Dear Geisha and All,
 
On another discussion list that I observe, there has been an ongoing distinction made between 'Knowledge-enquiry' and 'Wisdom-enquiry', the underlying view being that the former falls damagingly short of the latter through its exclusion of values, but continues to be the mainstay of the Academy. The point that I make is that it is the quest for DEFINITIVE Knowledge, pre-constrained by the assumption that natural form has discrete objective limits, which imposes unnatural barriers to human understanding. These pre-constraints stifle open and creative learning processes (not to mention the possibility of agape) arising from inclusional values founded upon 'loving self as neighbourhood and neighbourhood as self'. No sooner are these pre-constraints obviated than a truly inclusional educational epistomology becomes possible in which what may be alluded to as 'levitational spirit', 'gravitational soul' and 'grounded body' are mutually included in the explicit or implicit understanding of natural energy flow as the dynamic inclusion of infinite receptive space in local form and local form in infinite receptive space. Experiential Knowledge, unconstrained by the need to define it in fixed terms, is a vital contribution to this understanding, which enables us as educators, to practice receptively, reflectively and responsively, in dynamic attunement with our ever-changing contextual circumstances (natural neighbourhood). Perhaps such experiential knowledge (embodied knowledge), acquired through learning to live, love and be loved as a dynamic embodiment of natural energy flow, corresponds with OMOI. One certainly cannot truly 'teach' (as distinct from 'entrain') as an educator leading out into wider and deeper awareness and understanding of nature and human nature, without it.
 
 
Warmest
 
Alan
 
----- Original Message -----
From: [log in to unmask] href="mailto:[log in to unmask]">geisha rebolledo
To: [log in to unmask] href="mailto:[log in to unmask]">[log in to unmask]
Sent: Wednesday, June 03, 2009 8:46 PM
Subject: Re: Life affirming energy with values/A new epistemology for educational knowledge

High every one!!!. I enjoyed this discussion very much. This discussion about "the flow of energy" fascinates me. It made me think on one side on Quantum theory. I would like to ask Jack if that is  a way to approach this concept?. On the other hand I  just had the experience of attending a Symposium on Action research in San Diego University which was ecelent . There they showed  a video life conference  with some Professors from  the Japan Association of Action research . They examined  the integration of Action research with japanese way of practical thinking.They introduced the idea of " OMOI" which to my understanding is very similar to the energy connotation that Jack refers. Therefore I agree with this idea very much and somehow I feel it is more than knowledge. When I asked if OMOI has an spiritual  connotation in teaching they said something like witough OMOI you cannot teach !!!!  So, I believe this  is a crucial concept that deserves a special discussion.Thank you !! geisha








 


Date: Wed, 3 Jun 2009 09:19:00 -0700
From: [log in to unmask]
Subject: Re: Life affirming energy with values/A new epistemology for educational knowledge
To: [log in to unmask]
Hello Keith, Hello All,

I agree wholeheartedly that 'knowledge' would be a more fitting term to describe what is generated (on the video) by one individual in the intention of arousing learning in others.
It struck me after reading your email - is Jack actually aligning with a notion of orgone?
For the uninitiated, there is a section on wikipedia http://en.wikipedia.org/wiki/Orgone

Fascinating conversation here on CARN JISClist - good to exercise academic freedom: having the right and the facility to hold a different view to others without fear of reprisal,

Best wishes,

Sarah

Sarah Fletcher

Consultant Research Mentor

http://www.TeacherResearch.net
Convenor for BERA Mentoring and Coaching SIG
Details at http://www.bera.ac.uk

--- On Tue, 6/2/09, Dr. Keith S. Taber <[log in to unmask]> wrote:

From: Dr. Keith S. Taber <[log in to unmask]>
Subject: Re: Life affirming energy with values/A new epistemology for educational knowledge
To: "Sarah Fletcher" <[log in to unmask]>, [log in to unmask]
Date: Tuesday, June 2, 2009, 9:28 PM

At 02:51 -0700 2/6/09, Sarah Fletcher wrote:
> Not yet... I am not convinced by your clips vidoed to show the flow of 'life affirming' energy. I can detect empathy - is that life affirming?

A pedantic scientist, not trying to be deliberately 'life negating', wonders about the use of the 'energy' metaphor. Presumably this is not a flow of energy. Energy is conserved, but I wonder if what Jack refers to is a non-conserved entity: not one that flows from one person to another, but rather something that is triggered/encouraged/facilitated?

"Love is like a magic penny" they used to say (or sing, I think?) - the more you give, the more you have. You give someone a penny, and you are down on the deal (money being conserved), but you can give happiness and actually become more happy in the process.

So I know the 'energy' metaphor is widely used: but why pick an analogy with something that is not only conserved, but also gradually being dissipated so that it is becoming less available and decreasingly useful to us over time as the universe evolves (according to the widely accepted scientific model).

Knowledge may be a better analogy for educators: not only can we help others to construct knowledge without losing it ourselves, but often our own knowledge is deepened when we teach others.

Best wishes

Keith

-- Dr. Keith S. Taber
http://people.pwf.cam.ac.uk/kst24/
Science Education Centre
University of Cambridge Faculty of Education
http://www.educ.cam.ac.uk/staff/taber.html

Editor: Science Education for Gifted Learners (2007: Routledge)

Author: Classroom-based Research and Evidence-based Practice: A Guide for Teachers (2007: SAGE Publications)

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