{"id":4,"date":"2010-02-02T13:27:26","date_gmt":"2010-02-02T21:27:26","guid":{"rendered":"http:\/\/thelearningpathway.com\/blog\/?p=4"},"modified":"2010-03-18T10:09:54","modified_gmt":"2010-03-18T17:09:54","slug":"through-the-eyes-of-a-mechanic","status":"publish","type":"post","link":"https:\/\/thelearningpathway.com\/blog\/2010\/02\/through-the-eyes-of-a-mechanic\/","title":{"rendered":"Through the Eyes of a Mechanic"},"content":{"rendered":"

\"Eye<\/strong><\/a><\/p>\n

Jan. 20 2010<\/p>\n

Seeing through the eyes of a mechanic? Let’s first consider what it is to be a mechanic. A popular definition is someone who builds, maintains and repairs mechanical systems, i.e. a “nuts and bolts” person who works with their hands. In my opinion, this is an incomplete definition. Consider that most mechanics start their career at a young age exhibiting an innate desire to take things apart, much to a parent’s dismay. At some point, parental frowns turn to pats on the back with the progression of finally putting things back together. If you are like me, the pats on the back are motivating but nothing compared to the pure joy that results from seeing and understanding how a bunch of parts join together to create a functioning system.<\/p>\n

For me, this innate desire continues to grow and is stronger than ever partly because I am fortunate enough to continue on a path that encourages this behavior. From those first pats on the back, my journey continued to Mr. Ben Haas’ auto class at Temple High School (Temple, Texas) and on to a career as a technician and then a part time trainer.<\/p>\n

I have come to realize that the true definition is found by looking beyond the “nuts and bolts”. A true mechanic is a master of the dynamics that turn objects into assemblies and assemblies into functioning systems. Simply put: A true mechanic is a master of complex systems through the mastering of its simpler parts.<\/p>\n

One of the main values of this definition is that it does not confine our abilities to “nuts and bolts” assemblies. This is an important point since most mechanics tend to be hands-on visual learners.<\/p>\n

It is also important because many hands-on visual learners feel limited in their learning abilities. For those who do feel limited, I suggest that it is no more a limitation for us than it is for others who never get our hands-on opportunity. You see, it is our real life hands-on experiences that allow us to build an instinctive understanding which cannot be forged in any other way. Perhaps we just have to apply it in new ways. To do so, I suggest we start with the right definition, and then, learn to see the world through the eyes of a mechanic. <\/p>\n

To See the World through the Eyes of a Mechanic
\n\t\t<\/strong>To see the world through the eyes of a mechanic is to direct the desire for understanding how things work beyond just nuts and bolts. Specifically, it is to purposefully apply our mechanical tendencies, understandings, awareness’s, and expectations into the full spectrum of learning and problem solving.<\/p>\n

We have a powerful opportunity because everything can be modeled as a system (or part of a system). Further, all systems will hold true to the same fundamental dynamics, the same dynamics that we have learned through our hands-on experiences. Consider that this applies to an engine just as it does to circuits, software programs, and even information and learning!<\/p>\n

This shared connection, once realized, can be used as a learning framework to build from and work within. It is like having multiple jigsaw puzzles that have the exact same border pieces. Put the border pieces together for one puzzle and you have a framework for all. The result is a stronger learning foundation that will allow us to more competently and confidently reach into higher complexity levels.<\/p>\n

\t<\/p>\n

Making a Connection
\n\t\t<\/strong>Making the “system” connection starts with discovering what you know about systems. Interestingly enough, I have found that much of our knowledge regarding systems is found in the analysis of very simple experiences. Consider these examples based on an engine rebuild:<\/p>\n

    \n
  1. An engine abides by the rules of physics.<\/li>\n
  2. An engine can be broken down into smaller pieces.<\/li>\n
  3. A piston is made of a different material than the rod.<\/li>\n
  4. The piston connects to a crankshaft via the rod.<\/li>\n
  5. The rod has to be connected to the piston before the piston is inserted into the block.<\/li>\n
  6. If the engine is assembled properly it can run.<\/li>\n
  7. Turning the key to the start position should result in a running engine.<\/li>\n
  8. Drive the car to go to work.<\/li>\n<\/ol>\n

    \n\t\tEven if you have not built an engine, you can probably easily relate to all of these. If you have built engines, you probably have not put much thought into any of them and don’t have to. Why? Because you instinctively know that it is just the way things are. You simply have an innate understanding of the meaning and implication. And that is the beauty and value of our experience!<\/p>\n

    The next step is to determine what these experiences tell us about systems. In short, this is accomplished by restating and replacing all of the key words with terms that reference the fundamental dynamics of a system. Of course, it also helps to know what the system is. In the above list, it’s the engine.<\/p>\n

      \n
    1. All things are governed by rules.<\/li>\n
    2. All systems consist of building block elements.<\/li>\n
    3. All building block elements have unique characteristics that define its application.<\/li>\n
    4. Building blocks join through relationships forming patterns (assemblies).<\/li>\n
    5. The right thing first leads to the next right thing first (process of putting together an assembly).<\/li>\n
    6. If the proper relationships and patterns have been formed, and if the requirements have been met, and the conditions are accounted for, it will result in a functioning system.<\/li>\n
    7. Every system supports a process in which an input initiates a series of events that result in an outcome.<\/li>\n
    8. Every system is part of a bigger system.<\/li>\n<\/ol>\n

      \n\t\tThe result is fundamental and generic descriptions of our engine rebuild experiences. In other words, our experiences are now universal and can easily be applied to new challenges.<\/p>\n

      In review: Our experience gives us the foundation; this fundamental perspective gives us a universal connector. Now, let’s make a connection to a different type of system, a sentence:<\/p>\n

        \n
      1. Rules of grammar and punctuation.<\/li>\n
      2. A sentence is made of words. Words are made of letters.<\/li>\n
      3. Some words are nouns, others are adjectives, etc. Some letters are vowels and others are consonants.<\/li>\n
      4. Letters join to make words. Words join to make sentences.<\/li>\n
      5. The order of words determines meaning. Tim wrote a book. A book wrote Tim.<\/li>\n
      6. With proper spelling and sentence structure, a sentence will convey the intended information.<\/li>\n
      7. Joining together the meaning of each word, through reading, forms a greater meaning.<\/li>\n
      8. The sentence is a step in transferring information from the writer to the readers.
        \n\t\t\t <\/li>\n<\/ol>\n

        The "Connection" in Grid Form<\/p>\n

        \"Making<\/a><\/p>\n

        \n\t\tHopefully, I presented this clear enough so you can see the value of the fundamental perspective and how it used to make a connection. Keep in mind that this is a simple connection and application and only offers a hint of the value.<\/p>\n

        The maximum value is realized when it is purposefully applied to new learning challenges. Still, performing mental exercises like this and applying it to things you already know is an excellent way to develop a higher level of awareness, to reinforce your existing knowledge, and to strengthen the ability to make new connections.  <\/p>\n

         <\/p>\n

        \t<\/p>\n

        Examples
        \n\t\t<\/strong>Following are two examples of mastering the complex through the mastery of its simpler parts. The first one focuses on my Wiring Diagram Color-Coding system. I selected it for this article because the process of developing it for a seminar sparked a higher level of self and learning awareness that resulted in the second example…and then to this article.<\/p>\n

        Wiring Diagram Color-Coding
        \n\t\t<\/strong>Basically, Color-Coding is the process of using colors to mark the expected voltage conditions of a circuit. Originally, I developed Color-Coding because of a need for efficiency. When I decided to add it as a subject in my seminar, I knew I needed to have a high level of understanding of wiring diagrams, the process of color-coding, and learning.<\/p>\n

        Without planning it, I did what came natural. I took out my wrenches and took things apart. Just as I would an engine rebuild.<\/p>\n

        I did a tear down of every diagram I could find. I took them down to sub systems, then to circuits, and then to components and back together again.<\/p>\n

        Keeping it short…with each step, I looked for similarities, and within the similarities, I looked for the lowest common denominators. It is within this simplicity that I found the “connector” between wiring diagrams, circuits, Color-Coding and learning. The result is what I call the Color-Code Legend and the process of teaching Color-Coding.<\/p>\n

        \n\t\t\"The<\/a><\/p>\n

        The Color-Code Legend depicts the circuit “must haves” in the simplest form. The teaching method is fundamentally based on a visual process of assembly.<\/p>\n

          \n
        1. Teach the simple “must have” relationships, circuit patterns, states and conditions.<\/li>\n
        2. Show how to find these simple “must haves” within the complexity of the diagram and identify them with colors.<\/li>\n<\/ol>\n

          As a result, it becomes easy to see how the complexity of the diagram is made up of simple patterns. In effect, the variables of the diagram are visually organized and a foundational familiarity is established. This then becomes the foundation for focusing on the processes and strategies of the system<\/p>\n

          The Golden Outline of Systems<\/strong>
          \n\t\tAll of my learning experiences, especially as related to my seminars, led to purposely getting out the wrenches to tear down and rebuild the concept of a system.<\/p>\n

          In this case, once the system components and dynamics were identified, reassembly took place on paper with each element represented as labeled blocks.<\/p>\n

          Using a graphical representation made it more “hands-on”, consequently, making it easier to experiment with how the component blocks fit together. The result is the concept of a system displayed as an assembly that I have named: The Golden Outline of Systems.<\/p>\n

          \"The<\/a><\/p>\n

          The visual format of the Golden Outline helps to strengthen the “system” concept. Also, the ability to see the system dynamics as components and to see their relationship to each other opens up new applications:<\/p>\n