While, of course, accidentally reaping the payoff from such exploration.
1) military "Never tell people how to do things. [Tempt] them [with something worth achieving] and they will surprise you with their [collective] ingenuity." George S. Patton
(This highlights the issue of LETTING everyone orient - in their own way - to some desired outcome broad enough to encompass everyone's goals.
Let's be pragmatic. Most people rarely need to know all the details of their own context, let alone much about everyone else's local milestone goals. Instead, we only need to know whether or not any action gets the group closer to the group goal - i.e., the desired outcome - which is a Big Tent big enough to encompass everyone's local goals. Sharing one desired, group outcome is exactly what greatly simplifies local selection tasks.)
2) software programming "For every intractable problem .. there is a solution, and that solution will involve yet another level of indirection."
(That's also a pretty good re-statement of the theory of evolution! And of Patton's message too.
Example, when the front door is blocked, it may be faster to go around & use the side or back doors, or windows. Duh! So WHERE ARE THE PATHS TO CURRENTLY UNKNOWN SIDE & BACK DOORS? Just let people find them. Pronto! And then openly welcome whatever they find, no matter how unexpected. What's your greater interest, personally being right, or seeing national success?)
3) "All people learn best via unbiased experience with the context they must master, BEFORE ever prejudicing their perspective with prior instructions or information."
(Both premises 1 and 2, above, are subsumed in the original premise of early education, by Friedrich Frobel, the founder of Kindergarten. This is now known as OBT&E - or Outcomes-Based Education & Training.)
"Friedrich Fröbel's great insight was to recognize the importance of [operational] activity .. in [any sort of] learning."
That is, when you're trying new stuff, it never matters what "should" or "shouldn't" work, only what's openly observed to work. So avoid the talk, and just trick groups into innocently practicing something worth "doing". Then, as Patton advised, discuss any key details later, if at all. That general approach gets people past all ideology, indirectly. Generally, it is an admirably useful approach, but one used most often by rebel Majors & Colonels! :)
For those of you working in any particular discipline, if you can design some Workshop Exercises to trick [YOUR INDUSTRY] folks into thinking outside their prior-presumption-boxes without actually discussing fiat currency operations, then you'll have added a missing recruitment process to the MMT task - operationally-effective recruitment diversity. Plus, you'll have gained experience designing "Cognitive Illusions" that lead people by the nose, to the dissonance between their locally-unique, ideological-prejudice-traps and their ongoing Operational-Reality. That kind of practical experience is worth it's weight in ... well, something more valuable than gold! :)
Note: Much later, Frobel's outcomes-based, or immersion-training approach to all training eventually led to the awe-inspiring Prussian-Officer-Training-System (1809-1933; finally disbanded by the Nazis) & also to our necessarily recurring revolutions in Mil-Officer training.
"The fundamental principles of education, instruction and teaching, should be passive and protective, not directive and interfering." Friedrich Frobel
[Whoa! A century later, Gen. Patton paraphrased a Kindergarten teacher nearly exactly!]
Sadly, the operational Kindergarten/Prussian educational approach never quite made it out of Kindergarten & Mil-Officer training, and into general Policy and Civics. :( And it's effectively banned from Religion and all Economics!
While operations-based analysis is paramount in Warren Mosler's work, MMT is not economics. Rather, it is pragmatic operations, which COULD be applied to fiscal and monetary policy, if there were even a few more pragmatic people left in the USA.
3) "All people learn best via unbiased experience with the context they must master, BEFORE ever prejudicing their perspective with prior instructions or information."
(Both premises 1 and 2, above, are subsumed in the original premise of early education, by Friedrich Frobel, the founder of Kindergarten. This is now known as OBT&E - or Outcomes-Based Education & Training.)
"Friedrich Fröbel's great insight was to recognize the importance of [operational] activity .. in [any sort of] learning."
That is, when you're trying new stuff, it never matters what "should" or "shouldn't" work, only what's openly observed to work. So avoid the talk, and just trick groups into innocently practicing something worth "doing". Then, as Patton advised, discuss any key details later, if at all. That general approach gets people past all ideology, indirectly. Generally, it is an admirably useful approach, but one used most often by rebel Majors & Colonels! :)
For those of you working in any particular discipline, if you can design some Workshop Exercises to trick [YOUR INDUSTRY] folks into thinking outside their prior-presumption-boxes without actually discussing fiat currency operations, then you'll have added a missing recruitment process to the MMT task - operationally-effective recruitment diversity. Plus, you'll have gained experience designing "Cognitive Illusions" that lead people by the nose, to the dissonance between their locally-unique, ideological-prejudice-traps and their ongoing Operational-Reality. That kind of practical experience is worth it's weight in ... well, something more valuable than gold! :)
Note: Much later, Frobel's outcomes-based, or immersion-training approach to all training eventually led to the awe-inspiring Prussian-Officer-Training-System (1809-1933; finally disbanded by the Nazis) & also to our necessarily recurring revolutions in Mil-Officer training.
"The fundamental principles of education, instruction and teaching, should be passive and protective, not directive and interfering." Friedrich Frobel
[Whoa! A century later, Gen. Patton paraphrased a Kindergarten teacher nearly exactly!]
Sadly, the operational Kindergarten/Prussian educational approach never quite made it out of Kindergarten & Mil-Officer training, and into general Policy and Civics. :( And it's effectively banned from Religion and all Economics!
While operations-based analysis is paramount in Warren Mosler's work, MMT is not economics. Rather, it is pragmatic operations, which COULD be applied to fiscal and monetary policy, if there were even a few more pragmatic people left in the USA.
1 comment:
happy anniversary didi and jiju
anniversary wishes for di and jiju
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