The Booroobin Sudbury School (firstname.lastname@example.org)
Mon, 8 Jan 2001 17:22:06 +1000
I think its all been said about this example by now. I believe what I said
is valid. As was stated, it was one person taking the initiative for
someone else. The only further thing that could have been done was to read
the book for the other person. In the example, it appeared to be about
taking steps beyond what was necessary, but it was between 2 individuals who
were adults and friends and it wasn't at a SVM School. If it had been at
our School between a Staff and Student, I don't doubt that it would have
been raised and discussed at a Staff Meeting.
The Booroobin Sudbury School
Ph/fax +61 07 5499 9944
----- Original Message -----
From: "Alan Klein" <Alan@klein.net>
Sent: Monday, January 08, 2001 11:17 AM
Subject: Re: DSM: Re: Subtle Coercion?
> I understand and agree with your points, but I don't see that they
> necessarily apply here. The "adult" in this case offered a book and the
> "student" took it and read it. There was no external reward or punishment
> involved and the two were operating as equals. The "adult" wasn't "doing"
> anything for the "student". The "adult" was sharing her own feeling and
> sharing her own interests. The "student" was free to accept or reject the
> ~Alan Klein
> ----- Original Message -----
> > Hi, Derek here from The Booroobin Sudbury School,
> > There is a difference between a statement and a request for assistance.
> > There is also a difference between leading and giving direction on the
> > hand, and responding to a request for assistance. The adult stated:
> > has little interest in reading. The response in a SVM environment would
> > to acknowledge the statement. The person making the statement /
> > wasn't expressing a need for help. On the other hand the other adult
> > thought it was "sad". Doing things for someone else doesn't give the
> > the means to work it out for themselves, and generate self-reliance.
> > other person will come to the conclusion when they see a need to read.
> > > Someone (I forget who) gave this example of an adult-adult
> > >
> > > > > Here's an example: I have an adult friend who recently told me
> > has
> > > > > little interest in reading. I balked at this as I find it quite
> > and
> > > > > offered that she try some children's books which are easier and
> > I
> > > > > frequently read myself. She did not ask me if I knew any good
> > > > > ones or if I
> > > > > knew where she could get one, but I took the initiative and
> > "The
> > > > > Giver" as I'd read it recently and really enjoyed it. She took
> > > > > it and read
> > > > > it and liked it of her own volition. Hers was the freedom to
> > > > > choose to read
> > > > > it or not to read it. It had nothing to do with my not making the
> > > > > suggestion for fear of forcing her into it. That would have been
> > > absurd.
> > > >
> > > Joe responded:
> > > > Well, if by using this as a test case of something that would be
> > > > inappropriate for a staff to say to a student, then you are correct.
> > >
> > > Joe (and others who may agree with him),
> > >
> > > I would like to hear more about your view of this as an inappropriate
> > > staff - student interaction. It sounds perfectly reasonable to me.
> > is
> > > no coercion and the other person brought up the subject. The "staff"
> > person
> > > simply responded with their own take on the situation and with a
> > suggestion.
> > >
> > > ~Alan Klein
> > >
> > >
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