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There is something I don't know
that I am supposed to know.
I don't know what it is I don't know,
and yet I am supposed to know,
and I feel I look stupid
if I seem both not to know it
and
not know what it is I don't know.
Therefore, I pretend I know it.
This is nerve-racking
since I don't know what I must pretend
to know.
Therefore, I pretend I know everything.
I feel you know what I am
supposed to know
but you can't tell me what it is
because you don't know that I don't know what it is.
You may know what I don't
know, but not
that
I don't know it,
and I can't tell you. So you will have to tell me everything.
Laing, R. D., (1971) Knots. Ringwood, Victoria: Penguin.
Not since the Renaissance -and probably not even then- was it possible to know all there was to know in any field of study. It is folly to pretend that you know it all, therefore the only relational approach to take is to admit to yourself and others that there are gaps in your knowledge base and to fill then when necessary.
If I don't know I don't
know
I
think I know
If I don't know I know
I
think I don't know
Laing, R. D., (1971) Knots. Ringwood, Victoria: Penguin.
Laing, R. D., (1971) Knots. Ringwood, Victoria: Penguin.
Drawn using CorelDRAW cdr version
Behavior Labeling
If an adult is reinforced for behaving appropriately we call it recognition.
If a child is reinforced for behaving appropriately we call it bribery.
If an adult laughs, we call it socializing.
If a child laughs, we call it misbehaving.
If an adult writes in a book we call it doodling.
If a child writes in a book we call it destroying property.
If an adult sticks to something we call it perseverance.
If a child sticks to something we call it stubbornness.
If an adult seeks help we call it consulting.
If a child seeks help we call it whining.
If an adult is not paying attention we call it preoccupation.
If a child is not paying attention we call it distractibility.
If an adult forgets something we call it absentmindedness.
If a child forgets something we call it attention deficit.
If an adult tells his side of a story we call it clarification.
If a child tells his side of a story we call it talking back.
If an adult raises his voice in anger we call it maintaining control.
If a child raises his voice in anger we call it a temper tantrum.
If an adult hits a child we call it discipline.
If a child hits a child we call it fighting.
If an adult behaves in an unusual way we call him unique.
If a child behaves in an unusual way we refer him for a psychological evaluation.
Written by Dixie Fletcher
Reprinted from "Throughout Arizona," published by Pilot Parent Partnerships,
Inc.
Children Learn What They
Live
If children live with criticism,
they learn to condemn.
If children live with hostility,
they learn to fight.
If children live with ridicule,
they learn to be shy.
If children live with tolerance,
they learn to be patient.
If children live with encouragement,
they learn confidence.
If children live with praise,
they learn to appreciate.
If children live with fairness,
they learn justice.
If children live with security,
they learn faith.
If children live with approval,
they learn to like themselves.
If children live with acceptance, and friendship,
they learn to find love in the world.
Author Unknown