Regeneration Settlement 2
THE RESOURCE CENTRE is the second settlement in REGENERATION. In this settlement we ask you to acknowledge and accept the resources that you already possess and which you have available to you on a daily basis. You really are the custodian of a remarkable resource centre. So, before you go looking for resources elsewhere, you might like to consider some of the resources you already have available to you and how you might use them effectively. Of course the resource centre of each individual will contain some specialist resources; which aren’t available to us all and therefore we have chosen in this settlement to just focus our attention on 3 generic ingredients: your personal relationships, your abilities and your learning ladder.
‘Your personal relationships’ is the 4th ingredient we need to consume for our REGENERATION and it is the first ingredient of the Resource Centre. If you would like to truly relate to this ingredient, we ask you to consider some of your most personal relationships; the ones inside your head. These relationships are effectively the agreements you make with yourself about how you will relate to the rest of society. However, the words ‘Personal relationships’ have many connotations, so to focus your attention and open your mind I am going to ask you to consider any environment of your choosing, but only one, in which you work, operate or have fun. As you focus your thoughts on your selected environment I would like you to consider how you behave in it. What is propelling or motivating you to behave in such a way? You can ask yourself questions like, ‘who makes the rules in this relationship? Or, ‘is there a boss in this relationship’? Once you have determined how power and decision making is apportioned, you might also like to broaden your field of view and consider some of the personal benefits available to you.
Why am I in this relationship? What do I hope to gain from this relationship? You can also choose to ask yourself about growth opportunities. What do I have to do to maintain the status quo? Can I improve this relationship? Is there potential for growth in this relationship? Of course all relationships require us to make some form of investment. So, ask yourself, am I prepared to do what is necessary to improve this relationship? How emotionally satisfying is this relationship? Does this relationship have an expiry date and what factors might threaten the strength of this relationship…? There are many, many more questions you can ask yourself here. So, please do. And yet, you have already considered the majority of these questions and answered them. Your answers involve the personal agreements you have already made with yourself and others in your chosen environment e.g. in a domestic environment I wash the car, you wash the dishes; in a professional environment, you pay me £$€¥CHF for my time, expertise…
Recording the contents of your agreements will help you later on; in the away environment, especially if they have changed since you first made them. When elements of any agreement change you must keep pace with them and achieve mutual consent between all parties, if not, your mind will become restless, as incessant internal dialogue commences; which affects your general wellbeing.
FLAVOUR SAVER: The health of your personal relationships is dependent on your personal agreements. Good and healthy personal relationships can be more easily achieved when your personal agreements are constant and agreed i.e. you know who or what will be doing what for what! Alas, the environments in which we live are constantly evolving. Time and circumstances move on and we can often inadvertently find ourselves in different positions of social or professional status; where our attitudes and behaviours need to change. For example, the student at some time must leave education. The child will become an adult. The adult is more likely than not to become a spouse… However, we sometimes forget to review our personal agreements as circumstances move on and this can lead to serious and potentially unwelcome consequences. So, the student who graduated from education must suddenly become more proactive and find an alternative information source or... The child who became an adult would be expected to generate their own lifestyle choice income or... The adult who became a spouse must now consider sharing responsibilities within the partnership or… The spouse who became a parent must swiftly become a provider or…You might have noticed already the relationship between your behaviour and your agreements. If either of them changes so must the other one or... In the away environment we will not only be looking more deeply into these relationships, we will show you also, how just one set of interrelated topics can affect your life on a daily basis. More importantly, this set of interrelated relationships will prove to be a welcome resource for your personal development and wellbeing.
TAKE AWAY INGREDIENT 4: The agreements you make inside your head are shaping your life and ultimately your wellbeing. As they change, so must you.
‘Your abilities’ is the 5th ingredient we need to consume for our REGENERATION and the second ingredient in the Resource Centre. To find out if you are able to absorb this ingredient, we ask you to consider your abilities. More importantly, we would like you to consider who or what you allowed to evaluate and determine your ability.
Making a list of the things that you currently believe to be true about your abilities is a great starting point. You might like to give your list a few column headings; such as able, unable and decision involvement. Decision involvement could have sub-headings like: Self, other and shared. Next to each entry you make in the list you might choose to contemplate your involvement in the evaluation process of your ability, and record it. Were you the sole appraiser? Did somebody else carry out the appraisal on you? Did you make an appraisal and then feel you had to accept somebody else’s appraisal of your ability…? At this stage of the process you might be only thinking in terms of skillset, which is understandable. However, why not consider your abilities through a much wider lens. This might have a bearing on how you perceive your abilities. So, ask yourself a question and then let it permeate into any associated connections.
The following example is focused on a struggling artist. So, cut and paste where necessary; so that you can listen to your own concerns. e.g. Am I an able artist? Who evaluated my ability? How was my ability measured? These questions are skillset oriented. The wider question might expand to, ‘do I assess my artistic ability on sales figures? Is my lack of marketing ability influencing my perception of my artistic ability? Other factors might also be clouding your perception of your ability. So, ask more personal questions, ‘Am I drawing for myself? Are my drawings the sort of drawings people like to purchase…? There are many questions you can ask yourself right now. So, please do, and remember you have many abilities to scrutinise. However, it is easy for you to deviate from the rules of the game here. So, try and remain focused on the one topic you chose for REGENERATION at the beginning of the game. You can always play the game again later; when you pick another topic for REGENERATION.
FLAVOUR SAVER: Our abilities are subjected to both our own scrutiny and the scrutiny of others. In some places our abilities fit in well and in other places they don’t. These types of judgement are based on personal preference, both our own and those of others. For a selection of people, Randy Travis is the greatest singer, songwriter and guitarist the world has ever seen. Some people will have never heard of him. Other people will champion ‘Jimi’ Hendrix as the greatest singer, songwriter and guitarist the world has ever seen… Some people will have never heard of him either. For yet more people, Ed Sheeran might be categorised as the current champion… The choice each voter makes in response to the question, who is the best singer songwriter and guitarist in the world is subjective. Each voter’s response will be based on a collection of factors including personal preference, ‘reality’ filter sensitivity, music genre, age… Ability or professional competence in the workplace is judged in the same way. One professional might be held in high esteem by one boss and disregarded by another boss. Being able to make a ‘good’ cup of tea has little to do with one’s ability to make tea and more to do with utility and preference. So, how do you now measure ability, do you scale it against competence or compatibility? In the away environment we will focus on and identify the greatest ability of all and how we can use it. It’s an ability you already possess.
TAKE AWAY INGREDIENT 5: Developing our ability or competence to achieve something is less challenging than developing something that is wholly compatible with society. You really are able!
‘Your learning ladder’ is the 6th ingredient we need to consume for our REGENERATION and the third ingredient in the Resource Centre. If you would like to climb all over this ingredient, then we would like you to consider how many times you have climbed the learning ladder in your life. So, why not bring to mind 7 things that you have learned in your life and write them down. Pick any 4 things that might be classified as generic learning and 3 things that are in your opinion more specialized. So, a generic learning topic might include something like, learning to walk or learning to swim. Specialist learning topics might include things like bell ringing, learning to ski or how to play the card game Rummy... Once you have written them down, we would like you to make a few additional entries to your list. These entries should highlight any topics that you wanted to learn, but for some reason or other didn’t, because you failed to: either step onto the bottom rung of the learning ladder or reach the top rung of it. Finding and recalling some of these topics will be more challenging for you because of your inherent defence mechanisms, as we often choose to hide our shortcomings; even from ourselves.
However, failing to find these things will only act as a barrier to your progress. Remember this game is about your personal development, so honesty with yourself is vital to your progress. You might also like to consider the reason for your defeat. Asking yourself personal questions will help you find the answer. ‘Did I fail to step on the bottom rung of the learning ladder because of what somebody else said about…’? ‘Did I see something that put me off starting or taking part in something’? ‘Did I feel unable to physically complete a challenge’? Those types of comment are just highlighting our fear of an uncertain outcome; the unknown. However, further questioning of oneself might focus our minds to apportion responsibility. ‘Did I fail because I lacked the mental capacity to succeed or because the coach, instructor or teacher couldn’t impart their knowledge to me’? ‘Did they reiterate or demonstrate the same detail in the same way again and again and again, when I hadn’t understood it on the first pass; clearly assuming I was either deaf, blind or both’? ‘Did the behaviour of the learning provider cause me to feel withdrawn and segregated from the learning experience’? Perhaps you might like to also consider your own behaviour in the learning environment with questions like: ‘am I open to new and fresh information’? Am I a well-behaved and disciplined student or a disruptive and challenging one’? ‘Which type of learning suits my needs best, rote, applied, accelerated or generative learning’? Recalling and recording your answers to these questions at this stage of the process is a great way to acknowledge and accept some of the factors involved in your learning experience. Such information will help you greatly in the away environment.
FLAVOUR SAVER: If you consider some of your answers to the questions above, you will be able to test the ideology of the learning ladder; which follows. When you were younger you probably sat beside the driver of a vehicle and thought – I can do that, I can drive a car. That’s the sort of statement you might make on the first rung of the learning ladder, where you think something is easily achieved without much undue effort on your behalf. You have no sense of your skillset or of the skillsets required for the task at hand. You are effectively unconscious of your incompetence; which is step 1 on the learning ladder. Fortunately, many of us aren’t aware of our incompetence at this point on the learning ladder, so we naively proceed onwards and upwards; buoyed only by our enthusiasm. The day finally arrives when you get to sit in the driving seat and a fresh sense of reality sets in. You suddenly realise that you don’t know how to drive a car. You can see the foot pedals, the gear stick and the steering wheel and perhaps you have a limited knowledge of how they relate to each other, but you can’t just drive off down the High Street. You know there’s a handbrake, but you can’t locate it and you have no idea how hard you should stand on any one of those foot pedals beneath your feet, which you can’t see when you are looking out through the window. We’ve all been there! This is just you arriving on the second rung of the learning ladder; where you suddenly become conscious of your incompetence. You now know you don’t know how to drive. More importantly you realise you need some form of guidance to proceed and you head back to the resource centre to gain more resources. You hear about the ‘GO TO’ driving instructor and decide to book some driving lessons. You learn each process of driving; one step at a time. You have to think about what you are doing to be competent. You might say to yourself ‘mirror, signal, mirror, manoeuvre’ to help you through the process of changing direction. This is step 3 of the learning ladder; where you have to be conscious of your actions to be competent. Eventually, you take your test. The test requires you to have both one foot on step 3 of the learning ladder and one foot on step 4.
Step 4 of the learning ladder highlights your competent actions; which don’t require your conscious thoughts. Changing gear during the test might be one such action; where changing gear does not involve any form of internal dialogue; you just do it. This is stage 4 of the learning ladder; where you carry out competent actions without conscious thought. But the emergency stop procedure during the driving test will possibly require you to drop back onto step 3 of the learning ladder.
TAKE AWAY INGREDIENT 6: Knowing where and when you like to rest on the learning ladder is valuable information. Resting provides you with an opportunity to identify and overcome barriers to learning, which is more preferable than not getting onto or falling off the ladder because you are just too tired or frustrated.