[MD] 42

Tue Jan 14 14:56:30 PST 2014

oh hell yes, Ron.
had hemorrhoids flare up bad for two days ago and
it was like I was another person
A crying wanker
unable to function and moody as hell.
The flesh is a bitch at times, indeed.

On Tue, Jan 14, 2014 at 11:23 AM, Ron Kulp <xacto at rocketmail.com> wrote:

> Thanks John,
> Broken ribs make life
> Difficult, coupled with
> The herniated disc it
> Really effects me and
> My ability to think.
>
> Sent from my iPhone
>
> > On Jan 14, 2014, at 2:05 PM, John Carl <ridgecoyote at gmail.com> wrote:
> >
> > Ron,
> >
> > sorry to hear you're sore
> >
> >
> >> On Tue, Jan 14, 2014 at 11:02 AM, Ron Kulp <xacto at rocketmail.com>
> wrote:
> >>
> >> Dave,
> >> Exactly what I was aiming for, I am
> >> Sincerely glad that you returned to
> >> The MD. Yourself and Arlo, Andre
> >> Too, have communicated the ideas
> >> I also hold but unfortunately I am
> >> Unable to express them with the level
> >> Of proficiency that you gentlemen have displayed at the moment.
> >> Having sustained a few painful
> >> Injuries it has really limited my ability
> >> To contribute the way I would like.
> >>
> >> Thank you
> >>
> >> Ron
> >>
> >> Sent from my iPhone
> >>
> >>> On Jan 14, 2014, at 11:08 AM, david <dmbuchanan at hotmail.com> wrote:
> >>>
> >>> Just some relevant quotes on the topic.... Obedient mules or free and
> >> creative persons.
> >>>
> >>>
> >>> Now, at last, the standard rhetoric texts came into their own. The
> >> principles expounded in them were no longer rules to rebel against, not
> >> Ultimates in themselves, but just techniques, gimmicks, for producing
> what
> >> really counted and stood independently of the techniques... Quality.
> >>>
> >>> ...The whole Quality concept was beautiful. It worked. It was that
> >> mysterious, individual, internal goal of each creative person, on the
> >> blackboard at last."
> >>>
> >>> In other words, rules are tools, they're not supposed to constrain you.
> >> And they don't really make any sense until you have something to say
> first.
> >> When you have a purpose, when you have your own internal goal then the
> >> rules become a helpful guide, a helpful aid, then they make sense.
> >>>
> >>>
> >>>
> >>> At first the classes were excited by this exercise, but as time went on
> >> they became bored. What he meant by Quality was obvious. They obviously
> >> knew what it was too, and so they lost interest in listening. Their
> >> question now was 'All right, we know what Quality is. How do we get
> >> it?'Now, at last, the standard rhetoric texts came into their own. The
> >> principles expounded in them were no longer rules to rebel against, not
> >> Ultimates in themselves, but just techniques, gimmicks, for producing
> what
> >> really counted and stood independently of the techniques... Quality.
> What
> >> had started out as a heresy from traditional rhetoric turned into a
> >> beautiful introduction to it.He singled out aspects of Quality such as
> >> unity, vividness, authority, economy, sensitivity, clarity, emphasis,
> flow,
> >> suspense, [brilliance, precision, proportion, depth and so on]; kept
> each
> >> of these as poorly defined as Quality itself, but demonstrated them by
> the
> >> same class reading techniques. He showed how the asp
> >> ec
> >>> t of Quality called unity, the hanging-togetherness of a story, could
> be
> >> improved with a technique called an outline. The authority of an
> argument
> >> could be jacked up with a technique called footnotes, which gives
> >> authoritative reference. Outlines and footnotes are standard things
> taught
> >> in all freshman composition classes, but now as devices for improving
> >> Quality they had a purpose.Now that was over with. By reversing a basic
> >> rule that all things which are to be taught must first be defined, he
> had
> >> found a way out of all this. He was pointing to no principle, no rule of
> >> good writing, no theory but he was pointing to something, nevertheless,
> >> that was very real, whose reality they couldn't deny. The vacuum that
> had
> >> been created by the withholding of grades (another experiment he
> created)
> >> was suddenly filled with the positive goal of Quality, and the whole
> thing
> >> fit together. Students, astonished, came by his office and said, "I
> used to
> >> just hate English. Now I spend more time
> >>
> >>> on it than anything else." Not just one or two. Many. The whole Quality
> >> concept was beautiful. It worked. It was that mysterious, individual,
> >> internal goal of each creative person, on the blackboard at last."In
> other
> >> words, rules are tools, they're not supposed to constrain you. And they
> >> don't really make any sense until you have something to say first. When
> you
> >> have a purpose, when you have your own internal goal then the rules
> become
> >> a helpful guide, a helpful aid, then they make sense. The students
> >> discovered this on their own. Well, not completely on their own. But he
> >> began to wonder why it worked. And he soon realised that this was no
> small
> >> gimmick.
> >>>
> >>>
> >>> The students biggest problem was a slave mentality which had been built
> >> into him by years of carrot-and -whip grading, a mule mentality which
> said,
> >> "If you don't whip me, I won't work." He didn't get whipped. He didn't
> >> work. And the cart of civilization, which he supposedly was being
> trained
> >> to pull, was just going to have to creak along a little slower without
> him.
> >>>
> >>> This is a tragedy, however, only if you presume that the cart of
> >> civilization, "the system", is pulled by mules. ...The purpose of
> >> abolishing grades and degrees is not to punish mules or to get rid of
> them
> >> but to provide an environment in which that mule can turn into a free
> man.
> >>>
> >>> The hypothetical student, still a mule, would drift around for a while.
> >> He would get another kind of education quite as valuable as the one hed
> >> abandoned, in what used to be called the "school of hard knocks."
> Instead
> >> of wasting money and time as a high-status mule, he would now have to
> get a
> >> job as a low-status mule, maybe as a mechanic. Actually his real status
> >> would go up. He would be making a contribution for a change. Maybe thats
> >> what he would do for the rest of his life. Maybe hed found his level.
> But
> >> dont count on it.
> >>>
> >>> In time six months; five years, perhaps a change could easily begin to
> >> take place. He would become less and less satisfied with a kind of dumb,
> >> day-to-day shopwork. His creative intelligence, stifled by too much
> theory
> >> and too many grades in college, would now become re-awakened by the
> boredom
> >> of the shop. Thousands of hours of frustrating mechanical problems would
> >> have made him more interested in machine design. He would like to design
> >> machinery himself. He'd think he could do a better job. He would try
> >> modifying a few engines, meet with success, look for more success, but
> feel
> >> blocked because he didn't have the theoretical information, he'd now
> find a
> >> brand of theoretical information which he'd have a lot of respect for,
> >> namely, mechanical engineering.
> >>>
> >>> So he would come back to our degreeless and gradeless school, but with
> a
> >> difference. Hed no longer be a grade-motivated person. He'd be a
> >> knowledge-motivated person. He would need no external pushing to learn.
> His
> >> push would come from inside. He'd be a free man. He wouldn't need a lot
> of
> >> discipline to shape him up. In fact, if the instructors were slacking on
> >> the job he would be likely to shape them up by asking rude questions.
> He'd
> >> be there to learn something, would be paying to learn something and
> they'd
> >> better come up with it.
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