Evaluate – Standards and Timing

This post is part of a series called NAMED.  Seeking a way for my students to remember the steps of how to use Alexander Technique, I came up with a simple word they could remember to help jog the steps. The letters of the word stand for each of the steps

N…notice  On April 4th, 2012, starting with points about self-observation

A…ask  Explored the “A” part of the mnemonic – on April 6th, 2013

 M…move    Read more about experimental moves on April 11th, 2013

E…evaluate  This post explores how to get results from interpreting our experimenting – in three parts!

D…direct

 

What Standards?

Falling short of meeting our standards means they run ahead of our abilities – isn’t that the way it should be? When applying conclusions, it’s constructive to note incremental progress and to re-determine our “north star” headings. How constructive is it to discount incremental progress merely because collectively, tiny improvements fall short of ascending aspirations of potential excellence? Standards and tastes will tend to accelerate and rise ahead of whatever progress has been currently mastered. Especially, artistic standards apply eternally changing social fashions.

Judgment and offering opinions has become so popular of a social pastime that there is a danger that destructive standards will get applied indiscriminately. Danger and the violation of social mores are actively sought out, because the social media has learned that creating drama and intrigue attracts people’s attention.

Devil’s advocacy has become the social acid test that was originally intended to drive improvement, making it “bullet-proof.” However, the ability to generate improvements can shut down when criticisms are applied, which are designed to attack, not build or develop solutions. This is an important reason to apply criticisms after experimentation. Nascent results need potential solutions applied to them. Fledgling ideas and new experiences and skills need to be developed and shaped by vision and aspirations.

When to Evaluate Determines Results

The timing of when to evaluate results determines the ability to note and sort into certain categories of success or failure. Having results is the important part that needs to precede evaluating. If you do the evaluation before you’ve done the experimenting and gotten some sort of result, you’ll most likely notice habitual factors. This is because habits running the show operate as a default condition.

The secret is doing an evaluation after moving differently to experiment is much more likely to lead to making an unexpected discovery. If you cannot verify that you did indeed make a move in a different way, then you can’t expect different results.

The reverse is also true: different results come from doing things using a different way. Uncovering the differences means the results can be repeated. Being a better observer during experimenting will allow these differences and new skills to come forward in further experiments.

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