This particular post describes how the four stages of a butterfly correlate with four stages of social development. The four stages—referred to in the above link—is the first phase of Part III (The Raise Responsibility System) and is the only teaching required to implement the system (aside from teaching procedures, which is the first part of the system).
Here is the post:
I began by reminding the students of their study in third grade of the life cycle of a butterfly. They recalled that there are four stages of development in the life cycle of a butterfly: egg, caterpillar, pupa, and butterfly. We talked about how all butterflies are in some stage of this process, but they have no control over their movement through this process.
We then moved on to comparing the butterfly’s life cycle to that of humans. We decided that humans go through four basic stages as well. We called them: baby/infant, child/youth, adolescence/teen, and adult/grown-up. Again we agreed that humans had little control over the stage of physical development in which they found themselves.
Then we began to look at the four stages of social development in which one human and/or a society could operate. We talked about what a human and a society in anarchy would look like and how such a situation was so hopeless.
Then we talked about what would likely occur to remedy the problems of an anarchy-based society. We decided that someone would rise up and take control of the situation (thereby becoming a boss) and that this may or may not be a good thing. We looked at countries around the world where we thought this might have happened.
Next we moved on to looking at the level of control or power in a group of friends. We decided that a group of friends works together to share control based on what they agree is their mission and that oftentimes this mission and the group control is not ever discussed; it is more or less just understood among the group members. From here a discussion of blind conformity developed and how this type of cooperation is not necessarily good. We went on to look at how being considerate of others and cooperating for the right reasons resulted in a democratic society like the United States.
We decided that doing what is right because we know it is the best thing to do is a much higher level of development than doing what is right as a result of peer pressure.
Finally, we talked about how we had more control over our stage of social development than we did over our stage of physical development. The thought of being in control over something about themselves heightened their interest in the Raise Responsibility System.
The important part of the hierarchy is having students reflect on their motivation—Level C, external motivation, or Level D, internal motivation. The more students reflect on their level of motivation, the more they want to get to the highest level.
His approach is the only system that is proactive, totally noncoercive, and does not use external manipulatives or threats. He INDUCES students to WANT to act responsibly and WANT to put forth effort to learn.
His book, "Discipline without Stress® Punishments or Rewards - How Teachers and Parents Promote Responsibility & Learning" is used in schools, universities, and homes around the world. The book clearly and concisely demonstrates how external approaches of relying on rules, imposing consequences, rewarding students for appropriate behavior, and punishing students to make them obey are all counterproductive. His approach reduces stress and is more effective than traditional approaches that focus on obedience because obedience does not create desire.
A prime reason that the approach is the fastest growing discipline and learning system in the country and is taught in so many universities is that it teaches students to understand differences between internal and external motivation. A second reason is that the focus is on promoting responsibility; obedience then follows as a natural by-product. A third reason is that the system separates the deed from the doer, the act from the actor, a good kid from irresponsible behavior, thereby eliminating the natural tendency for a student to self-defend.
He offers the following resources to learn and support his approach:
http://www.marvinmarshall.com This is the foundational site that links to the teaching model, shares how a school can conduct its own in-house staff development, and contains free information for implementation. For a quick understanding of his approach, link to "THE HIERARCHY" and "IMPULSE MANAGEMENT."
http://www.disciplinewithoutstress.com This is the website for the best-selling book on discipline and learning. Three sections of the book are online: Classroom Meetings, Collaboration for Quality Learning, and Reducing Perfectionism.
http://www.AboutDiscipline.com explains reasons that external approaches - such as rewarding appropriate behavior, telling students what to do, and punishing them if they don’t - are not used to promote responsible behavior.