Print

---

Dear Colleagues,

Sorry I can't let this one go without raising a query.

Is this right in your experience?

"Never ever rely on others"

Part of the risk in living is "relying on others".
We are all fallible, and perhaps have been hurt and
let down by relying on others......

but...... I have to rely on others e.g. in loving
relationships; for technical help beyond my skills:

 - my motor mechanic when I can't change a clutch
 - my surgeon when I agree to an anaesthetic

I know they may let me down, I may be disappointed, or
even be angry......but I have needed to invest trust
in people.


I guess it depends on what Alon means by "rely on".

Were you being 'ironic' Alon, perhaps?

I note that Alon has relied on Jack or Marie to
forward his e-mail.  What's going on here?

Have I missed the point?


Regards

Brian

--- Alon Serper <[log in to unmask]> wrote:

> Re- > I'm responding from my home computer, which
> the BERA server rejects, so
> > perhaps you or Jack or Marie could forward this on
> to the others?
> 
> Alan - I let you fulfill the most important idea in
> my heuristics of 
> human existence.  Never, ever, rely on others. 
> Always rely on yourself 
> and yourself alone. And do it.  Thank you for
> forwarding this.
> 
> Am I learning to become an educator or am I not??? 
> Alon
> 
> Quoting Alan Rayner <[log in to unmask]>:
> 
> > ------------ Forwarded Message ------------
> > Date: 14 December 2006 09:01 +0000
> > From: "A.D.M.Rayner" <[log in to unmask]>
> > To: BERA Practitioner-Researcher
> > <[log in to unmask]>
> > Cc: Alon Serper <[log in to unmask]>, Jack
> Whitehead
> > <[log in to unmask]>, "A.D.M.Rayner"
> <[log in to unmask]>, Marie
> > Huxtable <[log in to unmask]>, Ted Lumley
> <[log in to unmask]>,
> > [log in to unmask]
> > Subject: Re: Educational
> >
> > Dear Alon,
> >
> > I'm responding from my home computer, which the
> BERA server rejects, so
> > perhaps you or Jack or Marie could forward this on
> to the others?
> >
> > Yes, I like 'ings' too.
> >
> > Flows are 'dynamic relational', always with
> reciprocal inner (concave) and
> > outer (convex) distinguished and coupled through
> intermediary aspects (e.g.
> > when 'I walk across a room', there is a reciprocal
> reconfiguration of the
> > inner space that my skin outlines with outer space
> that my skin inlines',
> > just as there is a flow of water around a boat
> that reciprocates its forward
> > passage). They do not involve the movement of a 
> spatially dislocated object
> > from A to B as a linear progression in a Euclidean
> 3-dimensional framework
> > (this being a dimensionally collapsed view of
> Nature, with space and time
> > abstracted as empty outsiders). They involve the
> reciprocal coupling of
> > concave and convex domains in non-linear (curved)
> energy-space.
> >
> > Insofar as flows have 'purpose', this is to
> sustain dynamic equilibrium, via
> > a continual 'living' process of 'attunement' or
> 'harmonization' (in physics,
> > called 'resonance'), as when a hurricane transfers
> heat from tropical to
> > temperate latitudes (note that a hurricane cannot
> be considered as an
> > 'object' independent from the atmosphere of which
> it is a dynamic inclusion,
> > anymore than a human body can be considered as an
> object independent from
> > Nature). So, the Severn Bore, for example, is
> quite different from the
> > Kiekergaardian bore; it is a flow form that
> sustains dynamic equilibrium.
> > And so are you and I.
> >
> > Below I am pasting in some writing from Chapter 9
> of 'Natural Inclusion',
> > which develops some of these themes in relation to
> management and
> > educational practice.
> >
> >
> > Incidentally, I have just come across a book by
> Petruska Clarkson called
> > 'The Achilles Syndrome: Overcoming the Secret Fear
> of Failure' (1998,
> > Element Books). It describes my personal distress,
> arising from my childhood
> > and adolescent experience of 'education', and my
> associated 'Achilles Heel'
> > or 'Secret Flaw', perfectly (also alluded to in my
> novel, 'Design Fault',
> > see http://people.bath.ac.uk). It contains the
> following, telling sentence:
> >
> > "Another important reason for the prevalence of
> the Achilles Syndrome are
> > the inadequacies, deficiencies, absurdities and
> cruelties of our educational
> > systems"
> >
> > If ever there was validation of the need for
> living educational theory, this
> > is it.
> >
> >
> > Here are seven characteristics of the 'Achilles
> Syndrome' (linked also to
> > what is more popularly referred to as 'Impostor
> Syndrome', but I think the
> > Achilles version is deeper and more Archetypal).
> All apply well to me.
> >
> > 1. A mismatch between externally assessed
> competence or qualification and
> > internally experienced competence or capability,
> leading to feelings of 'I
> > am a fraud';
> >
> > 2. Inappropriate anxiety or panic in anticipation
> of doing the relevant
> > task;
> >
> > 3. Inappropriate strain or exhaustion after the
> task;
> >
> > 4. Relief instead of satisfaction on completion of
> a task;
> >
> > 5. Inability to carry over any sense of
> achievement to the next situation;
> >
> > 6. A recurrent conscious or unconscious fear of
> being found out, and of
> > shame and humiliation;
> >
> > 7. A longing to tell others about the discomfort
> but the fear of being
> > called weak or unstable. This sense of a taboo
> adds to the strain,
> > loneliness and discomfort
> >
> >
> > You might find the following passages of Chapter 9
> of interest also in this
> > light. I think they're also very relevant to
> Marie's work with 'giftedness',
> > and how giftedness is abused in our current
> systems, leading to the
> > predominance of 'concrete blockheadedness'.
> >
> >
> > Warmest
> >
> > Alan
> >
> >
> ---------------------------------------------------
> >
> > Inclusional Implications of the Boundless 'Fifth'
> Dimension: Curing Cosmic
> > Cancer
> >
> >
> >
> > Perhaps it was unwise of Mother Space, in her
> everywhere-Divine Wisdom, to
> > enable any of her diverse local expressions to
> become aware of its awareness
> > of itself. But if there is to be creativity at
> all, any possibility of life
> > and evolution, maybe such possibilities must also
> be entertained. The
> > trouble is that such a form of expression could
> develop a Mind of its Own to
> > declare itself an independent entity and so make
> an enemy of its
> > neighbourhood, setting the scene for invasion of
> its birthplace, determined
> > to take over vacant possession.
> >
> > Maybe it was this declaration of independence,
> through an ever-hardening
> > belief in its own free will or purely internal
> purpose as 'first cause' of
> > its own actions, associated with its ability to
> make absolute judgemental
> > choices, that brought about the Fall of One such a
> form from Merciful Grace.
> > The difficulty lay in its declaration, as an
> abstraction of its Mind alone,
> > not the actuality of its inescapable inclusion in
> interdependent
> > relationship by and of All, space included. For,
> by no stretch of
> > imagination is this form truly able to act or be
> acted upon as a superior or
> 
=== message truncated ===


Brian E. Wakeman
Education adviser
Dunstable
Beds