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At 06:13 PM 2/8/2008, William Monroe wrote:<br>
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<font face="Bookman Old Style, Bookman" size=4>Israel,<br>
</font> <br>
<font face="Bookman Old Style, Bookman" size=4>I just have to chime in
here. Comments
interspersed</font><font face="Bookman Old Style, Bookman" size=2>.<br>
</font> <br>
<br>
<font face="Bookman Old Style, Bookman" size=2>> <br>
> Actually, David, wrong on all counts. No handouts, no sheets, no
<br>
> lists in my classes. They learn by doing - you get an action model
<br>
> and you learn how to regulate by regulating. I give them a short
<br>
> verbal introduction What typically happens is that I explain
to them <br>
> the various stages - and most everyone (except for the rawest <br>
> beginners - the class is not aimed at them) can right away
tell me <br>
> themselves what functions are dealt with in each stage. It's just
<br>
> logic - don't need a list. <br>
</font> <br>
<font face="Bookman Old Style, Bookman" size=4>If it is "just
logic," I fail to see how an outline or "list" can be an
impediment for all but those same "rawest
beginners."</font></blockquote><br>
Often it is. One of the more effective learning processes is
"discovery". Following a list often channels one's mind into
just doing things by rote without thinking it through. I've had people
thank me for making them work without a list - because the other
way they just weren't getting it, they were just following things
step by step and not getting much out of it. But "discovering"
something on their own (perhaps with some prompting) somehow "turns
on the light". Like some people posted here before - there are
different ways to learn. What works for one, doesn't work for the other.
<br><br>
I am not going to bother to go through the rest of your message point by
point - because much of what you say is true - sometimes. And sometimes
it doesn't quite work out that way. And there is no point arguing about
it - because all we are talking about is just alternative perspectives
which may or may not be useful for different people. <br><br>
I was asked about what I felt was a better conceptual system - and so I
shared it. It happens to work quite well with people who have not done
well with the type of conceptualization embodied in the Yamaha 37 steps
(with which I am quite familiar - and yes I have been to LaRoy's
classes). I have never denied its value - I just feel that some
people do not get all that is being taught for reasons that I have stated
and I have devised a way to make explicit what is implicit in the Yamaha
system. And - guess what - some people have used it to become skilled and
competent technicians. So whoever said that "whoever can't figure
out what the Yamaha way really means probably is never going to be a
skilled technician" (or something to that effect - I am not going to
dig through all these digests again to find it) is all wet. Sometimes a
change of perspective can do wonders to someone's understanding.<br><br>
So all you Yamaha-37 fans - if it works, use it. And if it doesn't work
for someone - there are other ways. <br><br>
Israel Stein <br><br>
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