The Basics of Non Violent Communication DVD 1 Part 1: The Purpose of Nonviolent Communication & Expressing Observations and Feelings
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0:04 - 0:07The Basics of Nonviolent Communication with Marshall B. Rosenberg, PhD
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0:08 - 0:12The following presentation is from a 1 day Introductory Workshop held in San Francisco, CA in April, 2000
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0:13 - 0:19Part 1: The Purpose of Nonviolent Communication & Expressing Observations and Fellings
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0:23 - 0:24...but first, let me begin by
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0:24 - 0:26clarifying the purpose of
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0:27 - 0:29Nonviolent Communication.
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0:30 - 0:33Its purpose is to help you to do
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0:33 - 0:36what you already know how to do.
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0:36 - 0:37Why do we need to learn something today
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0:38 - 0:39that you already know how to do?
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0:39 - 0:43Because sometimes we forget to do this.
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0:43 - 0:48We forget because we've been educated to forget.
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0:48 - 0:50Now, what is it that I'm talking about
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0:50 - 0:52that we already know how to do?
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0:52 - 0:56The purpose of this process is to help us
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0:56 - 0:58to connect in a way that makes
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0:58 - 1:01natural giving possible.
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1:02 - 1:04Natural giving possible.
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1:04 - 1:07What do I mean by natural giving?
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1:07 - 1:10Let me do you a song to make it clear
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1:10 - 1:13what I mean by natural giving.
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1:26 - 1:28# I never feel
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1:28 - 1:30more given to
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1:30 - 1:33than when you take from me.
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1:35 - 1:38When you understand the joy I feel
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1:39 - 1:41caring for you.
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1:42 - 1:45And you know my giving isn't done
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1:47 - 1:49to put you in my debt,
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1:50 - 1:52but because I want to live
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1:52 - 1:54the love
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1:54 - 1:57I feel for you.
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1:59 - 2:01To receive with grace
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2:02 - 2:05may be the greatest giving.
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2:07 - 2:09There's no way that I can
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2:10 - 2:12separate the two.
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2:15 - 2:21When you give to me,
I give you my receiving -
2:22 - 2:25and when you take from me
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2:25 - 2:29I feel so given to #
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2:37 - 2:38You all know that giving.
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2:38 - 2:41You know how to do it.
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2:41 - 2:44And that's what I'm interested in,
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2:44 - 2:47our remembering to stay with
that quality of giving -
2:48 - 2:51moment by moment in any connection.
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2:51 - 2:54But we also all know it's easy to lose it.
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2:54 - 2:57It's easy to lose that connection,
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2:57 - 2:59so that instead of
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2:59 - 3:01enjoying that quality of giving,
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3:01 - 3:03which is possible every moment,
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3:03 - 3:05in every contact we have.
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3:05 - 3:09In spite of how precious that is, we forget.
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3:10 - 3:12And instead of playing the game that
that song is about -
3:13 - 3:16which I call "making life wonderful."
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3:16 - 3:19It's the most fun game I've ever heard.
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3:19 - 3:21Instead, much of the time
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3:21 - 3:24we play another game
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3:24 - 3:26called "who's right?"
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3:26 - 3:29Have you ever played that game?
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3:29 - 3:32[laughter]
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3:34 - 3:36It's a game where everybody loses,
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3:36 - 3:38so isn't this amazing,
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3:38 - 3:40that we all know about this quality of giving
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3:41 - 3:42that the song was about?
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3:43 - 3:45It's possible every moment,
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3:46 - 3:48we... we... we find that
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3:48 - 3:50the richest thing to do,
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3:51 - 3:55and much of our life we end up playing "who's right?"
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3:55 - 3:57Now, the game of "who's right?"
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3:57 - 3:59involves 2 of the most
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3:59 - 4:02devious things human beings have ever
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4:02 - 4:05come upon. One, punishment.
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4:05 - 4:06See, 'cause if you're wrong
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4:07 - 4:08in the game of "who's right?"
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4:08 - 4:11then you deserve to suffer.
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4:11 - 4:13Can you imagine a more diabolical
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4:13 - 4:15concept to educate people?
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4:17 - 4:21So...if you haven't already
abstained from punishment, -
4:21 - 4:22I'm sure by the end of the day,
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4:23 - 4:25that will no longer be a part
of your consciousness. -
4:25 - 4:27No more punishment.
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4:27 - 4:28You won't do it in your families,
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4:29 - 4:33we'll get rid of it with criminals, it just makes things more violent,
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4:33 - 4:35we'll find other ways to
deal with other nations -
4:35 - 4:37besides punishment.
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4:37 - 4:39No more punishment.
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4:40 - 4:43No more reward.
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4:43 - 4:45it's the same game.
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4:46 - 4:47It's part of the game of "who's right?"
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4:47 - 4:49If you're right, you get rewarded.
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4:49 - 4:51If you're wrong, you get punished.
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4:51 - 4:54No more. No more.
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4:54 - 4:58It's created enough violence on the planet.
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4:59 - 5:02No more guilt induction. See?
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5:03 - 5:05No more shame.
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5:07 - 5:10No more concepts of duty and obligation.
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5:11 - 5:14Just what the song is about, natural giving.
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5:16 - 5:19So, how did we get off target?
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5:19 - 5:21We got off target, according to
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5:21 - 5:24Walter Wink, a theologian,
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5:24 - 5:26who writes in his book
"The Powers That Be", -
5:26 - 5:29we got off target about 5,000 years ago.
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5:29 - 5:30We... we lost...
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5:31 - 5:32We got off target because
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5:32 - 5:36we started to get some wild thinking.
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5:37 - 5:39Wild thinking that
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5:39 - 5:42human beings are innately evil.
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5:44 - 5:47When you believe that, that human beings are innately evil,
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5:47 - 5:49then if things aren't going as
we would like, -
5:49 - 5:52what's the corrective process?
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5:53 - 5:57The corrective process is penitence. See?
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5:58 - 6:01If people are evil, you think that the way to
bring about change -
6:01 - 6:03when people are behaving
in a way you don't like -
6:03 - 6:06is to make people hate themselves
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6:06 - 6:08for what they're doing.
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6:08 - 6:10So, for these political reasons
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6:10 - 6:12and theological reasons,
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6:12 - 6:14we started to develop a Ianguage,
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6:14 - 6:17that I call jackal Ianguage. It's a...
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6:17 - 6:20language that cuts us off from life
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6:20 - 6:22and, uh,
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6:23 - 6:26makes it very easy to be violent.
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6:26 - 6:29Very easy to be violent.
In fact, -
6:29 - 6:30in that book I mentioned,
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6:30 - 6:34Wink says that domination cultures...
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6:34 - 6:36one of the things you have to educate people
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6:36 - 6:39is to make violence enjoyable. See?
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6:40 - 6:45And we've done a good job of that. We make violence enjoyable in our culture.
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6:45 - 6:47For 2 hours a night, from 7 to 9, when
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6:47 - 6:50children are watching television the most,
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6:50 - 6:52in 75% of the programs they watch,
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6:53 - 6:54the hero either kills somebody
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6:54 - 6:57or beats them up. You see?
So we... -
6:57 - 7:00And when does this happen?
At the climax of the program. -
7:00 - 7:03We've been educated for quite a while
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7:04 - 7:05to make violence enjoyable,
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7:05 - 7:08So, even though I think what
that song was about -
7:08 - 7:11is what is really closer to
our nature, -
7:11 - 7:13this natural giving,
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7:13 - 7:17we've been educated to make
violence enjoyable, -
7:17 - 7:19and educated in a way we can
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7:19 - 7:22even be violent to our children.
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7:23 - 7:25So what is jackal-language like?
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7:25 - 7:28See? Jackal-language, as I've
mentioned, is a language of -
7:28 - 7:30moralistic judgments.
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7:33 - 7:36You think in terms of who's right, who's wrong,
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7:36 - 7:39who's good, who's bad,
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7:39 - 7:41and when you mention change,
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7:41 - 7:42yes, we want change at times,
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7:42 - 7:46so how do you get change in the jackal-system?
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7:46 - 7:49Watch a parent try to bring about change in the child.
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7:50 - 7:51This is a parent teaching a young child,
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7:52 - 7:54say one of the most important
words in jackal. -
7:55 - 7:57» Say you're sorry.
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7:58 - 8:00» I'm sowwy.
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8:01 - 8:04» You're not really sorry. I can see it. You're not really sorry.
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8:04 - 8:06» [crying]
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8:06 - 8:08» I'm sorry.
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8:08 - 8:10» ok, I forgive you.
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8:12 - 8:15Can you imagine a game like that?
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8:15 - 8:18Can you imagine a parent
responding to a child that way? -
8:18 - 8:21And if a parent is gonna do that
to a child in their own family, -
8:21 - 8:23what are they gonna do
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8:23 - 8:25to people from other
cultures who behave -
8:25 - 8:28in a way they don't appreciate?
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8:28 - 8:32So of course you're gonna have violence
wherever you have this kind of thinking. -
8:32 - 8:34In cultures that do not
have this thinking, -
8:34 - 8:37you don't see violence,
you see? -
8:38 - 8:40So... That's how we got off target.
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8:41 - 8:43Even though we could be
playing the game -
8:43 - 8:46"make life wonderful"
each moment, -
8:46 - 8:48we have been educated for quite a while
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8:48 - 8:51to play another game "who's right?"
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8:52 - 8:54So what are the parts of this
game of "who's right?" -
8:54 - 8:56I've just mentioned one of them.
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8:56 - 8:58One part is moralistic judgments...
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8:58 - 9:01Iearning how to go up to our head
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9:01 - 9:04and think basically in terms of
right and wrong, -
9:04 - 9:06good and bad,
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9:06 - 9:08normal / abnormal.
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9:09 - 9:11I Iearned this game very well.
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9:11 - 9:14I speak several dialects of jackal.
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9:14 - 9:15[laughter]
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9:15 - 9:18I grew up speaking...
I grew up in Detroit. -
9:19 - 9:21We spoke a rather harsh
dialect of jackal. -
9:21 - 9:24You might call it Detroit jackal.
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9:24 - 9:28For example, if I am out driving
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9:28 - 9:30and someone is driving in a way that I don't like,
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9:30 - 9:33and again, I want to install change,
you see? -
9:33 - 9:36I roll down the window
"Idiot!" -
9:36 - 9:38[laughter]
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9:38 - 9:41Now, theoretically, the person is supposed to repent.
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9:41 - 9:44See?
[laughter] -
9:45 - 9:47"I confess I was wrong, sir.
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9:47 - 9:52I will change the error of my ways."
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9:52 - 9:55It's a great theory.
It didn't work. -
9:57 - 10:00I have tried it more than once.
It doesn't work. -
10:00 - 10:01So I thought maybe it was that
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10:01 - 10:04particular dialect of jackal.
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10:04 - 10:07So I decided to get a more
cultured use of jackal, -
10:07 - 10:10so I went to the university and
got a doctor's degree -
10:10 - 10:13in professional jackal.
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10:13 - 10:14[laughter]
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10:14 - 10:16Now, when somebody is driving
in a way I don't like, -
10:17 - 10:20I roll down the window
"psychopath!" -
10:20 - 10:22[laughter]
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10:24 - 10:25Still doesn't work!
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10:27 - 10:28You see?
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10:28 - 10:32There's another part of this
Ianguage of jackal. -
10:33 - 10:35"Amtssprache"
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10:35 - 10:37Amtssprache.
That's very important. You see? -
10:37 - 10:41A language that denies choice,
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10:42 - 10:44denies responsibility for our actions.
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10:44 - 10:48I use the word "amtssprache" for this part,
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10:48 - 10:51having read an interview with the nazi war criminal
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10:52 - 10:53Adolf Eichmann
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10:54 - 10:58In his trial for war crimes in Jerusalem.
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10:58 - 11:01Eichmann was asked: "was it hard to send tens of
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11:01 - 11:04thousands of people to their death?"
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11:04 - 11:07and Eichmann answered candidly.
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11:07 - 11:10He said:
"to tell you the truth, it was easy. -
11:10 - 11:12Our Ianguage made it easy."
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11:13 - 11:15That interview shocked,
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11:15 - 11:18that answer shocked his interviewer,
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11:18 - 11:21and his interviewer said
"what Ianguage?" -
11:22 - 11:25Eichmann said
"in fact, my fellow nazi officers and I, -
11:25 - 11:27we had our own name for our language.
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11:27 - 11:30we called it amtssprache"
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11:30 - 11:33Amt in german means "office"
and ssprache "language" -
11:33 - 11:37I'd call that bureaucratic language.
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11:37 - 11:39He was asked for some examples.
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11:39 - 11:42Eichmann said:
"it's a language -
11:42 - 11:47in which you deny responsibility
for your... your actions. -
11:47 - 11:52So if somebody ask you why you did it,
you say "I had to". -
11:52 - 11:54then you don't feel so bad.
If you have to do it, -
11:54 - 11:57you see,
you're not responsible. -
11:57 - 11:59"But why did you have to, jackal?"
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11:59 - 12:01"superior's orders"
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12:02 - 12:04"company policy"
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12:04 - 12:06"they made me do it"
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12:06 - 12:09"I couldn't do elsewise"
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12:09 - 12:12Very dangerous Ianguage,
amtssprache. -
12:12 - 12:14Very dangerous.
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12:14 - 12:16We have giraffe schools.
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12:16 - 12:19I use the word "giraffe" you see, as a
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12:19 - 12:21symbol for nonviolence.
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12:21 - 12:23We'll see today that
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12:23 - 12:27the language we're gonna study
is the language of the heart. -
12:27 - 12:29And so I use giraffe Ianguage for that,
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12:29 - 12:31because giraffes have the largest heart
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12:31 - 12:33of any land animal, so...
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12:38 - 12:40giraffe requires...
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12:42 - 12:45always being conscious of choice.
You see? -
12:45 - 12:48We never do anything that we
don't choose to do. -
12:50 - 12:53But I was teaching giraffe
to a group of parents -
12:53 - 12:55and teachers in one community,
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12:55 - 12:58and we have giraffe schools
throughout the world. -
12:58 - 13:01We have 5 in Israel,
4 in Palestine, -
13:02 - 13:05some in Serbia, and so forth.
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13:05 - 13:07And in giraffe schools,
of course, we want -
13:07 - 13:10to make sure certainly that
the teachers and parents -
13:10 - 13:11never use amtssprache.
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13:12 - 13:15One of the most dangerous languages in the world.
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13:16 - 13:19To teach a child you have to do something.
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13:20 - 13:23So I was saying this one time
in St. Louis, Missouri, -
13:23 - 13:25to a group of parents and teachers,
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13:25 - 13:27and a mother got very upset.
She said -
13:27 - 13:30"but there are some things you have to do,
whether you like to do it or not. -
13:31 - 13:34It's our job as parents to teach our
children what they have to do. -
13:34 - 13:36I mean, there's things I do every
day that I hate to do, -
13:37 - 13:41but there just are some things
you have to do". -
13:41 - 13:44"well" I said
"could you give me an example?" -
13:44 - 13:47She said "Well, easy, there's so many.
Let me think. -
13:47 - 13:50Ok. Like when I leave here tonight.
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13:50 - 13:52I have to go home and cook.
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13:52 - 13:54I hate to cook.
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13:54 - 13:59I hate it with a passion,
but I have done it every day for 20 years, -
13:59 - 14:02even when I have been sick".
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14:02 - 14:03[laughter]
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14:03 - 14:05Well, I said "I'll be very happy today
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14:06 - 14:07to show you another way of thinking,
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14:08 - 14:12Another Ianguage, that I hope would
open up happier possibilities for you" -
14:13 - 14:17Well, I'm pleased to report she was a
rapid giraffe student. -
14:17 - 14:19She went home that very evening
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14:19 - 14:24and announced to her family that
she no longer wanted to cook. -
14:24 - 14:25[laughter]
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14:25 - 14:28I got some feedback from her family.
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14:29 - 14:31[laughter]
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14:31 - 14:33The feedback came 2 weeks Iater, when I
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14:33 - 14:36swung through that city again
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14:36 - 14:38and was doing an evening workshop,
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14:38 - 14:43and who shows up but her 2 older sons.
She had 4 sons. -
14:43 - 14:47They came up at the beginning to
introduce themselves, and -
14:47 - 14:49I said "hey, I'm glad
you guys came up here. -
14:49 - 14:52I've been very curious what's going on in your family.
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14:52 - 14:54Your mother has been
calling me regularly -
14:54 - 14:57telling me about all the changes
she made in her life -
14:57 - 14:59since the training.
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15:00 - 15:02Like "what happened that first
night when she came home -
15:02 - 15:05and announced that she no longer
wanted to cook?" -
15:06 - 15:07The oldest son said to me,
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15:07 - 15:11"Marshall, I said to myself, thank God"
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15:11 - 15:13[laughter]
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15:21 - 15:23I said "help me understand that one."
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15:23 - 15:24He said
"i said to myself, -
15:24 - 15:29now maybe she won't complain
at every meal" you see? -
15:29 - 15:32You see, natural giving, what I started
the day off with that song, -
15:32 - 15:36anything we do in Iife that isn't
coming out of that energy, -
15:36 - 15:39we pay for it and everybody
else pays for it. -
15:40 - 15:43Anything we do out of fear of
punishment if we don't, -
15:43 - 15:45everybody pays for it.
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15:45 - 15:49Anything we do for a reward,
everybody pays for it. -
15:49 - 15:52Everything we do to make
people like us, -
15:52 - 15:54everybody pays for it.
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15:54 - 15:57Everything we do out of
guilt, shame, -
15:57 - 16:00duty, obligation, everybody pays for it.
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16:00 - 16:02That isn't what we were designed for.
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16:02 - 16:05We were designed to enjoy giving,
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16:05 - 16:07To give from the heart.
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16:10 - 16:12» Hum... Marshall?
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16:12 - 16:14» Yes?
» I'm over here. -
16:14 - 16:16My son brought me to one of your seminars,
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16:16 - 16:18and I met you some 10 years ago,
» Yes. -
16:19 - 16:20» In oakland.
» yes. -
16:20 - 16:22» Now, I'm trying to bring my son back.
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16:22 - 16:26I'm here, and he
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16:27 - 16:29said Iast night when I told
him I was coming here, -
16:29 - 16:33he said "well, why don't you go?
I have a couple of appointments. -
16:33 - 16:36maybe you could teach me something".
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16:36 - 16:39So I thought I would come
to Iearn something. -
16:39 - 16:40Maybe I can teach him.
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16:40 - 16:43But I'd like to teach him,
and I don't know how to do that. -
16:44 - 16:45I'd like to teach him to
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16:46 - 16:48at Ieast give me the time of day
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16:48 - 16:51to communicate with him.
He doesn't do that, willingly. -
16:51 - 16:54And when I try to demand it,
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16:54 - 16:56it becomes worse.
» Yes. -
16:56 - 16:58» So how do I do that?
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16:59 - 17:01» Well, that would be a good situation
to work on today, -
17:02 - 17:04'cause I'm going to ask everyone to
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17:04 - 17:06think of a situation right now where
-
17:06 - 17:08somebody is behaving in
a way you don't like. -
17:08 - 17:10So in this case,
it's your son, who when -
17:10 - 17:13you ask him to
communicate, he says no. -
17:14 - 17:17The first thing I'll suggest is you
can't teach anybody anything. -
17:17 - 17:17That's right.
-
17:17 - 17:22And to have that as an objective
is itself to create problems. -
17:22 - 17:25So, let's change the objective.
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17:26 - 17:29Let's never try to teach anybody
anything or to change anybody. -
17:30 - 17:31If that's your objective,
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17:31 - 17:34you'll create resistance.
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17:34 - 17:37So that would be my first suggestion today.
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17:37 - 17:41Never try to teach anybody anything
or to change anybody. -
17:42 - 17:44Is that clear?
» Yeah. -
17:44 - 17:45» Ok.
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17:45 - 17:48» So what do you do then? Give up?
» Oh, no, no, no, -
17:48 - 17:54See, this is... this is the thinking that's
been shaped in us by jackals, see? -
17:54 - 17:56The game of "who's right?",
win-lose. -
17:56 - 17:58So then, if we can't change
-
17:58 - 18:00and win,
then the option we think of -
18:00 - 18:03is to be a chump and Iose.
You see? -
18:03 - 18:07We have been educated to think in those 2 ways, win-lose,
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18:07 - 18:09right-wrong.
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18:09 - 18:10No, I'll show you a way.
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18:10 - 18:12Another option.
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18:12 - 18:16Ok. Let's get into it. Let's give you
a chance to practice it. -
18:16 - 18:19Some of you have already thought of situations,
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18:19 - 18:23such as somebody you want very much to communicate with, they say no.
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18:23 - 18:27So, think of somebody at the moment who is behaving
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18:27 - 18:30in a way that is not making life wonderful for you,
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18:30 - 18:35and you'd Iike to get to the place that the song was about,
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18:35 - 18:37where everybody's needs can get met,
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18:37 - 18:41and people are giving to one another from the heart, willingly.
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18:42 - 18:43Not out of coercion. You see?
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18:43 - 18:47Let's see if we can show you a process to get there in this situation,
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18:47 - 18:50To get everybody's needs met,
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18:51 - 18:55and where people give willingly, not out of any coercion.
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18:55 - 18:57So, maybe you are living at home,
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18:57 - 19:01maybe you choose today to work on a child that you are living with at home
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19:01 - 19:05who says horrible, horrible jackal-things, such as
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19:05 - 19:07"no."
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19:07 - 19:08[laughter]
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19:08 - 19:12Oh, you laugh! You try living with one for a while.
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19:13 - 19:16"Please brush your teeth" "no"
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19:17 - 19:21Maybe you are living at home with a jackal-speaking partner,
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19:21 - 19:24who says horrible jackal-things, such as
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19:24 - 19:27"that hurts me when you say that."
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19:28 - 19:31We'll see today that it's a violent act
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19:31 - 19:34to say others make you feel as you do. See?
-
19:35 - 19:39To imply that others can make you feel hurt or angry.
-
19:41 - 19:46Maybe at work somebody is behaving in a way you don't like. They come Iate.
-
19:46 - 19:49They're not producing as well as you would like.
-
19:50 - 19:53Maybe your next door neighbor has been sexually molesting children.
-
19:53 - 19:58Whoever you want to pick, somebody who is behaving in a way you don't like,
-
19:58 - 20:00and you'd Iike to see how we would
-
20:00 - 20:05arrive at the objective of creating the quality of connection
-
20:05 - 20:08that will get everybody's needs met
-
20:08 - 20:11through natural giving. That's our objective.
-
20:11 - 20:15Ok? Now, open up your materials to...
-
20:17 - 20:19the Iast page.
-
20:19 - 20:22Second to the last page. At the top, it says
-
20:22 - 20:27"expressing how we are and what we would like"
-
20:37 - 20:40and it says under "a" think of someone
-
20:40 - 20:45who does something that makes life less than wonderful for you"
-
20:45 - 20:48so this person that I'm asking you to think about
-
20:48 - 20:51who is presently behaving in a way you're not crazy about,
-
20:51 - 20:54and what I'd like you to do is answer this question.
-
20:54 - 20:58Write here one thing that the person does
that you don't like. -
20:59 - 21:01We're gonna work on one specific action
-
21:01 - 21:04that the person does that you don't like.
-
21:04 - 21:07To get you familiar with the process today.
-
21:07 - 21:12Maybe the person does several things,
but we're gonna show you how the process works -
21:12 - 21:18by showing you how to communicate with the person
about one specific thing they do. -
21:18 - 21:24So write under "a" one thing this person does that you don't Iike.
-
21:26 - 21:29» Now, when I was here in San Francisco
-
21:29 - 21:34working with the school system back in the 70s,
-
21:34 - 21:37the superintendent of schools asked me to go into an elementary school.
-
21:37 - 21:43He said the parents are complaining about the quality of relationship between the teachers
-
21:43 - 21:47and the administrator.
They said the tension in the school -
21:47 - 21:52is so great that the parents want to take their children out of the school.
-
21:52 - 21:57So he asked if I would go in, see If I could open up better communication between the staff
-
21:57 - 22:00and the administrator.
-
22:00 - 22:03The plan was, I would meet first with the teachers
-
22:03 - 22:05and then get the teachers and the administrator together.
-
22:06 - 22:09So in my meeting with the teachers,
I started with the question -
22:09 - 22:12that I just asked you.
I said to the teachers -
22:12 - 22:16"can you tell me one thing
that the administrator does -
22:16 - 22:20that makes it hard for you to work with him?"
-
22:20 - 22:22I was asking for an observation.
-
22:22 - 22:24A concrete behavior.
-
22:24 - 22:27What is one thing he does?
-
22:27 - 22:30The first teacher to respond said this
-
22:31 - 22:33"he has a big mouth"
-
22:35 - 22:39Now, can you see the difference between the question I asked and the answer I got?
-
22:40 - 22:44I did not ask "what size mouth does the principal have?"
-
22:44 - 22:46[laughter]
-
22:47 - 22:50So this teacher was giving me an evaluation,
-
22:50 - 22:53an analysis that implies wrongness. You see?
-
22:53 - 22:57We have been so trained to think that way
-
22:57 - 23:01that sometimes we can't separate fact and opinion.
-
23:01 - 23:04All we see is our enemy image.
-
23:06 - 23:08Whether it's an individual or a nation,
-
23:08 - 23:10we have been trained to think
-
23:10 - 23:13in enemy images of wrongness.
-
23:15 - 23:19It obscures reality. We don't see the behavior.
-
23:19 - 23:22We just see our enemy image.
-
23:22 - 23:24In his book "Out Of Weakness"
-
23:24 - 23:29Andrew Schmookler says that
when cultures are taught to think this way, -
23:29 - 23:31not to just see the person,
-
23:32 - 23:35but an image,
a judgment they've made, -
23:37 - 23:40bombs are never far away. You see?
-
23:41 - 23:44So I pointed this out,
to the gentleman that -
23:44 - 23:46this was not an answer to my question,
-
23:46 - 23:50I wanted to know one thing that the principal did.
-
23:50 - 23:54This man was stuck.
He just couldn't get it. -
23:54 - 23:56The woman sitting next to him tried to help.
She said -
23:56 - 23:57"well, I know what he's referring to"
-
23:57 - 23:59I said, "ok, help him out.
-
23:59 - 24:01what's one thing that the principal does?"
-
24:01 - 24:03"He talks too much."
-
24:04 - 24:07No, too much is a judgment.
-
24:07 - 24:10I asked for an observation, not a judgment.
-
24:10 - 24:12See, this is how jackal-speaking people think.
-
24:12 - 24:16They really have been brought up to think there is such a thing,
-
24:16 - 24:19as a just-right amount of everything.
-
24:21 - 24:22and too much and too little,
-
24:23 - 24:25and that they know what it is. See?
-
24:25 - 24:27So they think that way.
-
24:28 - 24:31It doesn't make resolving conflicts too easy with them, when
-
24:31 - 24:33people have an idea that there is a right and
-
24:34 - 24:37a too much and a too little
and they know what it is. -
24:37 - 24:39And especially when they mix it up with an observation.
-
24:39 - 24:41I was just asking "what does the person do?"
-
24:41 - 24:45and again, for the second time,
this person couldn't see the behavior -
24:45 - 24:48separate from the judgment.
-
24:49 - 24:50A third person tried to help.
-
24:51 - 24:53"Well, I know what they're talking about"
"Ok, what?" -
24:53 - 24:57"He thinks he's the only one that has anything worth saying"
-
24:58 - 25:00No. Telling me what you think he thinks
-
25:00 - 25:06Is an evaluation you're making of what you think is going on in his head.
-
25:06 - 25:09I was asking for "what does he do?"
-
25:10 - 25:11A fourth woman said,
-
25:11 - 25:14"he wants to be the center of attention all the time."
-
25:14 - 25:18I said, "now you're giving me a judgment or a diagnosis of his motives.
-
25:18 - 25:23even if it's accurate, it's a diagnosis of his motives.
It's not an observable behavior. -
25:23 - 25:26My question was what does he do?"
-
25:27 - 25:30Now, the entire faculty sits there quiet.
-
25:30 - 25:33Nobody can answer the question.
-
25:33 - 25:37And one of the women said to me,
"Boy, Marshall, that's hard to do." -
25:37 - 25:42Yes. In fact, the philosopher Krishnamurti says that
-
25:43 - 25:50"to observe without evaluating
is the highest form of human intelligence" -
25:50 - 25:54So those of us who have been taught to think in these enemy images
-
25:54 - 26:00Immediately to think right-wrong, good-bad,
normal-abnormal, appropriate-inappropriate, -
26:00 - 26:02too this, too that...
-
26:03 - 26:07We can't see reality. All we see is our enemy images.
-
26:10 - 26:13Well, with great help...
with great effort on my part, -
26:13 - 26:15I finally got them to get rid of the images
-
26:15 - 26:19and answer this simple question,
"what does he do?" -
26:19 - 26:22It was several things,
but the one that they wanted particularly -
26:22 - 26:24to start working with him on was this,
-
26:24 - 26:27that during their once-a-week faculty meetings,
-
26:28 - 26:30regardless of what was on the agenda,
-
26:30 - 26:35he would relate it to a war experience
or a childhood experience, -
26:35 - 26:39and the average meeting lasted 20 minutes longer than it was scheduled.
-
26:39 - 26:42Ok. That answered my question of what he did.
-
26:42 - 26:45He talked about war experiences,
childhood experiences, -
26:45 - 26:48rather than sticking to the agenda.
-
26:48 - 26:51I said, "have you called that to his attention?"
-
26:51 - 26:54they said, "well, we can see now
that when we try to talk to him about it, -
26:54 - 26:58these other judgments get mixed in,
and he gets defensive." -
26:58 - 27:01So they thought it would be a good idea to talk to him about it,
-
27:01 - 27:05but they asked if I would be at the meeting just in case.
-
27:05 - 27:07So I attended their next staff meeting,
-
27:07 - 27:10and I saw rather quickly what they were talking about,
-
27:10 - 27:14because almost as soon as an issue came up,
the principal would say, -
27:14 - 27:16"oh, that reminds me of a time..."
-
27:16 - 27:19and he would start to tell a story.
-
27:20 - 27:24and I was waiting for somebody to confront him on this,
in giraffe, -
27:25 - 27:29but instead of that,
there was a lot of non-verbal jackaling going on. -
27:29 - 27:33People were going like this,
rolling their eyes, -
27:34 - 27:36poking the person next to them,
-
27:37 - 27:38yawning,
-
27:39 - 27:41Iooking at their watches,
-
27:41 - 27:44holding the watches up to the ears.
-
27:44 - 27:45[laughter]
-
27:49 - 27:53And I watched this scenario going on for a while,
and I said, "ahem. Excuse me, but... -
27:53 - 27:56isn't somebody gonna say something?"
-
27:57 - 27:59Now there's a silence, and the man who
-
27:59 - 28:02spoke up in our first meeting,
I could just see him getting his courage up, -
28:03 - 28:05and he looks at the principal and says, "Ed,
-
28:05 - 28:07you have a big mouth."
-
28:07 - 28:09[laughter]
-
28:10 - 28:14So let's see if whether what you wrote down answered the question I asked.
-
28:14 - 28:17Is it an observable behavior?
Or did you mix in any evaluation, -
28:17 - 28:22and my 2 friends here will help us to make this evaluation.
-
28:22 - 28:24This animal has been taught
-
28:24 - 28:27somewhat Iike a police dog to sniff out narcotics,
-
28:27 - 28:31if there's any jackal mixed in,
he will howl, -
28:31 - 28:34if you answered the question,
this animal will dance. -
28:34 - 28:37So sir, what did you write down?
-
28:37 - 28:39» My dad blames my wife...
-
28:39 - 28:41» [howls]
-
28:41 - 28:42» for my choices.
-
28:43 - 28:44» He does what?
-
28:44 - 28:47» My dad blames my wife for my choices.
-
28:47 - 28:52» Yes. Blames is a judgment. See?
-
28:52 - 28:56That's already putting evaluation into it.
-
28:56 - 28:58Dad, do you see yourself as blaming her?
-
28:58 - 29:01"No. I see myself as calling attention to the facts."
-
29:01 - 29:05So, see? Dad doesn't see that as blaming.
-
29:05 - 29:08"No, I'm educating."
Thank you, Dad. Yes. Ok. -
29:08 - 29:12So, how do we say it?
We need a direct quote. -
29:12 - 29:16We need to give... to make it an observable behavior, we need to say
-
29:16 - 29:18"my father says..." what?
-
29:19 - 29:21» "All of his problems..."
-
29:22 - 29:25» "You are responsible for all of his problems."
-
29:26 - 29:31He says this to the wife,
"you are responsible for all of his problems." -
29:31 - 29:35» That's it.
» Yes. Ok. That's a direct quote. That's what he says. -
29:35 - 29:39That's giraffe language.
You made a direct quote. Ok? -
29:40 - 29:44See? As soon as you see... have the word "blame" in your consciousness,
-
29:45 - 29:46it's gonna change the whole energy with which
-
29:47 - 29:49you approach the person,
because you're basically -
29:49 - 29:51making a judgment of them as blaming,
-
29:51 - 29:54which everybody knows is wrong, you see?
-
29:55 - 29:58» Yes?
» I have the mic... -
29:58 - 30:02Lately, my son is not doing his history homework.
-
30:02 - 30:04» Uh-huh. Ok.
-
30:07 - 30:12» My Dad makes harsh... harsh judgments and insulting remarks.
-
30:13 - 30:16» Oh, my God. You killed my poor jackal.
-
30:16 - 30:18[laughter]
-
30:27 - 30:30» He could have handled the "harsh",
that was one judgment, but -
30:30 - 30:32"insulting", harsh and insulting...
-
30:32 - 30:35you know, see, those are 2 judgments.
-
30:35 - 30:37» actually, he does use insulting words.
-
30:37 - 30:40» No, there is no such thing.
After today, in fact, -
30:41 - 30:43seriously, by 4:30 this afternoon,
-
30:43 - 30:48you will never hear another insult.
It won't exist. Insults will not exist. -
30:48 - 30:50I'm gonna show you the use of some technology today
-
30:51 - 30:55that takes insults and criticism out of the waves... airwaves.
-
30:57 - 30:59[laughter]
-
30:59 - 31:01So that no matter what your father says,
-
31:01 - 31:03you can never hear another harsh statement
-
31:04 - 31:09or another insult, 'cause we're gonna show you today how to use this technology.
-
31:09 - 31:10[laughter]
-
31:16 - 31:18And with this technology,
-
31:18 - 31:22it will be impossible for you to hear criticism,
-
31:22 - 31:25harsh remarks, insults...
-
31:26 - 31:27With these ears,
-
31:28 - 31:32all you can hear is the only thing human beings are ever saying,
-
31:32 - 31:34"please" and "thank you",
-
31:34 - 31:38That's all...
we're gonna show you today -
31:38 - 31:43that all what used to sound like criticism,
judgments, blame, -
31:43 - 31:48are simply tragic, suicidal expressions of "please".
-
31:51 - 31:55» My brother yells at me to get in the car to go to school,
-
31:55 - 31:58and then he makes me late to school.
-
31:58 - 31:59» Who yells?
-
32:00 - 32:02» This guy.
-
32:03 - 32:08» But, you see? Yells... yells is a... uh... kind of a little bit of an evaluation.
-
32:08 - 32:10He speaks in a tone of voice.
-
32:11 - 32:13» Yeah.
» Ok. It's the tone of voice. -
32:13 - 32:17I was asked at Lincoln High School... is it Lincoln High School in San Francisco?
-
32:17 - 32:20Many years ago, I was asked to work with the faculty there. They were having a lot of
-
32:20 - 32:25tension amongst the faculty racially, ethnically.
-
32:25 - 32:29there was a lot of tensions, and the superintendent asked me to work there, and
-
32:29 - 32:31I started the day asking,
-
32:32 - 32:35"tell me something that somebody else on the faculty does that you don't Iike."
-
32:35 - 32:38A man turns to the woman next to him and says,
-
32:38 - 32:41"I don't Iike it when you yell in our faculty meetings."
-
32:41 - 32:43She says, "who yells?"
-
32:43 - 32:45[laughter]
-
32:47 - 32:50Now, she was from a different culture than this man.
-
32:50 - 32:53What was yelling in her culture was quite different.
-
32:53 - 32:57And about 10 minutes later when she started to yell at him by her own definition,
-
32:57 - 32:59I saw a difference, you know?
-
33:00 - 33:04So, raises the voice, when he's asking you to get ready for school. Yes.
-
33:05 - 33:07» Or just kind of gets angry at me...
-
33:07 - 33:10» Gets angry... that's maybe accurate, but it's a diagnosis.
-
33:10 - 33:15We don't know whether he's angry. He might be scared, you know, you're gonna miss school.
-
33:15 - 33:18It might sound to you like angry.
Maybe it is. Maybe it isn't. But -
33:18 - 33:20"raises the voice,"
-
33:20 - 33:23"has smoke coming out of his ears..."
-
33:23 - 33:27That you can see. You see? That's observable.
-
33:27 - 33:28Yes?
-
33:28 - 33:32» My fifth grader Jesse refuses to do his seat work.
-
33:32 - 33:36» [howl!]
Refuses is a diagnosis. -
33:39 - 33:43Maybe an accurate diagnosis,
but it doesn't tell me what he does. -
33:44 - 33:47» He says, "no, I don't want to do it."
» Says "no, I don't want to do it." -
33:47 - 33:49That's the behavior.
-
33:56 - 34:00» My husband doesn't tell me things
which will affect me deeply. -
34:01 - 34:05» Ok. That's the first jackal husband I've ever heard of.
-
34:06 - 34:07[laughter]
-
34:08 - 34:12» This is a new experience for me today.
-
34:14 - 34:17» A student in my class incessantly talks loud
-
34:18 - 34:20and won't stay seated or keep his hands to himself.
-
34:20 - 34:22» I hear about 3 judgments in there.
-
34:22 - 34:25Uh... let's go over it slowly, 'cause I hear 3 diagnoses.
-
34:25 - 34:28Say it again so we'll hear the 3 diagnoses.
-
34:28 - 34:30» Incessantly talks loud...
-
34:31 - 34:34» Loud is your interpretation.
Louder than you would like. -
34:34 - 34:37If you want to say it, put it that way.
"Louder than I would like" -
34:37 - 34:38» Won't stay seated.
-
34:38 - 34:43» Won't is a diagnosis.
"He doesn't stay in his seat after I've told him to", -
34:43 - 34:48He might in the future. We don't know whether he will or not, so that's a diagnosis.
-
34:48 - 34:52Doesn't at the moment.
Doesn't when I ask him to stay in his seat. -
34:52 - 34:54» And does not keep his hands to himself.
-
34:54 - 34:58» "And does not keep his hands to himself." [Mm-hmm]
-
34:58 - 35:03» Ok. Since coming to the introductory presentation on tuesday night,
-
35:03 - 35:07I've been very aware of hearing evaluations.
-
35:07 - 35:10» Yes.
» In myself, and especially in other people. -
35:10 - 35:14And so I started to wonder, you know,
are all of those violent communications? -
35:14 - 35:18Or would there be a way that some of those are,
-
35:18 - 35:20according to this model, nonviolent?
-
35:20 - 35:22» I would say that any
-
35:22 - 35:26evaluation of others that implies wrongness
-
35:27 - 35:30is a tragic expression of an unmet need.
-
35:32 - 35:36tragic in the sense... for 2 reasons. First,
-
35:36 - 35:40it decreases the likelihood that we will get what we want.
-
35:40 - 35:43Even if we don't say it out loud,
even if we think it, -
35:43 - 35:47if we are even thinking that what somebody else does is wrong,
-
35:47 - 35:51it decreases the Iikelihood that we will get what we want.
-
35:53 - 35:55And second, it increases the likelihood of violence.
-
35:55 - 35:58So, what could be more tragic than that?
-
35:58 - 36:03Than expressing ourself in a way that gets in the way of our getting what we want,
-
36:03 - 36:05and increases violence?
-
36:06 - 36:08Anything that we want to say that
-
36:08 - 36:11implies wrongness on the part of the other person,
I'm suggesting, is -
36:11 - 36:15a tragic, suicidal expression of an unmet need.
-
36:15 - 36:17Say the need.
-
36:18 - 36:22Learn a need consciousness,
which is what we're gonna get to now. -
36:22 - 36:26That's how we evaluate in nonviolent communication.
-
36:26 - 36:29We evaluate from the heart.
-
36:29 - 36:34We make judgments,
but we make need-serving judgments. -
36:34 - 36:39We judge whether what people are doing
is meeting needs or not. -
36:39 - 36:42We don't moralistically judge the person for what they did.
-
36:43 - 36:45We judge whether it's serving life or not,
-
36:45 - 36:48because needs are our direct connection with life.
-
36:48 - 36:50They're the life that's going...
-
36:50 - 36:54needs are the life seeking expression within us.
-
36:55 - 36:58So we evaluate with reference to that,
-
36:58 - 37:01and that requires 2 kinds of Iiteracy,
-
37:01 - 37:03feelings and needs.
-
37:04 - 37:08So let's be sure that we are all speaking the same language when I use the term
-
37:08 - 37:10feelings and needs.
-
37:11 - 37:13So under "b" it says,
-
37:13 - 37:17"imagine that you are talking directly to the person,
-
37:18 - 37:23and express how you feel when the person acts in the way described above,
-
37:24 - 37:28and use this form."
Again, we're talking to the other person. -
37:28 - 37:32we're telling them now what they did,
and we say, "when you do this, -
37:32 - 37:37I feel..."
how? How do you feel -
37:37 - 37:41when the person does
what you wrote down under "a"? -
37:41 - 37:43Write that down.
-
37:48 - 37:51» When you do this, I feel angry.
-
37:52 - 37:56» Ok. Anger is a feeling
-
37:56 - 37:59created by unnatural thinking.
We'll get to that next. -
38:00 - 38:01[laughter]
-
38:03 - 38:09» When you're not ready to Ieave at the agreed time,
I feel anxious and impatient. -
38:11 - 38:14» When you speak that loud,
I feel intimidated. -
38:15 - 38:16» [howls]
-
38:16 - 38:20» Intimidated is a diagnosis.
Be careful of words that are -
38:20 - 38:26more descriptions of other people... what you think they're doing to you, like intimidating you.
-
38:26 - 38:30So, write down the following as not feeling words.
-
38:30 - 38:33Do not mistake these words as feelings.
-
38:33 - 38:38I feel misunderstood.
I feel used. -
38:38 - 38:41I feel manipulated.
I feel judged. -
38:42 - 38:45I feel criticized.
I feel ignored. -
38:47 - 38:50For example, aren't there times when you think somebody's ignoring you?
-
38:50 - 38:53Don't you feel relieved?
-
38:53 - 38:55[laughter]
-
38:56 - 38:58And at other times don't you feel angry? You see?
-
38:58 - 39:02So words Iike that really say very little about what's alive in you.
-
39:03 - 39:05They say much more about how you are interpreting
-
39:06 - 39:07the other person's behavior,
-
39:07 - 39:10and above all, never mistake the word "rejected" as a feeling.
-
39:10 - 39:12I feel rejected. No.
-
39:12 - 39:16That's not a feeling.
That's a suicidal interpretation. -
39:16 - 39:19Ok, who's got the mic? There's the mic.
-
39:19 - 39:22» Hurt, disappointed, disenheartened.
-
39:23 - 39:25» yep.
-
39:31 - 39:33» Feel angry and betrayed.
-
39:33 - 39:36» Angry, yes. Howl... for betrayed.
-
39:36 - 39:40betrayed is one of those words Iike intimidated, ignored, misinterpreted,
-
39:40 - 39:42used, manipulated.
-
39:42 - 39:46It's more a diagnosis of the other person than a feeling.
-
39:46 - 39:49» What about contracted?
-
39:49 - 39:50» Contracted?
-
39:52 - 39:55If you mean tense and like that. Ok. If it's that.
-
39:58 - 40:04» When you call me up and, speaking loudly,
tell me you are going to cut off funding, -
40:04 - 40:06I feel angry and scared.
-
40:08 - 40:10» mm-hmm.
-
40:11 - 40:14» When you leave the dishes in the sink, I feel
-
40:14 - 40:19powerless over my environment and time,
which feels frustrating and scary. -
40:21 - 40:25» When you start talking loudly in the middle of my sentence,
-
40:25 - 40:29I feel hurt because I think you are not listening to me.
-
40:30 - 40:31» Yeah, the feeling is great, but
-
40:31 - 40:36you're gonna lose it when you follow the word "feel" with the word "because I think"
-
40:36 - 40:41Any time you're thinking, your chance of getting what you need is greatly decreased.
-
40:42 - 40:43[laughter]
-
40:44 - 40:47Especially when you follow the word "think" with the word "you",
-
40:47 - 40:54Then I think you not only won't get heard, I predict a defensive-aggressive reaction.
-
40:54 - 40:58So, it's gonna be hard for people to care about your feelings
-
40:58 - 41:02when you follow that with a diagnosis that implies wrongness.
-
41:02 - 41:07But we'll get to that next, 'cause we're gonna see next that we... we...
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41:07 - 41:11After the feelings, there's 2 places we don't go.
-
41:11 - 41:13And one is up to our head.
-
41:13 - 41:17See? We stay in the heart with feelings.
We don't go up to the head. -
41:17 - 41:20We stay in the heart and connect with needs.
-
41:20 - 41:21But, we'll get to that.
-
41:22 - 41:25If we want to use nonviolent communication,
-
41:25 - 41:29we want to be sure that we do not use the feeling
-
41:29 - 41:31in a violent way.
-
41:31 - 41:35Because feelings can either
connect us at the heart -
41:35 - 41:37or they can contribute
-
41:37 - 41:40to more division and violence.
-
41:40 - 41:46So we certainly do not want to ever express our feelings
in this way, -
41:47 - 41:50"I feel as I do because you..."
-
41:51 - 41:55Ok? We never want to express our feelings this way.
-
41:55 - 41:57"You make me feel..."
-
41:59 - 42:03Now, that will be a hard habit to get away from, because
-
42:03 - 42:05in a jackal-culture,
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42:05 - 42:11feelings are very instrumental to using guilt as a way of manipulating people.
-
42:11 - 42:15The way to manipulate people is if you can convince them
-
42:15 - 42:19that they make you feel as you do,
then they should feel guilty and change. -
42:20 - 42:24You see? It's another form of this violent game.
-
42:24 - 42:28So, for example, if you are a parent and you want to use feelings in a violent way
-
42:28 - 42:33rather than a connecting way,
you would express them this way. -
42:33 - 42:37"It really hurts me when you don't clean up your room."
-
42:37 - 42:39[laughter]
-
42:40 - 42:41Ok?
-
42:42 - 42:45Or, "you make me angry when you say that."
-
42:49 - 42:54I was talking during the break about one of my happiest days as a parent was
-
42:54 - 42:59when my oldest son went to a jackal school for the first time.
-
43:01 - 43:05he had gone 6 years to a giraffe school that I had helped create,
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43:05 - 43:12and, uh... but then, I wanted him to learn how to enjoy jackals as well, so,
-
43:12 - 43:16uh... and in giraffe schools, we also want to be aware
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43:16 - 43:19that the children are not always gonna be in this setting,
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43:19 - 43:22so we want them to learn how to stay with their own values
-
43:23 - 43:26regardless of which structure they're in. You see?
-
43:26 - 43:31So he comes back the first day from school,
and he looked less than happy, and I said, -
43:32 - 43:34"how was the new school, Rick?"
-
43:34 - 43:39And he said, "it's ok, Dad, but... whew!
boy... some of those teachers, Dad..." -
43:39 - 43:41I said, "what happened?"
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43:41 - 43:43He said, "Dad, I wasn't even in the front door, really.
-
43:44 - 43:45i was halfway through the front door,
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43:45 - 43:48and some man teacher comes running over and says,
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43:48 - 43:51"my, my, Iook at the little girl."
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43:53 - 43:56Can you guess what the teacher was reacting to?
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43:56 - 43:59Yeah, my son's hair was down to his shoulders.
-
43:59 - 44:03See, in a jackal-school, as we all know,
authority knows what's right. -
44:03 - 44:07See? There's a right way to wear your hair as a boy
and a wrong way. -
44:07 - 44:11A right way to do everything. And who knows?
The teacher. -
44:11 - 44:16And what do you do if somebody doesn't do it?
You use shame, guilt, and so forth. -
44:16 - 44:21You use the word "girl" as though it's an insult.
Welcome to jackal-land. -
44:21 - 44:27So i'm getting burned up, ready to go do a Iittle BAT therapy with the teacher,
-
44:27 - 44:29[laughter]
-
44:29 - 44:32forgeting all about my teachings,
-
44:33 - 44:35and I said to my son,
"how did you handle it?" -
44:36 - 44:40and he said, "I remembered, Dad,
what you said, that when you're in -
44:40 - 44:45that kind of environment, never give them the power to make you submit or rebel."
-
44:46 - 44:48one of the things we want to teach children very early,
-
44:49 - 44:51no matter what structure you're in,
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44:52 - 44:56never lose track that you are free to choose what you do.
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44:56 - 45:00Don't allow institutions to determine what you do.
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45:01 - 45:03I said, "hey, man, if you remembered that, that's a big gift.
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45:03 - 45:07I really love that you could remember that under those conditions.
-
45:07 - 45:09then what did you do?"
-
45:09 - 45:14"I put on my giraffe ears, Dad,
tried to hear what he was feeling and needing" -
45:14 - 45:17I said, "you remembered to do that?
What did you hear?" -
45:17 - 45:22"Pretty obvious, Dad.
He looked irritated and wanted me to cut my hair." -
45:23 - 45:27"Hey, wow, man, i'm really glad you could remember that. How did that leave you feeling?"
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45:27 - 45:33He said, "Dad, I felt sad for the man. He was bald and seemed to have a problem about hair."
-
45:34 - 45:35[laughter]
-
45:45 - 45:48So we want children the same thing we want to teach adults.
-
45:49 - 45:52Institutions can't make you do anything. Uh...
-
45:53 - 45:56Other people can't make you do anything.
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45:56 - 46:00No human being has ever done anything they didn't choose to do.
-
46:01 - 46:03A palestinian in the village of Hebron disagreed with me one time.
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46:04 - 46:07He said, "I don't agree with you, Marshall, that we only choose to do.
-
46:07 - 46:09Where was my choice 2 days ago?
-
46:09 - 46:12A soldier puts a gun at my head and says,
take off your clothes or I'll shoot you. -
46:12 - 46:15Where was my choice?"
-
46:15 - 46:18I said, "seems pretty obvious to me.
-
46:18 - 46:21You had a choice of whether to take off your clothes or not."
-
46:21 - 46:24He laughed. He said, "ok, I got your point.
-
46:24 - 46:26I chose not to take off my clothes.
-
46:27 - 46:32I chose... that soldier knew I didn't have a gun.
He was doing this to dishonor me. -
46:32 - 46:35I chose to risk my Iife to protect my honor." Ok, so...
-
46:35 - 46:38I'm not saying we always Iike the choices we have, but
-
46:38 - 46:42nobody can make us do anything we don't choose to do.
-
46:42 - 46:46So I said, "apparently the soldier also chose not to shoot you.
-
46:46 - 46:49Or else he was a very poor shot."
-
46:49 - 46:51[laughter]
-
46:51 - 46:54My children taught me this about nobody does anything they don't choose to do.
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46:54 - 46:57From the time they were 2 years old, they educated me
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46:58 - 47:01that I couldn't make them do anything.
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47:01 - 47:03All I could do is make them wish they had.
-
47:04 - 47:05[laughter]
-
47:05 - 47:08And then they taught me another lesson.
That any time I would do that, -
47:09 - 47:13they would make me wish
I hadn't made them wish they had. -
47:13 - 47:17They taught me that violence creates violence. You see?
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