Replying to Glen's < VoxDeis@aol.com > 5/6 note regarding the "Hamlet
Syndrome", he wrote:
" A.K.A. the addiction to theoretical thought patterns
I have been in the role of consultant/teacher/coach/manager for about the
past sixteen years. In that time I have noticed this general pattern that
can be highly detrimental to growth and change within individuals and can
also be a causal variable of lack of growth in groups also.
That pattern I find with myself and with many other people, actually it is
a natural part of being human, is the avoidance of unconsciously
conditioned painful stimuli and situations. As a reaction to those painful
possible events I have sought understanding and knowledge regarding them.
Sometimes that seeking of information and models was impart a process of
avoiding dealing with the situations at hand -- enough knowledge was known
to proceed but action was not taken. An over seeking pattern was often the
case. "
Glen, your contribution was a "stopper", i.e. an eloquent statement of a
concern that most of us have - "how much is enough?".
You also said:
"I see a similar pattern in this area of Learning Organizations. This is
not a criticism but an observation to help guide and Focus people into
action as I do as a weight management coach."
Is this not the Digestive Learning dilemma? How do we take our theories in
a timely manner to practice? How do we "manage" these processes, if we
can?
I think it would be quite interesting for the List to relate Glen's
observation and the discussions on Digestive and Emergent Learning. I
don't know how much this dialogue is affected by our "avoidance of
unconsciously conditioned painful stimuli and situations" or the result of
our own natural and necessary learning process; but Glen, you sure tickled
my tacit imagination...
Best Regards,
Terry Priebe
Decision Support Associates, Inc.
mailto:insight@de-sa.com
http://www.de-sa.com
--"Terry Priebe" <insight@de-sa.com>
Learning-org -- Hosted by Rick Karash <rkarash@karash.com> Public Dialog on Learning Organizations -- <http://www.learning-org.com>