Hi Alan
I guess the kind of relational training I see as most crucial is the
structuring of knowledge contexts where individuals may engage in a
personal journey through change. I describe these knowledge contexts as a
place where each individual observes/learns ways of positioning themselves
in/through their being-in-the-world in relation to the living knowledge of
others.
A definition of this approach is sublated by the relational paradigm … a
definition works best when the 'thing' being defined is presented to mind
as an 'object'ie this thing is 'x' within a propositional paradigm which
makes sense. We may describe how we are related to a thing where the 'we'
and the 'thing' may be defined but the 'relation' is a multiplex state
rather than an object and thus should be presented to mind as such...thus
attempting to objectively define relation causes confusion. This approach
to definitive approaches is essential in the cross cultural context of my
work because relation is not so well structured into the English language…
in the family of Aboriginal languages the description of very specific
kinds of relations is a predominant feature.
To describe what I mean by relational training …this is the
meta-transformational structuring of knowledge contexts. Designing
structures or formations in which change happens under the general
relational principle that diversity + individuation through relations = order
WHERE
Diversity + individuation equate to random inputs (of a kind)
Relations are designed event structures that bring individuated and diverse
input/kinds together in one or more of an infinite variety of formations
Order is the specific & contextual knowledge which emerges from this
particular formation event
This is meta-transformational because the kind of diversity is related
through and to the kind of order or knowledge which emerges. So the
teacher's learning is based in understanding the varieties of
transformation structures and the many species of order which may emerge.
In Indigenous languages these multiplex knowledge formations and species of
order are described through a relational (and mostly visual) philosophy.
The context of these events is the human experiential context…the living
context of a group of people walking together through change.
Norm
At 06:34 PM 22/09/03 -0700, Alan Murdock wrote:
>Dr. M.Basadur: However we define creativity, it is an inborn human
faculty, one that we can nourish, cultivate and raise to extraordinary
heights in virtually anything we try.
>
>Interesting. Gets past the definition to a process that can be applied
anywhere.
>
>
>Norm: Teaching for creativity requires a relational training that fosters
>negotiation skills within various species of 'hostile' contexts.
>
>Could you further define what you mean by relational training - do you
mean general human interpersonal skills or are you specifically referring
to something specific like Voice Dialogue therapy, or do you mean something
technical like relational database design?
>
>Alan
>
[log in to unmask]
Norman Sheehan
Lecturer
Aboriginal & Torres Strait Islander Studies Unit
University of Queensland
Brisbane Old 4072 Australia
|