Brilliant writing. Read to the end. Brilliant sociopath riff.
No, I am not woke. My pronouns are fee, fi and fo and not fum.
My life’s work as an anti-racist and anti-Zionist activist makes me an antisemite according to Labour
The Labour Party
105 Victoria Street
London SW1E 6QT
Dear Jennie Formby,
I am writing you in the wake of recent events – the expulsion of Jo Bird and the excellent letter by Natalie Strecker, as I would like to ask you to kindly refer me to the Compliance Unit, for ‘antisemitism’ – for the reasons I detail below.
I would like to tell you about my background, in order to support my request. I am an academic, author and filmmaker, an ex-Israeli Jew who has been active for over five decades as a socialist, anti-Zionist and anti-racist activist. My parents were Polish Jews, survivors of Auschwitz and other camps. They ended forced onto death marches to the Third Reich after the Auschwitz camp was vacated by the SS in Mid-January 1945. My mother was freed by the British forces in Bergen-Belsen, and my father was freed by the US forces in Mauthausen. I was born in a Displaced Persons Camp in Italy, and arrived in Israel as a baby, during June 1948, as no European country would then accept Holocaust survivors.
I served in the Israeli Army (IDF) as a junior infantry officer, and took part in two wars, in 1967 and 1973, after which I turned into a committed pacifist. I came to study in Britain in 1972, and a short while afterwards I have learnt much about Zionism which I did not while in Israel, thus becoming an ardent supporter of Palestinian rights, and an anti-Zionist activist. I was an active supporter of the Anti-Apartheid Movement as a Labour member in the 1970s and acted against racist organisations throughout my life. My films, books and articles reflect the same political views outlined here; these include a popular book on the Holocaust (Introduction to the Holocaust, with Stuart Hood, 1994, 2001 2014), among others, a BBC documentary film (State of Danger, with Jenny Morgan, BBC2, March 1988) about the first Intifada, and a forthcoming volume on the Israeli Army (An Army Like No Other, May 2020) . I have re-joined the Labour Party after decades, when Jeremy Corbyn was elected to the leadership, as I regained hope in promoting a progressive agenda for the party, after years of Blairism.
It is evident that my background qualifies me as an antisemite according to the Labour coda based on the flawed IHRA ‘definition’ of antisemitism, or rather, the weaponised version of Zionist propaganda aimed against supporters of the human and political rights of Palestinians. But I would like to add some more damning evidence, so as to make the case watertight, if I may.
Over the decades, I took part in hundreds of demonstrations against Israeli brutalities and acted against the atrocities committed by of the military occupation, in various countries – Israel, in Europe and the US. I have published articles, made films and contributed to many books and have spoken widely in a number of countries against the Israeli militarised colonisation of Palestine, the denial of any rights to most Palestinians, the severe violations of human and political rights of the Palestinian citizens of Israel, and the brutalizing impact of the IDF on Jewish Israeli society. I have also analysed the false nature of the IHRA campaign in a recent article, written from an anti-Zionist, human rights perspective. I am active in a number of political groups affiliated or close to the Labour Party, who support Palestinian rights – Jewish Voice for Labour, and Jewish Network for Palestine, of which I am a founder member.
I am aware that according to the Labour Party rules, all the above constitute what you define as antisemitism.
Personally, it is clear to me that such accusations are false and sickening, but no one asked the members on the adoption of the IHRA definition and its examples. The adopted definition makes Israel the only state in the world which one may not criticise, unless they wish to court accusations of antisemitism. To criticise the British Empire, for example, is not anti-British, and, as we speak, still allowed by Labour Party rules. To criticise the US government for its attacks on Iraq in 1991 and 2003 is not anti-American, and still allowed by US regulations. To criticise Israeli apartheid colonialism is not anti-Israeli, neither is it antisemitic, of course. What is antisemitic and racist are the current regulations of the party, and until they are changed, Jews and others who support Palestine have no reason to support a party which treats them in this way.
The Labour Party regulations are what they are; However, I have no intention of stopping my activities, toning them down, or abandoning my principles in order to satisfy the twisted logic of the Labour Party. I insist on my right, indeed, on my duty as an ex-Israeli, as a Jew, as a citizen, as a socialist and last but not least, as a human being, to openly act against and criticise Israeli Apartheid and injustices, for as long as I am able to. I also believe that as a party member of what I believed to have turned into a progressive political organisation, this should be my right and duty; but I realise that my activities are against Labour Party dogma, regulation and current interests, so am accusing myself openly through this letter, and asking you to refer me to the Compliance Unit, so that justice may be done, and that I would be treated equally to my many friends who found themselves in the same predicament – Prof. Moshe Machover, Jackie Walker, Elleanne Green, Tony Greenstein, Glyn Secker, and many others faced with the Stalinist inquisitorial system developed by the Labour Party. If you are to separate the ‘good Jews’ from the ‘bad ‘ones, please include me in the latter group, as nothing in my academic output, teaching history, publication record, or political activity can support the claim that I am not an antisemite according to your rules. I demand that justice be done.
I trust that my request will be taken seriously and acted upon, with the same combination of dispatch, bigotry and prejudice showed towards other members already accused of this offence. Failure to do so will be tantamount to evidence that the criteria for judging the existence of antisemitism are not uniformly applied.
I am ready to provide all evidence which may be required by the investigators of the Compliance Unit, to prove my guilt. Please do not hesitate to ask for assistance on points which remain unclear.
Prof. Haim Bresheeth
Dear Santa, I want one thing. (sic) I been a good girl and I want to ask you if you please get me a power wheelchair. My wheelchair is very old and it does not want to work. I am very sad. Please Santa, bring me a power wheelchair. I don’t want nothing else.
“Dear Santa … My wish is money for my (sic) perents. $100 dollars would help us a lot. They are having a rough time with the bills.”
“Dear Santa, how are you and your reindeer? It must be cool riding a sled in the sky…. this year for Christmas I would really like a couch that is also a bed. The reason I would like a couch with a bed is because I have a[n] apartment that only has one room. My parents sleep in the living room on the couch and they always wake up with back pain. My dad works a lot, so his back pain stresses him out.”
Even prior to the pandemic, the United States lagged other developed nations in child poverty levels. More than one out of every five American children lives in poverty, according to Organisation for Economic Co-operation and Development data. As the pandemic continues to exacerbate the underlying crisis of American poverty, 45 percent of all children now live in households that have recently struggled with routine expenses, according to a report out this month from the Center on Budget and Policy Priorities, or CBPP. Black and Latino households have been especially impacted by the economic starvation that the mishandling of this pandemic has wrought, and these populations were already disproportionately likely to grow up poor.
“The I Promise School is an example of what can happen when people are willing to communally take a handful of extra steps and a few shared sacrifices. Roberts has taught in Akron Public Schools for 32 years. “When I came here,” she says, “people would tell me: ‘It’s not going to work over there. When you go over there, you’ve got those bottom kids. There’s no way that you’re going to be able to maintain what you’ve done all these years and still keep it going.’
“Well, guess what? Yes, it does. These kids know how to respect. They know how to be loving. They know how to give love in return. So, don’t tell me that it’s not possible with what we poured into the school. Look at all of this.””
“”But from a high-level perspective, the whole point is that we’re never going to stop,” she continues. “When LeBron started this program, we had this conversation about if we start this, this never ends. … We need to build something that will live beyond all of us.”
And with that, we walk back out onto the sidewalk. The chalk has settled into the pavement. The drawings are all varied—one towering figure holding a basketball, a few animals. I lift my own foot, and there is a drawing of a small person holding hands with two larger people, all smiling. Surrounded by a circle of hearts.”
Very lovely writing, very lovely place
First Support for a Physics Theory of Life
Probably Bohm’s greatest contribution is his promotion of dialogue.
That’s dialogue as in listening, not dialogue as in Tony Blair, who hijacked the word.
“In a world changing as rapidly as ours, where disruptive technologies are aggregating and creating an unprecedented multiplier effect, the way we can become as successful as possible is by also aggregating simultaneously, coming up with new and better ideas day by day, building our knowledge and experiences in our own FairCoop ecosystem.
“We can all help to make this happen. You can learn about the different ways to get involved here.”
This made me smile and then laugh.
“You could say we can state the configuration space, since it’s simply a classical, 6N-dimensional phase space.”
I often say that. I was in the queue in my corner shop last night and I said it. Always gets a laugh.
“It is important to note how strange this is. In statistical mechanics we start with the famous liter volume of gas, and the molecules are bouncing back and forth, and it takes six numbers to specify the position and momentum of each particle. It’s essential to begin by describing the set of all possible configurations and momenta of the gas, giving you a 6N dimensional phase space. You then divide it up into little 6N dimensional boxes and do statistical mechanics. But you begin by being able to say what the configuration space is. Can we do that for the biosphere?
“I’m going to try two answers. Answer one is No. We don’t know what Darwinian pre adaptations are going to be, which supplies an arrow of time. The same thing is true in the economy; we can’t say ahead of time what technological innovations are going to happen. Nobody was thinking of the Web 300 years ago. The Romans were using things to lob heavy rocks, but they certainly didn’t have the idea of cruise missiles. So I don’t think we can do it for the biosphere either, or for the econosphere.
“You might say that it’s just a classical phase space—leaving quantum mechanics out—and I suppose you can push me. You could say we can state the configuration space, since it’s simply a classical, 6N-dimensional phase space. But we can’t say what the macroscopic variables are, like wings, paramecium detectors, big brains, ears, hearing and flight, and all of the things that have come to exist in the biosphere.
“All of this says to me that my tentative definition of an autonomous agent is a fruitful one, because it’s led to all of these questions. I think I’m opening new scientific doors. The question of how the universe got complex is buried in this question about Maxwell’s demon, for example, and how the biosphere got complex is buried in everything that I’ve said. We don’t have any answers to these questions; I’m not sure how to get answers. This leaves me appalled by my efforts, but the fact that I’m asking what I think are fruitful questions is why I’m happy with what I’m doing.”
This is top quality stand-up, if you are a fan of Sheldon and The Big Bang Theory.
David has kindly given me permission to share his list of media coverage of what I have labelled ‘play/child-related issues’.
The list is a partial one, as he explains below. He says:
“Interesting research fact: There have been more than 50 articles, news reports, and radio pieces in mainstream media (New York Times, Slate.com, Washington Post, NPR, KQED, ABC News, etc.) in the United States on children’s play since the beginning of 2014.”
“So right now I’ve collected data on the 50+ media references since start of 2014. I’m in the process of going back year-by-year over the past 5 years to see if 2014 does indeed stand out as having a significantly higher number of ‘mainstream media’ (broadcast, print, web) discussions of play. I can easily provide you the 50+ references for 2014 with date, publication, url, title, etc., it’s all in a Microsoft Word doc.”
“I am … interested in looking at things from a different perspective, ie., is there a potentially larger social-cultural shift occurring in America that is either allowing or actively encouraging this sort of mainstream media coverage to happen? In other words, why now? Why these particular stories? What does this say, if anything, about American society in 2014?”
My own cynical view is that this media kerfuffle does not, of itself, signal a change in US (or UK) society. I wish it did. Nevertheless, if nothing else the covering is cheering, and may inspire. Feel free to use the list anyway you wish.
Please contact David directly if you have any questions or requests. For my part I will update this item whenever I can (not guaranteeing!).
DAVID’S LIST ( as of MONDAY, AUGUST 11, 2014)
The Overprotected Kid
The Atlantic, March 19, 2014
Why Free Play is the Best Summer School
The Atlantic, June 20, 2014
Recess Without Rules
The Atlantic, January 28, 2014
Inside a European Adventure Playground
The Atlantic, March 19, 2014
How Finland Keeps Kids Focused Through Free Play
The Atlantic, June 30, 2014
Kids These Days: Growing Up Too Fast or Never At All?
National Public Radio, March 20, 2014
Where the Wild Things Play
National Public Radio, August 4, 2014
Play Doesn’t End With Childhood: Why Adults Need Recess Too
National Public Radio, August 6, 2014
Scientists Say Child’s Play Helps Build a Better Brain
National Public Radio, August 6, 2014
When Kids Start Playing to Win
National Public Radio, August 5, 2014
What Kids Can Learn From a Water Balloon Fight
National Public Radio, June 25, 2014
For Kids With Special Needs, More Places to Play
National Public Radio, August 27, 2013
Kids Need More Structured Play Time, Not Less
New York Times, May 1, 2014
All Children Should be Delinquents
New York Times, July 12, 2014
Mom Faces Felony Charge for Letting Girl Play in Park
ABC News, July 28, 2014
Play for Children: Form and Freedom
Huffington Post, July 11, 2014
If Children are Learning, Then Let Them Play
Huffington Post, November 1, 2013
Dad Charged With Endangerment After Son Skips Church to Go Play
Huffington Post, June 30, 2014
Stressed Out in America: Five Reason to Let Your Kids Play
Huffington Post, February 28, 2014
Banish the Playdate
Huffington Post, July 24, 2014
Best Type of Play? Let Kids do What They Want
NBC News, 9News Colorado, August 6, 2014
How Play Wires Kids’ Brains for Social and Academic Success
KQED California, August 7, 2014
Let ‘Em Out! The Many Benefits of Outdoor Play in Kindergarten
KQED California, July 23, 2014
A Land Where Kids Roam Free
KQED California, July 18, 2014
Can Free Play Prevent Depression and Anxiety in Kids?
KQED California, June 29, 2014
Cities Want Young Families to Play and Stay
Wall Street Journal, August 5, 2014
Playing Children, Out of Sight and Mind
New York Daily News, August 4, 2014
Visiting Lecturer Says Play is Effective Learning Tool
Iowa City Press-Citizen, August 1, 2014
In This Era of Helicopter Parenting, Letting Your Child Play is a Crime
Charleston City Paper, July 23, 2014
Play: The Work of a Child
Green Bay Press Gazette, July 12, 2014
The Best Toy for a Kid on a Plane is Not an iPad
ABC News, July 23, 2014
Send the Kids Outside to Play: Study
Chicago Tribune, July 17, 2014
Even Playing Dress-Up Teaches Children How to Handle Emotions
Springfield News Leader, July 11, 2014
Letting Imagination Win
Washington Post, August 8, 2014
Ten Ways to Fix the Mess That is Kindergarten
Washington Post, August 7, 2014
Why So Many Kids Can’t Sit Still in School Today
Washington Post, July 8, 2014
Are We Overprotecting Our Kids?
Katie Couric Show, July 9, 2014
Should Parents Let Their Kids Take More Risks?
PBS NewsHour, May 9, 2014
Does Overprotecting Children Put Them at Risk?
CBS News, March 20, 2014
Let Kids Run Wild in the Woods
Slate.com, May 2014
What Playfulness Can Do For You
Boston Globe, July 20, 2014
How the American Playground was Born in Boston
Boston Globe, March 28, 2014
A Parklet Rises in Boston
Boston Globe, July 14, 2014
Help Kids’ Imaginations Soar
Miami Herald, July 13, 2014
For July, Let Kids be Kids
Columbia Daily Tribune, July 13, 2014
The Cognitive Benefits of Play: Effects on the Learning Brain
7 Crippling Parenting Behaviors That Keep Children From Growing Into Leaders
Forbes.com, January 16, 2014
Too Much Too Soon: Why Children Should Spend More Time Playing and Start School Later
Forbes.com, January 30, 2014
Why Playful Learning is the Key to Prosperity
Forbes.com, April 10, 2014
Mom Arrested After Letting 7-Year-Old Son Walk to Park by Himself
KTLA News, July 31, 2014
This feels like a lovely continuation of our workshop and our ongoing discussions, Joel. So I’m reblogging it – still struggling with IT problems here, so my follow up to Eastbourne and LPW will be delayed.
It has been conference week in the playwork ‘world’ (as you who were also there are aware!) Conferences are often odd affairs: they never seem to last long enough, or you never get to participate in everything you like the look of, or they leave you tired and playing catch up for the rest of the week; yet, you will bring away something. This year I brought away fragments I’m now piecing together after sitting around at conference.
I mean that literally. The past few years, when I’ve attended, I’ve facilitated workshops, or I’ve built and manned adult play rooms, or I’ve run around in the background with set-ups and helping to keep it going, or I’ve snatched times here and there to listen to someone speak. My position has changed. This year there is time. This is a post about time.
Others who attended this week have already posted…
View original post 697 more words
My last piece on self-esteem, is a bit wack, because the links aren’t active and such. I’m having to revise my workflow, and abandon browser based blogging and Android smartphone blogging in favour of my blog app MacJournal.
the last entry before this is half of a draft, so hang on, and I should post the proper full finished version shortly.
Occasionally I find myself writing something as a comment on another persons blog, and sometimes that piece gets a bit out of hand, like this is one, which arose from commenting on Lily’s blog about her last day of her playwork course. She was musing about doing the Masters in Playwork, and wisely, IMHO, decided against. You can find her blogging here:
http://loveplayhategolf.wordpress.com/ then search for: the-last-day-of-the-playwork-heroes
I started by saying: “Masters IN Playwork? Pah. But Mastery OF Playwork? You are on your way.” Then I found mice elf writing more… What do we mean by mastery? well, I’m not going there just now, so I’ll just say ‘being really really expert in something’ and, probably, ‘recognised as such by your peers’. The issue I’m looking at isn’t so much the ‘what question’ – ‘what is mastery? (like the dreary ‘what is play?’) but rather a ‘how question’: how do we get to be really good at playwork?
How do we achieve mastery?
In his book ‘Outliers’, which I confess I have not read, Malcolm Gladwell, who is both annoyingly glib and rather good at selling us contrarian messages, talks about the 10,000 hours required to properly master something. Wikipedia says:
“A common theme that appears throughout Outliers is the “10,000-Hour Rule”, based on a study by Anders Ericsson. Gladwell claims that greatness requires enormous time, using the source of The Beatles’ musical talents and Gates’ computer savvy as examples. The Beatles performed live in Hamburg, Germany over 1,200 times from 1960 to 1964, amassing more than 10,000 hours of playing time, therefore meeting the 10,000-Hour Rule. Gladwell asserts that all of the time The Beatles spent performing shaped their talent, and quotes Beatles’ biographer Philip Norman as saying, “So by the time they returned to England from Hamburg, Germany, ‘they sounded like no one else. It was the making of them.'”Gates met the 10,000-Hour Rule when he gained access to a high school computer in 1968 at the age of 13, and spent 10,000 hours programming on it.
By the way, I suspect that kids might be able to leapfrog this, but only in special circumstances, like the supportive environment of Summerhill school. Pushy parents think they can help their kids excel, but they get it completely wrong by hijacking kid’s childhood to meet their own unmet needs. Kids need parents to support them doing the KID’s thing, not the mom’s thing. But I digress…
And – wouldn’t be doing my job – if I didn’t quote this commentator who, like me, has a problem with Gladwell’s ‘success equals money’ bias: http://www.pluginid.com/malcolm-gladwell-outliers/
But let’s stay with the idea that mastery – becoming expert in something – is about lots of practice. Which has an implication implicit within it: that themethods of education which don’t involve a lot of practice, such as university courses or classroom-taught NVQs for example, won’t produce mastery or expertise.
It is a truism for oldskool playwork types, like me, that the best method for producing brilliant playworkers would be a ‘teaching playground’. The holy grail is an adventure playground – like a teaching hospital, where students learn on the job, getting those many many hours of practice in ‘the real world’ but with integral mentoring, coaching, supervision and education.
Steve Boller, a trainer of salespeople, talks about the implications of the ten-thousand hour rule for his work:
“This rule states that people don’t become “masters” at complex things (programming, music, painting, free throws) until they have accrued 10,000-hours of practice. And…he does a great job of illustrating that people who are commonly regarded as “masters” are really just people who hit the 10,000 hour mark very early in their lifetimes. (Examples: Mozart and the Beatles in music; Bill Gates and Steve Wozniak in programming). The research he cites to prove his point is compelling. It does support this 10,000 hour threshold and crosses all types of areas from computer programming through to hockey. Who cares, you ask?”
Boller says he does, and so should you. He goes on to say:
“No one gets good at anything without practice – and lots of it. The more we practice, the better we get. We need to think through learning design very carefully if we really want learners to get better at what we’re trying to teach them. Companies don’t have 5 years to train the new sales guy, so we have to come up with a design that allows as much practice as possible in as short a period of time as possible. When our designs are all “tell,” and no “do,” then we are setting learners up to be absolutely no better at doing something AFTER training than they were before training – even if we provided lots of great information or “reference” material. And when we pretend we can make people good at selling, managing, troubleshooting, etc. by creating and delivering a 60-minute e-course or 1/2-day classroom session for them to take, then we’re just plain silly.”
Now dear reader, I’m going to go even further and say this:
If we teach something at people, then not only do we run the risk of it making no difference to their performance*, but we could actually be making things worse.
*performance meaning their behaviour, their ‘what they actually do’, as opposed to our ‘what we say they can do’ because certificated them, or their ‘yes we know all about play cues because we did them on our level 3′.
Which is against the ethical code of the carer – ‘do no harm’, do not make it worse. Yes folks, training (education, teaching, wotever) could be making things worse. Now, hold on, hold on.
Calm down, calm down.
The ‘we’ isn’t so much you or me, the person stood next to the flipchart, doing their best, nor is your own lovely tutor, who was brilliant – rather it is the thing we call ‘the education system’, meaning the whole politicised, mucked-about, target-ridden, over-inspected over-burdened machine. The whole wobbly edifice of training, qualifications, regulators, standards, assessors – all that. The pedagogical structures in which we work, if you want to be posh.
(Please folks, don’t just see this as an attack on trainers doing their best. It isn’t!)
The trial of teaching begins
First witness for the prosecution: call Mrs Jean Piaget, now living in sheltered ‘accommodation’ in Geneva (yes, that was a epistemological Piaget joke – I’m here all week).
Piaget said (I paraphrase): ‘If you show the child the wonder of a butterfly you steal the possibility of their own discovery of a butterfly’.
That, in a nutshell, is why I am increasingly concerned about the teaching of play cues and play types and the mantra of freely chosen being dinned into folk by well-meaning teachers, harried by Ofsted and frustrated by made-up and timid elfansafety, deranged targets and absurd budgets. As we know from playwork, and Zen, sometimes the right action is no action; maybe the right action now is to stop teaching this stuff at people. And its all good stuff, don’t get me wrong., but maybe we are treating them like geese fattened for foie gras – maybe we are force-feeding them in order to get the paté of qualification. What I’m saying is that, in the system that prevails, run by the powers that be, it is becoming more and more difficult to actually make a difference.
So bring on our second witness for the prosecution: John Taylor Gatto, who realised this a while ago:
“Gatto worked as a writer and held several odd jobs before borrowing his roommate’s license to investigate teaching. [years later] He was named New York City Teacher of the Year, in 1989, 1990, and 1991, and New York State Teacher of the Year in 1991.”
Impressive – did he win again the next year? Er, no, actually what happened was […“] he wrote a letter announcing his retirement, titled ”I Quit, I Think“, to the op-ed pages of the Wall Street Journal. Here is an extract: http://www.johntaylorgatto.com/underground/prologue2.htm
”[In 1991], during my thirtieth year as a school teacher in Community School District 3, after teaching in all five secondary schools in the district, crossing swords with one professional administration after another as they strove to rid themselves of me, after having my license suspended twice for insubordination and terminated covertly once while I was on medical leave of absence, after the City University of New York borrowed me for a five-year stint as a lecturer in the Education Department … I quit.“
He said that he no longer wished to
“hurt kids to make a living. ”
Wow. Go read those links. Now, as trainers, educators, helpers and supporters, coaches, mentors, teachers, managers, ‘people who help people do things better’, as I like to say, we should always be concerned about and focussed on, performance – which I’m going to define as: ‘what people actually do’.
Sorry to sound a bit lympic there with the ‘p’ word, but I’m sick of hearing the word performance with the ‘O’ word in front of it and ‘teem geebee’ makes me throw up a little in my mouth. I promise I won’t mention lympics again, and please, LOCOG, don’t set your ‘Brand Nazis’ on me – I said lympics and not your O word. Nyer nyer.
And just to note this – if you don’t see changes in behaviour – and specifically those positive changes in behaviour that we call ‘improvements‘, then I have to tell you – they didn’t learn anything. Because learning is about changes in behaviour. Not the same as ‘Oh, yeah we know about play types because we did them in year 2, or was it year 1? Anyway, we did them, deep play, mastery play, yep, done that.’
And, for reasons of space I’m going to skip any discussion of how people learn best. But hey, as playworkers you already know the answer – children learn a thing the best through play (with or without support. Depends, no time to get into that here). By doing the thing. That’s what Gladwell is on about. The point is, maybe TEACHING this stuff is beginning to make things worse.
Let’s get positive
But what about you? What do you do that you’re really good at? How did you learn to do it, and ask yourself this – how many hours did it take you to get really good at it?
Old joke : Man asking directions in the street, stops a musician carrying an instrument case: ‘Scuse me buddy, how do I get to Carnegie Hall?’ Musician says: “Practice, man, practice.”
I’ve said it before, playwork is a craft. Can’t call yourself a practitioner if you don’t practice. “Practice, man, practice.” and, of course, “Practice, woman, practice.” And for the Geordies: “Practice, man, woman, man, practice.”
So if you, dear readers, want to be both masters in playwork and masters of playwork, then simply spend X hours a week doing/thinking/being playwork. Gladwell equates his 10k hours to 20 hours a week for 50 weeks for 10 years. And I don’t mean 10 hours admin, 4 hours packing craft boxes, I mean all of those X hours doing/thinking/being/ playwork. You know what I mean.
Ten thousand hours. But, not a hundred thousand words, just ten thousand hours. That’s the route to mastery and expertise – ten thousand hours. Like, bummer, dude. But be not downhearted, grasshopper! For ‘the mastery of a thousand hours begins with a single hour’, as Lao Tsu might have said. Let’s be positive – you are already well on the way – I’ll leave it to you to work out how many hours you have already banked – you are on the way…
Go on then, what are you waiting for?
revised 9 days ago, uploaded Thursday, August 2, 2012
I’d like to talk to you about a little-known disorder known as PSD: ‘pundit sermonising disorder’. I’d also like you to support the charity PSDOF – The PSD Organic Federation, which desperately needs your help.
Let me tell you a little bit about PSD. PSD afflicts many well-meaning people, and appears to correlate highly with intelligence, writing and opinion-holding, three of the 7 required symptoms for the so-called ‘delusional disorder’ category, according to DSM-VI, the psychiatrist’s bible.
I used to be a high-performing PSD sufferer myself – I was a management guru (more one-hit wonder, than Springsteen), and just like a vicar, I used to deliver sermons to confused and vulnerable managers, sometimes in some of the cathedrals of management like your LSE business school, sometimes in the works canteen.
What all these sermons had in common was a tendency to tell people stuff that should be true, that sounded like it was true, but wasn’t actually true, in support of my sermon. I was doing Our Lord Drucker’s work, I was making the world of management better, what could be wrong with embroidering my sermon with ‘science bits’ making my argument more shiny and manageable in a wholly understandable and laudable attempt to persuade managers to be nice to their staff? such is the delusion that afflicts the PSD sufferer, sadly and tragically trapped in a world of managerialist jargon of their own making, through no fault of their own.
I’m pleased to be able to say that I am now in recovery as a PSD sufferer, and I urge anyone reading this who thinks that they might also suffer from PSD, or their loved ones, to seek help. PSD is not life-threatening, and sufferers can be supported in finding suitable work such as teaching business studies to sixth formers in a local FE college.
PSD is an under-reported disorder which blights the lives of many people in all walks of management. Outwardly a condition that only causes harm to the sufferer themselves, it is in fact responsible for untold misery in the workplace. A recent study by a University business school found that the cost of PSD for average large UK business(500+ employees) was in the region of £650M per annum, in lost productivity.
Thank you for listening. If you’d like to make a donation you can contact my charitable foundation via my website.