-- Instant message logging enabled -- [6:31] toBe Destiny: i was very impressed with your thoughts [6:31] toBe Destiny: and started to look carefully at the current educational psychology paradigms [6:31] Yamis Jewell: LOL - even after I told you you had me thoroughly confused? [6:31] toBe Destiny: and see an ability to separate into two groups ... this research ... [6:32] toBe Destiny: into those that are supply in nature [6:32] toBe Destiny: and those that are demand in nature [6:32] toBe Destiny: the notion of confusion is seem by myself as very complex [6:32] toBe Destiny: and not very communicative [6:32] Yamis Jewell: :) [6:32] Yamis Jewell: so tell me about these two groups [6:33] toBe Destiny: in economics, one has supply and demand [6:33] toBe Destiny: yes? [6:33] Yamis Jewell: yes [6:33] toBe Destiny: if the demand is hijacked by advertising and commercial interest [6:34] toBe Destiny: we do nto have demand and supply but only supply [6:34] toBe Destiny: we are supplied with what we should want to do [6:34] toBe Destiny: the past educational system has been supply side in nature [6:34] toBe Destiny: in a very strong sense [6:34] toBe Destiny: yes? [6:34] Yamis Jewell: are you referring to "we" as educators? [6:35] toBe Destiny: no we as all people [6:35] toBe Destiny: the population [6:35] Yamis Jewell: wrt education though? [6:35] toBe Destiny: the people are all supplied [6:35] toBe Destiny: with all forms of thought [6:35] toBe Destiny: education is but a part of a larger "enslavement" [6:35] Yamis Jewell: i'm not sure I entirely agree with that, but yes, it is a large part [6:35] toBe Destiny: seen in a technical way [6:36] toBe Destiny: enslavement must occur during any type of emergence [6:36] toBe Destiny: there is an induction that ensalves the emergant (thought) [6:36] toBe Destiny: or desire [6:36] Yamis Jewell: ok... [6:36] toBe Destiny: it is hard to communciate with someone who has a fixed mono-coherent view of things [6:37] Yamis Jewell: true [6:37] toBe Destiny: since all of the communication is enslaved by the point of view [6:37] toBe Destiny: selective memory [6:37] toBe Destiny: for example [6:37] Yamis Jewell: interesting idea [6:37] toBe Destiny: this idea is well developed in The Education Bridge [6:38] toBe Destiny: mono-coherence and multi-coherence [6:39] toBe Destiny: so we (the Bridge project community) are not trying to create a new paradigm in the sense of as a competititor to Dewey-Darwin-Newton, but rather an ability to think multi-coherently as in the scholarship on Buddhist thought [6:39] Yamis Jewell: yes, pretty radical [6:40] toBe Destiny: and is there anything that is not radical that would alter the educational practice (throughout the entire K-12 system as well as in colleges and universities) [6:40] toBe Destiny: multi-coherence is not radical, when one looks at nature, one finds not a single coherence but a harmony of many different coherent phenomena... [6:41] Yamis Jewell: Are you familiar with the disruptive innovation threory? [6:41] toBe Destiny: in fact a single coherence is likely to be a form of fundamentalism [6:41] toBe Destiny: of course [6:41] Yamis Jewell: as it is applied to education? [6:41] toBe Destiny: (may I record and edit this discussion with you ) [6:41] Yamis Jewell: sure [6:42] Yamis Jewell: In their book, Disrupting Class, Christensen, Horn and Johnson explain that one of the reasons it is so difficult to apply a new business model to education is because the laws and regulations make them a monopoly (p.51) [6:43] Yamis Jewell: and that most innovation in schools happens despite this [6:43] Yamis Jewell: but it is extremely difficult [6:43] Yamis Jewell: and must be done gradually [6:43] toBe Destiny: this is one more reason for spending 100M on developing a public sector iVW (immersive Virtual World) dedicated to education [6:44] toBe Destiny: as the system you know is too strong to allow a slow process that is seen as a threat [6:44] toBe Destiny: we simply do not have enough time [6:45] toBe Destiny: the educational infrastructure that current exists will gain strenght in its "immune system" when challenged in a small way [6:45] Yamis Jewell: I think you will have the following fundamental problems: The community at large is still entrenched in 19th and 20th century learning models and is determined to improve THAT and wants the money allocated there. [6:45] Yamis Jewell: also [6:45] toBe Destiny: this is a second form of the acquired learning disability (my conjecture that the immune theory tells us why out students cannot learn arithmetic in developmental mathematics classes as college freshman) [6:45] Yamis Jewell: the infrastructure to provide this type of technology universally [6:46] toBe Destiny: the system will develop an ability to not reform [6:46] toBe Destiny: the same as the individual student will develop an ability to not learn [6:47] toBe Destiny: but of these principles come form the immune theory that shows that a living system that has a response subsystem will turn off the ability to respond when ever there is repeted under stimulations [6:47] Yamis Jewell: I think there is a good push in education today to TRY to move forward - despite the hurdles [6:48] toBe Destiny: it will not be sufficient [6:48] toBe Destiny: that is the point [6:48] toBe Destiny: the system will respond by disallowing and also distorting what is trying to reform it [6:48] toBe Destiny: The Education Bridge is a seperate system that is not part of the current system [6:48] toBe Destiny: it is completely seperate [6:49] Yamis Jewell: how will it be integrated? [6:49] toBe Destiny: through the communty centers [6:49] toBe Destiny: coffee and tea and bakery [6:50] toBe Destiny: see the brochure at http://www.secondschool.net/inSL/1.html [6:50] Yamis Jewell: i'm not following...is this a mandatory program? [6:50] toBe Destiny: perhaps this will give you the information [6:50] Yamis Jewell: ok |