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Curious about Curiosity

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Looking into motivation, particularly for learning, certain elements appear again and again.  So I’ve heard ‘relevance’, ‘meaningfulness‘, consequences, and more. Friston suggests that we learn to minimize surprise. One I’ve heard, and wrestled with, is curiosity. It’s certainly aligned with surprise. So I’ve been curious about curiosity.

Tom Malone, in his Ph.D. thesis, talked about intrinsically motivating instruction, and had curiosity along with fantasy and challenge. Here he was talking about helping learners see that their understanding is incomplete. This is in line with the Free Energy Principle suggesting that we learn to do better at matching our expectations to real outcomes.

Yet, to me, curiosity doesn’t seem enough. Ok, for education, particularly young kids, I see it. You may want to set up some mismatch of expectations to drive them to want to learn something. But I believe we need more.

Matt Richter, in his well-done L&D conference presentation on motivation, discussed self-determination theory. He had a nice diagram (my revision here) that distinguished various forms of motivation. From amotivated, that is, not, there were levels of external motivation and then internal motivation. The ultimate is what he termed intrinsic motivation, but that’s someone wanting it of their own interest. Short of that, of course, you have incentive-driven behavior (gamification), and then what you’re guilted into (technically termed Introjection), to where you see value in it for yourself (e.g. WIIFM).

While intrinsic motivation, passion, sounds good, I think having someone be passionate about something is a goal too far. Instead, I see our goal as helping people realize that they need it, even if not ‘want’ it. That, to me, is where consequences kick in. If we can show them the consequence of having, or not, the skills, and do this for the right audience and skills, we can at least ensure that they’re in the ‘value’ dimension.

So, my take is that while we should value curiosity, we may not be able to ensure it. And we can ensure that, with good analysis and design, we can at least get them to see the value. That’s my current take after being curious about curiosity. I’d like to hear yours!

Mythless Learning Design

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If I’m going to rail against myths in learning, it makes sense to be clear about what learning design without myths looks like. Let me lay out a little of what mythless learning design is, or should be.

Myths book coverLearning with myths manifests in many ways. Redundant development to accommodate learning styles, or generations. Shortened to be appropriate for millennials or the attention span of a goldfish. Using video and images for everything because we process images 60K faster. Quiz show templates for knowledge test questions because they’re more engaging. And all of these would be wrong.

Instead, mythless design starts with focusing on performance. That is, there’re clear learning outcomes that will change what people do that will affect the success of the organization. It’s not about knowledge itself, but only in service of achieving better ability to make decisions.

Then, it’s about designing meaningful practice in making those decisions. It’s not about testing knowledge, but ability to apply that knowledge to choose between alternative courses of action. It can be mini-scenarios (better multiple choice), branching, or sims, but it’s about ‘do’, not know.

We reinforce practice with content that guides performance and provides feedback. It does use multiple media, because we use the right media for the message. Yes, we look to engage multiple senses, but for comprehending and encoding information. And variety. We use visuals to tap into our powerful visual processing system, not because they have any particular metric improvement. We also use audio when appropriate. And while text is visual, we use it as appropriate too. To address learning outcomes, not learner preferences.

Mythless learning design may use small amounts of content, but because minimalism keeps cognitive load in check, not because our attention span has changed. We need appropriate chunking, as our working memory is limited, so we want to make things as small as possible, but no smaller!

We design meaningful active practice not because any generation needs it, but because it’s better aligned with how our brains learn at pretty much any age. There are developmental differences in working memory capacity and experience base, but everyone benefits from doing things, not passively consuming content.

There are good bases for design. Ones that lead to real outcomes. Starting from a performance focus, and reflecting what’s been demonstrated in learning science research, and tested and refined. Evidence guiding design, not myths.

There are also bad bases for design. Dale’s Cone, shiny object syndrome, the list goes on. Gilded bad design is still bad design. Get the core right. Let’s practice good, mythless learning design. Please.

 

Practicing the Preach

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I’m working on my next plan for global domination. And as I do, I’ve been developing my thinking, and there are some interesting outcomes. Including a realization that I wasn’t doing what I usually recommend. And I also believe that you should ‘show your work‘. So here I’m practicing the preach.

First, I’m developing my understanding, getting concrete about it. I usually use Omnigraffle as a diagramming tool, to represent my conceptual understandings. And I started doing that as part of the ‘developing thinking’ part. But I started with a diagram, and took the elements out and mindmapped them, and threw in other bits. In short, the ‘diagram’ has become a visual place to store bits and pieces of different diagrams, representations, mindmap, prose, or more. As well as outlining elsewhere. But it’s working out for me, so I thought I’d share.

The overall visualization gives me a place, like a business canvas, to drop stuff on and rearrange. It’s a ‘thinking tool’. I’m also copying part of the the activity map and linking things together to capture the actual flow between content and activities. Etc. A virtual whiteboard, I guess.

Second, one of the things to represent was how this would be communicated. Whether a course, or interactive ebook, or whatever, I want to create a flow. And I realized an activity map might make sense. I haven’t done this before (I’ve used storyboards and diagrams), but I find it interesting. Here’s the current status.

Across the top are the various stages (Introduction, the Principles, the resulting learning Elements, the associated Process, and the Closing). Your stages may vary.  Along the side are the different components (the Content topics, the associated practice Activities, the Emotions I to be evoked, the Stories to tell, and the Tools). I think putting in ’emotion’ is an important step! And then I can drop text bits into the intersections.

Finally, as I started developing the associated content, I realized one thing I advocate is backwards design. That is, envision the performance and how it’s distributed across tools and brains. Then, I realized I hadn’t designed the tools first! I’m going back and doing that. So it’s now in the activity map as well ;).

Just thought I’d share this, practicing the preach, and hope that you find it interesting, if not useful. Feedback welcome!

 

A little silliness

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So, this was a little silliness I did in the 99 second presos at the Learning & Development Conference. It was the second one (the other was more aspirational). I’d put it together and then wasn’t sure, but there was time and space. It’s just for fun, nothing serious, along the lines of others I’ve done. FYA (allegro):

Hi, I’m Dr. Quinn, Meaningful Man, and have I got solutions for you! We’ve got learning experiences that are certain to be new. And, they’re based on the latest neuroscience, so we’re using visuals along with text, and asking questions that require answers!

We’ve developed in multiple media to make sure that we’re matching learners’ learning styles. And we’re using all the latest interaction types to make sure that your digital natives feel right at home. You can view the presentations in virtual reality!

Don’t worry, we’re also catering to all the other generations by ensuring that the presentations are the same whether on screen or ‘in world’; not a bullet point differs. And the quizzes are still multiple guess with trivial and silly alternatives so no one is bored and everyone’s self-esteem is maintained.

We’ve taken a microlearning approach, with each chunk shorter than the attention span of a goldfish. Your learners won’t be overwhelmed with content at any one time.

And with the visuals, we’re communicating 60000 times more content, giving you more value for money.

We’re also Dale’s Cone compliant, because you’ll spend 10 percent of the time reading, 20 percent of the time listening, and 30 percent of the time viewing. Which means we’re 40% shorter than anyone else!

We’ve used gamification to keep it lively. No more boring drill-and-kill, it’s all packaged up in themes like racing, circuses and more, so you are earning points that aren’t confounded by any relation to the material.

Look, you have to justify your decisions. So we’re buzzword compliant, because we know our business depends on your business, and you depend on matching the latest marketing to justify the expenditure.

So come, get the latest and greatest. Call now, operators are standing by. Thank you.

So there you have it, a little silliness. Please, all in fun. (Ok, maybe with a wee bit of ‘caveat emptor’. :)

Thinking about reframing

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I found something interesting, and wanted to share, but…I realize this is supposed to be about my learnings about learning. So, I’m framing it as thinking about reframing ;). Seriously, it’s about extant models and opportunities to rethink.

So, to begin with, I’ve been somewhat frustrated with the traditional model of capitalism. No, not as a plea for communism or something, but because it doesn’t align with our brains. When I champion that we should align with how we think, work, and learn, that’s true at the individual, team, organizational, and societal levels.

The problem is, capitalism assumes that we’re optimizing buyers. That is, we will search out and buy the best products, so there’ll be consistent pressure for quality, and this drives improvement. A lovely theory. With only one small flaw…

We’re not optimizing buyers. Herb Simon was part winner of a Nobel prize (kinda before he went on to be a leader in the cognitive science field) on the fact that we’re satisficing buyers, not optimizing. That is, we’ll buy ‘good enough’. I’ve used the fish shop story to document this. We know how to make light, crispy, non-greasy fish’n’chips. So, the capitalist model would posit that every shop should have beautiful fish. Er, no. You’re just as (more?) likely to find greasy sodden fish. Because we’re not likely to drive one borough/neighborhood/town over to get perfect when what’s close is ‘good enough’.

You can get backup from behavioral economics or the work of Daniel Kahneman about how we aren’t logical beings. The point being, we don’t behave in rational ways. For instance, we’re vulnerable to marketing that affects our perceptions. And economics is linked to politics about whether all the real costs are included. Thus, the fundamental foundation of capitalism is flawed.

As an aside, it’s also predicated on unlimited growth. That is, we’ll continually advance in our ability to meet needs. Yet we live on a finite planet…and yes, I know that there are also technological advances. It’s just that I reckon there are limits to growth.

A serious problem is that the alternatives are also flawed. Capitalism proposes that it passes back by the creator of the superior end product purchasing the components and that cascades backwards. However, to change it, e.g. to track based upon the value of a person’s contribution to the greater good, we’d need bookkeeping to track it.

What I hit a wall against was working within the assumptions. And yet, maybe there’s another way, that is thinking about reframing the problem. Just as I previously talked about replacing happiness with contentment, maybe we can rethink economics. If we think about it differently, can we come up with a different model.

Something pointed me to doughnut economics. And it’s not a full solution, but it does have some interesting properties. The reason it’s called the doughnut model is that there’s a hole in the center, then the body, and then the external limits. The hole consists of the basic capabilities humans need: clean water, reliable and healthy food, etc. This, to me, is kind of the ‘aligning with us’. Then the outside are the practical limits: finite planet, limits on water, energy, air, etc. Between these two are where humans can (and should) live.

It’s a different way of looking at things. I’m not an economist by any means (I find it aversive ;), but I do like looking at society in ways that might make it better. And this model, as far as I know, doesn’t have a clear path to replace our current economic system (e.g. prices on goods). But it’s way of rethinking what matters that’s somehow closer to how we really exist.

The take-home for learning, of course, is being willing to step back and reframe what we think we know. Different perspectives enable different insights. It’s part of the creative process to diverge before you converge. So here’s hoping we can find ways to be thinking about reframing. What ways do you use to think afresh?

Collective mind losing redux

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I reported about a conversation on LinkedIn badly defending learning styles. And, the subsequent post came out. Sad to say, it doesn’t do anything better, and instead is yet another bad example of reasoning. It’s a ‘collective mind losing’ redux!

So it starts out saying that those of us who decry learning styles maintain that they don’t exist. That’s not exactly what I said, at any rate. Here’s what I said (and recited in yesterday’s post):

Sure, learners differ, no one who’s taught can say otherwise. But, identifying how they differ, reliably? Er, no. And that we should adapt to learning styles? Again, not what research says.

Most frustrating, the arguments goes back to the claim that it’s about different opinions. That’s a complete mischaracterization. That’s just not helpful in having a debate.

And there are claims to have research that says otherwise. But then they don’t materialize. He has opinions. They’re not the same ;).

Then, he goes on to claim that the response won’t be a literature review, a theory discussion, or written as a journal post. OK, so instead an incoherent screed that tilts between blaming the attackers and then citing anecdotal stories? Um, again, that’s an odd choice to defend against scientific studies.

There are two data points. One is a learning styles advocate who basically recanted. Yet this seems to be taken as support for learning styles??!? The other is a quote by Coffield et al that misconstrues the overall study. In short, no evidence at all.

Oddly, midway through the post, the article starts saying those of us who expect a good rebuttal won’t like the argument. So the argument is now going to start? And again the claim that this is about opinion. Again, opinion is fine about things that are aesthetic choices with no consequences. Here, it’s about orgs trying to spend money sensibly and assist their employees in a scrutable way. I wouldn’t want my doctor or plumber using bad science, nor do I want my L&D team doing the same.

Finally, what is cited, are two people (one named, one unnamed but purportedly a learning company exec). Who, apparently, believe learners have preferences. Yet we’re not claiming otherwise. What is demonstrable is that preferences have essentially no benefit in learning. That point isn’t addressed.

And then there’s this claim, which is fundamentally wrong: “If you can identify the learner’s style, you can tailor content to meet that need.” First, you can’t reliably identify a learner’s style, there isn’t a viable instrument. Second, there’s no benefit to tailoring content to that need. Coffield, et al, and Pashler, et all, and now further studies have reliably, repeatedly, documented this. Check out the Guild’s research report, for instance.

And again a mischaracterization of the opposing viewpoint. It’s certainly possible that we will, one day, reliably identify learning styles, and even find ways to adapt to it. But right now we don’t, and claiming to the contrary is equivalent to selling ‘snake oil’ (see Will Thalheimer’s brilliant introduction to my myths book). You’ll waste money and possibly damage learning and learner. Most importantly, we have a viable alternative: design for the learning outcome! There are good reasons to include multiple media, but they have nothing to do with learning style.

The final ‘nail in the coffin’ against learning styles? Argument by analogy: SATs, gorillas, Einstein, and inventions that were doubted before proven true. With support like this, learning styles shouldn’t be so hard to kill…

What’s important is to see through this sort of argument. On one side, you have claims that it’s about opinions, and there’re several cited to support it. On the other hand, there’re clear pointers to research that’s looked deeply into and across this issue. We must be better than this!

And if my complaints seem disorganized, that’s because they follow the ‘flow’ of the original article. The whole argument is specious!  There’re mischaracterizations of the alternate argument, a lack of supporting evidence despite claims to the contrary, and sloppy thinking. It’s on a par with flat earth, anti-vax, and other non-scientific beliefs. For goodness sake, please pay attention to the science, not illogical deniers.

Losing our collective minds?

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microscopeSo, after that mess on Twitter, I next see on LinkedIn a recognized personage who proceeds to claim that learning styles are legit, and promises a post (see tomorrow’s review). And, the basis for this claim is fundamentally wrong. So I’m beginning to fear that we’re losing our collective minds!  Let me be clear about the claim, the problem, and a healthy approach.

The claim started like this:

I know there is a huge camp of folks who say no one has learning styles and they provide all types of links of others who concur. Then there are folks who say they do exist, and change of a period of time (as you age). And you may have more than one.

I admit I am in the latter group, because I have seen it first-hand as a Director of Training, and when I taught at the HS and University levels.

And, this is a problem, because it misrepresents what’s going on. My response was:

Sure, learners differ, no one who’s taught can say otherwise. But, identifying how they differ, reliably? Er, no. And that we should adapt to learning styles? Again, not what research says. And, to be clear about the ‘huge camp’ (why would that be?), we don’t post links to others who concur, we post links to the science that shows that the instruments to measure styles aren’t psychometrically valid and that the evidence shows no benefit to adapting to learning styles. A waste of time and money.

When called out, the response was similar:

You have perspective, I respectfully disagree.

What this response did was suggest that it’s about opinion. Which is not just irritating, but it’s dangerously wrong. I’ve argued before about why myths matter. And, here, specifically, learning styles can cause you to waste money, but more importantly it may have people prematurely limit themselves. To their detriment.

But it’s also the refusal to acknowledge that it’s science, not opinion. Saying, basically, that the folks against learning styles support each other is very different, and wrong. We don’t point to each other, we point to the research!

It gets worse. The commentary on the post went sideways. Despite some apt questions about the legitimacy, there were counter opinions. One comment brought in neuro-linguistic programming! (Debunked, by the way.) It’d be funny if it weren’t so scary!

And, then, the followup, I have ‘perspective’. Sorry, but it’s not about your opinion versus mine. That may work for fashion, art, cinema. Not what we do in medicine, hazardous material, construction, flight, and the like. Even traffic! We follow what’s been demonstrated to save lives (or we should). When we get into the absurd situation of saying your anecdotal evidence is better than the weight of scientific evidence, we’re on a slippery slope to losing our collective minds.

Look, you can prefer vanilla to chocolate. You can like pineapple on your pizza. Or even put ketchup on your hotdog. (Quelle horreur!) I can differ. No one’s hurt. But if you yell ‘fire’ in a crowded theatre, or advise consuming disinfectant as a virus cure, or using nuclear waste as a skin lotion, you’re violating what’s known. And it’s wrong, if not outright illegal.

Please, be skeptical. Even of what I say! (The scientific method does have its flaws, but it’s better than everything else.) But please value controlled studies over anecdotes. There are lots of ways we can be misled by the latter. We don’t want to be losing our collective minds, we should be leveraging them. Please help!

ITA Jay Cross Award 2020

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The Internet Time Alliance Award, in memory of Jay Cross, is presented to a workplace learning professional who has contributed in positive ways to the field of Informal Learning and is reflective of Jay’s lifetime of work.
Recipients champion workplace and social learning practices inside their organization and/or on the wider stage. They share their work in public and often challenge conventional wisdom. The Award is given to professionals who continuously welcome challenges at the cutting edge of their expertise and are convincing and effective advocates of a humanistic approach to workplace learning and performance.
We announce the award on 5 July, Jay’s birthday.
Following his death in November 2015, the partners of the Internet Time Alliance (Jane Hart, Harold Jarche, Charles Jennings, and Clark Quinn) resolved to continue Jay’s work. Jay Cross was a deep thinker and a man of many talents, never resting on his past accomplishments, and this award is one way to keep pushing our professional fields and industries to find new and better ways to learn and work.
The Internet Time Alliance Jay Cross Memorial Award for 2020 is presented to Andrew Jacobs.
Andrew is determined that learning and development should be an integral part of business activity. He is currently employed in a challenging position inside the UK government. But Andrew continues to blog at ‘Lost & Desperate’ [ https://lostanddesperate.com/ ] In 2013 his blog  was one the 50 most socially-shared learning and development blogs. In spite of his work demands, Andrew continues to share through his blog and on Twitter. He also speaks at industry events and shares what he has learned. In his previous work, Andrew became an expert at improving workplace learning with almost no budget.
Much in the spirit of Jay Cross, Andrew is constantly questioning the status quo. In his own words —
“If LnD help them learn, they won’t need learning.
 
If they don’t need learning, LnD aren’t required.
 
Therefore, to be required, LnD shouldn’t help them learn.
 
Why do LnD still market a once and done approach to learning?
 
Can’t sell? Learn this.
 
Can’t comply? Learn this.
 
Can’t coach? Learn this.
 
Can’t manage? Learn this.
 
Can’t lead? Learn this.”
It is with great pleasure that we present the fifth annual Internet Time Alliance Jay Cross Memorial Award to Andrew Jacobs. Andrew will be presented with the award later this year in the city of London.

An L&D Challenge?

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A colleague and friend posted about masks, and I weighed in. He suggested that it’s really a learning issue. I’m not sure I agree, but I thought it might be interesting to explore. So here’s an L&D challenge to consider.

First, masks make sense, scientifically. They reduce the chance that someone might contaminate someone else. Given, specifically with COVID-19, that there’s a significant period of airborne contagion before the infected person is symptomatic, wearing a mask is a simple preventative measure.

Now, there are some complicating factors in our current case. My friend suggested mixed messages in the media are a confounding factor. Some leaders, for instance are not wearing them. And, other responsible individuals have provided unclear information about their value.

And, wearing masks has become politicized. Some are seeing not wearing masks as a sign of rebellion or resistance to a perception of government intrusion. For some reason, wearing masks upon request is seen as different than wearing, for instance, foot coverings in food establishments. From a scientific perspective, this is inappropriate.

Now, I recently took Ashley Sinclair’s marketing for L&D course at the Learning & Development Conference (#LDC2020, learningdevelopmentconference.com). In it, she reminds me that we buy on emotion. That is, we make our decisions emotionally, and then justify the choice with logic. So, the choice isn’t necessarily a rational one.

So this creates an L&D challenge, if we want to consider it as a design problem. What can and should we do? If we had the opportunity, how would we do it? What could we do to help make mask wearing more acceptable?

We could try education, with statistics, or horror stories. There’re are statistical arguments about the likelihood of infection of each party if one, the other, or both wear masks. Or we can tell tales about the horrible effects the virus has on the human body.

We could try sarcasm. I’ve been struck with the Queen lyric revisions (“no mask on your face, big disgrace, spreading your germs all over the place”), for instance. But that’s not necessarily going to work (even if it is fun). Sarcasm can be inappropriate in the face of entrenched viewpoints.

Or we can try guilt, about carrying risks to family members or friends. If you get it, even if the effects are mild or unnoticeable, you could still infect someone you’re quaranteaming with. Raising awareness about the potential consequences can change people’s behavior.

Finally, we can appeal to better nature. Like being someone who takes the grocery cart back to the collection area, or using your turn signals, it’s just polite. It’s considerate of others, and that’s what makes a society work.

By the way, I wear a mask to the store (it’s required where I live, to be fair). I also wear a (microfiber) bandanna when I walk around the neighborhood that I pull up whenever I’m passing someone, even though we’re almost always more than 6 feet apart. I don’t do it for me, I do it for others. Because while I’m not high-risk, I could get infected and not know it for a few days, and I’d hate to be responsible for someone else getting it from me. Not that I’m keen to find out how I’d react to the virus, either.

So, how do we do it? How do we get people to stop viewing it as an imposition, but as a social obligation that benefits everyone? This is what I mean by an L&D challenge: this is the type of thing we should be able to solve. Now, I know it’s not in our control, so this is a thought exercise, but one that’s not easy. And that’s what we also face in our real situations. So, what would you do?

(Oh, and wear a mask when you’re out in public, please. You don’t know who you might be helping.)

 

Myths, publishers, and confusion

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Myths book coverOn twitter the other day, I was asked how I could on one hand rail against myths, and on the other work with orgs who either sell or promote DiSC and MBTI. The problem, it appears, was a perception that I’m deeply involved with orgs that perpetuate the problem. I thought I’d try to clarify all this, and make sense of myths, publishers and confusion.

The dialog started as a reaction to an article I pointed to on twitter. This article made what I thought was a pretty good case against tools like MBTI and DiSC. And that matters. The arguments raised in the article were legitimate, and even didn’t go far enough. For instance, MBTI is based on Jungian archetypes, which Jung just made up!  So, one question raised is why ask practitioners to change, why aren’t we challenging the businesses?

For one response, I don’t call out the practitioners. I sympathize!  In the myths book, I deliberately addressed the appeal before pointing out it’s wrong (and, importantly, point to better alternatives). Instead, I rail against the tools. That, to me, is where the problem lies, and implicitly indicts the vendors. Now, the org that now owns DiSC was my first publisher. However, they bought it after I was locked into a contract with them. And when I heard, I complained about the choice to them. But they didn’t consult me on it ;).  And yes, they published my first 3.5 books. I dissociated from them on other reasons, but I’m no longer engaged.

Was there any relationship between DiSC and what I wrote? I was able to complain about learning styles in my fourth book with them. It’s a huge company, with many different divisions. There’s no provision to not say things that are contrary to their business interests. They publish and sell what they can sell. They can publish what’s right, and sell stuff that’s not. That’s their confusion, I reckon, not mine.

I’m now publishing with another org, who had, in the past, had learning styles in their competency model. When I found out, I asked and was told it was not in the latest version of the model. They also do make money selling exhibit space to folks with these tools. Note that the folks I work with may not agree, but also have to work in their part of the org and have little contact with the other entity (that makes much money). Yet, to their credit, they asked me to write the myths book. In fact, after I gave a myths talk to launch the the book, an anonymous audience member complained that they shouldn’t have speakers that disparage vendor products. And, they’ve continued to have me write and speak. Again, I suggest that’s their issue, not mine. I’m not responsible for that relationship between myths, publishers, and confusion.

And, yes, there are voices that cry out for the tools. For instance a TD article claimed that such tools are popular. (Under the guise of saying they’re effective.) Which is problematic. Asking folks for their assessments of tools they’ve invested in introduces a clear source of bias. We know that people’s judgments of effectiveness may not match reality. So it’s a problem. But not one I’m in a position to change (though I quietly try).  It does muddy the water. Which, to me, speaks even more to talk about how to review science and what science already says.

I try to be a consistent voice for science in our practice. My publisher gave me a forum to speak that to an audience that needs to hear the message. There are others who echo that voice (see Mythbusters here). I’d welcome having the opportunity to address those who are making the decisions to buy these tools. I don’t have reliable access (I welcome any assistance ;). Instead, now they can give the book to those leaders to bolster the resistance.

So, are my publisher activities part of the business end, or the education end? Do you really concern yourselves with my previous relationship or current publisher? I note that it’s pretty much a hands-off relationship: “if you propose a valuable offering, we’ll publish it.”

I’m saying “here’s what Quinnovation has to say” and the orgs are endorsing it. Not the other way around. Is that accurate? Do you see that as a conflict? I’m perfectly willing to be wrong, and if so I welcome ideas how to be more clear about what and how it’s wrong.

I think I’m fighting a good fight, for the right reasons, and pretty much in the right way. But it’s not my perspective that matters. So I ask you, am I off the mark here? Am I helping or hurting the issues in myths, publishers, and confusion?