--- Forwarding Tobin Quereau's msg ---
Date: Sun, 28 May 1995 11:09:04 -0500 (CDT)
From: Tobin Quereau <quereau@austin.cc.tx.us>
Subject: Re: Resistance to change LO1332
To: Michael McMaster <Michael@kbddean.demon.co.uk>
Thanks for the clarification, Michael, I appreciate the distinction you
added to my somewhat off-the-cuff remark. Your comments read as though
they were sent to the list as opposed to only me. I hope so--since I think
they are well worth the exposure--but the address block I got didn't
include the learning-org list as receiving a copy. If the rest of the list
didn't get this last post, I would encourage you to send it out for
everyone's benefit. Since I'm not sure if others saw your reply to me, I'm
sending this response to you directly. If you think it is useful feel free
to forward it on to the list along with (or as a follow-up to) yours.
An excellent example of what I might call "mental models" at work is
demonstrated in a short--and inexpensive--video tape titled "Private
Universe" (or something like that) from the CPB Annenberg Foundation here
in the states. It shows how the "mental model" of students interfers with
their ability to take in new and contradictory information. The
researchers in the video asked students--some from high school and some
from college--to describe what causes the cycle of seasons and what causes
the phases of the moon to take place. Then, when it became obvious that
their "internal model" was in some way flawed, the researchers provided
them with "correct" descriptions of the phenomena and followed up with
having them say what their understanding was after the "training" took
place. In the examples they showed, the students--who were very bright by
academic standards--went back to their original models for the explanation
again, having failed to make the "proper" modifications to account for the
new information.
The value of the video to me is that it shows in very short order how
powerful and pervasive our internal models are _and_ how often those of us
in "education" fail to modify our own model of what learning is about even
with clear evidence that we are not being successful in what we are
attempting to do. Until we can get to the unique underlying model that a
person employs (and that includes _us_) and raise it to awareness and
reflection, we are unlikely to produce more than superficial and
tranistory reactions at best.
Since I do some counseling as well as teaching, I find that process
essential to and at the heart of personal growth and change in that sphere
of interaction as well. Our "internal models" may be essential to
understanding and functioning in this "booming, buzzing, confusion" we
call life, but they also can be the biggest barrier to continuous learning
and the expansion of "knowledge".
Perhaps this is related to what Lao Tsu was initmating when he wrote in
the Tao te Ching (according to my recollection of the translation I enjoy
reading...)
"On the path of learning, every day something more is gained.
On the path of the Tao, every day something is let go."
Your comments usually take some "soak time" to reach full impact for me,
but that is what I am "on the list" to find. Thanks for your considerable
investment in the learning process for all of us.
-- Tobin quereau@austin.cc.tx.us