Writing your thesis, dissertation, essay or paper – Encyclopaedia of Philosophy of Education – Resource No 1

The Encyclopaedia of Philosophy of Education – a resource when writing your thesis, dissertation, essay or paper

socrates.jpgSocrates

A useful resource if you are writing a thesis, dissertation, essay or paper is The Encyclopaedia of Philosophy of Education. It has been developing slowly – being produced by busy people!

Its format is pleasing in that the entries are of sufficient length to constitute short essays and are coupled with sufficient references to take you on to greater depths.

There clearly isn’t much time for editing or strengthening translations. Consequently there are a number of entries that present problems such as this first sentence;

The feminist criticism which in the XIX century emerged in the United States and Europe, even defending the equality of rights, considered the differences between men and women from the biological point of view, respecting the existent dichotomy between the public and private space which also meant to accept the feminine domesticity and subordination to the masculine pattern, besides imprinting on those natural differences an idea of women’s inferiority on account of a greater physical and intellectual fragility, in spite of an undeniable superiority from the moral point of view.

Hmmmmm….. Whether the origin of this painful assault lies in first-language woolliness or clumsy translation major dis-service is done to the cause of gender equality as well as to the reputation of the Encyclopaedia!

However still the project is useful and I hope it flourishes – for several reasons. The main reason is the need to get teacher education back to a core of philosophy of education.

It ought to be able to define its purpose easily as a) giving account of ideas in the Philosophy of Education field and b) giving account of the educational import of the work of philosophers (and others?).

I mention the issue of ‘keeping sharply focused’ the definition of the purpose of the encyclopaedia because of the powerful development of other online resources such as the Wiki Encyclopaedia and the Stanford Encyclopaedia of Philosophy

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SEE also Learning Motivation for Success

All postings to this site relate to the central model in the PhD.

Summaries are HERE

Clash of Two Cultures?

east-meets-west-i-print-c10281910.jpegSource

In her interesting article All Roads Lead to India Kathleen Raine, on the Resurgence website, quotes the following;

CLASH OF TWO CULTURES

You live in time; we live in space.
You’re always on the move; we’re always at rest.
Religion is our first love; we revel in metaphysics.
Science is your passion; you delight in physics.
You believe in freedom of speech; you strive for articulation.
We believe in freedom of silence; we lapse into meditation.
Self- assertiveness is the key to your success; self-abnegation is the secret of our survival.
You’re urged every day to want more and more; we’re taught from the cradle to want less and less.
Joie de vivre is your ideal; conquest of desires is our goal.
In the sunset years of life you retire to enjoy the fruits of your labour;
we renounce the world and prepare ourselves for the hereafter.
– Hari Dam

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LESSON TASKS: How far and it what ways is the contrasting useful? How far do we think the contrasts are true? What claims could be made to reverse the implied speaker for each statement? Is there a speed of globalisation that will inevitably prevent the good of an older culture from being taken forward? Is the work of ‘integral theory’ writers such as Ken Wilber vital to the need to keep hold of the best of the past – all of our pasts? How can we in education help popularize integral theory?

What does the art work above say about East and West? How would you present visually ‘East and West’?

Knowledge, Knowing and the Unknowable: Head, Heart and the Mystery of Our-selves

 

Ver 2. as at 4th Aug 2007

PREFACE

This was written as a summary of some of the discussions held during a recent course run with 9 wonderful young women and men. So first and foremost this is for Poppy, Ellie, Jono, Saha, Natalie, Paddy, Jody, Kenny – and Davey.

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This is what I feel/think I’ve learned so far;

WHAT’S WRONG?

Because of its lopsidedness and excessive specialization modern science, and thought generally, has got us into a mess. The mess is characterized by our consciousness and life being fragmented, mechanical and excessively materialistic. We need to create a new ‘post post-modernism’ that combines the positives from modernism, post-modernism and pre-modernism.

First of all we have to chose a starting point – because all of life is a circling matrix of connectedness.

THINKING AND FEELING AND BEING – AND BEING ‘MORE THEN’

I am – therefore I think. (Variation on Descartes’ starting point).

We are/You are – thereby I am. (Variation on a Swahili saying).

I am supported in my existence by all of the relationships in which I am embedded – including my ‘significant others’, and those I chose to lead me, and those with whom I chose to identify – so as to become like them or at least possess some of their qualities.

Our being is much more than our thinking, reason and logic – we are 51%, or more, feelings.

Unless our capacities for feeling are attenuated, blunted or simply under-developed.

We are known and knowable – but also exist at levels that are beyond the knowable.

That is we are, in the depths of our being, a mystery to our selves – and to each other.

Thinking is one way to engage with other/s, or the self – and with reality.

Thinking is what we do as part of being – sometimes it is more, and sometimes less, than the feeling/s we are also generating/experiencing. One or the other is in dominance at any one time.

Thinking and feeling are simply different forms of the single human spirit that flows through each of us – and apparently around that ‘space’ we call our inner world or interiority.

What would be a sensible name for the single flow of spirit that switches back and forth between ‘heart’ and ‘mind’? I suggest ‘heart-mind’. ‘Heart-mind’ actually has a long history in Chinese thought.

‘Heart-mind’ is preferable to ‘heart’ and ‘mind’ as some sort of separated ‘organs’.

Heart-mind is interiority – conscious thoughts and feelings, + re-callable memories + that which normally remains in the sub-conscious, such as painful memories.

HEART-MIND (THE ONENESS OF THINKING AND FEELING) AS THE 3 ‘I’, ‘WE’ AND ‘IT’ VOICES OR MODES OF ENGAGING WITH REALITY – AND OF CIOMMUNICATING WITH EACH OTHER

Thought and feeling however don’t account for the fact that we communicate with each other, at any one time, in one of three voices; ‘I’. ‘WE’ and ‘IT’ .

Sometimes our heart-mind/spirit switches into the I mode of artistic-subjective expression and engagement with reality.

Sometimes it switches into the WE mode of caring and other-focused action.

Sometimes it switches into the IT mode of scientific-objective investigation and engagement with reality.

We switch back and forth with great rapidity – unless we are in a meditative state or dreamless sleep. The other 2 voices are always ‘running in the background’.

THE ‘I’, ‘WE’ and ‘IT’ VOICES CORRESPOND TO CREATIVITY, CARING and CRITICALITY

I suggest that the term ‘thinking’ is better thought of as three separate ways in which we engage with reality, with each other – and our selves.

Thinking in the sense of Criticality (inc. philosophy, science maths, Eng. Lit, etc.) is one way for the human spirit to engage with reality. The other two are Caring and Creativity.

Caring focuses on moral truth as caring – action for the sake of others.

Creativity is concerned with subjective truth as a way to engage with reality – its voice says “This is how it has been for me, this is how it looks for me – standing in my ‘skin’.

Criticality focuses on objective truth – in which reasoning and logic are especially important.

Thought and feeling/s are two sides of a single coin – each transforms into the other moment by moment in the dynamics of the heart-mind. This is evident in simple introspection.

Heart-mind, is however socialized into the 3 I, WE and IT voices.

All 3 have cognitive and affective charges at any one time.

The I WE and IT voices are internalizations/socializations of parental voices, school and community voices.

The cultural ‘repositories’ that correspond to the I,WE and IT voices we call the Arts, Humanities & Sciences.

The moral voice is an internalization of early caring and experience – with conscience as the internalization of the parental voice.

There may be sensible connections to be made between left and right brain hemispheres and the UIT and I voices.

It seems sensible to connect the I voice and the mystical since both involve unitive experiences.

In dealing with the Critical IT way of engaging with reality we deal in concepts – but we might agree with Heschel who says “Concepts are delicious snacks with which we try to alleviate our amazement.”

CONCEPTS AS ‘DELICIOUS SNACKS’ – AND ‘AMAZEMENT’ AS THE UNITIVE STATE OF THE MYSTICAL EXPERIENCE

Amazement is the state of union, the unitive state which in its elevated forms is the mystical.

The mystical needs to be recognized as a normal, every-day even, part of being human. It needs de-mystifying and de-rarefying. It is not the sole prerogative of the exceptional such as Joan of Arc or of those who unhelpfully hear voices.

The basic experience is embedded in every day language as when we say, “It took me out of my-self.”

In normal, conceptual, busy-busy life we have a strong sense of ego/self/me-me. But sometimes I forget my self – through a unitive experience.

As the gospel song says;

I’m gonna lay down my heavy load

Down by the riverside

Down by the riverside

I’m gonna lay down my heavy load

Down by the riverside

Gonna study war no more.

One reading of the ‘heavy load’ is the small self, the ego, the ego boundary that keeps us in the relative hell of separation and pain and suffering.

Contemplation or perhaps deeper meditation is what takes us to the unitive state.

But I don’t think permanent self-loss is the goal because the dynamic lies in going back and forth between the unitive and the duality that is most of everyday life.

In fact I believe that our knowing comes as a consequence of the dynamic that arises from going back and forth between the unitive and duality

LOGIC IS WHAT WE NEED WHEN WE RETURN FROM THE STATE OF AMAZEMENT/MYSTICAL UNION

Logic is a good servant but insufficient as an overall master explanation of what we are, or what amounts to truth.

For example logic can be used impeccably to support the view that God exists, and equally for the view that there is no God.

Logical constructions, like journeys, always start somewhere.

That ‘somewhere’ in our intellectual-spiritual journeys, and dialogue with each other, is always a set of assumptions and viewpoints.

DEVELOPING A NEW PARADIGM – AND REALIZING THAT THE INADEQUACIES OF THE OLD PARADIGM LIE IN ITS SET OF ASSUMPTIONS (BECAUSE THEY LARGELY LIE UNTESTED)

The assumptions, like a geographical position, always imply a world-view.

The assumptions are largely untested like the 9/10ths of the ice-berg that is below the surface.

The world-view can include a range of other assumptions including what it is to be human, what constitutes reality, what is good or bad etc.

The new paradigm that is struggling to be born is characterised by wholeness, flow and realizations of the spiritual nature of being human – the opposites of fragmentation, the mechanistic and the excessively materialistic. Above all it centres on realizing to a much deeper and higher forms answers to the most important of all questions; “What is it to be (fully and positively) human?”

REALIZING UNITY – PERSONALLY OR COLLECTIVELY – IS HELP BY THE GIFT OF WISE VOICES

Individually our happiness depends on our integration – of heart and head, of identity and purpose, of personal development and service to others. One key secret is realizing that mind and body and spirit are all one and the same – the singleness of the life-force, chi, the human spirit.

Collectively we also need deeper realization of unity – that unity is based on the existential reality of being human. Like millions of others I learned this from Shakespeare. Scots would add Robbie Burns.

Unity can not in the social political sphere be achieved through philosophy or theology, both of which depend on reason and logic. Why? Well as the ancient saying goes, ‘The longest journey in the world is from the human head to the human heart, but the shortest journey in the world is from the human heart to the human head.’

Unity can only be achieved via a commitment to the existential reality of being human. We are all human. We strive for a better life. We have loved ones and we all suffer grief and loss……………….

Our theology and philosophy are only games (of reason and logic) that we play – on the ‘foundation’ of incomplete certainty, not-knowing and mystery – and they must take second place to realizing our existential human oneness – and truth and beauty and goodness.- and above all justice as our over-riding interior ‘conditioner’ as well as the chief conditioner in the social and political realms.

Deep unity is realized through our existential sameness. The ‘healthy doubt’ is vital in matters of theology and philosophy. Doubting, just a modicum not a flood, is healthy when it functions as a cousin of tentativeness and humility. Absolute certainty is the condition of the fundamentalist – and the fascist and terrorist. Unity requires something other than closed minds and cold hearts. The co-existence of humility – but without a collapse into the hell of relativity, political correctness and effete values now displayed in so many Western countries. But our unity lies in the state of not-knowing, not in hard and water-tight (heart-tight?) convictions;

“We are united by our doubts and divided by our convictions.” Sir Peter Ustinov

Excesses of certitude cut us off from truth and can lead to horrors of cruelty – the Nazis were certain that Jews, and Gypsies were sub-human.

“Certitude divides and diversity unifies…..We have to elevate religion above politics…..”

H.R.H. Prince El-Hassan Bin Talal of Jordan BBC Newsnight 9th Feb 2006

I am because we are. I am ultimately in a state of not knowing. I see through a glass not darkly, but with imperfect vision – this being an inevitable consequence of being finite.

Speaking personally I can’t live fully up to the truth, beauty, goodness, justice and mystery that I’ve learned (about) so far. This means that I, like us all, need forgiveness; hearts embrace, minds take a stroll together before parting. I/we need for-give-ness as part of the love through which to gain the will to walk on!

Go well.

Roger

Dr Roger Prentice

World-views: understanding our own and other peoples’ world-views

world-in-glasses-view.jpgSource

World-view – making clear our own world-view

To be developed.

Certitude divides and diversity unifies…..We have to elevate religion above politics…..”  

H.R.H. Prince El-Hassan Bin Talal of Jordan   BBC Newsnight 9th Feb 2006

The world presents itself in two ways to me.  The world as a thing I own, the world as a mystery I face.  What I own is a trifle, what I face is sublime.  I am careful not to waste what I own; I must learn not to miss what I face.  We manipulate what is available on the surface of the world; we must also stand in awe before the mystery of the world.  We objectify Being but we also are present at Being in wonder, in radical amazement.”  A. J Heschel
In this section I intend to do two things.  Firstly I will make clear my own world-view as it now is.  Secondly I will make clear those questions that need to be asked and answered in consciously holding a world-view.

In this process I hope to also identify some of the excesses, and some of the inadequacies that cause so much suffering and grief.

Understanding our own (developing) world view is vital.

It is essential to self-understanding – and to avoiding self-deception.

It includes our our sense of the whole/Whole – the cosmology, and theology.

It includes what we attribute to the culture in which we have grown up and what we attribute to our essential  nature – and what is meant by ‘reality’.

Our philosophy – and our behaviour in the world – rests upon, and is shaped by, our world-view.

For the time being the following chart is helpful;


Five Worldviews

A very useful discussion is to be found at SEE http://www.xenos.org/classes/papers/5wldview.htm

They say;

It sometimes seems as if there are more philosophical and religious views than any normal person could ever learn about. Indeed, there are more than six thousand distinct religions in the world today. However, some people are surprised to find that the world’s religions and philosophies tend to break down into a few major categories. These five world-views include all the dominant outlooks in the world today.

 

 

REALITY

MAN

TRUTH

VALUES

 Chart is adapted from Christianity: The Faith That Makes Sense by Dennis McCallum (Tyndale).

How can we make our teaching and parenting more holistic?

mosaic.jpgSource – beautiful work at Yellow Cottage Mosaics

 

Loosening the strait-jacket and increasing the holism

 

Question: “What is it that constitutes holistic teaching?”

Answer: “The holistic teacher is one who proceeds in all particulars with a sense of the whole –

and who once a lesson (at least) brings the pupils/students back to a sense of the Whole.”

 

Holistic Education – you must be joking! Fragmentation rules! I know that in the UK at least teachers are in a continually worsening government strait-jacket

 

So what can you do – starting today – to make your teaching and lessons more holistic and more satisfying for you and for those you teach? Here are a few suggestions.

 

a) ‘Re-framing’

By re-framing I have in mind that we all habitually use ways of thinking that we were taught or that we have adopted over the years. We can enrich what we do by seeing it in a new light and by then consequently changing how we work.

 

‘Re-frame’ your thinking via ‘added’ creativity. (SEE quote by Charles Darwin below)

If you are an arts teacher (performing creative or otherwise) see what inspiration can come from the sciences.

 

If you are a science teacher explore the creative and the humanities to re-fresh your thinking and practice. It was Darwin’s one great regret that he didn’t stay closer to the arts:

 

“If I had my life to live over again, I would have made it a rule to

read some poetry and listen to some music at least every week…

The loss of these tastes is a loss of happiness, and may possibly

be injurious to the intellect, and more probably to

the moral character, by enfeebling the emotional part of our nature.”

Charles Darwin (quoted in Christian p. 611)

 

Add the creative suggestions/connections to the presentation and discussion not just as balm for your own soul!

 

b) Make a deliberate effort to link each activity with other activities. In modelling through your behaviour/talk this ‘making of connections’ you will encourage pupils/students to make such connections. When a pupil/students does make a connection point it out; “Did you see how Juan/Maria made a connection between what we’re doing and the History lesson we did yesterday? Can you see any other connections?”

 

c) Relate subjects that are specifically concerned with values to values contexts.

 

d) Point out the creative potential in activities that are not specifically concerned with creativity.

 

e) Build in some simple form of contemplation/meditation in which the children let go of all of the busy-busy ‘freneticism’ and just ‘sense the whole’ to which we all belong.

 

NB Even if we could all agree on what constitutes a fully holistic form of teaching/education most teachers are restricted, particularly in the State system. Therefore it makes sense to think of stages or degrees of ‘holising’ given that teachers have such restricted freedom to plan courses.

The above principles will help in moving your teaching several steps toward being fully holistic.

 

TASK: Is this the crunch question and answer?

It took me 15 years to formulate the key question and provide myself with a reasonably satisfactory answer. (OK I know I’m a slow worker!) I know its very simple – we always overlook the obvious. If you can think of a better answer – or a good alternative – please send me it.

 

Question. “What is it that constitutes holistic teaching?”

 

Answer: “The holistic teacher is one who proceeds in all particulars with a sense of the whole – and who once a lesson brings the pupils/students back to a sense of the Whole.”

 

More questions

Question: What is it that makes of the parts a whole?

Answer:……………………………………

Question: Does a mosaic serve well as a symbol of holism – or is it ‘too mechanical and fragmentary’?

How is it that our consciousness/perception sees beyond parts to wholes?

Answers:……………………..

 

 

 

Heschel quotes – God, Man, Prayer, Life and Death – and video

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The following quotes from Abraham Joshua Heschel have been used to start a page on him on WikiQuotes. Many seem to me to give wonderful glimpses of the wisdom and beauty of this great soul:

God

* “Awe is an intuition for the dignity of all things, a realization that things not only are what they are but also stand, however remotely, for something supreme. Awe is a sense for transcendence, for the reference everywhere to mystery beyond all things. It enables us to perceive in the world intimations of the divine. … to sense the ultimate in the common and the simple: to feel in the rush of the passing the stillness of the eternal. What we cannot comprehend by analysis, we become aware of in awe.”

* “God is not a hypothesis derived from logical assumptions, but an immediate insight, self-evident as light. He is not something to be sought in the darkness with the light of reason. He is the light.

* “He who is satisfied has never truly craved, and he who craves for the light of God neglects his ease for ardor.”

* “We are closer to God when we are asking questions than when we think we have the answers.”

Prayer

* “Worship is a way of seeing the world in the light of God.”

* “The issue of prayer is not prayer; the issue of prayer is God.”

* “The focus of prayer is not the self…. It is the momentary disregard of our personal concerns, the absence of self-centered thoughts, which constitute the art of prayer…. Thus, in beseeching Him for bread, there is one instant, at least, in which our mind is directed neither to our hunger nor to food, but to His mercy. This instant is prayer. We start with a personal concern and live to feel the utmost.”
* “The deepest passion in any human being is the craving for meaning of human exsistence- God is the meaning beyond”

Man

* “Man is a messenger who forgot the message.”

* “Man’s sin is in his failure to live what he is. Being the master of the earth, man forgets that he is the servant of God.”

* “The road to the sacred leads through the secular.”

* “Prayer is our humble answer to the inconceivable surprise of living.”

Life and Death

* “Just to be is a blessing. Just to live is holy.”

* “The greatest problem is not how to continue but how to exalt our existence. The call for a life beyond the grave is presumptuous, if there is no cry for eternal life prior for our descending to the grave. Eternity is not perpetual future but perpetual presence. He has planted in us the seed of eternal life. The world to come is not only a hereafter but also a herenow.”

I just found a fragment of video – HERE – http://www.youtube.com/watch?v=I6q1puhkUNg

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All postings to this site relate to the central model in the PhD. Summaries are HERE

SunWALK a model of (holistic) education in a nutshell

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SunWALK a model of (holistic) education

The SunWALK model of
spiritualizing (or humanizing) pedagogy sees
human education as: the
storied development of
meaning, which is
constructed, and de-constructed,
physically mentally and spiritually, through
Wise & Willing
Action, via
Loving and
Knowing – developed in
Community, through the
‘Dialectical Spiritualization’ of
Caring,
Creativity &
Criticality processes, all undertaken in the light of the
‘Sun’ of chosen higher-order values and beliefs, using best available, appropriate
content.

So Sun = the values we internalize through which we read the world and see the path ahead.

WALK = Wise and Willing Action driven by Loving and Knowing.

We do the WALKing in the light of the ‘Sun’.

Working with such a model enables teaching and learning to be a spiritualizing/humanizing process and reduces the tendency for education to be just materialistic, mechanistic and atomistic.

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All postings to this site relate to the central model in the PhD. Summaries are HERE

TOO CONDENSED? – LONGER VERSIONS HERE!

DIAGRAM of the SunWALK model

Diagram of the SunWALK model