3 modes of teaching: - Default: Build bounded capacity, undermine self-trust to get obedience to norms - Generative: Build self-trust & capacity, transcend & include norms - "Dark wizard" (Mark Lippmann's term): Build capacity, undermine self-trust, transgress norms
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Fumblewizard blunders can be co-created between teachers and students (see: The Sorcerer's Apprentice) (One lens: there's always some element of co-creation, implying some leverage points of co-response-ability)pic.twitter.com/KLzpEIH5Qw
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Going to pull a side branch back into this main thread -- a lot of ideas here around "what is self-trust?" and different levels of working with that:https://twitter.com/visakanv/status/1221036833980633088 …
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Also, more on Zak Stein's "teacherly authority" and how that relates to blind spots, trust, and space for not-knowing:https://twitter.com/SarahAMcManus/status/1176690702593527808 …
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For good measure, thread of threads re: models of trust:https://twitter.com/SarahAMcManus/status/1113251054232252422 …
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And a bit more on why people undermine their own self-trust, or other people's self-trust:https://twitter.com/SarahAMcManus/status/1188968588297805824 …
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Back to wizardry -- both the unpredictable risks of fumblewizardry, and predictable risks like "your motivation system will go offline while rebooting" discussed in the side branch How to relate to “Better not to start. If you start, better to finish"?https://twitter.com/SarahAMcManus/status/1216795817379532805 …
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More from that thread:https://twitter.com/SarahAMcManus/status/1216796049916026881 …
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- Or undermining other people's self-trust to maintain control & power