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January 2009 
Everything Changes! Fundamental Principles of Change No. 2
Posted on Jul 17th, 2008
by 
dannyboy
dannyboy
We can see all kinds of change happening in the world. But what does this mean, how does all this change effect you and me? We begin this segment with why even talking about change can sometimes be difficult. Next we hold a brief discussion about the learning process and how it applies to each of us. Finally, we talk about the impact that change is having on us and why it's important to understand change. Everything Changes! was written as a workshop and uses a discussion format, S=statement, Q=question, A=answer.
Discussing Change
S: The first thing we want to do is put to rest any concerns you may have about this course. Change is a subject that is sometimes difficult to talk about. Some of the reasons for this are: change is stressful, it may bring up less than pleasant memories, change is often emotionally trying, it can impact us on many levels including physically and financially.
Another reason for not wanting to talk about change is we may feel there's an expectation that we change. But let me assure you right now, there is no such expectation in this course. What we will be doing is clarifying the conditions surrounding our experience of change.
Q: Why do you suppose we'd want to do that?
A: Well, for starters, change happens whether we like it or not! Would you agree?
S: Each one of us is living proof that we've survived every change that has previously assailed us. True? At the same time, as we mentioned a minute ago, change can be tough. So one of our goals in this course is to increase our understanding of the change process. And as we do that we're going to learn something about the purpose of change, we'll learn more about our role in change, and we're going to learn a lot about this thing we call our internal operating system. All with the intended result of easing the effects that change has on us. How does that sound?
I want you to feel comfortable. With that in mind, I hope you'll relax and enjoy the course. And I think you'll find if you engage in the material, what you'll learn will make a definite difference in how you experience change in the future.
About learning…
S: Before we get started let's talk for a minute about learning. I'm dedicated to having you learn as much as possible in this workshop.
Q: So how do we learn?
A: Education is the process by which we attempt to transfer information from the teacher to the student. But no matter what the medium of transfer, a lot of information can get lost in the translation. Experts on communication tell us is there's no such thing as 100% communication. Which accounts for the losses in translation…but why is that?
A: A big part of the answer lies in the meaning we associate with what's being communicated. For example, I'll be trying to communicate as clearly as possible, while you're listening to what I'm saying and trying to interpret what I mean. We experience miscommunication when what I'm trying to convey and what you think I mean aren't the same.
Q: So what can we do?
A: First and foremost, I want you to feel free to ask questions about anything you don't understand.
Another thing we can do is apply our direct experience… One of the best ways to learn is if we can validate what's being taught with our own experience. We've all experienced change, right? So as we are going through this material I want you to see if you can apply what we're learning to your own experience. In this way you'll be able to learn and retain more of the concepts because you can validate them with your own experience.
Example: If I say it's raining outside, how do you know if that's true? One way is to just accept what I'm saying, but then you'd be depending on me as a trusted source. Another way is to take my statement and confirm it with another source. You may have heard the weather report predicting rain for today. But the best way to know if something is true is to confirm it with direct experience. You do that by going outside or going to the window to look for yourself. In this way, you are not relying on someone else's statement--you confirm the truth for yourself. Does that make sense?
Q: Now, what should you do if your experience is different from what I appear to be saying, or you don't think you have any direct experience on a particular subject?
A: In either event, it's a good time to raise your hand and share your feelings with the rest of us. Others in the group may be feeling the same way. Each of these situations offers us an opportunity to extend the learning. It is possible that at times you won't have any direct experience to draw on… In those moments I would ask that you pay close attention to staying open to whatever new ideas are being presented.
S: Which brings us to the subject of filters… What are filters? Well, without realizing it we all develop filters. The easiest way to explain filters is they are like the lens that we use to see the world. Each of us has similar experiences, yet our individual interpretation of those experiences creates a filter that is unique to us. Our interpretations become beliefs, opinions and assumptions, or in other words, 'filters' that we then use to interpret new experiences going forward. Does that make sense?
Without realizing it our filters can impede the learning process. Here's an example. If I say the color of my shirt is red, your filters may kick in with the thought, "well, it's not really red, it's more of a maroon." Without thinking about it you're discounting the information being offered because your filters are interpreting the information differently. Do you see that? So when we hear something that we can't confirm with our experience or that our filters take exception to, we are very likely going to discount that information.
Q: So how does this impede the learning process?
A: Learning environments often expose us to new ideas, in these situations we have to work at keeping our sensory receptors open to the ideas being presented. If we don't it's very hard not to filter the information as it comes in. The problem is if we automatically discount ideas that are new or contrary to our existing views, we simultaneously prevent ourselves from learning. Remember that learning anything involves an interval of time. To learn we need to allow enough time for new or contrary ideas to find validation in our experience. Does that make sense?
Exercise: Ok, right now we're going to do our first exercise to help establish what we know about change. So what I want you to do is take out a piece of paper and write down what you know about change.
Group Discussion
Q: Is someone willing to share their thoughts about change? Others?
Q: Do you think there's room for further understanding?
S: Ok, so let's open our filters and allow for the possibility of new learning to take place.
Understanding Change
Q: Why is understanding change important?
A: For more than two decades now, we've been experiencing change at a pace that is palpable to almost everyone. As we've already mentioned, change happens whether we like it or not. With little choice in the matter, we've been forced to adapt. However, being forced to change without some comprehension of the underlying process is like trying to run in quicksand. The price we're paying comes in the form of sharply increased stress. Higher stress means we are literally changing at the expense of our physical and mental health. This course helps us understand the meaning behind change. That there are compelling reasons for change. To change or not is the prerogative of every individual. However, in revealing the dynamics of change--how it impacts us and what our options are for dealing with it--we are provided with the realization that change represents a growth opportunity. By learning methods for easing the change process we are also preparing ourselves to accept change more readily. With ever more calls for change--and the ill effects it can produce--learning to handle change more effectively may well be an important adaptive skill in the twenty-first century.
Note to reader: Thanks for reading! My intention is to post new segments every few days. Each segment will be headed with Everything Changes! and will follow a numeric sequence, No. 1, No. 2, etc. Please feel free to send me your questions or comments.
Copyright 2008. The information here is reproduced from Everything Changes! Understanding and Dealing with the Change in our Lives. It is provided for your personal use. The material may not be reproduced, copied or used in any other way without written permission from the author, Dan Richardson.
Discussing Change
S: The first thing we want to do is put to rest any concerns you may have about this course. Change is a subject that is sometimes difficult to talk about. Some of the reasons for this are: change is stressful, it may bring up less than pleasant memories, change is often emotionally trying, it can impact us on many levels including physically and financially.
Another reason for not wanting to talk about change is we may feel there's an expectation that we change. But let me assure you right now, there is no such expectation in this course. What we will be doing is clarifying the conditions surrounding our experience of change.
Q: Why do you suppose we'd want to do that?
A: Well, for starters, change happens whether we like it or not! Would you agree?
S: Each one of us is living proof that we've survived every change that has previously assailed us. True? At the same time, as we mentioned a minute ago, change can be tough. So one of our goals in this course is to increase our understanding of the change process. And as we do that we're going to learn something about the purpose of change, we'll learn more about our role in change, and we're going to learn a lot about this thing we call our internal operating system. All with the intended result of easing the effects that change has on us. How does that sound?
I want you to feel comfortable. With that in mind, I hope you'll relax and enjoy the course. And I think you'll find if you engage in the material, what you'll learn will make a definite difference in how you experience change in the future.
About learning…
S: Before we get started let's talk for a minute about learning. I'm dedicated to having you learn as much as possible in this workshop.
Q: So how do we learn?
A: Education is the process by which we attempt to transfer information from the teacher to the student. But no matter what the medium of transfer, a lot of information can get lost in the translation. Experts on communication tell us is there's no such thing as 100% communication. Which accounts for the losses in translation…but why is that?
A: A big part of the answer lies in the meaning we associate with what's being communicated. For example, I'll be trying to communicate as clearly as possible, while you're listening to what I'm saying and trying to interpret what I mean. We experience miscommunication when what I'm trying to convey and what you think I mean aren't the same.
Q: So what can we do?
A: First and foremost, I want you to feel free to ask questions about anything you don't understand.
Another thing we can do is apply our direct experience… One of the best ways to learn is if we can validate what's being taught with our own experience. We've all experienced change, right? So as we are going through this material I want you to see if you can apply what we're learning to your own experience. In this way you'll be able to learn and retain more of the concepts because you can validate them with your own experience.
Example: If I say it's raining outside, how do you know if that's true? One way is to just accept what I'm saying, but then you'd be depending on me as a trusted source. Another way is to take my statement and confirm it with another source. You may have heard the weather report predicting rain for today. But the best way to know if something is true is to confirm it with direct experience. You do that by going outside or going to the window to look for yourself. In this way, you are not relying on someone else's statement--you confirm the truth for yourself. Does that make sense?
Q: Now, what should you do if your experience is different from what I appear to be saying, or you don't think you have any direct experience on a particular subject?
A: In either event, it's a good time to raise your hand and share your feelings with the rest of us. Others in the group may be feeling the same way. Each of these situations offers us an opportunity to extend the learning. It is possible that at times you won't have any direct experience to draw on… In those moments I would ask that you pay close attention to staying open to whatever new ideas are being presented.
S: Which brings us to the subject of filters… What are filters? Well, without realizing it we all develop filters. The easiest way to explain filters is they are like the lens that we use to see the world. Each of us has similar experiences, yet our individual interpretation of those experiences creates a filter that is unique to us. Our interpretations become beliefs, opinions and assumptions, or in other words, 'filters' that we then use to interpret new experiences going forward. Does that make sense?
Without realizing it our filters can impede the learning process. Here's an example. If I say the color of my shirt is red, your filters may kick in with the thought, "well, it's not really red, it's more of a maroon." Without thinking about it you're discounting the information being offered because your filters are interpreting the information differently. Do you see that? So when we hear something that we can't confirm with our experience or that our filters take exception to, we are very likely going to discount that information.
Q: So how does this impede the learning process?
A: Learning environments often expose us to new ideas, in these situations we have to work at keeping our sensory receptors open to the ideas being presented. If we don't it's very hard not to filter the information as it comes in. The problem is if we automatically discount ideas that are new or contrary to our existing views, we simultaneously prevent ourselves from learning. Remember that learning anything involves an interval of time. To learn we need to allow enough time for new or contrary ideas to find validation in our experience. Does that make sense?
Exercise: Ok, right now we're going to do our first exercise to help establish what we know about change. So what I want you to do is take out a piece of paper and write down what you know about change.
Group Discussion
Q: Is someone willing to share their thoughts about change? Others?
Q: Do you think there's room for further understanding?
S: Ok, so let's open our filters and allow for the possibility of new learning to take place.
Understanding Change
Q: Why is understanding change important?
A: For more than two decades now, we've been experiencing change at a pace that is palpable to almost everyone. As we've already mentioned, change happens whether we like it or not. With little choice in the matter, we've been forced to adapt. However, being forced to change without some comprehension of the underlying process is like trying to run in quicksand. The price we're paying comes in the form of sharply increased stress. Higher stress means we are literally changing at the expense of our physical and mental health. This course helps us understand the meaning behind change. That there are compelling reasons for change. To change or not is the prerogative of every individual. However, in revealing the dynamics of change--how it impacts us and what our options are for dealing with it--we are provided with the realization that change represents a growth opportunity. By learning methods for easing the change process we are also preparing ourselves to accept change more readily. With ever more calls for change--and the ill effects it can produce--learning to handle change more effectively may well be an important adaptive skill in the twenty-first century.
Note to reader: Thanks for reading! My intention is to post new segments every few days. Each segment will be headed with Everything Changes! and will follow a numeric sequence, No. 1, No. 2, etc. Please feel free to send me your questions or comments.
Copyright 2008. The information here is reproduced from Everything Changes! Understanding and Dealing with the Change in our Lives. It is provided for your personal use. The material may not be reproduced, copied or used in any other way without written permission from the author, Dan Richardson.
Access: Public
