Part I to this essay pointed out that insofar as ‘education’ imparts the student with ‘knowledge’, this is troubled by the fact that knowledge is often in the ‘positivist’ terms of ‘how to make something happen’ and ‘making something happen’ is something we monitor by visual observation, ignoring the ‘spatial tensions’ that associate with change.

destination-oriented birds are equipped for speed, not comfort

destination-oriented birds are equipped for speed, not comfort

Knowledge of ‘how to make something happen’ is non-controversial for many simple tasks, but not so for more complex tasks.  For example, the knowledge of ‘how to ride a bicycle’ is not something that can be imparted in terms of written or spoken concepts/instructions since it is not in that class of dynamic processes that can be decomposed into ‘what one does’.  It is instead in the class of ‘resonant behaviours’ wherein one must let one’s actions be orchestrated so as to sustain a dynamic balance. It is akin to the ‘V’ flight of wildgeese where the spatial relationships one is included in (co-stimulating), one must allow to ‘take the helm’. (more…)