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<div class="MsoNormal"><b>E1T2</b></div>
<div class="MsoNormal"><b> </b></div>
<div class="MsoNormal">In the Philippines, we threw around acronyms. "US" (You Ess) instead of the United
States was common; "YM/WCA" was never The Young Men's/Women's
Christian Association. It was simply the
"Y"!</div>
<div class="MsoNormal"> </div>
<div class="MsoNormal">PK was "Pastor's kid" to those of us who grew up
in a parsonage, until I heard one in China litter his discourse with
"pk". He was unable to explain
it fully on inquiry. It turned out it
meant like "vs", the "point kick" when football teams
settle a tie!</div>
<div class="MsoNormal"> </div>
<div class="MsoNormal">So I coined E1T2 for "Each One Teach Two", a
slogan in my Oral English classes that I coined from Rutgers University literacy
teacher Lucille Chagnon's book, <i>Each of
you, Teach Two. </i>She improves on Frank
Laubach's "each one teach one" literacy method. (Google TeachTwo for a methods' conversation.)</div>
<div class="MsoNormal"> </div>
<div class="MsoNormal">Most of my generation remembers C-3PO (See-three-Pee-Oh), a
droid programmed for etiquette and protocol in the movie series <i>Star Wars</i> built by the character Jedi
Anakin Skywalker to accompany astromech R2-D2. Today, G3 smartphones are in everyone's hand.</div>
<div class="MsoNormal"> </div>
<div class="MsoNormal">Droids and androids are no longer foreign to many of us,
Droid being a font in the smartphone OS (operating system) Android that Samsung
uses to compete with the iPhone. I am a
dinosaur among the techy crowd, having forsaken TV and the phone in Saipan
where their use was irrelevant, and a nuisance.
With technology replacing human physiology, however, we can't afford to
discard knowledge of how humans "naturally" behave as many of our
functions are increasingly getting automated.</div>
<div class="MsoNormal"> </div>
<div class="MsoNormal">I am an oldie. I
still remember Harrison Ford's swagger, Mark Hamill's live juvenile innocence, with
Carrie Fisher tugging at our testosterone in the first <i>Star Wars</i>, but I did not come out a Sci-Fi groupie. The artform, however, was appropriated by
over zealous religious nuts to promote their favored metaphysical themes. We went into time travel, back to the future,
or are constantly time travelling!</div>
<div class="MsoNormal"> </div>
<div class="MsoNormal">The term E1T2 is handy but only for ease of memory rather
than adding to the long list of shortened long names and phrases. I've written enough of the methodology behind
<i>TeachTwo,</i> Imaginal Education and
Training to say that nothing is esoteric about it. </div>
<div class="MsoNormal"> </div>
<div class="MsoNormal">It follows the standard grasp of the way humans learn and
express in words and numbers ideas and thoughts, often not naturally followed in
our haste to arrive and promote "meaningful" cultural way of
"knowing". Pedagogy tends to short-circuit
the process by hurrying to the cognitive level (significance) without bothering
to clarify indicative and subjunctive levels.
It stops at meaning (ah, but the cognition is ever rich and alluring) without
pushing for the "so what?" that invites imperative action.</div>
<div class="MsoNormal"> </div>
<div class="MsoNormal">OK. I lost you
there. Briefly, our brains iteratively start
at sense experience (see, hear, smell, taste, touch), to emotional response
(feelings), then intellectual ideas (thoughts and categories) resulting in
behavioral pattern (acts and deeds). The
English language labels moods in the indicative, subjunctive, and
imperative. I include cognitive as a
third one before the imperative, to differentiate emotion and intellect. Others use ORID: the objective, the reflective,
the interpretive and the decisional.
These four main categories are basic and indisputable though one
understands that they are about one thing regardless of their iteration in
their expression, e.g. one can begin with the emotive but insures that the
experience is clear so that meaning and subsequent deeds are understood.</div>
<div class="MsoNormal"> </div>
<div class="MsoNormal">We all share in the academic bias of listening to an expert
"who knows more than we do", and we in turn act the same to
others. Expertise is measured by onionskins,
selfhood on the thickness of wallet, but the truth that journeys our existence
is determined by awake individual and not by passing standard tests. In fact, my pedagogical circle does not codify
wisdom encrusted in time-honored categories but rather teach others to teach themselves,
effectively and efficiently together.</div>
<div class="MsoNormal"> </div>
<div class="MsoNormal">That's the gift of Chagnon and E1T2. The method teaches a pair or trio to be
self-taught by knowing how one learns, getting one to be aware of it, and have
the confidence to employ it. "Self-consciousness"
and the skill of "consciousness of consciousness" are the fancy names
but we will stick with "learning how to learn" and "knowing what
we know".</div>
<div class="MsoNormal"> </div>
<div class="MsoNormal">For two hours on Monday and Thursday evenings, I converse
with those who wish to finesse their oral English around the Ocean View room of
the Bass Bar in my neighborhood. Our
talk is heavy on "listen and repeat".
I ask them to mimic an English song they like and get them to echo the
singer's pronunciation and not worry about meaning. We ground them at the five-sense experience
level. </div>
<div class="MsoNormal"> </div>
<div class="MsoNormal">I meet administrative personnel at the "One
Capitol" Hui Land Corporation (owned by Jardine of Hong Kong so staff
welcomes English tutorials) on Saturday afternoons to do the same.</div>
<div class="MsoNormal"> </div>
<div class="MsoNormal">I dream methods and enjoin others in the dreaming. Achievement is in the actual doing. E1T2 is easy. Try it, you'll like it.</div>
<br>
<div><i>j'aime la vie</i><br>
<div><i>yesterday, appreciate; tomorrow, anticipate; today. participate. In all, celebrate!</i></div>
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