Hal to Ed on practical applications

Ah thanks for the info. on the applications. Yes, I can see the
release of stress that comes of recognizing that others' problems are
not one's own. I describe this as recognizing that the voltage of
violence that has built up in us discharges toward the point of least
resistance, which is not apt to be the same as the source.

One of the three putting-child-to-bed scenarios I set forth in chap. 7
of the GEOMETRY (one tetrahedronal, this and beating the child not)
has me in a triad with my spouse in which I take the position that
it's up to Kate to learn to live with her own bedtime, which I may ask
about but in this position never describe. Since I've been in all
three scenarios (well, I didn't really beat her), I can attest to the
frustration this response causes everyone concerned. For her part,
Kate wants (or wanted) to know that I have my own interests as much as
she does hers. Autonomy scares her. Dictation scares or frustrates
her. Negotiating ways we can reassure one another that I am getting
something positive for myself out of the interaction while she does
the same in her own way appears to me to be the way out.

The school principal may be doing this. The principal may be most
keenly aware of having been let off the hook for deciding what the
child wants, needs or fears. I'm just thinking there's this other
side of the relationship that needs to be filled in too.

I can see the tetrahedronality in the school situations. I'm a little
skeptical about equating nonviolence in the workplace with
productivity. l&p hal