1768 – the wood
Too much light often dazzles such gentlemen (i.e. philosophers), they don’t see the wood for the trees. Die Herren dieser Art (i.e. Philosophen) blend’t oft zu vieles Licht, Sie sehn den Wald vor lauter Bäumen nicht. 1)
1801 – the snail’s line
It’s as if the crazy people couldn’t see the wood for the trees; they look for what is right in front of their noses, and what they don’t find merely because they are moving further and further away from it in a kind of snail’s line (i.e. spiral). Es ist, als ob die närrischen Menschen den Wald vor lauter Bäumen nicht sehn könnten; sie suchen, was ihnen vor der Nase liegt, und was sie bloß deswegen nicht finden, weil sie sich in einer Art von Schneckenlinie immer weiter davon entfernen. 2)
1868 – the toy
Give a boy a hammer and chisel; show him how to use them; at once he begins to hack the doorposts, to take off the corners of shutter and window frames, until you teach him a better use for them, and how to keep his activity within bounds. 3)
1964 – the instrument
We tend to formulate our problems in such a way as to make it seem that the solutions to those problems demand precisely what we already happen to have at hand. With respect to the conduct of inquiry, and especially in behavioral science, I label this effect “the law of the instrument.” The simplest formulation I know of the law of the instrument runs this way: give a small boy a hammer and it will turn out that everything he encounters needs pounding. 4)
2021 – our method
We too have a favourite instrument: You. We listen. Without judgement. With empathy. Let’s explore both the wood and the trees. Through dialogue, you will find direction to better yourself.
Our expertise ranges from nutrition and dietetics, education and developmental psychology, cognitive behavioural therapy (CBT) and coaching to consultancy, mediation and moderation. While readily available, we will only use a technique with your informed consent.
The Universal Declaration of Human Rights (UDHR) is a milestone document in the history of human rights. Drafted by representatives with different legal and cultural backgrounds from all regions of the world, the Declaration was proclaimed by the United Nations General Assembly in Paris on 10 December 1948 (General Assembly resolution 217 A) as a common standard of achievements for all peoples and all nations. It sets out, for the first time, fundamental human rights to be universally protected and it has been translated into over 500 languages. The UDHR is widely recognized as having inspired, and paved the way for, the adoption of more than seventy human rights treaties, applied today on a permanent basis at global and regional levels (all containing references to it in their preambles). 4)
Three articles (out of thirty) aim to secure a foundation on which you can further develop a dignified existence; possibly with the help of our coaches, consultants, mediators or moderators:
- Everyone has the right to a standard of living adequate for the health and well-being of himself and of his family, including food, clothing, housing and medical care and necessary social services, and the right to security in the event of unemployment, sickness, disability, widowhood, old age or other lack of livelihood in circumstances beyond his control.
- Motherhood and childhood are entitled to special care and assistance. All children, whether born in or out of wedlock, shall enjoy the same social protection.
- Everyone has the right to education. Education shall be free, at least in the elementary and fundamental stages. Elementary education shall be compulsory. Technical and professional education shall be made generally available and higher education shall be equally accessible to all on the basis of merit.
- Education shall be directed to the full development of the human personality and to the strengthening of respect for human rights and fundamental freedoms. It shall promote understanding, tolerance and friendship among all nations, racial or religious groups, and shall further the activities of the United Nations for the maintenance of peace.
- Parents have a prior right to choose the kind of education that shall be given to their children.
- Everyone has the right freely to participate in the cultural life of the community, to enjoy the arts and to share in scientific advancement and its benefits.
- Everyone has the right to the protection of the moral and material interests resulting from any scientific, literary or artistic production of which he is the author.
1) 1768, “Musarion”, Book 2, verse 142, in later editions verse 135, by Christoph Martin Wieland, Leipzig.
2) 1801-1802, “Aristipp und einige seiner Zeitgenossen”, by Christoph Martin Wieland, Leipzig.
3) 1868, “Once a Week”, Edited by E. S. Dallas, Number 16, Toys, Start Page 343, Quote Page 344, Column 2, Published by Bradbury, Evans & Company, Fleet Street, London.
4) 1964, The Library Quarterly, Volume 34, Number 4, “The Age of the Symbol—A Philosophy of Library Education” by Abraham Kaplan, Start Page 295, Quote Page 303, Published by The University of Chicago Press, Chicago, Illinois.
4) 1948, United Nations General Assembly in Paris, resolution 217 A.