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thesis is working. Though an apparent interruption to the flow of this chapter, it seemsimportant to take time to explore the characteristics of each N more fully.Need'Necessity who is the mother of invention' (Plato, 2004)The platonic axiom, rehearsed above, is directly relevant, in my experience to the context oftechnology-learning. I have observed that human beings only learn technologies when they needto. To reinforce this point historically, the Turing Machine, one of the precursors to modern PCswas the direct output and outcome of the British need to find a way to crack the codes generatedby the German military during the second world war (Hodges, 1992); its invention was theproduct of extensive research and application of mathematical and logical principles. In section2.2, sources quoted suggest that the kind of profound learning that underpins such an inventionis the case when ‘a self notes that it has a self-referential reason for study’.As indicated above, the origins of this can also be found in the theories of Freud (1923) andMaslow (1943). I have witnessed many education professionals become childlike whenconfronted with a new technology, especially if they perceive no need to learn to use it. The'data disasters' I referred to above can become psychological blockers for selves, as in thatmoment described in the context of music by Green and Gallwey (1986). The narrative of thisthesis (appendix 2) begins with my urgent need to learn to use a computer properly because Ihad said that I could. I had no way out and was at risk of committing professional suicide if Idid not meet the challenge I had set for myself.Another approach to justifying the inclusion of need in the emerging framework comes from theliberationist foundations of much of my pre-existing knowledge base. Gutierrez (1971) and78Simon Hughes Ph.D. Thesis (October 2012)