RLucadello@AOL.com wrote:
<snip>
For instance, if MBTI, or a variety of similar concepts, imply that some
people learn better from an analytical view (i.e. a sequential, linear
breakdown) of information and some people learn better from a holistic
view of information, why not try and present to both styles?
The typical class-room/conference-room has a single overhead projector
from which a single view of information is provided. Why not have two
projectors and present an analytical view of information on one screen and
a holistic view of the same information on another?
----end of quoted msg------
There is a small architectural firm here that works in concert with a
public facilitation firm. As the public makes their comments in a public
session, the facilitator (in standard ways) records in worded form the
views of the people. The architect, however, is present to use her/his
conceptual skills to present the images of the discussion. The resulting
report produced by this coupling includes both the visual and verbal
summary of the discussions and recommendations of the participants.
So, if fact, there is at least one example of a group deliberately trying
to appeal to both methods of learning.
Now, what I really found interesting was the (to me) amazing stretch the
architects had made to see they could use their skills in visualization of
concepts in a totally new environment. I think the firm adopted this
strategy as part of a survival strategy -- the new building industry was
"down" and this was a substitute business development strategy.
(I will now return to my "safe" lurking mode ... )
Tim Goos
Environment Canada
goost@edm.ab.doe.ca
--"Goos,Tim [Edm]" <GOOST@mail.edm.ab.doe.ca>
Learning-org -- An Internet Dialog on Learning Organizations For info: <rkarash@karash.com> -or- <http://world.std.com/~lo/>