When we're creating problems for ourselves by imposing changes with our coercive tactics, we're in a context of controlling and opposing others. When we change to a context of understanding and relating to others, changes fall into place.
When we find that people are not learning from our instructional designs, we're in a context of "teaching by the book". When we change to a context of "learning from the learners", we utilize any misunderstanding to create "teachable moments" and "immediate object lessons".
When we're tormenting ourselves about not making sense to others, we're in a context of isolation and alienation. When we change to a context of connection and empathy, we first make sense of others and then relate to their sense of themselves.
When we're caught up the in the curse of knowledge that tempts us to be too informative, we're in a context of superior authority over others. When we change to a context of equality and collaborative creativity, we bring out new possibilities in others.
When we're escalating conflicts, arguments and differences, we're in a context of judgmental distance. When we change to a context of appreciative inquiry, our fascination with their contribution reveals common ground and inventive uses for the diversity of outlooks.
When we're imagining that changes occur by making progress in a straight line, we're in a context of mechanisms, factories and heroics. When we change to a context of organic cycles, we realize changes as they naturally grow, evolve and adapt to our presence.
When we think we're observing factual evidence, we're in a context of self-delusion and conceit. When we change to a context of seeing ourselves in a mirror, we take responsibility for what shows up and change ourselves to change the reflection in the mirror.
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