Dear All,

Further to this, I now feel that I/we may now be positioned to explain 
my/our living educational practice in terms of receptively and responsively 
communicating the evolutionary understanding of life as:


a gift of natural inclusion in co-creative energy flow, to be held and 
passed on with love and care, not a possession or trophy to be competed for.


Warmest

Alan




--On 21 April 2008 07:33 +0100 "Alan Rayner (BU)" <[log in to unmask]> 
wrote:

> Dear All,
>
> I feel this message from Ted Lumley, via the inclusional discussion
> group, points to something very significant:
>
> The difference between viewing life as a 'gift' of natural inclusion in
> energy flow to be 'passed on'
>
> and
>
> viewing life as a possession, which leads to the objective comparison of
> its 'owners'' 'worth' as commodities in terms of their individual
> desirability, accompanied by 'selecting the best and rubbishing the
> rest', which blocks the gift flow.
>
>
> Warmest
>
> Alan
>
>
>
> ----- Original Message ----- From: "Alan Rayner (BU)"
> <[log in to unmask]> To:
> <[log in to unmask]>
> Sent: Monday, April 21, 2008 7:20 AM
> Subject: Fw: The Simplistic Nature of Favouritism - and How It Produces
> 'Junk' (fwd)
>
>
>> dear christine and alan,
>>
>> i strongly relate to what you say, christine; e.g;
>>
>> "On the face of it we are getting away from the subject of the
>> simplistic nature of junk and favouritism, yet it is this harmony
>> (that we perceive in the painting) that is inherently 'wholesome' and
>> is not junk.  If I am to make my research 'art-based research' I would
>> assert that every part of a painting feeds the overall experience of
>> looking at a painting.  Every part matters.  If we transfer that
>> notion to society what do we find?  Workers who have aided an economy
>> and are then dismissed arbitrarily as if they don't matter?  Workers
>> who die because of the lack of safeguards, or more strictly speaking,
>> where health and safety, while admitted as part of the safety climate,
>> is dismissed as part of the safety culture? "
>>
>> ... and also to your 'spate attack' alan,
>>
>> in the metaphors that come spontaneously to my mind, the weather cells
>> in the atmosphere give me this same impression of simultaneous spatial-
>> relational meaning that wraps around into itself to 'complete itself
>> in an unending flow'.  it is impossible to get to this meaning 'by
>> ascribing meaning to parts'.
>>
>> when individuals are 'full of grace' or 'in harmony with the world,
>> they are like this, like convection cells in the cluster that forms
>> from the energy of flow, each one giving sense to every other and to
>> the emerging dynamical form, the unfolding contextual
>> transformation.
>>
>> if life is continuing contextual transformation, the unfolding
>> dynamical form, like the weather cell or whirl in the fluid continuum,
>> embodies its dynamical medium, at the same time as it gives embodiment
>> to it.
>>
>> there is no way to take apart embodied and embodying; i.e. to take
>> apart 'being' and 'becoming'.
>>
>> to me, there is parallel understanding in the parallel thread on
>> 'evolutionary hotspots'.
>>
>> 'natural selection' is an abstraction that endows the 'embodied being'
>> with a 'locally originating survival purpose' and the 'embodying fluid
>> medium' with the power to set up an obstacle course to test and judge
>> the 'performance' of the 'embodied being' in its (notional) purposeful
>> pursuit of survival and thus to 'separate the wheat from the chaff';
>> i.e. the 'favourites' from the 'junk' as if some of the brushstrokes
>> in nature's fluid-dynamical continuum ('chaff') are of lesser value to
>> nature's continuum.
>>
>> education, when it lines up our children in a variety of 'obstacle
>> courses' in which those stronger at surviving the full course are
>> regarded as 'favourites' or 'winners'' and the weaker at surviving who
>> fall out of the course are regarded as 'junk' or 'losers', is an
>> exercise that encourages the children to strengthen their 'locally
>> originating survival purpose'; i.e. it gives a lesson for life that
>> encourages children to fall out of harmony with the contextual
>> transformation in which they are included and to instead, as local
>> embodied parts, 'drive the contextual transformation' (have the
>> 'embodied' become the embodying drive' (control the unfolding of the
>> living space dynamic)).  we teach the children that it is up to the
>> 'favourites' to take a leadership role of the independent drivers in
>> this process and it is up to the 'junk' to accept their role as the
>> smaller dependent cogs that contribute by letting themselves be driven
>> by the bigger wheels, and thus contribute to the 'whole' positivist
>> machinery.   alliances of the favourites contribute to this process by
>> consolidating the leadership drive.
>>
>> education, done in this manner, would appear to constitute a self-
>> inflicted 'falling from grace'.
>>
>> ted
>>