scientific fact regarding coercion

[From Bruce Nevin (991114.2328)]

Rick Marken (991113.0850)

···

At 08:49 AM 11/13/1999 -0800, Rick Marken wrote:

The fact that we can't yet build a model of coercion by threat of
force (it would have to be able to perceive some pretty complex
aspects of the world -- like "credible threat") doesn't mean
that there is no phenomenon of threat of force.

Who ever said or implied that there was no phenomenon of threat of force?
Such a person would be foolish or unobservant. I am puzzled why this comes
up for you.

  Bruce Nevin

from Phil Runkel on 14 Nov 99

writing about punishment and submission:

I remember a professor at my graduate school who was an expert in learning
theory (S-R), and who every now and then would tell a story about an
experiment that went wrong. He told about a dog that had been trained to
avoid a shock. The cage had half its floor electrified so that the dog's
feet could be given a shock. The E sounded a bell and very soon afterward
(1 sec? 1/2 sec?) shocked the dog. In very litle time, the dog found the
safe part of the floor. Upon repetitions, the dog soon formed the
practice, when he heard the bell, of jumping to the safe part of the cage.
Then the E wanted to extinguish the response. So he raised a barrier
between the two parts of the cage. Rang the bell. Tha dog threw himself
this way and that, trying to get out of that part of the cage. Gradually
quieted down, but made nervous-seeming motions and twitches. Rang the
bell again, and so on. As the "trials" went on, the dog became less and
less perturbed. At last, the dog would just lie there, giving no muscular
evidence that the bell was any longer a disturbance. So E gave one final
test of the extinction. He lowered the barrier between the parts of the
cage and rang the bell again. Whereupon the dog instantly leaped to the
safe part of the cage.

[From Bruce Nevin (991115.0013 EDT)]

Bill Powers (991113.0400 MDT)

Rather than starting with logical deductions (though I would not object
strenuously to anything you said in this post), it might serve us better to
talk about our experiences with this sort of thing. Data first.

I was talking about my personal experience. Those were not logical
deductions. They were compact statements of observations in personal
experience.

Have you ever been bullied or watched someone else being bullied?

What kind of question is that?

My aim was to lay bare some of the issues before us if we wish to model
coercion other than simple overwhelming use of force. This was in response
to a direct request.

Rick observes (991113.0850) that coercion by direct use of force is
uncommon, and that by far the most common forms of coercion involve threats.

I would add to this (again) that you cannot extrapolate from a model of
direct force to talk about these much more usual forms of coercion. Rick
and you have done this a lot. Please stop.

Another point that I think is important is that all forms of inducement are
alike. Apparently I did not make that point clear. "If you practice
regularly, your piano playing will improve." If you in fact desire to play
the piano well, that inducement from your piano teacher may help to
persuade you to practice more regularly. You would hardly call that
coercion. "If you shovel my walk I'll give you $5."

Bullies, in my experience, do not confine themselves to threats and
blandishments.

Blandishments are offers of reward in interactions of this latter sort,
interactions that no one would call coercion. I said "To communicate the
threat or the promised reward Ace in some way brings to Deuce's attention
the fact that Ace is controlling this variable ...."

First they beat you or someone near you up to demonstrate
what they can do any time they wish, and to show you who has the power.
_Then_ they communicate the conditions: do what I want or I'll do that to
you again.

Sometimes. Sometimes reputation is enough. Sometimes just sizing them up.
"I don't want to mess with this guy, he looks tough." Sometimes the victim
can't abide conflict or confrontation, or is just plain timid and scared of
everybody. Maybe this has to do with prior experience with bullies, or
other kinds of prior experience, or weaknesses learned and/or inborn.
Certainly there is some basis for the credibility of the bully in the mind
of the victim. But it isn't always "just so" as you have described it.

The question is, how does this make any difference? I doubt there are
bullies-by-threat among the paramecia. When does it emerge in the
evolutionary sequence? What level of perceptual control is required, or
what capacities such as imagination, or such as some kind of correlation of
memory with perceptual input other than in a comparator? By this last, I
mean for example analogy, and metaphor, and generalization such as results
in categorization (What feature do these perceptions have in common? What
remembered perceptions have this feature in common?). What is going on when
we conclude what another is capable of doing? What are the data?

  Bruce Nevin

···

At 05:19 AM 11/13/1999 -0700, Bill Powers wrote:

[From Rick Marken (991114.2230)]

Me:

The fact that we can't yet build a model of coercion by threat of
force (it would have to be able to perceive some pretty complex
aspects of the world -- like "credible threat") doesn't mean
that there is no phenomenon of threat of force.

Bruce Nevin (991114.2328) --

Who ever said or implied that there was no phenomenon of
threat of force? Such a person would be foolish or unobservant.
I am puzzled why this comes up for you.

Sorry. Incorrect inference. I thought you were implying that
because we haven't built a model of coercion by threat of
force we knew nothing about that kind of coercion. But, of
course, coercion by threat of force is (unfortunately) a very
familiar phenomenon that is readily understood in terms of PCT.

Bruce Nevin (991115.0013 EDT) --

Rick observes (991113.0850) that coercion by direct use of
force is uncommon, and that by far the most common forms of
coercion involve threats.

I would add to this (again) that you cannot extrapolate from
a model of direct force to talk about these much more usual
forms of coercion. Rick and you have done this a lot. Please
stop.

What in the world does "extrapolating from a model of [coercion
by] direct force" have to do with the observation that _both_
coercion by direct force _and_ coercion by credible threat of
force happen? I have never "extrapolated from a model of [coercion
by] direct force to talk about these more usual forms of coercion
[by threat of force]". I am talking about _observations_! I
have observed coercion by direct force; models have nothing to
do with it.

···

---

A reflection:

I hope Bill Powers will disagree with me about this but I
think he made a _big_ mistake by publishing the theory of
perceptual control (B:CP) before publishing the papers
(Psych Review, 1978 and Byte, 1979) that describe the
_phenomena_ the theory explains. The first papers on PCT
should have said, essentially, "Hey, look at this: no
correlation between cursor and handle in tracking tasks;
the relationship between (invisible) disturbance and handle
is exactly the inverse of the function relating handle to
cursor; etc. That is, the first papers on PCT should have
presented a set of phenomena that make no sense from the
conventional, cause-effect perspective.

But the theory of control was presented first, before the data.
So now we've got psychologists thinking PCT explains the data
collected in conventional psychological research (where we have
no idea what variables the organism was controlling), we have
no one doing research on the controlling done by living organisms;
and we have a number of PCT enthusiasts who seem to think that
they can learn about living control systems without collecting
data but just by playing with the model.

Well, here's another fine mess you've gotten me into;-)

Best

Ollie
--
Richard S. Marken Phone or Fax: 310 474-0313
Life Learning Associates e-mail: rmarken@earthlink.net
http://home.earthlink.net/~rmarken/

[From Bill Powers (991115.0214 MDT)]

Bruce Abbott (991114.1500 EST)]

For Christians, like myself, that more higher or more important reference

perception is love for other people. It is why a son willingly submits his
will to his father's will, why a wife willingly submits her will to her
husband's will and why a man willingly submits his will to the will of his
Lord, and Savior, Jesus the Christ.

Except for the last, what makes you think that a person who is not a
Christian is incapable of love for other people, or of willingly submitting
to the will of another out of love and well-wishing? Your view is vastly
egotistical; it puts down 90% of the human race.

Geez, Bill, that's a little harsh. As I read Kenny's paragraph, it doesn't
say anything about what non-Christians are incapable of. "If A, then B"
does not logically imply "If NOT A then NOT B."

The implication I read into the message was that love and submission to
others' will are special achievements of Christians -- otherwise, why
mention them in the same sentence? Also, the submission of a son to a
father and of a wife to a husband is a particular admonition in the Bible.
I gave Kenny the benefit of the doubt concerning male chauvenism by
assuming that such submissions were voluntarily undertaken out of love, not
from a conviction that fathers or husbands are always right and deserve to
be dominant just because of their social roles.

If, for Christians, love is
a "higher reference perception," this does NOT imply that for
non-Christians, love cannot be a "higher reference perception." Kenny's
statements thus do not constitute a put-down of anyone, let alone 90% of the
human race.

Sorry, but I read it differently.

Best,

Bill P.

[From Bill Powers (991115.0222 mdt)]

Bruce Gregory (991114.1615 EST)--

Rick Marken (991114.1150)

So, by my definition of coercion, it's easy to see that coercion
is involved in both bullying and social policing.

Fine. I understand that by your definition societies are, and have no
alternative to being, coercive.

I don't think Quakers are particularly coercive. What you're saying is that
you can't imagine any way for a society to be organized except by relying
on coercion. That's not the same as saying there is no such way for a
society to be organized.

Therefore since RTP functions as part of
society, it is, and has no alternative to being, coercive. Societies differ
in the degree of their coerciveness, but not in the fact that ultimately
they _must_ be coercive.

Achieving a non-coercive society has to become a goal before it can happen.
That kind of goal is achieved step by step. One step in the right direction
would be to take responsibility for participating in social organizations
that include coercive elements. I, for example, would never recommend to a
teacher to say "I see you have chosen to go to the RTC." Presenting a child
with two options, neither of which the child wants, is coercive because if
the child refuses both options, the application of force is the only next
alternative in the design of the system. And to say that the child is
responsible for what the teacher is about to do is dishonest.

I have no alternative to offer, and if placed in the same situation, I
would tell the child "I don't allow two disruptions in this classroom. The
rule that we agreed to says that if you distrupt twice, you go to the RTC
to work out your problem. So off you go."

In short, I would be just as coercive as the RTP teacher would be under
that program's design; the difference is that I would acknowledge my part
in it, and would not attribute to the student a choice the student never
voluntarily made.

You can't figure out how to stop being coercive if you deny you're being
coercive.

Best,

Bill P.

[From Bill Powers (991115.0241 MDT)]

Bruce Gregory (991114.1850 EST)--

A non-coercive
society is not an evolutionary stable strategy. That is, such a society
would fall victim to any group willing to use coercion to achieve their
ends. The invaders might understand PCT but that is like saying they
understand Newtonian physics.

That, of course, is the problem faced by any non-violent movement. This
tells us that a non-coercive society cannot blindly renounce the use of
violence. As you imply, it would not last long.

To achieve the non-coercive society, we must educate the young so they
understand the drawbacks of coercion as a way of life. We must show them
other ways to resolve conflicts with other people, and also show them that
coercion usually doesn't get them what they want. If we can influence their
attitudes toward coercion, we can choose to hold up the non-coercive
solution as the mark of a worthy human being, and to depict the coercive
person as being defective or in need of help.

At the same time, of course, we have to explain that there are some people
who do not share these goals and whose actions will destroy what we
consider to be the highest form of human society. So we can encourage
learning how to restrain and counteract such people effectively, without
ourselves resorting to any more coercion than required to remove the danger.

The word "coercion," if it is controversial, doesn't need to be used. We
can speak instead of the desire to control other people, and refer to
building a society in which this desire is absent and normally unneeded.

Best,

Bill P.

[From Bill Powers (991115.0301 MDT)]

Bruce Nevin (991114.2328)--
[replying to Marken]

Who ever said or implied that there was no phenomenon of threat of force?
Such a person would be foolish or unobservant. I am puzzled why this comes
up for you.

I'm puzzled at your puzzlement. Haven't you expressed doubt that the threat
of force counts as a means of coercion? Rick is simply saying that the
threat of force, if "credible" (which has been defined), can be as
effective as the actual use of force in making people do things. You seem
to have been denying that that is true.

Best,

Bill P.

[From Bill Powers (991115.0313 MDT)]

Bruce Nevin (991115.0013 EDT)--

strenuously to anything you said in this post), it might serve us better to
talk about our experiences with this sort of thing. Data first.

I was talking about my personal experience. Those were not logical
deductions. They were compact statements of observations in personal
experience.

Sorry, I failed to recognize the reports of any actual occurrances.

Have you ever been bullied or watched someone else being bullied?

What kind of question is that?

The kind that asks about actual reports of data rather than abstract
generalizations.

My aim was to lay bare some of the issues before us if we wish to model
coercion other than simple overwhelming use of force. This was in response
to a direct request.

Rick observes (991113.0850) that coercion by direct use of force is
uncommon, and that by far the most common forms of coercion involve threats.

I would add to this (again) that you cannot extrapolate from a model of
direct force to talk about these much more usual forms of coercion. Rick
and you have done this a lot. Please stop.

Well -- no. Even if you say "please."

The subject of discussion here is making people do things, regardless of
their wishes, to suit someone else's desires. Remember that my emphasis,
and I think Rick's, is on the person doing this to someone else, because
the largest part of the problem as I see it is the _desire_ to control
other people's behavior. Forget the victim's desires; the victim may never
know that another person thinks he has controlled the victim's behavior,
because the victim may have wanted to do whatever it is anyway. That point
has been made several times, and I agree that it's plausible. If the victim
wants to do whatever it is so the putative controller never has to act,
there is no problem for the victim; the victim is not a victim, but is
simply unaffected by, and perhaps unaware of, what is going on.

The most effective way to threaten the use of force is simply to use it.
After the user of force has used it a few times, others will come to expect
it and their actions will take this expectation into account. If they can
see that the use of force is an expected consequence of not doing what the
user of force demands, or doing what he prohibits, and if they don't want
to be on the receiving end of that behavior and have no effective defenses,
they will have to comply with the user of force to _prevent_ the use of
force on them. Of course, to reiterate a previous paragraph, if they do
what the user of force wants simply because they want to do it anyway, they
may never know that they had flirted with danger. They might even consider
the user of force an ally.

Your complaint seems to be that we have no model of this situation. That
may be so, but are we in agreement about the situation, the state of
affairs that we would like to explain with a model? There's no point in
offering a model if we don't agree on the concrete circumstances to be
explained.

Another point that I think is important is that all forms of inducement are
alike. Apparently I did not make that point clear. "If you practice
regularly, your piano playing will improve." If you in fact desire to play
the piano well, that inducement from your piano teacher may help to
persuade you to practice more regularly. You would hardly call that
coercion. "If you shovel my walk I'll give you $5."

Why not call it coercion? There seem to be no rules about what we can and
cannot call coercion. "You would hardly call that coercion" is not an
argument; it's an appeal to unspoken common-sense meaning, which is useless
in this context. If you can say exactly why you don't expect us to call it
coercion, perhaps we might understand your usage better.

Making other people behave to suit you is not a form of "inducement."
Inducement leaves an element of choice to the other person; if the
inducement offered is not sweet enough, the attempt to induce will fail.
What we are talking about is an act of control, which will not be allowed
to fail as long as the one who wants to do the controlling has sufficient
power.

Bullies, in my experience, do not confine themselves to threats and
blandishments.

Blandishments are offers of reward in interactions of this latter sort,
interactions that no one would call coercion.

Except people who would call it coercion. Why wouldn't anyone (you, that
is) call it coercion?

I said "To communicate the
threat or the promised reward Ace in some way brings to Deuce's attention
the fact that Ace is controlling this variable ...."

First they beat you or someone near you up to demonstrate
what they can do any time they wish, and to show you who has the power.
_Then_ they communicate the conditions: do what I want or I'll do that to
you again.

Sometimes. Sometimes reputation is enough. Sometimes just sizing them up.
"I don't want to mess with this guy, he looks tough." Sometimes the victim
can't abide conflict or confrontation, or is just plain timid and scared of
everybody. Maybe this has to do with prior experience with bullies, or
other kinds of prior experience, or weaknesses learned and/or inborn.
Certainly there is some basis for the credibility of the bully in the mind
of the victim. But it isn't always "just so" as you have described it.

I think this paragraph sums up the difficulties that arise when you try to
focus on the recipient of behavioral control rather than the perpetrator.
Recipients are endlessly variable; there is simply no general way to
predict how they will react when someone tries to control their behavior.
On the other hand, if we focus on the one who wants to control other
people's behavior, we can say fairly easily what will happen, because now
we're talking about a specific control system with a specific reference
signal. We can predict that if the recipient produces the behavior the
controller wants, the controller will take no action to change the
recipient's behavior. If the recipient deviates from the behavior the
controller wants to see, the controller will apply whatever actions are
necessary to restore the other's behavior to the state the controller wants
to see. On general principles, we might guess that the controller's actions
will start with the easiest ones to produce and, if they fail to correct
the error, will escalate to more and more energetic forms, until we have
overt violence.

The _particular_ case I am interested in is the one in which the controller
has resources far greater than those of the controllee. In this case, there
is no doubt about the outcome; the controllee will do what the controller
wants, quite independently of what the controllee wants. By that I mean
simply that knowing what the controllee wants is unneccessary if you want
to predict the outcome. All you need to know is the intention of the
controller; that will suffice to predict the outcome.

The question is, how does this make any difference? I doubt there are
bullies-by-threat among the paramecia.

Animals are more pragmatic. If a bigger animal uses force against you, you
just give in or keep out of the way. Animals do not say "Gosh, I'm being
controlled and I hate to be controlled." They just counteract those
disturbances they can resist, and change their goals when they run into
disturbances too powerful to handle. Human beings do this, too, of course,
but they like to tell stories about what they're doing while they do it.

Best,

Bill P.

[From Bill Powers (991115.0416 MDT)]

Rick Marken (991114.2230) --

I hope Bill Powers will disagree with me about this but I
think he made a _big_ mistake by publishing the theory of
perceptual control (B:CP) before publishing the papers
(Psych Review, 1978 and Byte, 1979) that describe the
_phenomena_ the theory explains.

I think my reason, insofar as I could claim to have had one, was that I
didn't think people would believe the way control systems really behave.
Remember that a description of control behavior directly contradicts the
way a behaviorist would describe the same behavior. Without a theory, that
contradiction just seems gratuitous and far-fetched. You really can't
recognize control behavior until you know control theory; you can't
understand control theory until you can recognize control behavior. Where
to start? Flip a coin.

Best,

Bill P.

[From Bruce Gregory (991115.1713 EST)]

Bill Powers (991115.0222 MDT)

Achieving a non-coercive society has to become a goal before it
can happen.
That kind of goal is achieved step by step. One step in the right
direction
would be to take responsibility for participating in social organizations
that include coercive elements. I, for example, would never recommend to a
teacher to say "I see you have chosen to go to the RTC."
Presenting a child
with two options, neither of which the child wants, is coercive because if
the child refuses both options, the application of force is the only next
alternative in the design of the system. And to say that the child is
responsible for what the teacher is about to do is dishonest.

I have no alternative to offer, and if placed in the same situation, I
would tell the child "I don't allow two disruptions in this classroom. The
rule that we agreed to says that if you disrupt twice, you go to the RTC
to work out your problem. So off you go."

As I recall, this is pretty much what happens. The student is asked what the
rule is about disrupting. I have no idea where the "I see you have chosen"
variant comes. It's not part of the process Ed and Tim describe as far as I
can tell.

Bruce Gregory

[From Bruce Gregory (991115.0720 EST)]

Bill Powers (991115.0241 MDT)

To achieve the non-coercive society, we must educate the young so they
understand the drawbacks of coercion as a way of life. We must show them
other ways to resolve conflicts with other people, and also show them that
coercion usually doesn't get them what they want. If we can
influence their
attitudes toward coercion, we can choose to hold up the non-coercive
solution as the mark of a worthy human being, and to depict the coercive
person as being defective or in need of help.

As I understand it, RTP attempts to do this by treating the child respect.
Nothing like practicing what we preach...

The word "coercion," if it is controversial, doesn't need to be used. We
can speak instead of the desire to control other people, and refer to
building a society in which this desire is absent and normally unneeded.

This, I think is most unlikely. I suspect that we will always want to
control others. What we need to do is to recognize that acting to accomplish
this end is often self-defeating. We need to give-up acting on our impulses,
not to give-up having them. At least that's the way it looks to me. As
hierarchical control systems, we control our perceptions of the environment.
So long as those perceptions include other human beings we have to be on
guard. Eternal vigilance is the price of freedom, no?

Bruce Gregory

[From Bruce Gregory (991115.0724 EST)]

Phil Runkel on 14 Nov 99

At last, the dog would just lie there, giving no muscular
evidence that the bell was any longer a disturbance. So E gave one final
test of the extinction. He lowered the barrier between the parts of the
cage and rang the bell again. Whereupon the dog instantly leaped to the
safe part of the cage.

Wonderful story, Phil! A great demonstration about how we can live our
entire lives interacting with another species and fail to "notice" that they
are intentional agents!

Bruce Gregory

[From Bill Powers (991115.0301 MDT)]

Haven't you expressed doubt that the threat
of force counts as a means of coercion?

Never.

Rick is simply saying that the
threat of force, if "credible" (which has been defined), can be as
effective as the actual use of force in making people do things. You seem
to have been denying that that is true.

Here is a brief summary of "doubts" that I have expressed:

The specific model that Rick developed (actually, a spreadsheet simulation
-- there were no data to model) is an abstract generalization from
situations in which overwhelming force is applied either to control a
variable that another control system is said to be controlling, or to
control an output into the environment from another control system. This
specific model does not describe any other form of coercion.

Especially, Rick's claims that control processes internal to the victim are
irrelevant (because they are overpowered) may be arguable for the
situations to which this specific model does apply, but are patently false
for all other forms of coercion. That means most forms of coercion, and it
means almost all of the examples that are cited in discussions here, such
as RTP teachers saying "I see you have chosen," police giving tickets,
rapists, and concentration camp guards.

  Bruce Nevin

···

At 03:10 AM 11/15/1999 -0700, Bill Powers wrote:

[From Rick Marken (991115.0900)]

Bill Powers (991115.0222 MDT)

I, for example, would never recommend to a teacher to say "I see you
have chosen to go to the RTC." Presenting a child with two options,
neither of which the child wants, is coercive because if the child
refuses both options, the application of force is the only next
alternative in the design of the system. And to say that the child is
responsible for what the teacher is about to do is dishonest.

I have no alternative to offer, and if placed in the same situation,
I would tell the child "I don't allow two disruptions in this
classroom. The rule that we agreed to says that if you disrupt twice,
you go to the RTC to work out your problem. So off you go."

Bruce Gregory (991115.1713 EST)]

As I recall, this is pretty much what happens. The student is asked
what the rule is about disrupting. I have no idea where the "I see
you have chosen" variant comes.

One place it comes from is Tom Bourbon's description of RTP in his
appendix to _Makng Sense of Behavior_. Tom says that, if the child
disrupts a second time he "has chosen to go to the social skills
room". Whether the teacher is actually required to say "I see
you have chosen to go to the social skills room" or not is
irrelevant.

What is relevant is that the RTP literature says that the
disruptive child is "given a choice" and that, if the child
continues to disrupt, then he has "chosen" to go to the social
skills room. So the description of the RTP process says that
the child is responsible for what the teacher is about to do
(send him to the social skills room).

This is dishonesty. Bill and I have not suggested ways to make
the RTP program less coercive; but we _have_ suggested ways
(such as the approach described by Bill above) to make it more
honest (and, therefore, more respectful of the kids). These
suggestions have been firmly rebuked; so apparently dishonesty
is going to remain a feature of RTP. The only thing wrong with
this, as Bill Powers (991115.0222 mdt) said, is that:

You can't figure out how to stop being coercive if you deny
you're being coercive.

Best

Rick

···

--
Richard S. Marken Phone or Fax: 310 474-0313
Life Learning Associates mailto: rmarken@earthlink.net
http://home.earthlink.net/~rmarken

[From Rick Marken (991115.0945)]

Me:

One place it comes from is Tom Bourbon's description of RTP in his
appendix to _Makng Sense of Behavior_. Tom says that, if the child
disrupts a second time he "has chosen to go to the social skills
room". Whether the teacher is actually required to say "I see
you have chosen to go to the social skills room" or not is
irrelevant.

Bruce Gregory (991115.1228 EST)

I don't see how you come to this conclusion.

Again, I agree with you completely.

Apparently, the ability to understand either Bill or me is
decreased considerably if your first name happens to be Bruce.
Now _that_ is a puzzling phenomenon;-)

Best

Rick

···

--
Richard S. Marken Phone or Fax: 310 474-0313
Life Learning Associates mailto: rmarken@earthlink.net
http://home.earthlink.net/~rmarken

[From Bruce Gregory (991115.1228 EST)]

Rick Marken (991115.0900)

Bruce Gregory (991115.1713 EST)]

> As I recall, this is pretty much what happens. The student is asked
> what the rule is about disrupting. I have no idea where the "I see
> you have chosen" variant comes.

One place it comes from is Tom Bourbon's description of RTP in his
appendix to _Makng Sense of Behavior_. Tom says that, if the child
disrupts a second time he "has chosen to go to the social skills
room". Whether the teacher is actually required to say "I see
you have chosen to go to the social skills room" or not is
irrelevant.

Oh? I don't see how you come to this conclusion. Would you be happier if
Tom had said, "His actions will lead to his being told to go to the
social skills room." Apparently for you "choice" implies "I want". Am I
reading you correctly? The child did not want to go to the social skills
room, but the child apparently wanted to act in a way labeled
disruptive. You did not want to be given a ticket but you wanted to
speed. Therefore you made a choice (unless you were coerced into
speeding, say by a car jacker) that resulted in your receiving a ticket.
This seems to me to be exactly what has happened in the case of the
child. Are you recommending that we ignore the fact that you chose to
speed? The ticket was just imposed on you by a coercive society? This
doesn't seem to be promoting responsibility, but perhaps I've missed
something.

What is relevant is that the RTP literature says that the
disruptive child is "given a choice" and that, if the child
continues to disrupt, then he has "chosen" to go to the social
skills room. So the description of the RTP process says that
the child is responsible for what the teacher is about to do
(send him to the social skills room).

See above.

This is dishonesty.

I can see you are deeply disturbed by this. I can only speculate why. If
the policeman said, "I see you have chosen to get a ticket" I'm sure you
would set him straight.

Bill and I have not suggested ways to make
the RTP program less coercive; but we _have_ suggested ways
(such as the approach described by Bill above) to make it more
honest (and, therefore, more respectful of the kids). These
suggestions have been firmly rebuked; so apparently dishonesty
is going to remain a feature of RTP. The only thing wrong with
this, as Bill Powers (991115.0222 mdt) said, is that:

You can't figure out how to stop being coercive if you deny
you're being coercive.

Apparently you and Bill are looking for a mea culpa. Will the sinner be
welcomed back to the fold just as the lost sheep was?

Bruce Gregory

[From Rick Marken (991115.1050)]

Me:

Apparently, the ability to understand either Bill or me is
decreased considerably if your first name happens to be Bruce.
Now _that_ is a puzzling phenomenon;-)

Bruce Gregory (991115.1300 EST) --

I you consider this to be an appropriate response to my post,
I'm perfectly willing to end this thread. Have a nice day!

Sorry. I know it wasn't appropriate. But I really don't know what
you (and Bruce Nevin) are up to. If you can't see the dishonesty
involved in saying that you are "giving a kid a choice" when you
are actually limiting his "choices" to two and then saying that
the kid has "chosen" one of those options when he does something
that violates your rules, then that's the way it is; there's
apparently nothing Bill of I can say to change your view. I guess
I find you vision of non-coercive, respectful interaction a tad
creepy. But it apparently makes you happy. So, indeed, have a nice
day!

Best

Rick

···

---
Richard S. Marken Phone or Fax: 310 474-0313
Life Learning Associates mailto: rmarken@earthlink.net
http://home.earthlink.net/~rmarken

[From Bruce Gregory (991115.1300 EST)]

Rick Marken (991115.0945)

Apparently, the ability to understand either Bill or me is
decreased considerably if your first name happens to be Bruce.
Now _that_ is a puzzling phenomenon;-)

I you consider this to be an appropriate response to my post, I'm
perfectly willing to end this thread. Have a nice day!

Bruce Gregory

[From Bruce Gregory (991115.1420 EST)]

Rick Marken (991115.1050)

But I really don't know what
you (and Bruce Nevin) are up to. If you can't see the dishonesty
involved in saying that you are "giving a kid a choice" when you
are actually limiting his "choices" to two and then saying that
the kid has "chosen" one of those options when he does something
that violates your rules, then that's the way it is; there's
apparently nothing Bill of I can say to change your view. I guess
I find you vision of non-coercive, respectful interaction a tad
creepy. But it apparently makes you happy. So, indeed, have a nice
day!

I don't know where you get your obsession with "giving a kid a choice"
from but it is not a view I share. I don't favor "giving the kid a
choice". Like Ed, and Tom I favor the program as described in Ed's
written material. The fact that you have chosen to hang your entire view
of RTP on one statement by Tom suggests to me that this issue has deeper
roots than your understanding or lack of understanding of RTP. The topic
should be dropped simply because you have much too great an emotional
investment in righting what I suspect is some wrong done to you in
childhood--some manipulation you feel you were subject to. I doubt that
anyone on this list can solve that problem. I know I can't.

Bruce Gregory