1st we war, then we plant

WHAT”S WATER GOT TO DO WITH IT?

At the 10th Parallel

I am Going South

You are Going North

Water is Scarce

The Land is Barren

My Cross

Your Crescent Moon

Beneath the Stars

We War

Water is Scarce

The Land is Barren

Beneath The Sun

We Plant

1st we war, then we plant, by davidson jones

Leadership Practice

Leadership Practice

We think of lawyers and doctors as professionals with a practice. The nature of both law and medicine is such that a life long pursuit of learning is required. More specifically, both the doctor and lawyer are engaged in a cycle of learning-application of learning-reflection upon what has been learned.

We seldom, if ever, think of leaders as having a practice. A set of behaviors performed habitually, by a leader, would constitute a practice. A leader observed displaying a set pattern of behaviors, regardless of the situation, has a leadership practice. The effectiveness of that practice will be determined by the leader’s focus on four areas: Purpose, Connection, Freedom and Form.

Great Questions Set 2

 

Great Questions Set 2, Just Questions-No Answers©  

Great Questions Set 1; one hundred and fifty one questions (151), was well received by many, throughout the world. The first group to see Set 1 was a network of OD Practitioners.  Exponentially, Great Questions Set1 found its way in the hands of a wide array of individuals in application to the dilemmas, common to the human experience, within and outside organizations.  Hubris is not to be displayed by this OD Practitioner.  In keeping with my best notion, I will not sing the praises of Great Questions Set 1.  I believe Great Questions Set 1 speaks for itself

Rather, I put you on notice: Great Questions Set 2 is being born out of this OD Practitioner’s, freshly evolving notions, around his deeper convictions that: Its not The Answer that has the promise hoped for, it’s the right Question. Yes, the properly targeted Question, mines the gold, we all hope for. So, List 2 is being born.  Yes, once again, it’s not what is on the list, its what notions the intervener possess, regarding the nature of dilemmas in the human experience. Simply put, this writer believes, we are hard wired to ‘jump-to solution’ and charm ourselves into the belief, ‘we-are-on it, ‘we got the right answer, ’let’s go’.  I challenge any reader to ‘do the math’. We already know, the batting average is unaffordable.  We can not afford, not to reexamine our hard wired mental model, in pursuit of desirable outcomes.

This Practitioner humbly admits I have no energy to invest in debating the veracity of my notion.  I best leave that to those that do that best.  My role is to deliver in an ad hoc situation, in a suitable place/room, with the right people-with good intention and real work to do.  I am a Practitioner. Now, do not be angry with me. Set 2 has one theme, one ground rule and one question.  This Practitioner is nervous about declaring his notion is a simple notion. Simplicity can be a hard sell.  I do not what to sell. I only want to convene a group that wants to find the right question.

Just Questions-No Answers©

By the way, I gladly self published Great Questions Set1 into the public domain.  My intentions for Great Questions Set 2, is to do otherwise. I shall keep you posted. If I fail in keeping you up to date.  Do not despair, somewhere out there, you most assuredly will get the word.

Davidson Jones, OD Practitioner 7/16/2011

A typical approach will be as follows

  1. Get a client with a purpose
  2. Work with client to convene the right mix of interested constituencies
  3. Apply JQNA Methodology
  4. Present Critical Few Questions To Organization
  5. Nest Steps

Just Questions-No Answers©

 

 

 

 

 

 

 

 

 

 

 

 

 

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Socratic Teaching

Socratic Teaching

The oldest, and still the most powerful, teaching tactic for fostering

critical thinking is Socratic teaching. In Socratic teaching we focus on

giving students questions, not answers. We model an inquiring, probing mind

by continually probing into the subject with questions. Fortunately, the

abilities we gain by focusing on the elements of reasoning in a disciplined

and self-assessing way, and the logical relationships that result from such

disciplined thought, prepare us for Socratic questioning.

 

Thankfully, there is a predictable set of relationships that hold for all

subjects and disciplines. This is given in the general logic of reasoning,

since every subject has been developed by those who had:

 

* shared goals and objectives (which defined the subject focus)

* shared questions and problems (whose solution they pursued)

* shared information and data (which they used as an empirical basis)

* shared modes of interpreting or judging that information

* shared specialized concepts and ideas (which they used to help them

organize their data)

* shared key assumptions (that gave them a basis from which to

collectively begin)

* a shared point of view (which enabled them to pursue common goals from

a common framework)

 

Each of the elements represents a dimension into which one can delve in

questioning a person. We can question goals and purposes. We can probe into

the nature of the question, problem, or issue that is on the floor. We can

inquire into whether or not we have relevant data and information. We can

consider alternative interpretations of the data and information. We can

analyze key concepts and ideas. We can question assumptions being made. We

can ask students to trace out the implications and consequences of what they

are saying. We can consider alternative points of view. All of these, and

more, are the proper focus of the Socratic questioner.

 

As a tactic and approach, Socratic questioning is a highly disciplined

process. The Socratic questioner acts as the logical equivalent of the inner

critical voice which the mind develops when it develops critical thinking

abilities. The contributions from the members of the class are like so many

thoughts in the mind. All of the thoughts must be dealt with and they must

be dealt with carefully and fairly. By following up all answers with further

questions, and by selecting questions which advance the discussion, the

Socratic questioner forces the class to think in a disciplined,

intellectually responsible manner, while yet continually aiding the students

by posing facilitating questions.

 

A Socratic questioner should:

a) keep the discussion focused

b) keep the discussion intellectually responsible

c) stimulate the discussion with probing questions

d) periodically summarize what has and what has not been dealt with and/or

resolved

e) draw as many students as possible into the discussion.

 

Poem Parts by Davidson

…My hands join my heart * I am what I believe * I am what I do * My two eyes are one * My avocation becomes my vocation * It’s Love**

<One to the Other>…Trust between two people lives in
that space, between one saying to the other, “this is who I am”, and the other
saying to the one, “this is who I am”.
Trust deepens as self disclosure deepens… <Other to the One>

 

…For the Butterfly, a widow pane is the promise of Freedom.
For the Butterfly, a widow pane is a Mirror, as well
Head to Head with its Self
For the Butterfly, Freedom flies away

 

…Row, row, row your boat is not just a song for children. It’s about how to live. Look closely at the words, sing to yourself, a few rounds, and you’ll never hear it the same old way…,”…a song worth living…”
Row, row, row your boat
Gently down the stream.
Merrily, merrily, merrily, merrily,
Life is but a dream

 

…Babies bring messages from our ancestors. It’s information about our own identity..

 

…The Ostrich among us,..the fastest bird, the biggest bird. and lays the largest egg Flaps its wings and gets no air. It never leaves the ground. It pretends to fly.,.. Not just on Sunday, but every day.

 

Your brain is the debtor; the heart is the creditor or is the other way around

Is it versa vise

You body is deeply indebted to your heart.

The brain takes you dancing, but it heartily has  rhythm.

Don’t let you heart be a deficit spender.

 

…Give or take few hundred thousand, how many heart beat have you had?

55/min x60(1hr)x24(hrs/day)x365(day/yr)x__ (your age)=Life Time Beats +/-200,000

What means hoist?

hoist

[hoist or, sometimes, hahyst] Show IPA

verb (used with object)

1.

to raise or lift, especially by some mechanical appliance: to hoist a flag; to hoist the mainsail.
2.

to raise to one’s lips and drink; drink (especially beer or whiskey) with gusto: Let’s go hoist a few beers.
3.

Archaic . a simple past tense and past participle of hoise.
noun

4.

an apparatus for hoisting, as a block and tackle, a derrick, or a crane.
5.

act of hoisting; a lift: Give that sofa a hoist at your end.
6.

Nautical .

a.

the vertical dimension amidships of any square sail that is hoisted with a yard. Compare drop ( def. 28 ) .
b.

the distance between the hoisted and the lowered position of such a yard.
c.

the dimension of a fore-and-aft sail along the luff.
d.

a number of flags raised together as a signal.
7.

(on a flag)

a.

the vertical dimension as flown from a vertical staff.
b.

the edge running next to the staff. Compare fly ( def. 36b ) .
Hoist is one of our favorite verbs.
.
hoist by / with one’s own petard. petard ( def. 4 ) .
Origin:
1540–50;  later variant of hoise,  with -t  as in against,  etc.

Related forms

hoist·er, noun
un·hoist·ed, adjective
Synonyms
1.  elevate. See raise.

Antonyms
1.  lower.
Related Words for : hoist

.

Origin:
1500–10;  compare earlier hissa  a cry used in hauling, and huzza
Dictionary.com Unabridged
Based on the Random House Dictionary, © Random House, Inc. 2011.
Cite This Source

Link To hoist

Collins
World English Dictionary
hoist  (hɔɪst) [Click for IPA pronunciation guide]
vb
1. ( tr ) to raise or lift up, esp by mechanical means
2. hoist with one’s own petard  See petard
n
3. any apparatus or device for hoisting
4. the act of hoisting
5. See rotary clothesline
6. nautical
a. Compare drop the amidships height of a sail bent to the yard with which it is hoisted
b. the difference between the set and lowered positions of this yard
7. nautical  the length of the luff of a fore-and-aft sail
8. nautical  a group of signal flags
9. Compare fly the inner edge of a flag next to the staff
[C16: variant of hoise,  probably from Low German; compare Dutch hijschen,  German hissen ]
‘hoister
n
Collins English Dictionary – Complete & Unabridged 10th Edition
2009 © William Collins Sons & Co. Ltd. 1979, 1986 © HarperCollins
Publishers 1998, 2000, 2003, 2005, 2006, 2007, 2009
Cite This Source
Etymonline
Word Origin & History

hoist

1540s, probably originally past tense of M.E. hysse (late 15c.), which is probably from M.Du. hyssen “to hoist,” related to Low Ger. hissen and O.N. hissa upp “raise.” A nautical word found in most European languages, but it is uncertain which had it first. In phrase hoist with one’s own petard (see

EXPAND

Online Etymology Dictionary, © 2010 Douglas Harper
Cite This Source
Encyclopedia Britannica
Encyclopedia

hoist

mechanical device used primarily for raising and lowering heavy loads but occasionally for moving objects horizontally. It usually consists of a block and tackle-a combination of one or more fixed pulleys, a moving pulley with a hook or other similar means of attaching loads, and a rope (or cable) between them. Motive power for a hoist may be either manual or supplied by an electric motor. Electrically powered hoists, commonly mounted to the floor or wall, are used for varied lifting and hauling operations in factories and warehouses. See also block and tackle.

 

Thoughts on Resistance

Thoughts on Resistance

Resistance is…

  • blocked energy.
  • an expression of some underlying concern.
  • not negative; it is not positive; it is neutral.
  • necessary to get movement.
  • a necessary part of change.
  • often a quest to keep things worth savings.

There are many valid reasons people resist change. Below is a partial list:

  • They do not believe change is necessary.
  • They do not believe change effort will work.
  • They fear the unknown.
  • They fear the impact of change on their jobs and earnings.
  • They may see change as leading to inconvenience or extra work.
  • They are afraid of not having the skills or knowledge required for change.
  • They may fear success.
  • Someone may wonder why they have not made the change before.
  • They may fear loss of status or power.
  • They may fear loss of important social relationships.
  • People may think they do not have the time for it.
  • People may have had an unfavorable experience with other change efforts in the past.

Thoughts on Resistance

  • Resistance can be an unexpressed desired to get involved.
  • Resistors are “friends of change.” They point to issues that need to be addressed.
  • Get suspicious when there is not apparent resistance — that is a form of resistance.
  • Acknowledge your own resistance.
  • Invite resistors into the change process.
  • Go with the resistance — not against it.

a Calling

Mandella Louis Joe& Armstrong  It was cold like a light I was home this one time Yes   King TrumanMr. Flournoy Profession     Do it  GogirlGoGo For it       miss theresa

Calling          TheLIGHTcome on keep on PusHinG when the morning comes yea Got It!!  yea  Jack  and the beanstalkbook kennedy John JoHn PoPe Paul PolanD Calling Hey you!! Yea You Comere boy your name name name name you you you yea youCalling drop a dime here boy herehereherecomon comon right hea on this spot at this time NOW                                                     chosen   Who me ?  Right.   NOAH . No kidding?  IT was bright.  Burning sensationHOT                come on homethis moment       WHENTHEmorningCOMES

go west left rightleft  left right   Jimmy carter

left right                         YES  USA!! a calling runs through it …over here trust me

I am Calling, calling soldier boy Johnny Appleseed just do itHELLO THERE RIGHT HERE   I am calling  YES! me?  go north, true north lEAD….GO FOR IT MAN, IT’S GOT YO NAME on Operator, Calling HEY YOU!!  She is the one HELLO, ok

 

A Letter To My Grandson

The One Poem Poet

The One Poem Poet

[About The Poet, Davidson Jones]

Davidson Jones uses self, as an agent of change, in speech and action. He’s been around, and has notions, about how life works. He’s willing to give what he has. He makes the claim. to speak on many issues, using ‘The One Poem’, as a launch pad. Davidson has countless stories from his life’s experiences, highlighting a. ‘Good Question’, as the ‘Knight In Shinning Armor’. He delights in co-discovering such questions for you and/your organization. Davidson’s love for Great Questions is rooted in his childhood memory, often hearing two Thou Shall Not’s-’Stop dipping in grown folk’s talk’ and ‘Don’t ask that question.’

[The One Poem]

This poem is to be performed, and this writer, has no intention, to perform it, ever, the same way twice, as it is a jazz poem. It gets re-written, inside each performance. Improvisation, I believe it’s called.

The Question?

Is Life, The Juice,

That Leaves One’s Tongue, Moist,

Relieving The Thirst Of It’s Hoist,

As Life, Lifts Our Lives

Within Which, Its Leader Drives

Home, The Question?

–Davidson Jones, a son, of The King David?-

[Why Does It Mean?]

Warren, my 17 year old grandson, is the first person,  with whom, I shared this poem. I emailed it to him.  He replied, “Pop Pop, I read this thing over and over.  I do not have a clue what you be talking about.  What do you mean?”  I decided to make this one of those special moments for me and my grandson.  My response follows:

Dear Warren:

(1) Questions and the pursuit of its answers are the driving forces in all our lives. Your question, ‘what do you mean?’, indicates, you are motivated to know and understand me better. For that, I love you. Also I like that you shoot straight with me. For me, that speaks to authenticity in your character. (2) Juice symbolizes blood; life’s food and source of its vitality (3) moist tongue and thirst is the ‘exhaustion -relaxation cycle’, we experience from the rigors in life. (4) Hoist is what you uncle DJ has in the garage, to lift heavy objects. In the poem, ‘hoist’ represents the ‘lifting’ sensation, one gets from a divine source [depending upon one’ beliefs]. (5) The Driver. The driver is, ‘we all’, driving a car full of [Questions]’ that are key in our lives, [What college shall I attend?, Can I become an Engineer?. What granddaddy (Pop Pop) be talking about?, Does she love me? and many more]. We are drivers/leaders, because we lead our own lives (6) Drives Home The Question connotes the importance of getting the Right Question and getting it right [understood], rather than waste time with the wrong question[e.g., What does it take to be an Army General?] or in the case of getting the right question, and not understand its meaning, [e.g., Oh, becoming a Running Back, means I must learn some things from a dancer-I never thought about that] Drive Home, say it’s great when you get onto the right question. Hit home means, getting it right; understanding its underlining meaning is key.

Davidson Jones, a son of The King David is about the adopted meaning of Davidson LeRoy Jones, my full name. My dad, your grandfather, was David Jones-thus Davidson.. Leroi means, King, in French-thus The King. I make claim to be a son of The King David. It is how I want to honor my dad and you grand dad.  And it is my shot at expressing my spirituality and how want to relate to you.

Maximum Respect,

Pop Pop