block diagrams - now on the website

from Stefan Balke (01.03.16)

Bill Powers (2001.03.16.0622 MST)

I couldn't read the attachment in your earlier text


I used gif-formated attachments with my MS Outlook Express PC programm. If
you give me a fax number, I send it that way.

I put it on my website under:

Best regards, Stefan

[From Bill Powers (2001.03.16.1634 MST)]

Stefan Balke (01.03.16);

I put it on my website

Fine, I was able to download both figures. Thanks.

The second diagram seems more correct. The teacher perceives both the
teacher's action and the student's action, and from this combination can
judge how the student is acting in relation to the teacher's behavior. The
student also perceives own actions and teacher's actions and can thus
control that relation.

The perceptual function involved takes information about "my" behavior and
"other" behavior, and represents some aspect of the relationship as a
perceptual signal. So the teacher would, perhaps, perceive the student as
appreciating being asked questions instead of being given orders, which
would mean that the teacher's attempt to be respectful has been successful.
The student would perceive that his own actions which he thinks will show
respect for the teacher's actions are followed by the teacher behavior that
he desires, so the teacher is probably accepting that behavior as
respectful. Of course the student or the teacher can have different goals
for the same situation. The teacher may want the student to feel punished
and resentful, and there are behaviors that will probably accomplish that
goal. The student may want to defeat the teacher and prevent teaching from
happening. That, too, can be accomplished.

If this diagram became part of a larger one, you could consider what
happens when different goals are or are not achieved, in terms of
higher-level goals.


Bill P.

[From Rick Marken ( PST)]

Stefan Balke (01.03.16) --

I put [the diagrams] on my website

Great idea. The diagrams look great now. I agree with Bill
[Bill Powers (2001.03.16.1634 MST)] that diagram 2 is probably
a more correct view of the typical student/teacher interaction.
Diagram 1 represents two rather manipulative individuals.

Very nice work, Stefan. It's great that you are taking the
trouble to do this.

Best reagrds




Richard S. Marken Phone or Fax: 310 474-0313
Life Learning Associates e-mail:

[From Stefan Balke (01.03.17)]

Rick Marken ( PST)

Very nice work, Stefan. It's great that you are taking the
trouble to do this.

Rick ,

I thank you (and Bill and the other CSG members) that _you_ are taking the
trouble. I know that I come into trouble _without_ doing this work and
without your backup. For me it's really a concentrated but pleasurable work
and not a trouble. A next step would be to enlarge the picture by including
some levels.

I really don't know how the "interesting Japanese/Chinese characters" come
in front of the .gif name - seems to be funny. I hope that everyone who is
interested can reach my website to see the diagrams . I'll also put the next
Gifs there, if they are ready.

Best regards,

(short anecdote: I tried to order the name as domain name
for the school project. I received the message that I should wait a little
time for the registration. But another one was faster than I was: is a fetish side now!)