Subject: Deep Roots

Posted by Chad Green on 12/28/2010
In Reply To:Deep Roots Posted by Ed Johnson on 12/27/2010

Message:

Ed,

How do we remove those elephants? It's easy. Deconstruct the labels and continue to do so intuitionistically until little artificiality remains. What do we have as a result? The ideal conditions for learning perhaps? To me, the notion of a learning society is the logical end state once these conceptual barriers have been dissolved.

Della: Metaphors are useful, but pataphors are even more engaging if you use them for storytelling:
http://en.wikipedia.org/wiki/Pataphor#.27Pataphor

Indeed, language can entertain the mind, but at the same time it can also limit our perceptions of reality. That is why we must question the legitimacy and utility of all labels, and be comfortable in doing so, so that we promote the conditions for continual learning and growth.

Bill: It is of no use to play the blame game; to blame is to label.
Instead, let's keep it real and blame ourselves for playing the label game, either as active or passive agents, so that we can move on to finding the solutions. As Gandhi once said, "Truth never damages a cause that is just." To cease playing the blame game is perhaps the single most important act we can do to speak truth to power.

BTW, I do have a comprehensive diagram for you to look at, but first I'd like your thoughts on Clemson's (1984) Systems Law #2 (http://bit.ly/c6qNZS). :)

Pedro: My question about Law #2 speaks directly to the earlier question for you that I will repost below:

Assuming the existence of an educational model that erases the trauma of early life as you call it (i.e., a key limiting factor), would it be possible for the brain to attain exponential growth in the form of a constant reinforcing loop?

In other words, could the single act of deconstructing Law #2 be the high leverage point that we need to start a global renaissance at all levels of the social-ecological model, starting with the individual?

I, for one, think it can, for it is the inputs that are the most relevant to the coherent functioning of the brain (e.g., words as powerful psychological tools), not the feedback loop processors!
Indeed, it is the disconnected nature of these inputs that leads to the disengagement of all learners (students, teachers, administrators, etc.) in public education and beyond.

Is there anybody else who sees the need to tear down this law?!

Best,
Chad

Follow Ups:

Deep Roots - Jack Harich 12/28/2010