Universal Haircutting Method (UHM)
N1
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Journal of Orthocouralogy
Orthocouralogy and Associated Disciplines
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Haircutting Architecture and Hairstyling Design Art and Logic
The OLD SCHOOL vs the NEW SCHOOL
Reinventing haircutting education?
Review, Reform, Re-analyze the validity of all previous held standards
Ambroise Paré (c. 1510 – 20 December 1590) was a French barber surgeon
Serious need to investigate professional regulations What is Orthocouralogy? How different is Orthocouralogy from all other haircutting programs?
July 30th 2014
Orthocouralogist a New Professional
Journal of Orthocouralogy and Associated Disciplines !
Haircutting Architecture and Hairstyling Design Art and Logic
Orthocouralogy or The Scientific Method of Haircutting "The Journal of Orthocouralogy and Associated Disciplines" (JO-AD) will be a publication introducing a new discipline: the formal, academic study of the art, method, technique of haircutting, designated by the term "orthocouralogy." This journal aims towards the dissemination of research findings which are scientifically based, in order to improve both professional and teaching performance in the field. Such scientifically designed methodology had previously been regarded as undefinable by many or eagerly awaited by others. Overdue, then, since the early years of the 20th century, "JO-AD" should cause a significant turnaround. It is intended for all professionals, salon owners, manufacturers, and enterprises with interests in this flourishing field. STRATEGY involves two main stages of dissemination. The first involves publication of existing haircutting theories and commonly held technical beliefs, along with challenges to those assumptions. In the second stage, unlimited publication of articles dealing with non-technical aspects, such as political or legal ones, would serve as a platform or forum for investigators. BREAKTHROUGH adapts mathematics to the system of haircutting. Art is translated into science in several logical and explicit chapters. A new philosophy for instructing and also practicing is put into place. Some major institutions in the beauty industry, as well as professors, doctors, librarians, and trained stylists have already been receptive. "The creation of orthocouralogy is revolutionary and should change the way haircutting is learned...This program boosts the level of education way up." MANDATE constitutes the need to review and reform and re-analyze the validity of all previously held standards. Orthocouralogy and the journal, "JO-AD," invite a thorough, serious investigation of professional regulations on all levels, including cosmetic licensing. This will prove to be essential for all existing and potential students. Such reform is imperative and inevitable.
Š Copyright 2014 Patrick Garelle international corp ALL RIGHTS RESERVED
Brief overview - 29 CONTENTS -The idea of reinventing haircutting instruction - How to begin? Some important issues - The beginning, Universal Code of haircutting or UCH - Where orthocouralogy was born - How orthocouralogy’s mathematical approach was born? - Naming the Orthocouralogical Elements - One conclusion, and a new beginning - Assumption and hypothesis - The need for model technology/orthocouralogical models - Formal integration of technologies (curriculum expansion) - Human optical limitations -‐ Brief conclusion regarding the use of ortho-models, diagrams, classification tables, and technical drawings -‐ The need to investigate the validity of other haircutting technical principles -‐ Ethical beliefs -‐ Before orthocouralogy -‐ Engineering the method -‐ Artistic theories of haircutting and hairstyling, based upon head and body proportions -‐ What is making orthocouralogy fundamentally different from all other haircutting methods, and makes unique? -‐ Why was orthocouralogy created? -‐ What are some anticipated effects that might result from the creation and development of orthocouralogy? -‐ Engineering hight performance tools -‐ How do people learn the art of haircutting? - How do people generally learn the art of haircutting? -‐ What is the Universal Code of Haircutting (UCH)? -‐ What is orthocouralogical technology? -‐ What is Orthocouralogical Engineering (ortho-engineering)? -‐ From a purely educational standpoint, what are the main objectives of the orthocouralogy program? What does the orthocouralogy program mean for publishing companies in the industry? -‐ The separation of the haircutting program from cosmetology -‐ Why can't those who are motivated to learn to cut hair simply use the literature and materials that are already on the market? - Can orthocouralogy justify and induce important changes in the way cosmetology is regulated?
Intuitive Methods
2006
Logical Methods
Before Orthocouralogy - After Orthocouralogy In preparation of the Haircutting Master Program In preparation of the Haircutting Master Program The OLD SCHOOL vs. the NEW SCHOOL
BRIEF OVERVIEW
The idea of reinventing haircutting instruction Paris, France 1980-1981 The concept of using mathematics to teach and perform haircutting in a logical, qualitative, and efficient way was a noble ideal, but for long time it remained just a frustrating dream. There was no technical haircutting literature on the market that gave me a single clue of how to explore the concept, or even if it was possible. However, the idea never left me, and I was truly living with it in the back of my mind almost every day until the year 2006. Without investigation, research, and discovery of rational proof that the art of haircutting could be practiced logically, haircutting education could only continue to be subjective. This meant that without employing rational proof, it remained impossible to evaluate technical knowledge, and thus impossible to develop knowledge tests that are fair and objective. It is for this reason that we believe the following: No one can fairly and accurately grade someone's haircutting knowledge if the content being tested is not based upon rational, technical actualities.
How to begin? Some important issues The idea was based only on the feeling that it might be possible to cut hair logically. Where did this idea come from? Just intuition, based on the fact that I was giving precise haircuts whether they were architecturally well-defined or not. I was far from a mathematician or an engineer. I finished high school in France, and then immediately went on to beauty school. Anyway, the real problem was that I had no obvious qualification -- other than this feeling, and my imagination and desire -- to make me assume that I was capable of undertaking that type of research. The truth is that I did not even know how to go about planning or performing a scientific study, simply due to the fact that I had never conducted one before. I had no basis, no engine, to allow me to begin to make one educated guess or hypothesis, no useful prior knowledge to inspire me as to how to begin. All I had to draw on were a sense of personal and professional curiosity, a human need to know why, a bit of an analytical turn of mind, and my successful career in haircutting.
ORTHOCOURALOGY Patrick F. Garelle
Founding the Documents of Orthocouralogy Art and Science
The beginning, Universal Code of haircutting or UCH Manhattan, New York, 2006 Twenty-one years later the idea was still there, but silent -- almost like a quiet specter watching, waiting patiently for me to make a move, and then following me. One day I decided to work on developing a system of notation to describe the shapes, basic dimensions, and procedures for giving different types of haircut designs. This was the beginning of what I later named the ‘Universal Code of Haircutting’ (UCH). The question, 'Can haircutting be done logically?' did not come first. As a matter of fact, looking at the history or timeline of the development of orthocouralogy, that essential original question only came after the idea of engineering a coded language which would enable one to record quickly how a specific haircut design was given. The basis of that code, the UCH, was established, and is still being elaborated upon as of this writing. Importantly, the engineering of that technical language, unique to the domain of haircutting education, inspired the creation of a logical explanation of haircutting mechanical systems. Creating the UCH did not put me on a direct path to addressing that frustrating old idea, since in truth the UCH was one dimensional value short. Thinking only two-dimensionally in a three-dimensional space was not bringing me close to answering my original question. Thinking three-dimensionally in a threedimensional space was better, but still not enough. However, it did allow me to focus on specific elements which were crucial to finding the answer I was looking for. Cutting hair the way I basically always did needed closer attention. The systematic execution of thousands of haircuts over the years needed to be looked at differently, scrutinized in much more detail, and that is exactly what I began to do. I began to hypothesize that the answer could be right in front of me. As I took more time to observe what I was doing, I realized that I was concentrating more on looking at and analyzing the structural physical properties of ‘Lines of Cuts,’ or LC (the specific path described by the end section of a specific group hair after being cut), the effects resulting from the layering mechanical systems being used, rather than focusing on their cause. Speed, which relates to haircutting time and efficiency, was also an important factor to to consider. Time and speed were causing me to overlook the answer I sought. The distance factor was also an issue. Since I was the one who was manipulating the hair and could not step back to have an easier view on those temporary formations made of hair, I could not maneuver easily about them to observe and analyze. However, not all the way practical, taking pictures with one hand while holding the hair with the other did work to conduct the investigation.
ORTHOCOURALOGY Patrick F. Garelle
The beginning, Universal Code of haircutting or UCH Manhattan, New York, 2006 Twenty-one years later the idea was still there, but silent -- almost like a quiet specter watching, waiting patiently for me to make a move, and then following me. One day I decided to work on developing a system of notation to describe the shapes, basic dimensions, and procedures for giving different types of haircut designs. This was the beginning of what I later named the ‘Universal Code of Haircutting’ (UCH). The question, 'Can haircutting be done logically?' did not come first. As a matter of fact, looking at the history or timeline of the development of orthocouralogy, that essential original question only came after the idea of engineering a coded language which would enable one to record quickly how a specific haircut design was given. The basis of that code, the UCH, was established, and is still being elaborated upon as of this writing. Importantly, the engineering of that technical language, unique to the domain of haircutting education, inspired the creation of a logical explanation of haircutting mechanical systems. Creating the UCH did not put me on a direct path to addressing that frustrating old idea, since in truth the UCH was one dimensional value short. Thinking only two-dimensionally in a three-dimensional space was not bringing me close to answering my original question. Thinking three-dimensionally in a threedimensional space was better, but still not enough. However, it did allow me to focus on specific elements which were crucial to finding the answer I was looking for. Cutting hair the way I basically always did needed closer attention. The systematic execution of thousands of haircuts over the years needed to be looked at differently, scrutinized in much more detail, and that is exactly what I began to do. I began to hypothesize that the answer could be right in front of me. As I took more time to observe what I was doing, I realized that I was concentrating more on looking at and analyzing the structural physical properties of ‘Lines of Cuts,’ or LC (the specific path described by the end section of a specific group hair after being cut), the effects resulting from the layering mechanical systems being used, rather than focusing on their cause. Speed, which relates to haircutting time and efficiency, was also an important factor to to consider. Time and speed were causing me to overlook the answer I sought. The distance factor was also an issue. Since I was the one who was manipulating the hair and could not step back to have an easier view on those temporary formations made of hair, I could not maneuver easily about them to observe and analyze. However, not all the way practical, taking pictures with one hand while holding the hair with the other did work to conduct the investigation.
ORTHOCOURALOGY Patrick F. Garelle
Naming the Orthocouralogical Elements I called those temporary solids ‘Ortho-Prisms,’ as for orthocouralogical prisms (OP). Due to their importance in the domain of haircutting, I have chosen to name them Orthocouralogical Fundamental Building Elements (OFBE).
One conclusion, and a new beginning The following is one reasonable conclusion that could finally be made based on fact and observation, and which can be accepted as reasonable empirical evidence: ‘A group of hair specifically selected and physically organized can be shaped or arranged as a three-dimensional mathematical solid seen as a casual prism, which solid has a volume occupied by hair and air.' (More important information about this casual prism exists than is disclosed here.) Indeed, this was a ‘Eureka’ moment. Finding that math could be applicable gave me the tools I was looking for. Finally being able to reason three-dimensionally in a three-dimensional space marked the beginning of an unexpectedly long travail. Notes everywhere, the invasion of the dining table, quiet time late at night and early in the morning, and flight time between New York and Miami; breaking into sweats over unresolved thoughts; discoveries (sometimes accidental) of new needs; all were part of the process. Later on, the concept of a fourth dimension emerged and lead to think that someone practicing orthocouralogy was not a hairs sculptor. Maybe one day soon we will have our own appellation, ‘orthocouralogist.’ Since then (2006), I have worked every day on developing that method, often well over nine hours a day... Without the adaptation and use of mathematics in the field of technical haircutting instruction, no progress was possible in the development and formalization of useful technical curriculum and content diversity. The possibility of reasoning logically, then rationally, represents an innovation and a turning point in haircutting education. It can enable rational discourse, and provide the basic tools for developing and using an analytical mind.
ORTHOCOURALOGY Patrick F. Garelle
Assumption and hypothesis The useful concept of OFBE was invented, which had an exponential value. At that stage it was finally possible for me to make some safe assumptions and lay out my hypotheses. In short, it is from this, and other similar observations leading to many other studies, that the useful and applicable theoretical concept of Orthocouralogical Fundamental Building Elements (OFBEs) was born. The different types OFBE were reasonably proven to be mathematically physically describable, using Euclidean and spherical geometry. From there I felt compelled to draw those shapes and volumes on paper. I drew the elements as small as conceptually and physically possible (too small to be useful in actual haircutting). Then I began to define haircutting systems logically using the same method.
The need for model technology/orthocouralogical models Since drawing was a two-dimensional approach, there arose the necessity to engineer and build very specific three-dimensional models (orthocouralogical models, or ortho-models). These would allow an empirical method for studying, experimenting, observing, conceptualizing, and testing new haircutting techniques, as well as existing systems. We could then record data and proceed to draw reasonable conclusions. Formal integration of technologies (curriculum expansion) Farther down the line, it became apparent that both study approaches (the use of drawing/diagrams/tables and 3-D models) should be integrated in the prospective orthocouralogical curriculum. Common sense dictated that to teach and learn and effectively, instructors and students should utilize an integrated teaching method. Visual, kinesthetic, and of course auditory methods, once they are developed, will not only attract different types of learners, but will also offer the flexibility to teach orthocouralogy in a variety of ways. Human optical limitations Another important element which clearly justified the need to develop this new type of formal research and instruction was the human eye's limited capacity to focus and detect images, particularly when the object being observed is extremely small.
Brief conclusion regarding the use of ortho-models, diagrams, classification tables, and technical drawings The use of this technology becomes a major asset for instructing not only students, but also clients for their own interest.
ORTHOCOURALOGY Patrick F. Garelle
The need to investigate the validity of other haircutting technical principles The research and development of orthocouralogy made it imperative to pay more attention to, and carefully review, all existing haircutting methodologies, techniques, and theories available, without discrimination (including in France). This involved legal research processes, and consideration of other available sources of information. Reasonable conclusions were founded mostly on evidence and rational thinking. In brief, and with all due respect to the entire cosmetology industry, it is safe to state that at least several technical haircutting theories and methodologies are highly questionable, to the point that some of those theories are even not applicable. Ethical beliefs From an ethical point of view, and in the name of progress, we believe it is essential, ethical, and fair at least to review all questionable theories. Furthermore, it is difficult not to question the fairness and value of haircutting exams (therefore cosmetology exams), based on the dubious validity of their technical contents and common principles, including subjective artistic theories. Before orthocouralogy Before the creation of orthocouralogy, formal, technical haircutting instruction based on true values was essentially nonexistent, and practically impossible to achieve without a different cognitive approach. In other words, without a scientific approach, today’s haircutting programs could only stay the way they are cognitively designed, which is mostly subjective and intuitive and mainly suited to only one type of learner (kinesthetic). Due to that important missing element, companies and individuals throughout the world are faced with important issues, including but not limited to: a. Shortage of educational materials b. Difficulties in bringing out useful new educational materials c. A tendency to publish unhelpful educational materials d. Development of theories that are subjective e. The introduction of theories that are ergonomically questionable f. Difficulties in designing knowledge tests g. Difficulties in grading or assessing technical knowledge fairly h. Creation of a population of hairstylists employing haircutting methods and techniques that will be difficult to unlearn
ORTHOCOURALOGY Patrick F. Garelle
Engineering the method One main engineering goal of orthocouralogy was to create a haircutting method which could be used to give any type of haircut design (HD) logically and efficiently, as well as being applicable to any hair-masses having different physical properties. Another engineering task was to create a usable, coded technical language -- a short, codified notation form -- made of symbols which could be use to codify, record, repeat, and transmit to others the infrastructure and procedure used for a given HD, or which would simply allow the reduction of lengthy, wordy traditional notations. With that philosophical approach, the orthocouralogical program was positioned as a solution to the problems of getting acceptable results by luck or accident, being unsure sure how to begin and/or finish a haircut logically, and guessing.
Artistic theories of haircutting and hairstyling, based upon head and body proportions Fashion trends do change, and the perception of beauty is relative to many different factors (e.g., temporal, economic, social, racial, cultural, practical, etc.). Orthocouralogy, as a scientific method for learning how to cut hair logically and correctly, does not include any artistic theoretical programs, which are by definition based on opinions and subjectivities. The explanation for this is simple: the learning of content that is subjective and/or based on opinion cannot be fairly tested. This also means, as a matter of ethics, that no one should be evaluated and graded on the acquisition of subjective knowledge, and risk being unfairly precluded from practicing cosmetology professionally because of failing such a test.
Different times, different vision, different people
ORTHOCOURALOGY Patrick F. Garelle
What is making orthocouralogy fundamentally different from all other haircutting methods, and makes unique?
? The Name
- Orthocouralogy is the name that has been given to the method involving the study and development of cutting hair logically. Science and logic - The scientific method was used to answer the question: Can haircutting be practiced using logical systems and procedures? Innovation - Orthocouralogy is fundamentally and philosophically the first and only possible haircutting method that can be described logically. Uniqueness of method - The use of mathematics was the only possible way to prove that haircutting logically was possible. For that basic reason, orthocouralogy, as a haircutting method, is different from any other haircutting method. Isolation of three design concepts - The method involves only three basic fundamental architectural/structural haircut design concepts (+ variables), formally named Orthocouralogical Fundamental Architectural Haircut Designs (OFAHD). Mastery of the three OFAHDs individually, as well as in combination, must exist in order to perform at the highest level of technical quality. System classification - All haircuts' architectural principles and structural designs are grouped by category, class, type, style, shape, magnitude, and dependent and independent variables. Technical code - Orthocouralogy utilizes a coded language/system of notation (orthocouralogical and math symbols) to enable rapid notation and communication of haircuts' fundamental architectural and structural principles, infrastructures, mechanical systems, and procedures. That coded language is the Universal Code of Haircutting (UCH).
ORTHOCOURALOGY Patrick F. Garelle
Haircutting design software program - The method involves the engineering of basic systems of measure that can also be used to develop haircutting design software. These parameters based on non-logical axioms can also be used to calculate time for giving haircuts, evaluate level of attended precision of a planned haircut design, and the infrastructure of a haircut design, comprising all necessary elements of construction for giving a haircut. 4-D - Orthocouralogy introduces the concept of a casual fourth dimension haircutting theory. The basic concept of that fourth dimension involves the study of haircutting technical quality based on hair-masses’ motion/orthocouralogical dynamics. Pattern Models - The use of ortho-pattern models, diagrams, and images permeates the formal education in the method. Remark: The practice of orthocouralogy promotes the integration and use of ortho-pattern models in hair salons as well. The purpose is to inform clients of existing technical haircutting issues that might exist, plan corrective actions, explain technical activities, etc.
Timing a haircut - A theory of time for giving a haircut is set. (NEED MORE DATA)
A code of Ethic - The creation of orthocouralogy has induced the engineering of its own code of ethics (Orthocouralogical Code of Ethics). An important determining factor which has contributed to its development is the existence of an extensive professional technical language. As an example of a rule: 'No one shall use orthocouralogical terms inappropriately, nor use them to impress, mislead, confuse, or condescend.' - Also from the Orthocouralogical Code of Ethics: 'The primary duty of an orthocouralogist is to keep hair as healthy as possible. How? By practicing his/her skills as correctly as possible.' Remark: Since cutting hair is ultimately the most efficient way to maintain or restore its health, the ethical responsibility of an orthocouralogist is to give haircuts correctly.
ORTHOCOURALOGY Patrick F. Garelle
Why was orthocouralogy created? Orthocouralogy was created to address a human need. The need to cut hair correctly, using a reliable methodology that makes sense and is clearly explainable, is probably at the very origin of why orthocouralogy has been created (2006). Practicing haircutting in an intuitive mode, rather than using systems and procedures that were logically proven, could not give me the feeling of psychological and professional security that I needed. Being able to control and evaluate technical quality impartially, to correctly train my Parisian teammates and myself, and to practice this art in the long term with true interest, motivation, and honest performance, were some of my concerns. Passion, devotion, intellectual challenge, and the strong desire to achieve a mission for which I was not trained and did not have the intellectual background, were some of the driving factors which lead to the creation of this program. To be able to explain clearly, transmit, and record how to cut hair logically is also an important academic need; these skills should be taught to hairstylists in training, as well as those who are already certified (continuing education). Room still exists for more materials that can be used to raise the educational level in that domain. Engineering and providing the fundamental tools (technical knowledge) that will allow someone to give a well-constructed haircut issuing from his/her own imagination is faster and much more rewarding than learning from an instructor who is talented but unable to explain his/her work logically. What are some anticipated effects that might result from the creation and development of orthocouralogy? - Simplification and acceleration of the learning process - Increased artistic creativity - Reduced stress levels - Heightened self-esteem levels - Potential increase in professional career spans/better professional retention - Changes in the presentation and technical explanation of haircut designs in " professional reviews - Formation of better and more knowledgeable professionals - Valid and true technical haircutting standards that are neither intuitively based nor subjective, benefitting both instructors and students - Fair knowledge tests and practical tests - Easier evaluation and grading of technical knowledge - A new generation of professionals educated, through a standardized program, in giving haircuts correctly, consistently, and safely -‐ Attraction of other types of learners (not only kinesthetic type of learners) - Become a useful source/database of technical reference and information - Potential modification of professional regulation -‐ Recognition of orthocouralogy as a new profession
ORTHOCOURALOGY Patrick F. Garelle
The need to re-engineer haircutting, hairstyling tools, and salon equipments. To achieve the best technical performance, we found it necessary to revise the way most professional and non-professional salon tools and equipment were engineered. The development of orthocouralogy led to this need and will be explained in later journals.
How do people learn the art of haircutting? If they are lucky, students may learn from a talented instructor. Unfortunately, talented instructors do not teach forever, nor are they able to transmit their talent or experience, which cannot be blueprinted. Over time, and relative to their individual talent, people become more or less successful in the profession, and sometimes simply leave it altogether. Learning the contents of haircutting knowledge programs is a relatively quick process, and for understandable reasons it is not highly regarded. Based upon informal surveys, 100% of professionals express no interest or need to revisit haircutting knowledge programs after their initial training, and more than 90% claim to have learned little that was useful from such programs. Whether these unofficial figures are perfectly accurate or not, they elicit a variety of questions. By tradition and by default, haircutting has always been learned hands-on. Since all haircutting knowledge programs are fairly insignificant in size, and do not offer reliable, useful technical haircutting standards, students have no choice but to figure out for themselves how to cut hair the best way they can. That is why students have to rely on their own relative talent and ingenuity in order to survive and succeed in this field in the long run. Frustration, lack of confidence, disenchantment, faltering self-esteem, and resignation are some common factors that lead many to quit. Remark: Although 'hands-on' teaching techniques are currently gaining recognition in many other fields, students in the field of haircutting have always been taught using this method. It is interesting to note that education experts and instructors in other fields are constantly looking and working to add hands-on teaching techniques to their programs. Medicine is one of many examples. Conversely, and sadly, it seems that hairstylists/cosmetologists are often not the kind of people who are interested in different ways of learning!
ORTHOCOURALOGY Patrick F. Garelle
What is the Universal Code of Haircutting (UCH)? The UCH is a coded language made up of symbols, letters, or tokens which can be used to describe the architectural structure, systems, and procedures of a given haircut design. This language was engineered to speed up the technical notation of haircutting. The UCH is also ergonomically designed to be understood by people who speak different languages, and/or use different syllabaries/alphabets in writing. What is Orthocouralogical Technology (ortho-technology)? Ortho-technology is the knowledge and use of tools, techniques, crafts, systems, procedures, and methods involved for giving a haircut logically, teaching how to give a haircut logically, and expressing a haircut logically.
What is Orthocouralogical Engineering (ortho-engineering)? Orthocouralogical engineering is the application of science in the domain of orthocouralogy. It involves cognitive engineering and design engineering. It also involves the application and development of scientific notation and practical knowledge in order to design and built devices, systems, materials and procedures for teaching, searching, recording, modifying, and repeating creative haircutting designs. Ortho-engineering extends to the research and development of tools used to give haircuts and to style haircut designs, including the entire haircutting platform that can affect haircutting performances, and the well-being of the persons giving and receiving the haircut.
From a purely educational standpoint, what are the main objectives of the orthocouralogy program? To provide students with the highest level of theoretical and applicable knowledge, allowing them to practice the art of haircutting in the safest and most technically qualitative way possible.
What does the orthocouralogy program mean for publishing companies in the industry? According to readily available documents published by these companies, they are looking for the best educational materials. Of course, not claiming to be searching for best practices and materials would not look good; it would be bad in terms of public relations, and make them appear to be closing doors to progress. Unfortunately, these companies are not telling the truth. The fact is that some are aware of the birth of orthocouralogy, and they themselves consider its contents and implications for the industry to be revolutionary. Based on this fact alone, it is evident that these companies are not telling the truth about best practices and educational approaches, leading to the conclusion that their leadership position in the industry is no longer valid or warranted. Students, prospective students, and instructors alike are casualties of their position.
ORTHOCOURALOGY Patrick F. Garelle
OPINIONS! A separation making sense What are some of the fundamental reasons that the orthocouralogy program justifies separating haircutting education from the cosmetology program? Academic reason: The creation of orthocouralogy, its size, and its academic different value, should justify its being allowed to stand on its own as a unique knowledge program. Lack of correlation: Orthocouralogy has reasonably nothing to do with coloring, manicure, pedicure, and other standard subjects included in cosmetology. Human needs, and political reasons: A growing number of professionals make their living exclusively from haircutting. People who are interested in securing their living through haircutting (not barbers!) should be given the best chance of doing so.
Health reasons: Those who might have medical conditions, such as being allergic to products, should not have to go through cosmetology programs in order to learn and become licensed in haircutting and finishing.
Why can't those who are motivated to learn to cut hair simply use the literature and materials that are already on the market? The answer is simple. The contents of instructional resources for haircutting are subjective, confusing, and often conflicting or misleading. Students, including those who are paying for continuing education, depend on the relative talent of the instructors who are giving the classes. Due to their excusable lack of technical knowledge, and having no other choice than to rely on their own basically intuitive skills, instructors are challenged to communicate ideas that are often very difficult to articulate. Unofficial data show that 100% of professionals (French, German, American, Spanish, Japanese) making a living cutting hair that they have no reason or interest in using any standard haircutting knowledge programs. Not surprisingly, the same people surveyed said that they did not learn from any of the said standard haircutting knowledge programs. Interestingly enough, instructors think the same thing.
Can orthocouralogy justify and induce important changes in the way cosmetology is regulated? It has been done in the past! Consider the example of surgeons and barber surgeons. There are several substantial reasons why orthocouralogy (and certain hairstyling techniques) should be separated from standard cosmetology programs. 1. The main reason is that haircutting, and some limited hairstyling techniques, has nothing in common with the rest of standard cosmetology programs. (I understand that at first this thought may be counterintuitive or difficult to accept.) 2. Haircutting does not involve the use or manipulation of chemicals. 3. A growing number of hairstylists make a living at giving haircuts only. 4. Conflicts created by different standards contents exist between publishing companies. 5. Haircutting theories are based on opinion and are subjective and confusing, which leads to the next reason: 6. The knowledge tests are unfair. 7. It makes it easier to standardize the time required to study (if necessary). A complete list of reasons would be even longer.