Part three OST with children and families

Nino Novak nino.novak at tuebingen.netsurf.de
Mon Jan 29 14:29:34 PST 2001


Dear Artur,

allow me to make just a few remarks,

you wrote:

> If I would have to
> define the "best predictor" of good facilitation skills (as of good
> parenthood, good teaching, even good people ) I would say
> "congruity" and would add "as it is tacitly recognized by others".

(I'd like to replace "good" by "matured" or "experienced")


> Your message took my attention as I have been thinking about the
> relations between what does a "facilitator" and what does a "parent"
> to raise his children or a good teacher to facilitate the learning of
> their students (instead of "teaching contents"). And I think that
> as a parent attitudes and non verbal communication are much more
> important than "words".

(Indeed, most of my thoughts come from reflecting my own beeing parent.)


> >. Some consequences:
> >
> >1) It is important to recognise that there is a tacit dimension in all
> >knowledge, including scientific knowledge. This allows us to understand
> >why it is so difficult to make a paradigm shift, to change old "mental
> >models" (or "mental habitudes" - as we learn them mainly through practice
> >and we may become addicted to them...), the main reason being that they
> >are tacit, have been learnt in tacit mode, and even if we can make them
> >explicit, the old tacit habitudes will persist, until they are eventually
> >destroyed through new practices that will create a new tacit understanding
> >(and not only through new "theory").

not fully agreed (but almost):
paradigm shift (in individuals) sometimes occurs in a few seconds - if
appropriatly triggered (e.g. falling in love :-)


> >2) In what concerns "know how" it is clear that it can be learnt through
> >seeing and repeating/imitating others, though, through practice and
> >directly in a tacit mode, even if later we must reflect on that - teaching
> >or training in skills, as it is convecionally done, is not needed and can be
> >couterproductive, as it doesn't empower participants enough - DOING
> >and after REFLECTING on action is more effective (more about that
> >when I will come to the "Reflective Practitioner").

agreed


> >3) In some cases we may make explicit our tacit knowledge and this may
> >accelerate the learning of others. But even in this case, what is
> >transmitted is not Knowing or even Knowledge - the learner must act, have
> >a practice of, so that he can create is own tacit knowing, that does not
> >come only through theory.
[...]

agreed


> >4. But for me the most important point of the previous assertions is that
> >they allow us to understand that when what is taught or said is in
> >contradiction with the "tacit values and practices" of the
> >teacher/parent/boss, what is learned is the implicit tacit meaning. (An
> >example: a parent that says "we shall not lie" but lies everytime will
> >"teach" their children to lie and cover the lies. This must be related
> >with Bateston concept of "double binding", with the prevalence of Argyris
> >and Schon Model 1, and also with the fact that parents and Churches are
> >unable to teach moral values when themselves don't practice them.
> >In fact the idea of "teaching moral values" is selfcontradicting.
> >"Moral" comes from the latin "mores" and means habitudes that are
> >learn by socialization. And values are always ethical (and not moral)
> >and are gained through reflection on moral habitudes. A parent for
> >instance has no need to teach moral principles - he has to always
> >behave ethically - habitudues and values will be learn tacitly by children.

not agreed! (at least to some aspects :-)

I think it can be dangerous to think that way. Because no human beeing
is able to "always behave ethically". Therefore, anyone who tries to do
so will run aground.

Therefore it is absolutely necessary to behave incongruently for
parents! Because thus they teach their children: It is ok not to be
perfect. (But, of course, their goal should be to minimize their own
ambiguity. So I would say, double binds should be avoided - but one
should'n t take this for absolute.)


> >5. Finally, if changing tacit knowing (old models, values and habitudes)
> >is so difficult,

is it really so difficult?

I think, if the appropriate stimulus shows up, the change happens faster
than one can describe it. If you want to change something, because you
_think_ the new way will do it better - it might appear difficult
indeed. But what if the desired change _is_ (or is tacitly recognized
as) a real improvement to the whole target (org resp. person) ...?

Perhaps one of the reasons why it appears so difficult to induce change
is that in our very developed society it is so difficult to behave
appropriately? And for anybody who has (the feeling to have) achieved a
"good" position it appears rather unlikely to even improve his position
(and therefore he reduces his willingness to change)?

> ... one must question if "training" (in any disciplines or in
> >anything really) has any real value to create the free energy that will
> >allow for old tacit knowing to be "unlearnt" and so replaced by a new
> >tacit knowing? In other words how can we facilitate personal,
> >organisational or social "metanoias"?

By lowering the huge impact and the immens individual risk which is
associated by change. By giving people the possibility "to play with"
their future. To re-allow them to apply fantasy to their own careers/
outcome.

> I need not add that in my opinion the way to organisational metanoia
> is "repeated OSTs" - this also helps (but is not enough) to individual
> and social metanoias. I am still in search of ways for those...

OST gives the spiritual backing for metanoia. What still has to be done
is to bring all the concrete knowledge and skills about.


Blessings,
Nino

--
Nino Novak, Christophstr. 29, 72072 Tuebingen, Tel. 07071-35019
            e-mail: nino.novak at tuebingen.netsurf.de

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