[from Mary Powers (991203)]
During this discussion, I have seen comments about other people to the
effect that they aren't acting or talking like a PCTer ought to, as though
PCT were prescriptive rather than descriptive or explanatory.
What the complaint is about, I think, is that people on the net are not
practicing PC PCT: they are failing to treat other people on the net as
control systems. While it would be very nice if everyone treated everyone
else as control systems all the time, the fact is that this does not
happen, and when it does, in most cases the people involved have never
heard of PCT.
Knowing about PCT isn't a magic formula for transforming the way a person
deals with other people. This not to say that it can't have a transforming
and positive effect on how a person related to others, because it can, and
has.
Meanwhile, people who do not treat others as control systems can be
modelled by PCT as much as anyone else. Sneering, swearing, pontificating,
etc. etc. are just as much ways for an individual to attempt to reduce an
error of some kind as are the ways that teachers of PCT suggest will work
better. Control systems are control systems, even if what they do does not
work well at getting them what they want, and even if they make life
unpleasant for other control systems.
* * * *
Something that puzzles me about the discussions lately is why they are so
contentious. People have staked out positions which are really not very
far from each other, and seem to defend them rigidly, with little give and
take. This rigidity (resulting in _external_ conflict)is a sign, I think,
of _internal_ conflict, as is the the high emotional level. The position
someone holds on a subject such as "limiting choice is non-coercive" may be
frozen into place because it is being used to prevent some other reference
level from manifesting itself. Lightening up on the one reference level may
give the other more play than the person can afford. I'm trying to
generalize here, and perhaps get this discussion up a level, and have no
one in mind nor coercion as the particular or only topic. But consider a
person X who is asserting rather fiercely that limiting someone else's
choices to two alternatives is not coercive. Suppose that X is somewhat
coercive, but has a strong need to believe that she is not, because being a
non-coercive person, a loving and caring and good person, is how she wants
to see herself and have others see her. When you tell her that she is
coercive by limiting choice, doesn't that threaten her loving-caring-good
person image? Is it surprising that she resists the concept that limited
choice = coercion?
Sorry I can't get it clearer than that. The main point is that there is
more to this argument than the argument itself.
And by the the way, while my dictionary give the first definition of coerce
as "to restrain or dominate by nullifying individual will", the _second_
definition is "to compel an act or choice".
* * *
Kenny: the other day you asked (more or less) why not ask "why?" when a
child disrupts in class. This is actually a number 1 no-no in RTP. It
produces excuses and rationalizations. That contradicts (or seems to) the
idea that how questions take you down levels and why questions take you up.
I think that how and why questions take you down and up in a somewhat
detached and objective way, but to really go up, to start living at and
perceiving from a level above the level where you were, takes the more
subtle approach of the MOL. Which in the school situation would be the job
of the RTC teacher. I don't think it should be part of the curriculum in
an ordinary classroom, but it would be a neat thing for parents to learn.
* * *
The net lately reminds me of the sign outside the town of Aztec, New
Mexico. "Welcome to Aztec, home of 5672 friendly people and six old
soreheads".
The internet town of CSGnet is home to a hundred or so friendly (or at
least silent, which seems friendly) people, and at least six old soreheads.
Trouble is, the soreheads are doing most of the talking.
;-)
Mary P.