Well, it is a natural process. Yes Jan, we always are left with a decision, but when D is left of it is easy to ignore making a self-conscious one. Since Steve Harrington referred to me, my comment was really was an observation of a situation I was watching in Chicago. I was aware how easy it was to “Discard” as a response to something that had meaning. I knew at the time that seeing this situation was a “message” to me and my response (not necessarily acting right there on it) had to be taken into my interior. That is what I meant that people love to talk about problems, but never see they have some internal response that needs to be authentic. Jack
On Aug 31, 2015, at 5:19 PM, Randy Williams via Dialogue <dialogue@lists.wedgeblade.net> wrote:
In Catholic social teaching they have a 3-step process--see, decide, act. Albert Outler, my professor of church history at Perkins had his version--what, so what, and now what. All obviously are strikingly similar enough to ORID that one may be led to think there may be some substance there! 😳 Randy
Sent from my iPad
On Aug 31, 2015, at 5:06 PM, via Dialogue <dialogue@lists.wedgeblade.net <mailto:dialogue@lists.wedgeblade.net>> wrote:
I don't know what it means that the Decisional step in ORID has disappeared. We are left with a decision if we reflect on and interpret the objective events of our lives and times. Is it that, in instructional or facilitating situations we don't push participants for a decision?
My bilingual education mentor was Alma Flor Ada. She'd fled Castro's Cuba to live in Chile for a time. Her mentor was Paulo Freire, who had fled Brazil to live in Chile. She invited me to a seminar with him when she taught at Univ. of San Francisco in the 80's. What a privilege!
The method she taught and used in her textbooks was very similar to ORID. She called the last step "Creative" rather than "Decisional". I like it. Whether Decision or Creativity, we're stuck with that last step.
Blessings, Jann
-----Original Message----- From: steve har via Dialogue <dialogue@lists.wedgeblade.net <mailto:dialogue@lists.wedgeblade.net>> To: W. J. <synergi@yahoo.com <mailto:synergi@yahoo.com>> Cc: oe <oe@lists.wedgeblade.net <mailto:oe@lists.wedgeblade.net>>; dialogue <dialogue@lists.wedgeblade.net <mailto:dialogue@lists.wedgeblade.net>> Sent: Mon, Aug 31, 2015 11:02 am Subject: Re: [Dialogue] [Oe List ...] Breakfast News Conversations...
Jack Gilles quoted earlier this tread said that the "D" in ORID has disappeared.
"D" might just as well stand for disaster or maybe a "dumpster" for the seemingly un-ending list of issues, crisis's and interpretations in this world. Do you know where your "D's" are?
It seems like the " I's" - the interpretations - are trying to say into existence some stance with which to engage.
--- In the Imaginal Education course stance was called "attitude"
Attitude was about having place to stand -"to be" in the world", to be a self with a past history and future to decide as a free human being. See this photo image: https://goo <https://goo/>. gl/photos/sD8E79aA4D7K584R6.
Bill Salmon and I had some fun trying to write a little about those old board images and try to bring them to life in the 21st Century. He's a pretty good writer, by the way -short and straight.
Attitude was an essential part of actually having a place to stand in the -then education crisis of the times - and still have something to have some vitality to offer any learner 5th City Preschool student, or a Training Inc student...RS1 CS1 LENS, it didn't seem to matter.
David Scott describes in an Archives oral history interview the same basic sense of things.
He and his wife and the Fishels as new members of the Order met in a PSU and developed the Summer 65 for 50 young college students, pastors, and metro cadres. It was right after he and others left the Selma march and Martin Luther King...to drive to the West Side of Chicago.
What was this stance or attitude stuff about? One sense of having a stance or attitude was you were actually "being in the game" of your own free will, not being "in the stands" spectating, opining, booing and cheering the play in someone Else's game.
-- On a more personal note, now being in the game, being in Phase 4 and being not far from the end of my own game is different now.
When I play, more often it is something like hide and seek with my young grand-daughter, Indi, she always wants to be in the play of the game. She is not interested in watching and spectating.
Indi doesn't even want to keep score...she just wants a chance to play full-out and whole hearted. She is clever at finding! She knows how to help people find a place in the game...says, you go hide Grandpa, so I do!
I'm the one learning to be in this game, she is the teacher, she keeps the play of the game. It is serious fun and new and altogether.
Once in a while I bounce her on my knee and tell her stories of people hiding, then seeking then finding their way from my world. And I show her her iPad like this one of a friend of teachers and children learning new things: https://goo <https://goo/>. gl/photos/9qTepcXCFs9FDzUx6. A friend that she knows goes there to help once in a while.
--- Soon we're going to launch " Imaginal Inquiry" -a place to introduce people to Imaginal Educational materials available from the Archives Online. You can see the Twitter site here: https://twitter.com/ <https://twitter.com/> 50newqs and follow if you like.
Steve
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