🏛 Stoas near [[@agora/2022 08 09]]
📚 Node [[2022-08-09]]
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tools for thought
#push tools for thought rocks
- boris mann
- christina bowen
- rapid sensemaking framework
- also attending:
- scaling synthesis
- #push tools for thought rocks
- We let the learner have trust in us by not asking for something unless we have given them a way to come up with that thing by thinking about it. We also don't want to break something into smaller parts and show those parts unless they don't already know it. This will help them see that if we have not broken something into smaller parts, they can stand on that thing.
- By showing that we know what they will ask and answering it before they ask, we are showing that they can trust us. We show that they can trust us by showing that our way will beat their way when it comes to getting what they want.
- Look at what is done, how things move, not what is told to be done. Help this way of looking by looking at many stories of what is trying to be shown. People will not know how to do what is said until they are shown how to do what is said. They will not see why something is done until what is done is shown. Much of the time, what is said only makes sense when what is happening is shown.
- By pointing at how to remember something, we are telling people that remembering is more important than understanding, so look at when remembering is pointed at.
- To know what went wrong when something was tried, a teacher must live in the learner's space.
- By showing how someone did something right and saying good things about them for it, they are also shown if they are not doing things right, so we do not have to show when they are not doing things right as much as we say how they are doing things right.
- How can people be given a way to do what fits best for what they are learning?
- Many people think they are the language, so they don't look at how their thinking and a language is different.
- Teaching with a lot of life makes it easier for people to try to understand instead of looking for ways to look like a good student. Use a lot of life when the teaching first starts, and when things are very hard, so that the student finds it very hard to anything other than follow your way.
- Learning to understand from someone is an interaction ritual that gives energy.
- Teaching well is to let understanding flow through you, to be possessed by it, so that energy is always available. When teachers trust themselves and let understanding flow through them, they make it easy for students to trust them and let the movement of understanding flow into them from the teacher.
- A mask is everything it needs to be to get the thing it is doing done, to let whatever needs to flow through this place flow. It is not you, and it is you. So, if one must be happy and open to show a thing, then the mask that is made for showing that thing will be happy and open. The more we use a mask, the stronger the mask gets. See where energy comes from, and grow the flow from that place.
- To share knowledge that one has, lots of joyful energy is needed. If you know you can use and dissolve tension, it will bring you joy to see it. If learners smell that a teacher does not feel safe, they will not feel safe, and so they will not want to learn from the teacher. The fact of safety is something that is worked for every day. Knowing that it has been worked for, the feeling of safety cannot be shaken. Has everything be done that can be done to know these movements? If 'yes' can be said, then a feeling of being very safe will be there.
- If something is said to one, it can be used to show something to many.
- There is no need to remember when there is knowledge of how to find what is looked for when needed. There is no need to hold on to anything because it is everywhere, just as there is often no need to hold on to air. It is what is lived in, and so is pulled when needed and let go when it is not needed. When one thing is thought about until what is looked for is found, this shows that what is needed can be found when looked for. Others can be used to ask for what is known, only feeling the shape of the movement is needed.
- Learning hurts because it means change, if one is not used to having power and learning gives more power than is expected, then learning hurts, since the expectation of having less power is destroyed.
- If you were punished for knowing too much, then you might try to know less, and know only when you're allowed to know by a representative of authority.
When something that is not stopping learning here is pointed at, as if it is the thing that is stopping learning, that makes the point hard even if it was not hard before, so point only at where the hardness is being made.
- If a finger is put in runnning water that is stopped by a rock, but the finger is not moving the rock out of the way, then the finger is just another hard thing that is stopping the rock.
- Instead of searching for a list, it is faster to look for one thing. By looking for many things to find one thing, we take more time than what we would take if we just look for the one thing.
- When teaching, learning must be made to flow easily through the hard places. If something makes something hard, it often slows learning.
- Why would someone stand still and exchange punches instead of taking their opponent's back and choking them out?
- An ally is someone willing to kill and die alongside you.
- Time is how evolution moves, differentiation is how matter moves, and communication is how society moves.
Through selection, power can come from how the selection gives or takes away uncertainty.
- Power is more when it can cause a selection even when there are many other beautiful choices for action and inaction.
Power requires the subject to be able to choose, but still choose what power prefers- much like in effective animal taming and domestication.
If choice is taken away to force a selection, as in coercion or violence used for control, then power is lost.
Coercion is used when there is a lack of power. The decrease in complexity is given to the one using coercion, instead of spread around.
- In a small society, coercion can be put in one central place, but in big societies the only thing that can be put in one central place is when things can get violent. So, power is needed to let big societies use coercion.
The wielder of power has more power when there are more and more different ways for power to flow, and it is even more when it is against another power wielder that has as many ways to flow.
- Power fills up more when all the sides working against each other are more free.
- The more ways that can be flowed to, the more power there is.
Instead of comparing power all the time, things are substituted for the comparison, such as asymmetric hierarchies. Usually those on top of a hierarchy have more power than those on the bottom, but in a bureaucracy someone in the middle may have more power.
- A record, a history of what happened in the past is also used as a substitute for comparing power circles. What happened in the past is then turned into expectation of what will or should happen.
- There are also half-agreements about who should get power, where someone below might go away and leave the power wielder hanging.
- In all the substitutes for comparing power, talking or touching to decide the flow of power is replaced with a reliance on symbols.
- Instead of testing power and measuring it, institutions provide a way to avoid having to figure out who has the most power at a given time by giving people symbols they can rely on instead- and so reduce uncertainty by providing a symbol. These institutions then make measuring power very difficult, because if there was a way to measure power, it would show that the symbols do not match the balance of power.
- A communication medium is used to lower the feeling of not knowing by telling people what has been chosen- what has been decided, and therefore what has been simplified.
By pretending that everyone is equal, the power differentials between people can be used by the wielder of power to limit the selections of the one it is wielded on, without the latter ever realizing that their selection was limited.
The wielder of power is more like a catalyst than a cause- a node that drives the downstream node faster than it would have gone otherwise.
- The catalyst changes much but does not change as much itself.
- By changing much without changing much itself, the catalyst gets time.
Power is an opening to raise the chance of making an unlikely selection happen.
- If it is thought that something may happen, it raises the chances of it happening.
- Both the power wielder and the power receiver transmit and enable power, though the wielder is the one everything is attributed to.
- The wielder of power is more like a catalyst than a cause- a node that drives the downstream node faster than it would have gone otherwise.
- Coercion is used when there is a lack of power. The decrease in complexity is given to the one using coercion, instead of spread around.
- If choice is taken away to force a selection, as in coercion or violence used for control, then power is lost.
- How to build a bioreactor?