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CHAPTER 6
older than you, and yet you were in my grade nine math class. This happened because in grade 9, I had to take remedial math, and by grade 10, I had grad- uated to grade 9 math.
I remember that you skipped not only grade four but also two grades. You were always very smart in school. Also, you were very methodical on the piano. I played drums, and I just whacked away at them with maybe 5 weeks’ worth of lessons. But you got down to it: you took lessons, you figured out how to play piano beautifully, and you spent a lot of time practicing.
The other thing which I found really interesting is that you never skate- boarded, but you took the time to film me skateboarding. I think that’s a very good summary of how different we are.
Here the behavior is influenced by the conative dimension as well as the Cognitve & Affective dimensions.
ANDREW: Yes, you on the skateboard and me filming you on it perfectly en- capsulates our differences. I like technology, in this case, photography, but it wasn’t doing anything very active, whereas you were the one actually doing the action; it’s a good metaphor for how different we are.
The behaviour here is driven from Cognitve & Affective processes. Tech- nology or skateboarding do not relate to the conative dimension, which is about the HOW not the WHAT. Under different paradigms, the roles could have been reversed.
MICHAEL: Looking back on your high school career, do you recall any time when you failed?
ANDREW: I was at Central for three years and then finished at Banting to get grade 13 Spanish. Also, Banting was much closer to our home than Central. I didn’t fail any courses even though I didn’t always do the homework. I mainly got Bs and Cs.
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