Dear Jack and All,
Here is a thought that I shared with our 'inclusional discussion group'
yesterday, but seems to me to be relevant to how as educators we understand
and enhance our influence. As educators, do we think of ourselves as
'Responsive Receptacles' and/or as 'Executive Obstacles' as we enter the
'classroom'? How do these perceptions influence our way of being with
This morning I woke up with a couple of phrases resounding around, relating
to the conversations about the nature of genes as non-objects, hierarchy and
lowerarchy, sailboat and powerboat management, and an article Timo and I are
currently preparing regarding 'A Copernican Revolution in the Psychological,
Environmental and Evolutionary Meaning of Self' (see attached summary, which
also doubles up as summary for my forthcoming 'ICE melting' talk.
The phrases relate to the distinction between inclusional and rationalistic
perceptions of 'Self' (whereby the inclusional can accommodate and transform
[through spatial inclusion], but the rationalistic cannot recognise the
The phrases also relate to a question, which is being used in a current
advertising campaign in the UK: Where Do They Get Their Energy From? To my
mind this is perhaps the most fundamental question to be asked in the
development of a truly 'inclusional ecology'. The rationalistic
self-portrait will derive energy from somewhere locally internalized or
externalized - an 'internal or external executive FORCE'. The inclusional
self-imagination will channel energy from everywhere (i.e. non-locally)
through a local focus or 'receptive space'. Whereas the rationalistic self
portrait therefore imposes discontinuity between organism and world,
blocking off material content from spatial context, the inclusional
imagination will accept spatial continuity throughout.
From here we can recognise that inclusionally, 'self' is, like all other
locally appearing forms in the cosmos, a dynamically informed responsive
receptacle of inductive space, whereas, rationalistically the 'self' is
regarded as a whole, material object that does things to other things, i.e.
an executive obstacle.
Sadly, we seem rationalistically to have unreasonably (i.e. there is no
sound reason or evidential basis for it) populated the world with executive
obstacles, not responsive receptacles, and whilst that situation obtains,
cruelty and conflict will tend to preclude compassion and care in spite of
ourselves and our planetary home. We cannot find the holey grail when
looking for definite objects and trying to do things about and to them.
----- Original Message -----
From: "Jack Whitehead" <[log in to unmask]>
To: <[log in to unmask]>
Sent: Wednesday, December 05, 2007 10:32 AM
Subject: Re: AA Thread 2 07-08 How do i~we explain our educational
influences in learning to improve our educational influences as
practitioner-researchers within the social and other formations that
dynamically include us?
Here are a couple of thoughts for our second thread of December 07.
The first thought is that some of the practitioner-researchers on this list
have taken to calling our
explanations of our educational influences in learning, our living
educational theories. We have
established an Educational Journal of Living Theories with a statement of
commitment and scope
Moira Laidlaw is Chair of the Editorial Board and the first issue is in
preparation. You can see the
format we are using at the above url and you may wish to submit your more
around our second thread to JOLTS.
The second thought is that if you enter:
you can participate in the Inclusional Research Forum and Learning Space:
"Evolving Co-creatively, Beyond Conflict.
A space to encourage our understanding of space in the fluid flow of nature.
Is it possible to understand what gets in the way of human understanding?
That is the question we are asking ourselves as we invite you to participate
in the development
and communication of a natural awareness that we call 'inclusionality'.
We think that inclusional understanding , a natural capability that can be
're-awakened' in all of
us, can radically transform the way we think, feel and behave, enabling us
to live more
harmoniously in sustainable dynamic relationship with our living space and
When asked recently in another e-forum how he would describe inclusionality
to a friend, Alan
"For me, inclusionality means knowing how wonderful it feels to be aware of
receptive, loving influence everywhere, and how terrible it is to deny