Monkey See, Monkey Do

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According to Wikipedia, ‘monkey see, monkey do’ is a saying that originated in Jamaica in the early 18th century and popped up in American culture in the early 1920s. The saying refers to the learning of a process without an understanding of why it works.
‘A good example is the best teacher’ is another one of those sayings that seem to aim at the same thing.

And while it is true that when we see others getting something done that we would like to do ourselves ~ we can learn how to do it through the process of observation; the caveat is that just seeing how something is done, or just observing the ‘good example’ without having the understanding of what it is about is unlikely to help anyone in the long run...

In other words, leading by example or teaching by example will only grow corn if those that are lead understand what they are lead to, and those that are taught understand what they are taught.

So first one has to understand what he would like to learn, before he can be taught through example and productively observe how it is done...

This means that, as with so many things, there are steps to follow even when leading or teaching through example:

• The goal has to be clear ~ both from a perspective of what the goal is, and why it is important.
• The example has to be set ~ and that is something that is something that is not only shown at the class or job-site, it has to be something that is ‘part of life’ of the teacher or leader.
• The example has to be followed with the understanding as to what it will lead to.
• Those following the example will have to discover its worth in their own lives or jobs ~ the example has to be beneficial to them.
• Finally, those following the example will need ‘to run with it’ and, now that they understand how they can reach their goal in this manner bring the example and their unique way of doing things in line so it can work even better for them.

From a shamanic point of view, the rabbit is an interesting animal to work with to take yourself through these steps, as the rabbit has a tendency to keep asking: “Why?”

Teacher: “Let me show you how it is done”
Rabbit: “Why?”
Teacher: “Because then you can learn something from it.”
Rabbit: “Why?”
Teacher: “Because it can be done way more efficient.”
Rabbit: “So what! That is not necessarily a good reason why.”

Only when ‘it’ is explained and understood as to what, where, when, and why ~ it makes sense to show how through example.

I bet it even takes all of that before monkeys start doing what they see...
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