FORMLESS TEACHING


The Formless in Form

First train those with shape to assist with the shapeless.

It is one but two, and it is two but one. The body and forms with shape, must acquire the shapeless Qi, mutually working with and not opposing it.

Many forms and formless methods for learning Qi and internal energies in
Axe Hand; Hsing-i & Internal Strength Workout.

Some Concepts of Water:

  • our bodies are more than 80% water;
  • Holy Water which has symbolism of the human/divine living force, the basic component is blessed salt water or seawater,
  • all animals need salt to survive, and the origin of most of Earth's life comes from the salt-water ocean;
  • most areas of spirit or psychic phenomena are near misty areas;
  • many shamanic practices use a spray to connect, initiate, catalyze or charge a spirit, force or entity;
  • when light's wave-particle theory was being developed and tested by physicists, most of the wave models were water or fluid based;
  • the Tao Te Ching entry on water by Lao Tzu chapter 8,
    The highest good is like water.
    Water gives life to the ten thousand things and does not strive;
    it flows in places men reject and so is like the Tao.

Rich Whitman Private Swim School, I worked with a unique teaching team that included Canadian former competitor, the NMS Butler Junior High School gymnastics teacher-coach, that started training gymnastic Olympian Joyce Tanac, and my mother, who ran some other aquatics programs at Seattle Public Schools, Advanced First Aid Instructor and Water Safety Instructor courses for the Seattle-King County American Red Cross.

Montessori would contract all of their aquatics instruction to us even though their staff had the degrees, and we did not. The Rich Whitman aquatics instructors had specialized aquatics skills, and teaching methods tailored for this fluid environment. Each staff member had a unique teaching method, but that method had commonalities with other Rich Whitman teachers. This commonality was based on shared aquatics values that were lived and taught, so the swimming students could pass from one teacher to the other easily.

Perhaps it is the fluid aspect of teaching aquatics that is the true test for adaptability (the definition of intelligence, or a smart system).

A similar method of team teaching was perfected by others at Shoreline High School’s advanced 11th and 12th grade history classes, with great success. It was found that when self-developed team teaching protocols were followed, the variety added to the student’s learning rate since it was more interesting. Teaching differences were colorful enough to add more relevance; presenting varied perceptions from multiple angles, adding to the overall understanding of students and teachers.
Learning From Animals

Do not think like an animal;
Think like an animal thinks.

Spatial thinking incorporates views from many angles and is not limited by right/wrong dualistic and mutually thinking. Dualistic thinking tends to see one side as completely wrong or right; without being able to take advantage of the strengths and weaknesses of each view. At times: these discrepancies in dualistic seeing point to something much larger at work.

We can learn more by studying what we have in common with animals, than how we are different.

Humans learned to hunt in packs, from wolves, and is detailed in the book; Animals in Translation, by Dr. Temple Grandin.

The Formless in Learning

Most universities teach one what to think, rather than how to think. This mind control has its benefits to a degree, for mass production and modularity. It is however; inadaptable, uncreative, and dependant.

Plane geometry teaches how to thinkwith rules for forming hypothesis, postulates, theories, and the inter-relationship protocols of theories.

The Berkeley man, Albert Ghiorso, who discovered the most advanced physics elements; did not have a degree in physics, he was an Electrical Engineer:
http://en.wikipedia.org/wiki/Albert_Ghiorso

Albert Einstein could not talk until the age of four and did not learn to read until he was nine. His teachers considered him slow, unsociable and a dreamer. He failed the entrance examinations to college and lost three teaching positions only to became a patent clerk.

In the IBM users group SHARE conferences, the vendors and computer customers, as well as the independent computer support; were all learning and contributing in a dynamic, non-hierchial development of service and support. All benefited from their respective backgrounds, and commitment to the group, relative to their contribution, with different versions of products; that on the surface appeared the same.

The uninvolved, and uneducated only saw the tip of the iceberg, so that was their slice of the communal pie.

Most areas of technical innovation, performance and support, were developed and lead by non-degreed techies since the newly developed systems were in Alpha and Beta specialty testing modes, if they were even seen by the commercial sector.

RESEARCH & DEVELOPMENT PROFESSIONAL PROTOCAL

Scholarly Criticism


* Be specific
Claims you want to argue ought to be clearly stated & specific
* Verify your claims...differentiate facts and opinions
Try to find examples. If your claim isn't something you are able to verify, note that it is your opinion only. Where you can verify, state the sources so others can check. * Request logical arguments of yourself
Example: Don’t assume something must be true simply because an 'authority' says so, or because some large number of people believe it to be so.

Sharing

In the IBM users group SHARE conferences, the vendors and computer customers, as well as the independent computer support; were all learning and contributing in a dynamic, non-hierchial development of service and support. All benefited from their respective backgrounds, and commitment to the group, relative to their contribution, with different versions of products; that on the surface appeared the same.

The uninvolved, and uneducated only saw the tip of the iceberg, so that was their slice of the communal pie.

Most areas of technical innovation, performance and support, were developed and lead by non-degreed techies since the newly developed systems were in Alpha and Beta specialty testing modes, if they were even seen by the commercial sector.

Those with the deepest knowledge of computers, systems programmers, write the Assembler Macros for the computer's actual machine code; these Macros are the words that all programming languages use, so in effect are writing a new language. They are the true ' masters that make the rules, for the wise men and the fools' (Bob Dylan).

Escalation

When there is a problem, or potential conflict, you go to the person first, and directly. This is even more important when you have a previously established line of communication such as;
  1. same school
  2. same Internet group
  3. same style
  4. previous history of communicating directly
  5. common friend
  6. common lineage
  7. same company
  8. previous projects.

When this is not done, the actions are underhanded, devious and cowardly; representing a negative hidden agenda. This is unprofessional, non-productive, and unfriendly harassment.

Development

When a new project is started, colleagues are involved:
  1. the basics are discussed, input encouraged, and published papers are given to allies before the public;
  2. all major players are offered a copy at cost, of the first printing or release;
  3. favorably reviews are given by others in the group;
  4. partial sections of new development are made, and given out to the group for working documents and reference.

Teaching Method

Universities are the slowest to change; unless they have a technical orientation, and have funded research and development in a specific area (i.e. MIT). Many will fund the theoretical, but not the development and engineering of a new concept. The economic and production pragmatics are missing for this reason, hence the status of 'ivory towers' being relegated to them.

Chevron usually does not hire technical people without degrees, unless a long time employee works his way up. Chevron's information technology section got a reputation as a way for lower level workers to 'hit easy street', and many that were promoted lost their fervor and ceased to excel. The college graduates that they hired for technical support; were trained and good at writing applications programming; yet useless at technical support and systems programming. Why? The universities did not have any classes in mainframe technical support. The few colleges that had some systems programming, were far behind the development curve of the constantly changing software and systems architecture.

When Chevron needed to merge data centers and convert their catalogs, they had to hire non-degreed techies like me. When the company had a favorite son being groomed for managing the whole operation: he was trained by me and an outside acquired company; Gulf Oil.

Because Chevron's corporate culture stressed conformity and promoted on the basis of corporate popularity: they lost their efficiency, became top-heavy and overly expensive and had to cancel their in-house development and contract it out to EDS. Now the new head of the computer technology was head of the EDS contracted service; as a user.

Small cities and universities many times find it hard to fill all departments with fully qualified staff. At the University of Alaska Southeast, they could attract anyone with working experience in computers. Rather than employing those with a proven track record in the computer field, they would get someone with a totally unrelated degree, and get a instant fly-by-night computer certification course for that person. One such person came from Chevron Geophysical, as a geologist! The person that trained the systems Technical Service Manager would not even be considered, and ended up working for the State of Alaska to keep their retirement system functional past its expired usefulness at 2000. The programs were already contracted to be converted to a mid-range AS400, but the conversion went past its promised implementation date of 1999. When Windows/NT Server was needed by the state the universities selected teacher; could not install it properly and had to be instructed by me, in front of the whole class, while he was teaching it!

Most of the best of systems and operational support think 'out of the box'. They know the computer was better at blockhead style thinking, and would have the overview to fix a problem from multiple angles. The most favorite cartoon at the IBM research centers I have visited and worked at is 'The Far Side'.

The Seattle King County American Red Cross had team teaching in their aquatics and first aid classes of the 1960s-70s pioneering many combined presentation teaching workshops and seminars.

Good Samaritan First Responders brought back the detailed effects of the first aid application and relative efficiency. This constant input and revision of Red Cross instruction and manuals, far exceeded anything AMA Doctor of Medicine, had ever put out. A physician's focus is in the hospital or the office; not the street.

Multi-media increased learning results were empirically tested and verified by those in Developmental Psychology. Piaget was just getting popular. Much of the pioneer development and testing of multi-media training was done in the King County Red Cross during this period. Success rates were so high that this spread to many other forms of training, that were compatible with the presently developed multi-media props.

One size fits all, and assembly line mentalities might have value for producing fixed quantities of mediocrity, but a more focused approach is need for training advanced, adaptable or new technologies. Western universities have long focused on what to think, generating worlds of self-perpetuating lemmings. True learning is not blind parroting, but critical analysis of what is learned. The ancient guild protocols of master and apprentice are best suited for training true skill.

Many forms and formless methods for learning Qi and internal energies in

Axe Hand; Hsing-i & Internal Strength Workout
(click for more info)
CLASSES
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