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A Factor of Vulnerability
Depending on a single resource for corporate or individual survival can leave you very vulnerable if that resource disappears. You may not have what it takes to continue. Examples: Monocrops are susceptible to the pests since there is only one variety of plant. The Irish potato famine was caused when their one main variety of potato suffered a blight. A companys profits come mostly from only one product, a breadwinner, but technology is making it obsolete. (Mimeograph printing is replaced by the copy machine.) A small isolated community has so many people related to each other that many suffer from the same genetic disease.

Keeping only one egg in your basket is fine unless something happens to that egg.

Find 3 more examples of where this concept may apply, one of which is in your own life.

In a stable environment, depending on a single resource may be fine, or even an advantage.

But in a rapidly changing environment, depending on a single resource may threaten survivability.

www. collapseofbelief.com

2009 Kurt Hanks

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Checking Out A Principle

Often, the validity of any principle, concept or idea can best be determined by the results achieved from its application over time.

Find 3 more examples where you think this concept applies, including one from your past.

www. collapseofbelief.com

2009 Kurt Hanks

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3
BASIC CONCEPT:
In order to obtain the maximum surface area or exposure in the minimum amount of space: fold (or convolute) the surface.

CONVOLUTION
Example:
In order to store a large blanket under the bed, you must fold it. The large surface of the blanket is convoluted or folded into the smallest area.

Other examples of convolution:

At the back of some electronic equipment, there is a slotted piece of metal called a heat sink, This protective device dissipates heat by exposing a large surace area to the cooler air in the least space.

The intestines are convoluted to have the maximum surface contact with the food to extract the most nutrients in the least space.

Curtains must cover the entire window when the window is closed, but fold to the side when the window is opened.

A Folded Surface

The intestinal walls repeats this convolution from the visible scale to the microscopic. Idas Cafe has the seating and counter folding back on itself rather than straight. This allows more hungry truckers into less space. The waiting lines for the rides at Disneyland convolute in order to hold as many people as possible in the least space.

An oil filter is folded to force the most oil through the most filter in the smallest space.

Come up with 3 examples where you think this concept applies, including one from your own experience. www. collapseofbelief.com
2009 Kurt Hanks

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Relational Fishing
Teaching is a learning process. The fully-empowered relational learner begins not just to teach, but also to empower others. He gives up control completely; he does not require that his students need him. If he is effective, he works himself out of a job, for his students will have learned to teach themselves.
Level Level Level Level Level

Teach a man to fish

Teach a man the principles of fishing

Teach a man to extract principles from fishing and connect to his whole life

Teach a man to teach another man to extract the principles from fishing and connect to his life

Give a man a fish

Feed him for a day Facts and Data

Feed him for a lifetime Steps, Rules and Procedures

He eats well

He will live well

All will live well

Specific principles and their relationships to fishing

Generic principle and multiple relationships to mulitiple contexts

Teaching as learningthe empowerment process

INFORMATIONAL RELATIONAL LEARNING LEARNING

This is the ultimate goal of Relational Learningthat each student become his or her own teacher and then begin to teach and empower others. Each person becomes a self-directed learner and develops wisdom to make better choices. The student of Relational Learning becomes a wiser, happier, more self-directed human being with a strong sense of self-worth, which in turn has a positive effect on everyone around him.
www. collapseofbelief.com
2009 Kurt Hanks

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Entrapping
Entrapping is imposing one persons world (the right map and its surrounding validation) onto another. This is done by teaching outsiders the right map and getting them to buy it as their right map too. Once the outsiders have bought the map, they then move in and take up residence in the box and begin jointly validating one another. One person tends to dominate this relationship, setting the rules for how this validation is done, but both are now caught in a closed world, often unable to find any way out. An important validating interrelationship now exists, with both supporting the ideal while also providing the excuse for why the ideal has not arrived. This entrapment can capture a group, an institution or even a nation in its box. Tenants hold each other hostage for the support they need to avoid the exposure they now jointly fear. Examples:

1. A multi-level marketing salesman uses the

bait of easy money and huge profits down the road. The new distributors have to convince others (and repeatedly convince themselves) that they made the right move.

2. A fundamentalist religion uses the bait of special status in heaven to convince converts to conform to controlling, bizarre practices such as polygamy and communal living. The members must affirm they are doing the right thing in order to validate their choices and lifestyle, even if their jailed leader confesses he is not and never was a prophet.

3. A couple of additional examples you can

come up with that connect to your own life.
www. collapseofbelief.com
2009 Kurt Hanks

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6 Collecting Facts vs. Making Connections

Traditional School Learning

Relational (Natural) Learning

Rooted in the belief that KNOWLEDGE is POWER. Based on the premise that MORE FACTS = MORE KNOWLEDGE Emphasis is usually limited to learning, remembering and giving back FACTS. Focuses on PARTS or COMPONENTS of knowledge. Instructional presentations lean toward UNIFORMITY. Prime media are WORDS and NUMBERS, presented verbally or in written form. Moves student toward SPECIALIZATION. Learning is often BORING. Facts learned are useful only within the relatively NARROW SCOPE of the subject. Learning is often SHORT-TERM, requiring retraining or refresher courses later.
www. collapseofbelief.com

Rooted in the belief that KNOWLEDGE is POWER. Based on the premise that MORE CONNECTIONS between facts = MORE KNOWLEDGE. Emphasis is on going beyond facts to learn PRINCIPLES and PROCESSES. Focuses on WHOLES and INTERRELATIONSHIPS between parts. Instructional presentations use CONTRAST. Prime medium is IMAGES, produced both visually and verbally. Moves student toward GENERALIZATION. Learning is usually FUN. Principles learned are seen to have BROAD APPLICATION in many contexts. Learning can often be used and applied for a LIFETIME.

2009 Kurt Hanks

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Educating Rita Sue

Lets say you have a little 6 1/2 year old girl named Rita Sue, and you are very concerned that she grows up right. In order to accomplish that, you decide she needs education, so you enroll her in several important classes throughout the week .
She is so cute, and you are such a concerned parent

The classes you decide on are:

The usual way of teaching and learning separates and isolates each area into very different compartments of knowledge.
She likes to dance, so the early part of the week you take her to: Since she likes to play in the dirt, she might as well know what she is playing with so, the next day she takes: Every kid should understand the lessons of the past, so you take her to: She likes to doodle on the walls, so it is on to the next class: And because you want her to continue being a good little girl, at the end of the week she goes to:

Dance Class

Geology Class

History Class

Art Class

Sunday School Class

But what if she were taught another way:

First she was taught the principle that the tension between thrust and a complementing counterthrust defines an edge or line. Rita Sue, even if told this in her own language, would say, Huh? But what if you continued giving this principle throughout the week in all her classes. For example:

In dance class she sees thrust and counterthrust in the dance movements between her and little Bobby Dee.

In geology, two opposing forces create a fault line, and when they slip it causes an earthquake.

In history, it is about two opposing armies and the front line they create.

In art class it is the thrusting and counterthrusting between negative or positive space in a painting or sculpture.

And in Sunday School class, it is the opposing thrusts between the good and bad, and that her choices create a line of growth.
2009 Kurt Hanks

With this teaching method, these separate classes connect and interrelate.
www. collapseofbelief.com

RELATIONAL LEARNING

QUICKSCANS

2009 Relational Learning Foundation

RELATIONAL LEARNING

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2009 Relational Learning Foundation

RELATIONAL LEARNING FOUNDATIONAL CONCEPTS

I am where I am in life largely because of the CHOICES I have made.

THE PROBLEM: When CONTRADICTIONS to my DEFINING BELIEFS occur, the resulting internal conflict causes:
A split between my idealized self and its exaggerated opposite (the shadow) The manipulation of my perception into seeing the one and denying the existence of the other Duplicity in my exchanges with others in which I overtly validate my desired model and subvertly invalidate its opposite Orchestration of situations to discount, separate from or destroy contradictions Projection onto others the characteristics of my negative defining paradigm Investment of attention, promotion and resources in my validation efforts The relentless promotion of my idealized defining beliefs, hiding my real governing beliefs even from myself, resulting in: - Double-bind situations and poor discernment where I need it the most - Warping of a myriad of choices in an attempt to reconcile this conflict between my idealized self and my darker hidden self The possible COLLAPSE of my defining beliefs or governing paradigms

THE SOLUTION: Create a perceptual shift by making the BELIEF-BUILDING PROCESS CONSCIOUS (the core definition of Relational Learning), resulting in:
Enhanced discernment and more accurate perception The discovery of the underlying rules that control the exchanges of life Skill at adapting to and gaining rapid insight into totally new situations or contexts Proficiency at pattern-reading and predicting the future The ability to adjust to and control the rapid collapse of invalid belief structures The ability to move from a belief-controlled life into a process-oriented life. Trancendence of dysfunctional systems and double-bind situations Initiation of a dialogue with the language of life NOTES: The process of consciously generating defining beliefs is typically never taught in either the educational system or through lifes experiences. It is easier to learn the relational process apart from contexts or situations in which the students have a vested interest. These foundational concepts apply both to individuals as well as to groups and organizations. In the usually-understood way, beliefs are about such things as God, money and spirituality, but Relational Learning also deals with beliefs about how to effectively navigate through lifes changing terrain.
2008 The Relational Learning Foundation

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Most of these life-positioning CHOICES are made because of my BELIEFS

The most powerful beliefs directing my CHOICES are the BELIEFS about myself. These DEFINING BELIEFS or GOVERNING PARADIGMS are:
Usually simple Often constructed subconsciously in childhood from interpreting the meaning of interactions in my relationships Thought of as real, correct and unchangeable Expressed and validated within the exchanges in my primary relationships and the important interactions in my life Hierarchical in nature, radiating outward and influencing even mundane decisions

WHEN THE HEAD IS ON STRAIGHT . . . the heart can heal

RELATIONAL LEARNING CORE PROCESS DIAGRAM

elational Learning teaches you to see hidden elements that affect situations and interactions in your world. It provides understanding and tools that improve your problem-solving ability and overall life skills. It also enhances predictive capabilities, which are useful in adapting to evolving and rapidly changing conditions.

Significant things you will LEARN from Relational Learning: Most important: You will see your own defining beliefs. Next most important: You will see the governing paradigms or beliefs that direct the exchanges with those around you. Lastly in importance: You will see the governing principles, rules or laws that drive all kinds of exchanges in all sorts of relationships.

Generating Context

How Relational Learning is best TAUGHT: Most important: Practice in a myriad of diverse contexts that have little or no investment by the student. (Playing around with the process is often the most effective way to learn it.) Next most important: Analyze exchanges in other contexts, then move into important interpersonal relationships/exchanges (All relationships are exchanges.) Lastly in importance: Identify and experiment with a persons own defining beliefs or governing paradigms.

READ THE PATTERN From that context, extract an underlying rule or principle.

IDENTIFY THE GENERATING CONTEXT This is the context (situation or subject ) within which you apply the process.

Own Context

SEE THE EXPRESSION IN YOUR OWN LIFE The most important context is your own life--linking the principle to something that is yours.

Principle or Rule*

STATE THE RULE OR PRINCIPLE wth generalized words and simple images.

LINK TO OTHER CONTEXTS List other areas where this principle shows up.

Multiple Contexts
any context history, geology, English, chemistry, organizational behavior, cooking, archaeology, marketing, law, psychology, agriculture, film, Uncle Elberts closet, etc . . . SPECIAL NOTES:
*PRINCIPLES ARE RELATIONAL A principle or rule is always stated in terms of a relationship between elements or parts.
(Ex: It rains is not a principle. It rains when clouds reach a condensation point is a principle.)

The RL process cannot be taught independently of a context. Any type of context can be used. RELATING ACROSS MULTIPLE CONTEXTS Relating one idea to another is a key aspect of creativity. In the process of relating, or connecting, you see what was unseen before.

*CRUCIAL ELEMENTS WITHIN THE RULE OR PRINCIPLE State the principle in general or abstract terms in order to apply it to several contexts. Identifying the opposing concept clarifies the original principle (by contrast). Using multiple modes of expression--visual, verbal and others--employs more areas of the brain. Creating deliberate double binds requires the student to go a higher level of abstraction to transcend the bind. (Transcendence supersedes the constraints, or box, of the original context.)

2008 The Relational Learning Foundation

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Process

Examples

Applications

Relational Learning
RELATIONAL LEARNING is a seeing and pattern-reading process that,
once developed, causes a dramatic increase in DISCERNMENTthe ability to see the underlying structures and intentions behind interactions, exchanges and relationships.

USING THIS PROCESS allows you to see beyond individual, situational

and cultural restrictions on perception.

LEARNING THIS PROCESS enhances the ability to read patterns, resulting in a major shift in perception, with the following benefits: people, Readingsolutions contexts and situations. to formerly intractable problems. Seeing Understanding complex and previously-elusive subjects. Reading the hidden intentions affecting exchanges and relationships. Entering a doorway into a deeper dialogue with life. Relational Learning cannot be taught as straight subject matter. It can only be learned by engaging in the processby doingmuch like learning to play a sport or a musical instrument. It is best practiced by applying the principles in multiple contexts, such as history, a natural science or design. The process focuses on learning the governing principle or core idea behind a particular context within the selected subject matter, then applying that concept across disciplines. The ultimate context for application is ones personal life.

A Personal Story

Worksheets
2009 Relational Learning Foundation