Inside the labyrinth ( 1)

Illustration to: :
Franz Kafka - The Trial
Publishing House for Literature, Library for All, Bucharest,1977

Metrology High School, Bucharest, 1976

The period I am referring to here is the one in which, after being a student (with a scholarship, I entered with an average of 9.00) at the Faculty of Civil Engineering, Installations section (sub-engineers) in Bucharest, I withdrew with the recommendation of the faculty *) to take the exam at the Faculty of Psychology of the University of Bucharest.
According to the regulations of the regime, the right to withdraw and take the exam at another faculty was granted only if I worked for a year "in production" so that the state could recover its expenses.
That is how I became a teacher at the "Mihai Eminescu" Economic High School in Bucharest, which was located near George Cosbuc Square and later transformed into the Economic and Public Catering High School. 
Until the inauguration of the new headquarters on Soseaua Viilor, the high school students were accommodated in the dormitories of the Metrology High School on Soseaua Vitan-Bârzești, Bucharest, which in 1976 was practically outside Bucharest, on the line of the 102 motorway and in the middle of the countryside. At night, you could only get there by taxi.
The Metrology High School had many dormitory students and for this reason there were two dormitories with hundreds of students inside its premises, one for boys and one for girls. For these reasons, the psychologists worked in day and night shifts.
The closest to the Metrology High School was the "Autobuzul" enterprise, which was right on the outskirts of the city.
All these dull details have the role of recreating the atmosphere of that time and gain significance in the story below.
At the beginning of the week, on a Monday morning when I was getting ready to meet a fellow teacher who was coming off the night shift to do a shift swap, I was walking towards the boys' dormitory (in photo 1 it is the white building in the background **). On the way, a scared student stops me and tells me with a strange look to go to the back of the dormitory where there is a group of girls. Intrigued, I ask why. His answer was even stranger:

- There's a child behind the fence ...

I didn't understand anything, but I went around the boys' dormitory and saw a strange scene. Behind the dormitory, about a meter from the fence, there was a group of 25-30 students, especially from the older classes, very agitated and gesticulating and shouting continuously. They were all looking at the fence, but without daring to come closer. I realized that something was serious. I approached the group because classes would start soon and the students should have already left for their classrooms.

- Good morning! What happened?

They suddenly fell silent, turned to me and looked at me suggestively, but without saying anything. Since the silence was strange, like when something bad is in the air, I calmly asked them again what happened, insisting that they had to get to class. They started whispering among themselves. Finally, the boldest one spoke:

- There's a dead child behind the fence!

It was clear from her tone that she was telling the truth and this time I fell silent. It took me a few seconds to decide what to say and how to react in a situation where my mind was blocked (I was feverishly trying to understand what it was about and what actually happened).
To gain time, I moved closer to the group and then I noticed that it had stopped where there was a crack in the fence made of concrete slabs that a person could pass through if they bent down. Through the crack, you can see further on, about 10 meters from the fence, a large plastic sheet covering something.
I tried again to find a way out of the situation:

- Whatever it is, you're not allowed to stay here, you have to go to class.

The reply came instantly:

- There's a dead child there, we want to see it too!

I tried again to find a way out. I remembered that some of the students were adults because they had already turned 18 and I found the solution.

- You can't all go. Which one of you has turned 18?

A few hands went up.

- Only one is going with me, the rest stay here.

The boldest one who had first told me what was behind the fence offered herself. We both went through the gap and told her to wait until I called her. I went to the large plastic sheet with the (absurd) hope that there would be nothing under it. I lifted it with my hand and froze because I couldn't believe what I was seeing. Under the sheet was a dead newborn, about 5-7 months old, with the umbilical cord on my belly. I stood still for a few moments and took a deep breath to recover because I had to get back to the students. I put the sheet back in place and turned seemingly calmly to the student who was waiting for me:

- Are you sure you still want to see what's there?
- Yes!
- Okay, let's go.

We walked together and stopped next to the sheet. I put my hand on the corner of the sheet and looked at the girl who was obviously experiencing strong emotions. I lifted the sheet. The girl suddenly turned yellow and immediately screamed so loudly that the whole group behind the fence ran away.
We returned in silence and both were shocked by what we had seen. The student went to the dormitory, and I stopped directly at the office of the high school principal, the Romanian language teacher Popescu (I don't remember the other name), to whom I related everything that had happened.
He did not seem very shocked by what I told him, and his opinion, later refuted, was that probably one of the skilled or unskilled workers from the greenhouses behind the high school had an abortion and left the fetus there to blame the high school students.

That same day the Militia, the Prosecutor's Office, the forensic experts, etc. came and picked up the little body.
As for me, I left high school horrified by what I saw that day. It was the first time I had ever faced something like that.
In the days and weeks that followed, rumors began to circulate and slowly the truth was revealed that shook the entire high school.

First the girls, later the boys, found out that the abortion had taken place in the dormitory. A student had an abortion in the dormitory with the help of three roommates, but the abortion was actually a birth. The baby was born alive and to keep it from screaming, they had strangled it. Paralyzed by fear, they had first put it in the trash can in the room, then taken it beyond the high school fence and left it there covered with plastic wrap.
In the weeks that followed, the students were investigated by the Militia (the investigation lasted about a month). Beyond the rumors, the nightmare had become reality. It was not about a greenhouse worker, but about a high school student. It was found out that a student (let's call her Ilona) had an abortion in the dormitory with the help of the three roommates.
When it became certain that it was a female student and that the abortion had been performed in the dormitory, in parallel with the investigation by the authorities at the time, the school also took action. 

Ilona's principal contacted her mother and urgently called her to the high school. From here, things become difficult to understand. When the principal asked the girl's mother if she had not noticed that her figure had changed dramatically and that the girl's belly was getting bigger, the mother's answer was of astonishing sincerity: "I saw it, but I was ashamed to tell her!". 

Since the splinter doesn't jump far from the trunk, another interesting episode followed that I witnessed without wanting to. 

After about two weeks since everything had started, Ilona, ​​about whom the whole high school now knew what she had done, stood out with her unusual behavior. Without being affected in any way, she had no remorse and there was something defiant in her actions.
I saw this in the high school cafeteria and at lunch where the dormitory students were supervised by teachers.
The system was self-service like in student cafeterias of the time. Each student sat in turn to take the tray with food served by the cooks at the counter.
During the investigation period when the students were periodically called to the Militia, Ilona no longer went to the cafeteria, but ate lunch in the cafeteria with the other students who were coming and going to classes.
One day at lunch when the students in uniforms had sat in line waiting to get their tray with food, Ilona entered the dining room who was not wearing a uniform, but instead had an (extra) mini skirt. 

To the amazement of the students in line, those already seated at the tables, the three burly cooks at the counter, and myself, who was watching from the hall, Ilona walked past all the students in line without any embarrassment and sat down first at the counter.
The cooks who had also learned Ilona's story were stunned. The burliest and oldest of them immediately came to her senses and addressed her:

- Ilona, ​​don't you see how these children are standing in line?! Stand in line too!

That's all it took for Ilona to react in a flash. With formidable courage, she doused the astonished woman who had filled her tray with egg and vinegar just to get rid of her mouth.
Intrigued by this behavior, I wanted to see what kind of person this behavior was. When she finished eating, I exchanged a few words with her, trying to find out why she had yelled at a woman much older than her and why she hadn't stood in line like the other students.
She gave me an innocent look (she had light blue eyes, was blonde and had a very fair complexion) and blocked me when she told me that she had the right to go in front, but without saying why. She looked at me with serenity and slight amusement, a kind of "As if you didn't know why...".
After this discussion, I understood that I was dealing with behavior in total contradiction with social and moral norms, I suspended my judgment and for the moment I gave up trying to understand how it appeared. I took it as it was, waiting for the outcome of this situation that had shocked everyone.
What followed after a month of investigation and how it was finalized I never found out (at least it was not officially communicated), but from what I remember Ilona (who was 18 years old at the time of the abortion) and her roommates, some minors, continued to attend classes and finished high school.
For me this was a terrible and incomprehensible experience because although I kept my composure in front of the students (years later, when I became a teacher I understood how difficult a profession is that requires competence, empathy, self-control, presence of mind and possession of terms) I was actually shaken by what I saw (I was 22 years old) because if I hadn't seen it then, I wouldn't have believed that teenagers were capable of such a thing.
When I got home to my father, a teacher, who at that time was the principal of a general school in Mehedinti County, I wanted to tell him the horror episode at the Metrology High School in Bucharest. When I told him the sequence with the lifting of the plastic foil, he told me briefly:

- Please stop your story here, I don't want to hear anything else!

He was shocked. Born, raised and educated under the previous regime and after many years in education, he could not conceive of something like this from teenage girls, namely an act that violates all social, moral and religious taboos.
It is one of the situations I have experienced in which beliefs, values, and human, social, and moral norms in general are suddenly called into question, and the question reflexively arises in the mind: "How is this possible?!".

These kinds of personal experiences, crucial experiences, and borderline situations that I lived through and for which I could not find explanations in ordinary logic, sparked my interest in the field of psychology. 

Notes 

*) Typical document from the 70s :

**) Student dormitory at the Metrology High School, Bucharest, 1976

Metrology High School, Bucharest, 1976
Photographed by the students I was responsible for

( 2 ) Together with the fourth-year students from the High School of Public Nutrition, look at the photos they took

First publication

Monday, March 6, 2023

"Crunch mode" sau despre tensiunile si blocajele din organizatiile umane. Update

 

                                                     In interiorul Labirintului

"O insulta verbala echivaleaza cu un pumn"

Manualul canadian de management pentru centrale nucleare 

Ilustratie la :
Franz Kafka - Castelul
Editura pentru Literatura, Biblioteca pentru toti, 1968

Sursa : Andrew Lokenauth ( LinkedIn )

Cei care si-au trait tineretea si maturitatea in comunism cunosc foarte bine atmosfera tensionata din multe institutii, organizatii, intreprinderi , uzine , fabrici, scoli , spitale , etc. unde pe langa aberatiile propagandei comuniste oamenii mai  trebuiau sa suportate si sefii autoritari care isi terorizau subalternii. 

In realitate, arbitrariul , abuzurile , sicanele si tracasarile erau o politica de stat intr-o societate de tip carceral  in care decizia politica era prevalenta in raport cu decizia profesionala. 

Din motive lesne de inteles  in perioada comunismului nu au existat studii psihologice sau sociologice care sa se aplece asupra acestor probleme care atingeau o zona tabu si care nu au disparut brusc odata cu caderea comunismului. 

Mai rau decat atat, acestea se prelungesc pana in zilele noastre si in alte forme. 

Cand dupa dupa trei decenii de libertate si democratie o invatatoare urla la scolarii ei si ii insulta la lumina zilei, cand o profesoara universitara isi insulta si traumatizeaza studentii , cand un sef de la Iinspectoratul General pentru Situatii de Urgenta  isi trateaza subalternii ca pe detinutii de drept comun sau cand un medic nenoroceste pacientii si isi terorizeaza subalternii iar societatea cu instantele ei cu tot este incapabila sa rezolve aceste cazuri *) avem confirmarea faptului ca toate aceste patologii sociale persista si acum, daca nu  chiar s-au amplificat la alta scara.

Pe de alta parte, aceste patologii sociale erau ( sau ar fi trebuit sa fie ) si sunt zone de mare interes pentru psihologi,  sociologi si medici, cu atat mai mult pentru angajatii care le suporta.
Din acest punct de vedere in urma cu 29 de ani am fost pus intr-o situatie inedita. 

Jerry Armitage, un sef de departament din partea partenerului canadian la CNE Cernavoda unde eram angajat ca psiholog , m-a intrebat daca pot face o evaluare a starii departamentului pe care il coordona ( prin contractul de asistenta semnat intre partea romana si partea canadiana, sefii din partea canadiana erau secondati de sefii din partea romana ).
Solicitarea a fost pentru mine o minge ridicata la fileu. O asemenea tema ma interesa de multa vreme , dar cu toate ca eram angajat de ceva ani nu gasisem ocazia sa pot face acest tip de evaluare in mod oficial deoarece nu mai primisem niciodata o asemenea solicitare.
In sfarsit, ma interesau la fel de mult stresul organizational foarte prezent in aproape toate institutiile, intreprinderile si organizatiile din Romania comunista inclusiv acolo unde lucram si cu atat mai mult cauzele lui.
Eram angajat de cativa ani la CNE Cernavoda si la fel de  stresat ca toti colegii mei din departamentul la care eram arondat initial (aveam un sef dificil) , dar nu puteam defini foarte clar de ce .
Atunci mi-a venit ideea sa aplic acest tip de chestionar in departament respectiv mie si colegilor mei si am avut o revelatie. 

Dincolo de sicanele sefului, cauza principala a stresului pe care il traiam si noi , si altii era faptul departamentul unde eram arondat( la fel ca alte departamente din centrala ) , ca organizatie umana se afla in stare de ineficienta sau blocaj, din cauza modului in care era condus. 

Altfel spus , departamentele ca organizatii umane , pur si simplu nu functionau sau mai exact se aflau in starea pe care manualele de management canadian o denumeau  " crunch mode" ( stilul/modul scrasnit ), stare in care angajatii munceau peste program, ramaneau constant sarcini neindeplinite la timp, toti erau obositi iar starea de tensiune din departament  , nemultumirile angajatilor si conflictele faceau parte din cotidian **).   
Pe de alta parte , aceasta evaluare era un cartof fierbinte pentru partea romana si cu atat mai mult pentru psiholog. Am cerut detalii ca sa inteleg mai clar la ce se refera deoarece ma temeam de clasica evaluare a potentialului angajatilor pentru ca aceasta a fost si este inca o preocupare dominanta ***) .
Nu a fost cazul, canadianul nu era interesat de persoanele ca atare, ci doar de starea departamentului in ansamblu.
Primul lucru pe care l-am facut a fost sa-i prezint cam ce ar putea insemna o asemenea evaluare si in acel context social ( ne aflam in anul 1993 ) dat fiind ca era vorba despre doua culturi organizationale, doua mentalitati , doua culturi , doua sisteme si doua tari diferite si l-am intrebat direct daca imi poate oferi garantii ca aceasta evaluare nu implica riscuri asupra statutului psihologului.
Se gandise deja la acest aspect si la forma sub care trebuie prezentata necesitatea acestei evaluari , respectiv o solicitare oficiala a partenerului canadian pentru a identifica cele mai bune solutii de colaborare.
Am convenit impreuna ca el sa solicite conducerii canadiene acest tip de evaluare a departamentului pe care il conducea , iar eu sa prezint conducerii romane un material de sinteza legat de blocajele din intreaga centrala identificate prin interviurile de analiza muncii pe care le-am avut din 1987 in departamentele centralei.
In final au rezultat doua sinteze care se refera la stari de fapt de acum 29 de ani care mai prezinta interes doar din punct de vedere istoric . Prima pe care am prezentat-o conducerii romane de atunci se referea la zonele in care au fost identificate disfunctionalitati si blocaje din centrala la nivel global , la nivel specific si in relatia cu partenerul roman/strain :

( 1993 )

A doua sinteza se referea la starea unei organizatii respectiv la starea departamentului pe care il conducea Jerry Armitage. 

In acest caz am folosit un chestionar elaborat pe baza variabilor identificate la nivelul unei organizatii umane ( Rensis Lickert - Human Organization : Its Management and Value , 1967), care se pot afla intr-una din cele 4 stari posibile ( optima, functionala, ineficienta, blocaj ) :

                                  VARIABILE ORGANIZATIONALE 

( Rensis Lickert - Human Organization : Its Management and Value , 1967) 

1.Gradul de incredere in personalul subaltern. 

2.Gradul de libertate in care subalternii discuta problemele muncii lor cu superiorii imediati. 

3.Gradul in care superiorii consulta si tin seama de parerile subalternilor in rezolvarea problemelor. 

4.Metode de stimulare folosite 

5.Gradul raspunderii resimtit de fiecare membru pentru realizarea obiectivelor firmei(organizatiei). 

6.Volumul comunicatiilor avand drept scop realizarea obiectivelor firmei. 

7.Principalele directii ale fluxului informational. 

8.Gradul in care informatiile (instructiuni, dispozitii, ordine) sunt acceptate de subalterni. 

9.Gradul preciziei informatiei transmise de sus in jos. 

10.Contactul cu subalternii (in ce masura conducatorul cunoaste greutatile intampinate de subalterni). 

11.Intensitatea si caracterul contactelor intre conducatori si subalterni. 

12.Numarul colectivelor sudate in cadrul organizatiei. 

13.Nivelul ierarhic la care se iau deciziile formale. 

14.Orientarea decidentului dupa situatia existenta la nivelurile inferioare. 

15.Utilizarea cunostintelor specialistilor in luarea deciziei. 

16.Antrenarea subalternilor in procesul luarii deciziilor privind propria lor munca. 

17.Situarea deciziilor la nivelul optim (in acord cu motivatiile subalternilor). 

18.Modul de a trasa sarcinile. 

19.Atitudinea grupului (membrilor) fata de obiectivele firmei (organizatiei). 

20.Gradul de centralizare al controlului. 

21.Gradul si directiile de influenta ale organizatiei neformale. 

22.Modul de utilizare a rezultatelor controlului. 

 

In final a rezultat un profil grafic  urmat de o prezentare in detaliu unde era descrisa concret starea fiecarei variabile ( Optima, Functionala , Ineficienta, Blocaj ). 

Nu am avut un feed-back de la conducerea centralei asupra evaluarii trimise in care prezenta blocajele identificate in interviurile de analiza a muncii.
In schimb am avut un feed-back foarte bun de la Jerry Armitage , o persoana foarte deschisa si comunicativa cu care anterior avusesem multe discutii despre cultura organizationala canadiana care ma interesa in mod deosebit deoarece era total diferita de cea autohtona ****) .
Dupa ce canadianul a primit prezentarea , a citit-o cu capul in maini si o jumatate de ora nu s-a clintit de la birou  . Explicatia era  simpla. 

Mai mult de 2/3  dintre variabilele organizationale erau in stare de ineficienta si blocaj, stare in care se aflau cele mai multe intreprinderi si institutii din timpul comunismului din cauza conducerii autoritare. 

Scopul principal in acest caz era controlul comportamentelor angajatilor , iar  obiectivele erau in plan secund sau chiar lipseau cu desavarsire !
Dincolo de aceste experimente inedite din "laboratorul  romanesc" cum inspirat l-a denumit dr. Peter Gross (cf : Intoarcere in laboratorul romanesc . Mass media dupa 1989 -  Editura Nemira, Bucuresti, 2015  ) , in acei ani am ramas cu regretul ca am ratat  ( este adevarat, din motive obiective si independente de vointa mea ) ocazia de a aplica acel chestionar pentru organizatii umane in Parlamentul Romaniei de atunci.

Luasem  legatura in acei ani cu  ziaristi de la " Romania Libera "  interesati de aceasta idee si care s-au oferit sa-l aplice ei membrilor Parlamentului ( respectiv celor pe care i-ar fi convins sa-l completeze ) pentru a obtine in final un profil al acestei organizatii , dar nu am mai avut nici timpul, nici disponibilitatea , nici ocazia sa duc pana la capat aceasta idee  *****). 

Intr-un sens anumit, nici nu mai era necesar. Pentru un observator atent evolutia ( mai bine zis involutia ) ulterioara a clasei politice si a societatii romanesti a fost mai mult decat elocventa.

Caderea comunismului s-a redus de fapt la invalidarea ideologiei si mentalitatii comuniste , iar sub lozinca si  masca democratiei si dincolo de schimbarile de fatada ,a fost promovata o mentalitate mult mai toxica prin care societatea romaneasca a fost supusa unui proces mascat de decivilizare, desensibilizare si dezumanizare. 

Presa mainstream recunoaste in mod oficial doar varful aisbergului : 

" Spre deosebire de Ministerul Apararii, cel al Afacerilor Interne nu a fost reformat (s.n.) odata cu intrarea noastra in NATO, iar acum se confrunta cu o criza care se agraveaza de la o zi la alta si observam cum "institutiile incep sa cada ca popicele",

 

" MAI controleaza intreg teritoriul Romaniei (s.n.), iar pentru un partid asta este extrem de important. Ai campanii electorale de dus (s.n.), ai oponenti de intimidat (cum se intampla altadata), poti avea o serie intreaga de avantaje. In al doilea rand, daca incep sa mai curga si banii negri (s.n.) pe diferitele retele si filiere (asa cum semnaleaza presa), ne putem gandi ca si asta e un avantaj, desi de ordin personal."

Iulian Fota  

fost consilier prezidential pe probleme de securitate

http://www.ziare.com/klaus-johannis/presedinte/iulian-fota-cand-vorbim-de-complicitati-intre-ofiteri-din-mai-clanuri-si-politicieni-ce-poate-sa-faca-raed-arafat-interviu-1572220

Armand Goșu, despre calitatea catastrofală a administrației statului român: "E prima dată în 150 de ani când te uiți și te sperii"

https://m.ziare.com/armand-gosu/armand-gosu-diplomatie-invazie-ucraina-pozitie-romania-1771297

Dincolo de catastrofa de la suprafata se afla cosmarul , dar cum spunea Wittgenstein, despre lucrurile despre care nu putem vorbi, trebuie sa tacem ******). 

Rezultatul este de domeniul evidentei . Dupa mai mult de trei decenii de democratie , desi este oficial  in Uniunea Europeana si in NATO ,  Romania a reusit performanta uluitoare de a merge inainte facand pasi inapoi  atingand performante de neinvidiat. 

O simpla trecere in revista pe Google a capitolelor la care Romania este pe primele locuri si pe ultimele locuri in Uniunea Europeana ne arata pozitia si statutul real al acestei tari in marea familie europeana dupa trei decenii de democratie *******).

Romania este o tara din care oamenii pleaca.

Pe cale de consecinta  Romania avea in 2021 una dintre cele mai mari diaspore din lume ( https://romania.europalibera.org/a/migratia-dublata-avertisment-onu/31314544.html ), iar viitorul acestei tari nu suna deloc bine ( https://web.archive.org/web/20220803060214/https://www.dw.com/ro/piere-poporul-despre-biopolitica-natalit%C4%83%C8%9Bii/a-56531122 ). 

Note 

*) Cele cateva exemple de mai jos sunt doar o picatura dintr-un ocean  :

https://adevarul.ro/stiri-interne/educatie/invatatoare-tipa-la-elevi-analfabeta-esti-varza-2208744.html

https://www.libertatea.ro/stiri/marturia-unei-foste-studente-la-sectia-de-suedeza-a-universitatii-bucuresti-atacuri-de-panica-si-nopti-nedormite-am-avut-nevoie-de-un-an-de-terapie-3421625

https://www.edupedu.ro/profesoara-de-suedeza-carmen-vioreanu-concediata-de-universitatea-de-bucuresti-la-inceputul-anului-dupa-acuzatii-de-comportament-abuziv-trebuie-reincadrata-in-functie-decizia-tribunalului-bucures/

https://www.libertatea.ro/stiri/exclusiv-sef-de-pompieri-declarat-inapt-la-testul-psihologic-dar-mentinut-in-functie-subalternii-spun-ca-ii-terorizeaza-iar-igsu-ca-n-are-ce-sa-faca-4332184 

https://www.psychologies.ro/revista-psychologies/editorial-iuliana-alexa/medicii-nu-vorbesc-de-frica-etica-medicala-romania-si-legea-tacerii-care-produce-monstri-precum-burnei-2157883?v=f5b15f58caba

 

**) " Crunch mode" ( modul scrasnit ) in acceptiunea manualelor de management canadiene din acei ani pentru centralele nucleare nu se identifica cu " crunch mode" definit in acceptiunea recenta din industria dezvoltarii de software ( https://cs.stanford.edu/people/eroberts/cs181/projects/crunchmode/index.html ). 

***) Dupa 1990 unul dintre directorii de la Bucuresti  care raspundea de CNE Cernavoda , a venit la centrala cu propunerea ca psihologul sa faca o reexaminare psihologica a intregului personal al centralei ( scopul ascuns era acela de a face o triere si disponibilizari cu ajutorul examenului psihologic ). Raspunsul meu pentru conducere a fost simplu. Toti angajatii CNE au fost examinati psihologic de selectie la angajare si au trecut examenul psihologic care se face periodic. Un examen psihologic trebuie sa aiba un scop si acesta trebuie explicat oamenilor , deci care este scopul unui examen psihologic "suplimentar" ? 

Solicitarea centrului a fost respinsa, iar directorul de atunci al centralei mi-a marturisit ca a fost mustrat pentru comportamentul rebel al psihologului , deci mi-am asigurat prima bila neagra in ochii conducerii .
A doua bila neagra am primit-o cand am castigat din nou pe termen scurt ca sa pierd pe termen lung. Conducerea centralei fiind convinsa de eficienta si utilitatea examenului psihologic, prin unul dintre directorii care s-au perindat ulterior la conducerea CNE Cernavoda a vrut din nou sa scoata castanele din foc cu mana psihologului si i-a venit ideea de a folosi examenul psihologic nu numai la personalul centralei , ci si la paznicii ei care aveau arme. 

Cum am refuzat categoric sa fac examinarea pentru ca eram psiholog industrial,  nu militar , cu acceptul conducerii am mers la Politia Constanta cu un reprezentant al centralei ca sa transam chestiunea. Opinia psihologului de atunci al Politiei Constanta ( intamplator , fost coleg de facultate la Universitatea Bucuresti,  dar la sectia sociologie si ajuns expert in tehnica poligrafului  ) , Liviu Chesnoiu , a fost una foarte elocventa, un fel de  : " De ce va bagati peste noi ?!" ( Detalii aici : https://sergiusimion.blogspot.com/2018/01/traumele-societatii-romanesti-si.html )

A treia bila neagra si ultima a fost aceea in care la examenul psihologic de selectie din anul 1999 au venit 12 tineri ingineri  care nu au atins baremele centralei pentru personalul de exploatare . Pentru prima data in cei 12 ani de cand lucram acolo , am fost chemat de seful meu direct  unde eram arondat atunci mi-a spus ca trebuie sa-i reexaminez. 

Raspunsul meu a fost categoric.  Fiind vorba de un examen psihologic de selectie care se face dupa baremele centralei , nu poate fi repetat pana cand il trec cei care nu le-au atins si am refuzat sa fac reexaminarea.

Tot pentru prima data in cei 12 ani , mi s-a cerut o " Nota explicativa ". 

Am dat-o pe loc  cu exact aceleasi argumente, iar a doua zi la prima ora si fara ezitare mi-am depus demisia din acel post. 

****) Intalnirea cu mentalitatea canadiana si cultura organizationala specifica domeniului nuclear a fost decisiva pentru evolutia mea ulterioara (cf : Interviu in ziarul Telegraf (Constanta )2002 ).

*****) Pozitia psihologului angajat intr-o organizatie si mai ales la stat a fost ( si probabil este inca ) una foarte ingrata ( cf: http://www.psihologiaonline.ro/download/art/A084_TradareaPsi.pdf). 

In cazul meu faptul ca am fost angajat ca psiholog stagiar , am fost autorizat ca psiholog specialist , iar dupa 12 ani de activitate ca psiholog specialist ( primii 2 ani au fost de pregatire pentru autorizare) , am parasit centrala tot cu salariul de psiholog stagiar pentru ca aceeasi centrala a refuzat sa recunoasca autorizarea pe care a solicitat-o si a platit-o, este elocvent. 

******) Ceea ce nu au indraznit sa propuna societatii romanesti comunistii, au facut  sub umbrela legii postcomunistii , iar rezultatul este unul de manual la nivelul statului, guvernului si societatii romanesti pentru ca dupa 1990  ceea ce era ascuns cu grija s-a ridicat incet, incet la suprafata ca uleiul deasupra apei : 

Cristian Felea - Cultura de securitate, semnul unui spațiu al civilizației și democrației

https://www.contributors.ro/cultura-de-securitate-semnul-unui-spa%c8%9biu-al-civiliza%c8%9biei-%c8%99i-democra%c8%9biei/

https://sergiusimion.blogspot.com/2018/02/cultura-de-securitate-sau-reactivarea.html

INTERVIU Mihai Maci, profesor universitar: „Majoritatea studentilor mei isi doresc un lucru simplu: 1) sa fie angajati la stat si 2) daca se poate, in structurile militarizate! Un student de-al meu care intra azi intr-o structura din asta se va pensiona inaintea mea! Cand in institutiile astea va fi undeva, in jur de 15-20% din populatie, o sa fim ca si Pakistanul: o armata care are un stat!”

https://www.aktual24.ro/interviu-mihai-maci-profesor-universitar-majoritatea-studentilor-mei-isi-doresc-un-lucru-simplu-1-sa-fie-angajati-la-stat-si-2-daca-se-poate-in-structurile-militarizate-un-student-de-al-meu-c/

Dincolo de acest "semn al civilizatiei si democratiei", Dumnezeu cu mila.

*******) https://www.inscop.ro/18-noiembrie-2022-ziare-com-peste-50-dintre-romani-cred-ca-situatia-din-tara-e-mai-rea-decat-in-1989-arata-un-sondaj-insc

Lumea anilor `50

 

O comparatie intre lumea de acum si lumea din trecut este esentiala din multe puncte de vedere. Fotografiile de mai jos au fost facute in 1958-1959 atunci cand vedeam lumea prin ochii unui copil de 4-5 ani . Acum am 69 de ani si in ceea ce ma priveste sunt consternat de diferenta uluitoare dintre lumea in alb-negru de atunci si lumea excesiv de colorata de acum . 

Imaginile surprind instantanee din Mehedinti in care apar printre altele trei familii de invatatori si elevii  unei scoli generale dintr-o comuna mehedinteana plecati intr-o  excursie prin tara.

In raport cu ceea ce a fost atunci  totul, de la copii, oameni, fizionomii, priviri, mediu , locuri ,etc.  difera de lumea de azi atat de mult de parca ar fi vorba despre planete diferite.

Invatatori din Mehedinti

 

                                                                           La iarba verde 

Clase primare 

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