![\"when](\"https:\/\/goodshare.org\/wp\/wp-content\/uploads\/2010\/06\/metal-bird.jpg\" "\\"metal-bird\\"")
knowledge-informed purpose replacing resonance-seeking experience<\/p><\/div>\n
I always intuited that \u2018something was wrong\u2019 with my uneducated grandparents and moderately educated parents to wish that their grandchildren would receive what they had missed out on; i.e. a \u2018superior education\u2019.<\/p>\n
Education too often seemed to be a bypassing of life experience; the rich sort of life experience that they had had, for which education could never be a substitute.\u00a0 That is, it was \u2018education\u2019 of \u2018another kind\u2019 as John Abbott indicates in the title of his book \u2018Over-schooled and Under-educated\u2019.<\/p>\n
One thing is for sure, education imparts \u2018knowledge\u2019 or \u2018know-how\u2019 to its clients which changes their behaviour.<\/p>\n
How does \u2018education\u2019 change one\u2019s behaviour?<\/p>\n
It would appear that \u2018education\u2019 involves the acquisition of \u2018knowledge\u2019 and \u2018knowledge\u2019 can be used to inform \u2018purpose\u2019 so as to render the achieving of purpose more efficient.<\/p>\n
This seems to be the problem,\u00a0 The way that education (often) changes the behaviour of the educated person is by making him over into a machine for \u2018getting things done\u2019; i.e. education facilitates purposive behaviour.<\/p>\n
Fine, you say, \u2018what\u2019s wrong with that\u2019?<\/p>\n
When people are close to nature, their behaviours are shaped and orchestrated by the dynamics of the habitat they are included in. \u00a0\u00a0The seasons orchestrate their actions, the light of day orchestrates their actions, the behaviour of soil brings out a tilling, planting and\u00a0 harvesting behaviour in them. \u00a0The resonances in their habitat-inhabitant engagement orchestrate their individual and collective behaviour.\u00a0 The wildgeese are induced by the fluid dynamic they are included in, to organize collectively into a \u2018V\u2019 formation and to let their wings flap so as to sustain the advantageous resonances (that allow them to fly faster and farther at less expenditure of energy than they could ever do in solo mode) that associate with the \u2018V\u2019.<\/p>\n
Wildgeese do not move around in absolute fixed and empty Euclidian space as if they were local, independently-existing systems with their own locally originating, knowledge-informed purpose-driven behaviour. \u00a0Such a \u2018positivist\u2019 vision wherein the behaviour is seen as being fully driven out of interior of the individual (by knowledge-informed purpose) so that we say that the \u2018V\u2019 is a \u2018cooperative effort\u2019 as if it were purposeful on the part of the wildgeese, is the same old, same old Euclidian simplification we like to make in western science. \u00a0It is the same simplification we make when we say that a feather and a cannon ball will fall to earth at the same speed. .. in your dreams! \u00a0In your dreams where the objects are dropped in an absolute fixed and empty (Euclidian) space, a space that is unknown in nature.<\/p>\n
The alleged \u2018cooperation\u2019 of the geese that purports to explain why the geese fly in a \u2018V\u2019 formation is \u2018in your dreams\u2019.\u00a0 But one thing about it, it saves us from having to work with the messiness of the real world, where we are included in \u2018habitat dynamics\u2019 that are impossible to isolate from our \u2018inhabitant dynamics\u2019.\u00a0 Which moves first wind or flag, as the Zen parable goes and the answer is that wind, flag and mind all move together.<\/p>\n
Space is a participant in our dynamics.\u00a0 The wildgeese are not \u2018purposive systems\u2019, they keep moving into temperate thermal space and the temperate thermal space moves from the north to south and then north again and stay keep themselves in it.\u00a0 Outside observers will say that they \u2018migrated\u2019 from north to south to north, but it wasn\u2019t them that \u2018migrated\u2019, it was the temperate thermal zone.\u00a0 They do not have a \u2018purpose\u2019 to \u2018migrate\u2019, they have a \u2018purpose\u2019 to sustain a resonant relationship with the habitat dynamic they are included in. \u00a0The Nenets of the European and Siberian arctic do not have a \u2018purpose\u2019 to \u2018migrate\u2019; they go where the reindeer go. \u00a0The reindeer do not have a \u2018purpose\u2019 to \u2018migrate\u2019, they go where the exposed patches of lichen go. \u00a0The exposed patches of lichen do not have a \u2018purpose\u2019 to \u2018migrate\u2019, the lichens experience exposure where the zones of sunlight and sparser precipitation go.<\/p>\n
While a \u2018goose\u2019 is not a purposive system, an airplane is.\u00a0 An airplane is programmed with \u2018knowledge\u2019 that serves to direct its behaviour and it is \u2018destination oriented\u2019 while the wildgoose seeks to sustain resonance with the dynamic habitat it is included in (it is not the destination but the journey that orchestrates its behaviour.).\u00a0 \u2018Resonance\u2019 is something that is \u2018felt\u2019 in the continuing \u2018now\u2019 and as in the wind-flag dynamic, it is not generated by something \u2018one does\u2019, it is a conjugate habitat-inhabitant dynamic relation.<\/p>\n
That is where my \u2018something is wrong\u2019 intuition in \u2018getting the education that my grandparents never had\u2019 was coming from. \u00a0If you gave the wildgoose a university education, it might come back as a small feathered aircraft, now with locally originating, internal knowledge-informed purpose-directed behaviour.<\/p>\n
\u201cThis is your captain speaking\u2019, …\u2019while we still fly, squawk and act like a goose, we now have onboard technology called \u2018knowledge\u2019 and \u2018purpose\u2019 to inform and direct our behaviour.\u00a0 The knowledge has been cached in our memory system as a \u2018how-to-do\u2019 program which informs our destination-oriented purpose as it directs our flight.\u2019\u00a0 \u2018Because there is no longer any need for it, our resonance sensing has been disabled and during the trip, you will notice that there will no longer be the banks to port and starboard to bask in warm patches or to be massaged by feather-ruffling turbulent zones. \u00a0Neither will there be any more of the indefinite stopovers that associated with relaxing \u2018in the zone\u2019; i.e. in the stalled migration of regional temperate weather zones.\u00a0 Our analysts have captured our behavioural patterns of the past several years in terms of a space and time itinerary.\u00a0 Now that we have reduced our behaviour to pure positivist terms of \u2018what we wildgeese do\u2019, we are able to use this \u2018what wildgeese do knowledge\u2019 to replicate our actions without the distraction of having to rely on our resonance-sensing capabilities.\u00a0 The entire down and back flight itinerary has been programmed in terms of destination-oriented goals and objectives, a purpose-directed sequence that will be supported \u00a0by our \u2018what wildgeese do\u2019 knowledge archive. And if you look in the pouch in the seatback in front of you, you will find a complimentary copy of the \u2018Educated Sex for Wildgeese\u2019 by Mallard and Jackdaw, the suppliers of our flight technology, which will equip you with the knowledge to go efficiently and directly to your various destinations without having to drift about aimlessly \u2018in the zone\u2019 wherever the zone crops up and takes you.\u2019<\/p>\n
The point is, \u2018knowledge-informed purpose\u2019 is all there is in a worldview where space is an absolute fixed and empty container as was the simplifying assumption of Aristotle with his notions of teleology and the idea that the acorn archived within it, the encoded destination-oriented knowledge of how to become an oak tree (no habitat-inhabitant resonance allowed!), an unnatural idea that was copied and used by Darwin.<\/p>\n
The observers of wildgeese and humans cannot see the habitat-inhabitant resonances, the in-the-zone\u2019 feelings that orchestrate our individual and collective behaviour, and since they base their inquiry on visual observations, they leave the behaviour-shaping influence of resonance out of their theory and teachings. \u00a0\u2018Feelings\u2019 are not totally discarded but are reduced to one-sided positivist feelings that originate fully and solely with the individual because absolute Euclidian space cannot participate with humans or wildgeese in their dynamics. \u00a0The source of \u2018feelings\u2019 becomes purely internal in this case, and one must postulate some less visible internal positivist causal mechanism such as a biochemical process to substitute for \u2018resonance\u2019 where the individual is conceived of as inhabiting an absolute fixed and empty space.<\/p>\n
As anyone can see and feel, however, fluids have characteristic responses to \u2018intruders\u2019 and thus the \u2018intruder\u2019 who is sensitive to these responses will be able to \u2018feel\u2019 when he is \u2018in the zone\u2019 of resonant engagement and thus able to penetrate more harmoniously and with less expenditure of energy.\u00a0 The sailboat naturally moves within the trough that forms from the bow and stern wave, the potential energy well that forms from its habitat-inhabitant engaging. \u00a0The boat operator has the option to put on a big outboard and to put his \u2018destination orientation\u2019 into primacy over sustaining his \u2018in-the-zone\u2019 experience, but that is not the issue. \u00a0The issue is; given that behaviour can be \u2018purposive\u2019 (destination-oriented) and that it has a natural tendency for being shaped by habitat-inhabitant resonance, how does education \u2018play into this\u2019?<\/p>\n
The answer is; scientific inquiry is by way of visual observation of the behaviour of things. \u00a0The visually observable movements of organisms can always be implied to be locally originating, purpose-directed behaviour (the behaviour shaping influence of habitat-inhabitant resonances can be ignored). \u00a0Education has and continues to be influenced by Aristotelian thinking such as Aristotle\u2019s \u2018teleology\u2019 which imputes \u2018purpose\u2019 to be what is directing the behaviour of the individual, local, organism. \u00a0Therefore, our habit is to extract knowledge of behaviours in terms of \u2018purposeful\u2019 behaviours; the \u2018know-how\u2019 that is responsible for the achievement of a goal..<\/p>\n
Thus, even though the movements of the wildgeese are shaped by the movements of the dynamic spatial conditions they are included in (e.g. the cycling transformation of the thermal field they are included in), our habit is to re-render this behaviour in terms of \u2018time\u2019 and\u2019 location\u2019, alleging that the wildgeese \u2018know\u2019 where to be at what time.of the year (i.e. that their behaviour is directed by a purposeful \u2018migration plan\u2019 with time-and-location objectives). \u00a0The origin and shaping of the dynamics thus shifts from actional experiential sensing of spatial-relational transformation to the purely notional time-and-space based knowledge-directed behaviour of local systems (i.e. \u2018what local things do\u2019, as if the \u2018local things\u2019 are acting\/interacting in an absolute fixed and empty space)..<\/p>\n
As already mentioned, this \u2018knowledge-informed-purpose-directed\u2019 view of behaviour ignores the role of \u2018resonances\u2019 in the shaping of behaviour, \u2018resonances\u2019 that originate neither from the \u2018inhabitant\u2019 nor from the \u2018habitat\u2019 but from \u2018both\u2019 at the same time, as in the \u2018wind-and-flag\u2019 parable.<\/p>\n
In so far as education is permeated with Aristotelian logic, the knowledge that is passed on in the educational system is in the positivist terms of \u2018purposive\u2019 and\/or \u2018causal\u2019 behaviour. \u00a0There is no room in Aristotelian knowledge for behaviour to arise from and be shaped in the \u2018experiential now\u2019 by \u2018resonances\u2019. \u00a0There is room to acknowledge that the \u2018V\u2019 flight formation of the wildgeese is more efficient, but Aristotelian logic would then say that the geese \u2018cooperate\u2019 with the purpose of achieving this greater efficiency. \u00a0This is backwards.\u00a0 As the motorcyclist in a group of motorcyclists understands, everyone is enveloped in an invisible \u2018V\u2019 of air turbulence, which, as they interfere, do so more or less constructively or destructively. \u00a0If the bikers let their relative positions adjust like the wildgeese, they find that certain relative positions associate with lower rather than higher turbulence. \u00a0If they opt to move so as to sustain the lower turbulence, they are \u00a0then \u2018tuning\u2019 their habitat-inhabitant dynamic and letting this attuning orchestrate their individual and collective behaviour.<\/p>\n
Should we say that they are doing this \u2018intentionally\u2019; i.e. that \u2018they know what they are doing?\u2019<\/p>\n
As in the Mallards and Jackdaw sex manual, acquiring the knowledge of how to get to a given result\/destination is certainly possible, but it does not reflect the dynamics of nature that take you there as an innocent on a voyage of discovery.\u00a0\u00a0 Similarly, \u2018survival\u2019 as a \u2018purpose\u2019 is where one sees \u2018living\u2019 as a difficult-to-achieve \u2018destination\u2019 where resonances are removed from their instructive primacy, an instructive primacy that is ever-prevalent when \u2018living\u2019 is a journey rather than a destination.<\/p>\n
As in \u201cAn Inclusional World View\u2019 <\/a>and \u2018Is Calculus Taking Science (And Us) on a Mad Joy-Ride?<\/a>\u2019, there is a problem with the notion of \u2018purpose\u2019 and \u2018cause\u2019 in that they reduce our habitat-inhabitant experience to a notional positivist dynamic that obfuscates the way our experience informs us that the world works. \u00a0Imputing \u2018purposive drive\u2019 to humans and \u2018causal powers\u2019 to material systems makes them \u2018positivist\u2019 and arbitrarily removes the participation of the dynamic space in which these organisms and systems are included. \u00a0By dismissing the participation of space we dismiss the experiencing of invisible habitat-inhabitant resonances.<\/p>\n The problem with \u2018education\u2019 then, is that where it is influenced by Aristotelian \u2018teleology\u2019, it deals in \u2018knowledge\u2019 that is cast in terms of what things do in \u2018time\u2019 and \u2018space\u2019. \u00a0For example, if several bathers who are treading water in a tidal current move in an unusual trajectory, an observer may ask them a question such as; \u2018why did you go halfway across the channel and then come quickly back?\u2019 … when the bathers were simply staying within a warm spot in flux of cold and warm waters. \u00a0Their behaviour, rather than being \u2018purposive\u2019 in a time-based sense was orchestrated by the transforming spatial field of thermal energy they were included. \u00a0And if many gather at the same time and same place, on the intertidal flats and are seen picking claims, the Aristotelian thinker may conclude that they their purpose has directed them to come there at that time. \u00a0But one could argue that the transformation of space has orchestrated their individual and collective behaviour. \u00a0The clam-pickers themselves may insist that the chose to come there, that they exercised their own free will. \u00a0But this doesn\u2019t explain why so many came to the same place at the same time, unless one assumes that \u2018great minds think alike\u2019; i.e. that clam pickers are more or less alike. \u00a0Does that include the seagulls?\u2019<\/p>\n Similarly, why does a huge crowd of streptococcus pneumonia bugs show up in the same body at the same time?\u00a0\u00a0 Are they all there with the purpose \u2018to do mischief\u2019?\u00a0 Or was their arrival orchestrated by the dynamics of the space they are included in?\u00a0 In the case where people have a vitamin C deficiency, these bugs often show up in crowds; because the spatial conditions are fertile for their proliferation.\u00a0 The proliferation of bacteria is the result of illness (imbalance in the terrain) rather than the cause of it (\u2018cause\u2019 implies \u2018intention\u2019 or \u2018purpose\u2019).<\/p>\n Pick any of your activities\/behaviours that you like, … and like the clam-diggers you can argue that you are there out of your own free will, choice and purpose, that it was your pre-calculated goal to come and pick clams; i.e. that your behaviour is purposive and destination-oriented. \u00a0The world is your oyster, so you say (and believe). \u00a0On the other hand, your position may be that your behaviour is orchestrated by resonances in-the-now\u2019 of your engaging with the habitat. \u00a0You don\u2019t know what will unfold in the dynamic habitat that you inhabit but as it unfolds, your sensors are on the hunt for resonances and you let your movements and behaviour be orchestrated by these.<\/p>\n Some say that the product of education is \u2018improved learning skills\u2019 as could contribute to improving the hunt for resonances.<\/p>\n But, more popularly, the product of education seems to be \u2018knowledge\u2019 which allows the skilled \u2018by rote\u2019 replication of behaviours in a manner that bypasses the hunt for movement\/behaviour-orchestrating resonances. \u00a0This converts you into a feathered metal bird with internally programmed purposive behaviour..<\/p>\n The \u2018problem\u2019 with \u2018education\u2019 is, in this sense, \u2018knowledge\u2019.\u00a0 It starts from confusing the idealized Aristotelian notion of \u2018teleology\u2019 for \u2018reality\u2019.<\/p>\n * * *<\/p>\n","protected":false},"excerpt":{"rendered":" I always intuited that \u2018something was wrong\u2019 with my uneducated grandparents and moderately educated parents to wish that their grandchildren would receive what they had missed out on; i.e. a \u2018superior education\u2019. 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