Dear listlearners,
In the very deep and instructive contribution of At de Lange (LO18750),
the important role of a catalyst in the chemical world has been explained
in the transfer of A to B. A comparison has been made with the learning
organisation where information is transferred.
I have skipped most of AT's contribution, but saved the following passage:
On Wed, 29 Jul 1998, Mnr AM de Lange wrote:
> The more complex A and B becomes, the less the number of effective
> collisions when compared to the number of ineffective collsions. To
> promote the number of effective collisions, nature makes use of
> catalysts such as some vitamins, hormones and ensymes. The catalyst
> grab one of the molecules firmly , say A, and to force its reactive
> centre into a more prominent position. Thus it becomes easier for B
> to hit A just where it hurts most. The more complex A become, typical
> of biological compounds, the more complex the catalyst must also
> become, precisely matching the geometry of A in an asymmetrical
> image (key and lock match).
>
> Is there something sinful to vitamins, hormones and ensymes? No,
> they are needed to increase the ratio of effective to ineffective
> collisions -- to decrease the ratio of failures. The catalysts are a
> metaphor for how parents, teachers and managers should function. They
> should grab the subject, expose its reactive centres more prominently
> so that the learner has a better opportunity to make effective
> contact. What they never must do, is to grab the learner and expose
> the reactive (vulnerable) centres of the learner.
At has explained that an effective contact of X with Z can be favored by
catalyst Y. It is the "umlomo" in the X*Y*Z relationship.
In a learening situation, X is the information that is transferred by
means of a teacher (Y, umlomo, catalyst) (in)to Z (the learner).
Effective learning conditions require therefore a catalyst or teacher with
special characteristics. Not only that the teacher (Y) should precisely
match the information to be transferred (X), he must also be able te
release the information at the right time, in the right quatity with the
right speed.
But At, can you please explain to us the characteristics between Y
(catalyst, teacher) and Z (receiver, pupil, learner) in conditions of an
optimum number of effective 'collisions'.
Asymmetry must play an important role also on this side of the reaction
chain. It is well known that the learner is more readily to accept
information from a stranger, or trainer from outside the organisation than
if the catalyst is a close friend or colleague.
Why do I have more trouble to transform my ideas (in)to my colleagues than
if an external invited trainer who transfer simmilar ideas? How can I
change myself in such a way that enough asymmetry is reached in relation
with my fellow workers? Or in a more domestic scene, how can parents and
their children become effective catalysts and receivers.
In other words, I miss an important part in your paragraph 'Fruitfulness
as effective contact'. The relation: teacher-learner deserves more
attention. There seems to be something more than only 'expose its
[information/X] reactive centres more prominently so that the learner has
a better opportunity to make effective contact'.
dr. Leo D. Minnigh
minnigh@library.tudelft.nl
Library Technical University Delft
PO BOX 98, 2600 MG Delft, The Netherlands
Tel.: 31 15 2782226
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Let your thoughts meander towards a sea of ideas.
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--Leo Minnigh <L.D.Minnigh@library.tudelft.nl>
Learning-org -- Hosted by Rick Karash <rkarash@karash.com> Public Dialog on Learning Organizations -- <http://www.learning-org.com>