themaximum surface contactwith the food to extract themost nutrients in the leastspace.

The intestinal wallsrepeats this convolutionfrom the visible scale tothe microscopic.

Ida’s Cafe has the seating andcounter folding back on itself ratherthan straight. This allows morehungry truckers into less space.

The waiting lines for the rides atDisneyland convolute in order tohold as many people as possible inthe least space.

An oil filter is folded to force themost oil through the most filter inthe smallest space.

A F

olded Surface

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Relational FishingTeaching is a learning process. The fully-empowered relational learnerbegins not just to teach, but also to empower others. He gives upcontrol completely; he does not require that his students “need” him. Ifhe is effective, he works himself out of a job, for his students will havelearned to teach themselves.

This is the ultimate goal of Relational Learning—that each studentbecome his or her own teacher and then begin to teach and em-power others. Each person becomes a self-directed learner anddevelops wisdom to make better choices. The student of RelationalLearning becomes a wiser, happier, more self-directed humanbeing with a strong sense of self-worth, which in turn has a positiveeffect on everyone around him.

Level 1Level 2

Level 3Level 4

Level 5

Give a man a fish

Teach a man tofish

Teach a man theprinciples offishing

Teach a man toextract principlesfrom fishing andconnect to hiswhole life

Teach a man toteach anotherman to extractthe principlesfrom fishing andconnect to hislife

Feed him for aday

Feed him for alifetime

He eats well He will live well All will live well

Facts and Data Steps, Rules andProcedures

Specificprinciples andtheirrelationships tofishing

Generic principleand multiplerelationships tomulitiplecontexts

Teaching aslearning–theempowermentprocess

INFORMATIONALLEARNING

RELATIONALLEARNING

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Entrapping is imposing one person’s world(the “right map” and its surrounding valida-tion) onto another.

This is done by teaching outsiders the “right map”and getting them to buy it as their “right map” too.Once the outsiders have bought the map, they thenmove in and take up residence in the box andbegin jointly validating one another. One persontends to dominate this relationship, setting therules for how this validation is done, but both arenow caught in a closed world, often unable to findany way out.

An important validating interrelationship now ex-ists, with both supporting the ideal while also pro-viding the excuse for why the ideal has not ar-rived. This entrapment can capture a group, aninstitution or even a nation in its box. Tenants holdeach other hostage for the support they need toavoid the exposure they now jointly fear.

Examples:

1. A multi-level marketing salesman uses thebait of easy money and huge profits down theroad. The new distributors have to convince oth-ers (and repeatedly convince themselves) that theymade the right move.

2. A fundamentalist religion uses the bait of spe-cial status in heaven to convince converts to con-form to controlling, bizarre practices such as po-lygamy and communal living. The members mustaffirm they are doing the right thing in order tovalidate their choices and lifestyle, even if theirjailed leader confesses he is not and never wasa prophet.

3. A couple of additional examples you cancome up with that connect to your own life.

Entrapping

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Collecting Factsvs.

Making Connections

• Rooted in the belief that KNOWL-EDGE is POWER.

• Based on the premise that MOREFACTS = MORE KNOWLEDGE

• Emphasis is usually limited to learn-ing, remembering and giving backFACTS.

• Focuses on PARTS or COMPO-NENTS of knowledge.

• Instructional presentations lean to-ward UNIFORMITY.

• Prime media are WORDS and NUM-BERS, presented verbally or in writtenform.

• Moves student toward SPECIALIZA-TION.

• Learning is often BORING.

• Facts learned are useful only withinthe relatively NARROW SCOPE ofthe subject.

• Learning is often SHORT-TERM,requiring retraining or refreshercourses later.

Traditional School Learning Relational (Natural) Learning

• Rooted in the belief that KNOWL-EDGE is POWER.

• Based on the premise that MORECONNECTIONS between facts =MORE KNOWLEDGE.

• Emphasis is on going beyond factsto learn PRINCIPLES and PRO-CESSES.

• Focuses on WHOLES and INTER-RELATIONSHIPS between parts.

• Instructional presentations use CON-TRAST.

• Prime medium is IMAGES, pro-duced both visually and verbally.

• Moves student toward GENERALI-ZATION.

• Learning is usually FUN.

• Principles learned are seen to haveBROAD APPLICATION in many con-texts.

• Learning can often be used andapplied for a LIFETIME.

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Educating Rita SueLet’s say you have a little 6 1/2 year old girl named Rita Sue, and youare very concerned that she grows up right. In order to accomplish that,you decide she needs education, so you enroll her in several importantclasses throughout the week .

The usual way of teaching and learning separates and isolates eacharea into very different compartments of knowledge.

But what if she were taught another way:

The classes you decide on are:

She is so cute,and you aresuch a con-cerned parent

She likes to dance,so the early part ofthe week you takeher to:

Since she likes toplay in the dirt, shemight as well knowwhat she is playingwith so, the next dayshe takes:

Every kid shouldunderstand thelessons of thepast, so you takeher to:

She likes to doodleon the walls, so itis on to the nextclass:

And because youwant her tocontinue being agood little girl, atthe end of the weekshe goes to:

With this teaching method, these separate classes connect and interrelate.

First she was taught the principle that the tension between thrust and a complementing counterthrustdefines an edge or line. Rita Sue, even if told this in her own language, would say, “Huh?” But whatif you continued giving this principle throughout the week in all her classes. For example:

DanceClass

In dance class shesees thrust andcounterthrust in thedance movementsbetween her andlittle Bobby Dee.

GeologyClass

HistoryClass

ArtClass

SundaySchoolClass

In geology, twoopposing forcescreate a fault line,and when they slipit causes anearthquake.

In history, it is abouttwo opposing armiesand the front line theycreate.

In art class it is thethrusting andcounterthrustingbetween negativeor positive spacein a painting orsculpture.

And in SundaySchool class, it isthe opposingthrusts between thegood and bad, andthat her choicescreate a line ofgrowth.

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RELATIONAL LEARNING QUICKSCANS 8

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RELATIONAL LEARNING QUICKSCANS 9

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© 2008 The Relational Learning Foundation

1I am where I am in life largely because of the CHOICES I have

made.

2Most of these life-positioning CHOICES are made because of

my BELIEFS

3The most powerful beliefsdirecting my CHOICES are the

BELIEFS about myself. TheseDEFINING BELIEFS or GOV-

ERNING PARADIGMS are:

• Usually simple

• Often constructed subconsciously inchildhood from interpreting the meaning ofinteractions in my relationships

• Thought of as real, correct and unchangeable

• Expressed and validated within the ex-changes in my primary relationships and theimportant interactions in my life

• Hierarchical in nature, radiating outwardand influencing even mundane decisions

4THE PROBLEM:

When CONTRADICTIONS tomy DEFINING BELIEFS occur, theresulting internal conflict causes:

• A split between my idealized self and itsexaggerated opposite (the shadow)

• The manipulation of my perception into seeingthe one and denying the existence of the other

• Duplicity in my exchanges with others inwhich I overtly validate my desired model andsubvertly invalidate its opposite

• Orchestration of situations to discount,separate from or destroy contradictions

• Projection onto others the characteristics of mynegative defining paradigm

• Investment of attention, promotion andresources in my validation efforts

• The relentless promotion of my idealizeddefining beliefs, hiding my real governingbeliefs even from myself, resulting in:

- Double-bind situations and poor discern-ment where I need it the most

- Warping of a myriad of choices in anattempt to reconcile this conflict between myidealized self and my darker hidden self

• The possible COLLAPSE of my definingbeliefs or governing paradigms

RELATIONAL LEARNING FOUNDATIONAL CONCEPTS

WHEN

THE HEAD IS ON

STRAIGHT

. . . the heart can heal

NOTES:

• The process of consciously generating definingbeliefs is typically never taught in either theeducational system or through life’s experiences.

• It is easier to learn the relational process apart fromcontexts or situations in which the students have avested interest.

• These foundational concepts apply both toindividuals as well as to groups and organizations.

• In the usually-understood way, beliefs are aboutsuch things as God, money and spirituality, butRelational Learning also deals with beliefs abouthow to effectively navigate through life’s chang-ing terrain.

5THE SOLUTION:

Create a perceptual shift bymaking the BELIEF-BUILDING

PROCESS CONSCIOUS

(the core definition of RelationalLearning), resulting in:

• Enhanced discernment and more accurateperception

• The discovery of the underlying rules thatcontrol the exchanges of life

• Skill at adapting to and gaining rapidinsight into totally new situations orcontexts

• Proficiency at pattern-reading and predictingthe future

• The ability to adjust to and control the rapidcollapse of invalid belief structures

• The ability to move from a belief-controlledlife into a process-oriented life.

• Trancendence of dysfunctional systems anddouble-bind situations

• Initiation of a dialogue with the language oflife

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RELATIONAL LEARNING CORE PROCESS DIAGRAM

Relational Learning teaches you to seehidden elements that affect situations and

interactions in your world. It providesunderstanding and tools that improve yourproblem-solving ability and overall life skills.It also enhances predictive capabilities, whichare useful in adapting to evolving and rapidlychanging conditions.

1 IDENTIFY THEGENERATING CONTEXTThis is the context (situationor subject ) within which youapply the process.

3 STATETHE RULE OR PRINCIPLEwth generalized words andsimple images.

5 SEE THE EXPRESSIONIN YOUR OWN LIFEThe most important contextis your own life--linking theprinciple to something that isyours.

Significant things you will LEARN from RelationalLearning:

• Most important: You will see your own definingbeliefs.

• Next most important: You will see the governingparadigms or beliefs that direct the exchangeswith those around you.

• Lastly in importance: You will see the governingprinciples, rules or laws that drive all kinds ofexchanges in all sorts of relationships.

2 READ THE PATTERNFrom that context, extractan underlying rule orprinciple.

How Relational Learning is best TAUGHT:

• Most important: Practice in a myriad of diversecontexts that have little or no investment by thestudent. (Playing around with the process is often themost effective way to learn it.)

• Next most important: Analyze exchanges in othercontexts, then move into importantinterpersonal relationships/exchanges (Allrelationships are exchanges.)

• Lastly in importance: Identify and experimentwith a person’s own defining beliefs orgoverning paradigms.

4 LINK TOOTHER CONTEXTSList other areas where thisprinciple shows up.

SPECIAL NOTES:*PRINCIPLES ARE RELATIONALA principle or rule is always stated in terms of a relationship between elements or parts.(Ex: “It rains” is not a principle. “It rains when clouds reach a condensation point” is a principle.)The RL process cannot be taught independently of a context. Any type of context can be used.RELATING ACROSS MULTIPLE CONTEXTSRelating one idea to another is a key aspect of creativity.In the process of relating, or connecting, you see what was unseen before.

*CRUCIAL ELEMENTS WITHIN THE RULE OR PRINCIPLE• State the principle in general or abstract terms in order to apply it to several contexts.• Identifying the opposing concept clarifies the original principle (by contrast).• Using multiple modes of expression--visual, verbal and others--employs more areas of the brain.• Creating deliberate double binds requires the student to go a higher level of abstraction totranscend the bind. (Transcendence supersedes the constraints, or box, of the original context.)

OwnContext

Multiple Contextsany context – history, geology, English, chemistry, organizational

behavior, cooking, archaeology, marketing, law, psychology, agriculture,film, Uncle Elbert’s closet, etc . . .

Principleor Rule*

GeneratingContext

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Home Process Examples Applications

A Personal Story Worksheets

RELATIONAL LEARNING is a seeing and pattern-reading process that,once developed, causes a dramatic increase in DISCERNMENT—the abilityto see the underlying structures and intentions behind interactions, exchangesand relationships.

USING THIS PROCESS allows you to see beyond individual, situationaland cultural restrictions on perception.

LEARNING THIS PROCESS enhances the ability to read patterns, re-sulting in a major shift in perception, with the following benefits:

Reading people, contexts and situations.Seeing solutions to formerly intractable problems.Understanding complex and previously-elusive subjects.Reading the hidden intentions affecting exchanges and relationships.Entering a doorway into a deeper dialogue with life.

Relational Learning cannot be taught as straight subject matter. It can only belearned by engaging in the process—by doing—much like learning to play asport or a musical instrument. It is best practiced by applying the principles inmultiple contexts, such as history, a natural science or design. The processfocuses on learning the governing principle or core idea behind a particularcontext within the selected subject matter, then applying that concept acrossdisciplines. The ultimate context for application is one’s personal life.

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Relational Learning