Friendship Training?

Friendship Training' is a bit of a misnomer. (In the literal sense, one can't 'train' a horse to bond in an intimate friendship with a human.)

But I have always believed that objective reasoning and critical thinking are equally as important as the Source of Knowledge we learn from when making decisions that affect our horse, (and our relationship with them).

I remember once as a child, I read a cartoon that depicted someone very inebriated hanging unto a lamppost. A policeman came by and asked him what he was doing. He said he was looking for his wallet. The policeman asked him if he had dropped nearby and the inebriated gentleman replied, “No, I dropped it down the street a ways but there’s no light down there.”

If we channel our quest for insight and knowledge of Equus to only one specific area of belief and never consider those of others because they may be oppositional to our thinking, our knowledge base will forever be limited to that one specific area.

And where there is limited knowledge there can only be limited (if any) wisdom.

True, knowledge alone cannot constitute wisdom. We can read, study, learn and remember everything, but if we lack the curiosity and desire to reach beyond specific academic boundaries, (or traditional beliefs) then we simply become intellectual zombies.

For it is when we force ourselves to pause, to stop and think, to reexamine what we are actually doing and may have in oversight taken for granted, and then begin questioning and asking 'Why,' (and Why Not) that we truly broaden our knowledge base and insight.

I thought this article might help others as it did help me to increase my learning potential and
knowledge base quite a bit.

Chuck & Kids

Lady, Able, Sundance, Boss, Rebel & Combustion

~ An Open Mind ~

Copyright 1999 By J.J. Dewey, All Rights Reserved

Reprinted with full permission from Joseph J. Dewey, Author
Chapter Twelve - The Open Mind (Exerpt)

Open-mindedness is, in the last analysis, open-communication, and being an open communicator can greatly enhance a relationship. The amazing point is that everyone seems to view themselves as being open-minded. I have a friend who asks nearly everyone he meets if each one thinks of himself as being open-minded. He has asked hundreds of people and, without exception, all of them so far think they are as open-minded as the best of us. On the other hand, you and I know that there are many closed-minded people. We meet them every day - people who refuse to consider or even hear a divergent point of view.

After my friend asks concerning their open-mindedness, he then proceeds to converse with them in a logical sequence using unorthodox data which goes contrary to their preconceived notions. Nine times out of ten, the person will shut off communication on the subject; in other words, he closes down his mind. It is interesting to note that even after this mental shutdown, the person will still insist that he is open-minded. It is interesting to watch a person shut down his mind and afterwards insist that it is still open.

This is one of those subjects where we need to define our terms to clarify communication, for the numerous people who argue over the word obviously have different concepts of it.

An emotional person who shuts his mind off to enlightened communication will insist he is open-minded because he seems to use the following definition. To him open mindedness is: "A willingness to hear an associate's point of view briefly expressed." When that point of view contradicts something he 'knows' or feels to be right, the case is closed and the communication must immediately end or change direction; how can he consider something he knows is wrong? He is always willing to consider additional knowledge pertaining to points of view he already agrees with.

Using this point of view, anyone can be open-minded, for all of us encounter additional light on concepts in harmony with our thinking. Nevertheless, it is how we handle opposing points of view that determines our true open-mindedness.

A truly open-minded person adheres more to the following definition: "A willingness to hear any opposing point of view and a willingness to exchange facts and data on the subject and follow a logical sequence with the data until a conclusion or consummation is achieved. " The mind remains open to two-way communication until this consummation is reached.

The closed-minded person shuts down lines of communication as soon as a point of disagreement is apparent. He then thinks that the person who disagreed with him is closed-minded. He may feel that he expressed himself clearly and that the other party should therefore see as he does and agree with him. If the other party does not agree, he is judged as closed-minded whether the lines of communication are open or not.

To disagree, debate or argue is not being closed-minded, but, as the word implies, it means to close the mind down so there can be no further communication on the mental level.

It is amazing how many people accuse others of being close-minded merely because they disagree and then, immediately after making this accusation, they shut down their minds and refuse to communicate. Who is the open-minded one? Is it the person with lines of mental communication open and desiring to reach a conclusion, or the one who stated his case and shuts down?

In a two-way conversation where there is a mental disagreement, the first person who turns off communication is the more closed-minded of the two. In other words, he closes his mind first.

Every person alive has certain facts and data stored in his mind he believes to be true. The test for open-mindedness comes when another person states a case that runs contrary to those "true facts." An open-minded person does not disregard the data he believes to be true, but will be open to the possibility, however remote, that the data is not a fact. For instance, in arguing about addition, he does not disregard the "fact" that two plus two equals four. The acceptance of certain facts such as this is essential to create a chain of data to reason with. On the other hand, as impossible as it may seem, he must be open to the remote possibility that two plus two equals something else and be willing to carry on a two-way conversation about it.

An open-minded person is not necessarily always correct. He will not always be convinced in an argument, but is much more likely to change his mind when presented with a sound argument over a weak one. A sound argument is one that commences with exploring a point of view and leading in a logical sequence to the conclusion.

Let us say that I believe that the moon is made of green cheese. I can believe in something even this ridiculous and still be open-minded. If someone comes along and tells me that the moon is not made of green cheese "because the Pope says so" am I closed-minded because I reject this argument?

No! An open-minded person needs logic and facts to convince him. A mere statement of belief by another person will mean little to him. Why should the Pope's opinion be more valid than my own?

If someone says that the moon is not made of green cheese because that is a silly notion and "I personally know it is not," am I being closed-minded for not accepting this?

No. Again, no reasoning is presented; what I think I "know" is just as valid as what another person thinks he knows.

If someone says that the moon is not made of green cheese because the scientists and authorities say it is not, am I being closed-minded for not immediately accepting this?

Again, the answer would be no. The arguer has not told me why these authorities reached this conclusion and has presented no facts or reasoning.
Let us suppose that another person comes along and says: "The moon cannot be made of green cheese because the moon is not green. Look at the moon and see for yourself."

Am I being closed-minded for rejecting this? Yes. This person is presenting more than a mere statement of either his opinion or another's. He is offering me a chance to look and see for myself.

Am I being closed-minded if I say: "The moon certainly does not look green, but the gray color COULD be caused by a distortion of our atmosphere?"

No. This is a logical possibility that needs to be explored from my point of view.

After I have sorted this out I may then look at the moon and ask myself: "Whatever made me think the moon is made of green cheese when the moon is not green? It must be made of grey cheese."

Am I being closed-minded now?

No. No one has proven to me or presented a logical argument that the moon is not made of any kind of cheese. They merely proved it was not green and I accepted it. I am still open to communication on the subject.

Later another comes along and shows me some actual pictures taken from the moon's surface and scientific data on core samples and says: "Here we have irrefutable evidence that the crust of the moon is, in many ways, similar to the earth and no cheese of any kind was found on the moon after a half dozen trips."

Am I closed-minded if I reject this? Yes. The thought that the moon was made of cheese may have been a cherished belief of mine for decades and it may be very difficult to accept that this is not true, but I must strongly consider it or be a closed-minded person.

In the end, open-mindedness is open communication through the mind, or from mind to mind, until oneness is achieved. Two open-minded people placed together will eventually become one in thought. True communication leads us out of all illusion and prejudice. But we must begin to walk the path to liberation by applying honest communication in normal day to day relationships.

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Comment by Barnmice Admin on March 6, 2011 at 6:55pm: I think it's because you posted it as a comment, rather than as a new article (blog post). Does that make sense?

Comment by Charles H. Mintzlaff on March 1, 2011 at 11:22pm: I have no idea why the article I just posted seems disjointed in places.

Comment by Charles H. Mintzlaff on March 1, 2011 at 11:20pm: 　

~ The Friendship Training Program~

Friendship Training is based on the Peer Attachment equine relationship found in any feral or domestic herd. Unlike the normal hierarchal herd relationship, this is an extremely intimate, harmonious relationship not shared with other herd members. The entire focus of Friendship Training is establishing and nurturing

Horses Never Forget Human Friends
http://news.discovery.com/animals/horse-friends-memory-trainers.html

During this phase, the horse is fed at the same time and place in an open area where they do not feel restricted.

*All interactives, (Friendship Training Exercises called FTXs) are held in an open area because the horse's primary means of survival is flight. Restricting a horse and forcing it to do something creates stress and/or fear that diminishes learning and results in a confrontational, negative relationship.

During this phase, their human teacher learns more about their horse's emotional, physical, nutritional, social and instinctive needs in a natural life environment based on ethological documentaries.

Also during this phase, the teacher practices using a combined 'sign language with voice' that will enhance their ability to talk to their horse. Voice tone and volume, facial expression and body language will later be added to this 'sign language with voice' to micro-adjust communication to each specific situation and to enhance that crucial 'bridge language' between them.

The hand-face-body cue/requests are used because the majority of the horse's communication is with their body. This makes it easier for the horse to learn and understand what we are asking. They are also combined with a vocal word to enhance the 'bridge language' they share. The vocal cue/requests are later transferred to minute physical cue/requests in the riding phase. This is crucial as communication is the building block of trust. ALL reciprocal communication from the horse is encouraged throughout the relationship building process, (with the exception of actions that may directly injure their human teacher).

*Several decades ago, an Internationally renown equine ethologist, (Marthe Kiley-Worthington) taught a small herd of horses over 250 words.

"Horses are able to learn and memorize human words and can hear the human voice better than even dogs."

Phase 2. First Lessons.

The horse also learns the beginnings of patience and that coming to their teacher when requested, (or of their own choice) and touching them gently with their nose in a specific manner is overwhelmingly appreciated. Praise is always liberally applied by the teacher.

　Phase 3. Walking the Clock.

In this phase, the horse learns the patience to Stand more than momentarily. This is beneficial when mounting, adjusting tack or blankets, vet check, taking temperature, farrier work, and many other situations in their domestic life.

　Phase 4. Tactile/Interactive Habituation.

In this phase, the horse learns to accept unnatural and/or uncomfortable mild invasives such as hoof care, overall body touch/massage, dental exams and injections.

　Phase 5. Paired and Individual Movements.

In this phase, the horse learns various movements, (such as sidepass, turn on forehand/haunches, etc) and to lead, (learning right and left, Gee-Haw, Whoa, trot, forward and lunge without restraints in the same open, unrestricted area.

　Phase 6. Walks in the Park.

During this phase, the horse and his teacher go for walks initially of short duration with a lead line and halter to gradually explore their area together. Both distance and duration are gradually increased. Of greatest importance in this phase is the number of 'walks' per week, (at least five or six). Instead of being a sporadic intrusion into the horse's daily life, the `walks' become an accustomed social sharing of experiences.

　Phase 7. Mounted Activity.

During this phase, the horse learns to accept first a saddle and pad and learn to stop immediately when it becomes 'off center' or falls off completely. Sequentially, they also learn to accept the teacher on their back without the saddle and respond to the transference of vocal cue/requests they learned on the ground previously to tactile cue/requests when carrying their teacher, (in a safe area preferably the 'classroom area'). Then the saddle is incorporated with the rider. The same sequential pattern is used as was used with the Walking Phase by gradually extending the initial `Riding Out' sessions of short periods and distances to longer ones to different locations as the mounted relationship grows in mutual confidence. 　

　

　

　

Phase 8. Comprehensive Evaluation.

Written assignments and video assessment for evaluation and certification of Amateur Level.

The advancement to each succeeding phase is completely dependent upon the confidence both the horse and his teacher feel they have attained.

There are no time expectations or limitations as to how long it will take any equine, (or their human teacher) to comfortably, safely, move on to the next phase.

The program can easily be tailored for horses that will not be ridden and horses with severely traumatic experiences.

Friendship Training also gives foals their best possible start in life.

The Three Principles of Friendship Training

I. This is the primary goal of the Friendship Training exercises. Combined, they are the tool that offers the opportunity to reach the essential levels of intimacy to make the horse feel they are not only 'special,' but overwhelmingly appreciated and loved.

II. Give your horse every opportunity to live a stress-free, joyful life.

From birth to death, giving our horse a stress-free, joyful life encompasses a wide range of subjects that affect our horse's emotional and physical well-being.

Bitless, hoof care, social environment, nutrition and physical conditioning are basic.

III. The relationship we share with our horse and their well-being, will take precedence over all else, regardless of where we are, or what we are doing.

The Three Guidelines of Friendship Training

There is no such thing as a bad horse. They can only be what you allow them to be.

You, and only you, hold the power to make them friend, or foe.

Founder: Charles H. (Chuck) Mintzlaff

I. Freedom of Choice (We ask, not order.)

II. Freedom of Movement (No restriction of any kind may used for teaching/training.)

III. Freedom of Expression The horse is always encouraged to express their feelings in any manner, (as long as it does not in any way injure their human teacher).

http://www.msnbc.msn.com/id/35911274/ns/technology_and_science-science/

a true interspecies friendship between a horse, (regardless of age, breed, gender, or previous life experiences) and a human. Though behavior modification occurs, it is incidental. Perception modification, (how the horse perceives and regards us) is paramount.

Naturalhorse101@aol.com

01 (972) 225-5800

http://friendshiptraining.org/

　

　

Friendship Training

http://www.youtube.com/watch?v=2mtrTJ8HdL0

Roundpenning a Stallion

http://www.youtube.com/watch?v=JvQHZzys4BE

Horse Hugs and Kisses

http://www.youtube.com/watch?v=OYmXRjyESkc

Bits and Bridles

http://www.youtube.com/watch?v=BBw2xo16x28&feature=related

Please feel free to distribute this to anyone that may find it of interest.

Comment by Chris Parkinson on December 6, 2010 at 5:03pm: "Two open-minded people placed together will eventually become one in thought." - Wow, I never realized that but I guess it's true. That's a pretty interesting observation.

--
horses for sale

Comment by Charles H. Mintzlaff on December 6, 2010 at 4:33pm: I just thought it might make it a bit easier and help 'separate the wheat from the chaff.'

Tradition, prejudice and preconceived beliefs can sometimes 'blur our vision' and distort cognition. /;-)

Chuck & Kids