Category Archives: my research

Cycling

WeirdLearningCycle

The four panel valence differentiator of Boston Consulting Group fame, (or what I term the four square matrix,) and the circular cycle used to show both a linear course of change and a completed course of development, are both the main forms for schemas which I collect.

Here are a bunch of such schemas. My aim here is to create a temporary counterpoint.

3rd-Order-Unity-Schema

4mat-cycle-8

4square-metaphysics-3

file.scirp.org

J475x414-00190

J841x824-33181

ParagonNew

picture12

the-isea-model-examining-human-nature-relationships-with-respect-to-sound-music-and-noise

Vortex_complex

Be Sociable, Share!
Posted in adult learning, education, experiential learning, my research, psychology, self-knowledge | Tagged | Leave a comment

Collaboration & Serendipity

Cleveland Ohio artist Stephen Calhoun
I.

FORTUITY [f. L. fortu‹imacbreve›t-us, f. forte by chance, f. fors chance + -ous.]

That happens or is produced by fortune or chance; accidental, casual.
OED

Between 2005-2012, when I was researching serendipity as a decisive aspect of adult development, I brought together a simple insight with the older language of Albert Bandura to formulate a central concept, strategic fortuity.

This concept describes the accidental event that changes everything, and so generates ensuing connective reconfigurations far into the future. But this is not linear at all, so the actual cascade of fortuity acts as a multiplier–as the singular event broadcasts potential and actual instantiations causally related to, but not necessarily in the same order, of the originating serendipitous event. This applies also to the conditions at the time of the eventuated fortuity because those conditions are themselves brought about by prior fortuities.

Example. You met your partner through a marvelous happenstance and soon enough this happenstance sets you on the doorstep of a new house and as it turned out this new dwelling came to you by accident. A strategic fortuity concretely synergizes other fortuities, fortuity fueling fortuity, contingency chained to contingency.

Once you know how strategic fortuity works as a kind of gating and connective circuit completing factor in a social cybernetic routine, there can be very few truly innocent (and naked of contingency,) arrivals of novel data, and, at the second order, of transformative experience, and, at the third order, of novel opportunity or exceptional possibility.

Artist Stephen Calhoun's studio

Amina and grandfather Roger

II.
My studio in our house on a quiet inner ring suburban street on the east side of Cleveland is, during its summer season, split between the garage bay where an assembly line dedicated to sorting materials is located,  the front porch where most photographs are taken, an attic that houses the old recording studio and now is transformed into the computer-based image processing, printing, a framing center, and, the lower rear porch that is where materials are organized and stored and the still-lifes are set-up. This last location provides me with my own magical cabinet of curiosities. My art practice is centered in this room that overlooks the flower garden.

An inveterate collector of possibly useful materials and items, the set-up room inventories both the objects and the experience of obtaining each bit of stuff. Garage sales are prime sources. In 2015 I picked up a gaudy Chinese ceramic lamp and chatted up the owner, a new media curator at Oberlin. I told him how “you never know what you’ll find,” and he responded,

Of course all art is based in serendipity.

This surprised me. The normative supposition is that art reflects the masterful, thoroughgoing, control of the application of technique to materials, and these then are dynamically brought together to serve and realize an artistic vision. Because, at the time, I was clear about the odd element of serendipity, and, moreover, of underdetermination, in my own art practice, I was not prepared to embrace the man’s assertion, thinking I was a different kind of artist who was really using serendipity. Although it seemed to me that there might be a similar relation between fortuity and event in art-making as there is in scientific research, the confidently delivered ‘of course’ threw me; at the time.

III.

stephen calhoun, cleveland ohio artist
Last year the neighbor’s granddaughter expressed the single best thought yet said to me about my own art. In response to being asked what her experience of Four Observers was, Zoe, eleven years old at the time, told me,

“I had to re-adjust my brain to see farther into your picture.”

Zoe and her younger cousin Amina came to visit their grandparents a few weeks ago. When I learned the two girls were coming for a few weeks, I decided to hatch an experiment involving the two coming over to my studio to intuitively piece together set-up still-lifes. It seemed to me it was likely the girls would jump into playing around creatively in a medium not part of everyday artistic/kids’ routines. I thought I would then photograph what the two came up with and set the girls to discovering what manipulation of their own image each liked best. The bonus for me was an opportunity to do some informal, observational, qualitative research about how young people might approach a simple request to use stuff from the room full of dried plant material and objects to learn and build a, by definition, unique and personal still-life.

The experiment developed to the point I was able to capture photographs on my iPad and import the photos into iColorama, an application that provides an entire suite of manipulation routines. I showed the two how to create the mirror symmetries and other geometric recastings of the source image.

I asked the two to save favored images, as each took turns to use the iPad to manipulate the source images taken from their still life. Then each pointed out which manipulation was their single most favorite. (Those choices were later published to my timeline on Facebook.

IV.
A few days ago, while exporting photographs from my DSLR camera, I noted I had taken photographs of their set-up still-lifes! I had forgotten I had done this, and then recalled I took the raw set-ups outside to photograph right before I deconstructed the still-lifes.

The deconstruction process was one of the remarkable aspects of the experiment’s qualitative aspect. (I primed the girls’ agency right before setting each to the task by reviewing what it means to approach creativity and creating by using intuition, setting aside rules and ‘right ways,’ and, from their own sense, using the ability to ‘wing it,’ and ‘go for it.’) As I deconstructed each piece, I noted a whole slew of qualities, made especially clear by virtue of my understanding the difference between their fresh and inexperienced (with respect to my experience,) operation of the task, with how I tend to build a still-life.

Amina&Zoe_DSC0037

For example, I noted both gravitated to larger objects. Both also seemed to realize a set-up that could stand on its own. I noted there were some concealed yet clear positional coherencies. Amina’s still life is more densely packed than that of cousin Zoe.  Were either girl trying to tell a story?

Yet, it wasn’t until I saw the high resolution images pulled off the camera that I was struck–and I gasped–that I was looking at two completely novel images that could not be obtained except through the realized agency of the two cousins, and, crucially, the images could be entered into my own creative process.

Both creative products were obviously consequentially serendipitous. And, anything I might produce by subjecting the images to my own experienced, (and less fresh!) ability to manipulate the images would represent in a singular way my own result being entirely contingent upon, anchored to, the outside creative product of the two cousins.

Any art I might create from the source material provided by others would denote a collaboration forged by means of starting from novel, and, (in my terms,) a “non-reflexive” starting point. Looking at the opportunity with my own eyes I soon saw how I could leverage each of the image’s distinctive compositional and ‘field’ qualities. The images possessed strengths I could not have intentionally brought forth on my own. The strengths were of a different sort than the ones I tend to realize.

By doing a series of manipulations, I generalized and greatly abstracted the objects and object relations of the two still-lifes. The result was this art work.

artist stephen calhoun

I’ve worked in this vein several times in the past. This bundle of approaches yields a curvy dancing psychedelic energy.

V.
Next, returning to the originals, I spent time in trial-and-error mode, a mode itself networked via fortuity and possibly happy accidents. I played around with the integration of both of the cousins’ images in a single image for the sake of retaining their detail and some of their object, (or symbolic content.) Eventually, I came up with a circular mandala-like image that is tagged by several whimsical features, none more so than the lips originally found in the mask in Zoe’s image.

Unity for Zoe & Amina #1 (2017) 36x36a Stephen Calhoun

Unity for Zoe and Amina #1
 is, in my own judgment, a terrific art work. It is demonstrably so in my art practice’s given aspirational terms, in that it scaled up to a thirty-six inch diameter circular image able to realize what I am usually after: an overwhelming experience of intriguing detail and dynamic, visual, object relations. (The piece will go into my primary catalog and someday will be exhibited along with my best 36-48 inch diameter mandalas, mandala-like, and, what I call, unity, pieces.) This art work will always conceal its story of collaboration and serendipity.

VI.
The imperative of being open to unusual and original instances of source material is a pragmatic consequence of understanding that one of the only ways to assure novelty is to network and collaborate with definitively external human agencies and their unique capacities. In the case discussed here it matters very little that the capacities are naive because it matters greatly that the capacities would nevertheless support the distinctive production of materials unable to be realized any other way.

Agents like this, collaborators like this, bring unique potentialities to the table. The threads of serendipity are structurally most obvious in setting to a task people about which little is known, or, are in practice, strangers, unpracticed, inexperienced, outside the norm, or, even, randomly selected.

The over-arching conditioning of new collaborative potentials are also constructed out of all the hidden and obscure factors which, were these concretized and examined, would showcase all the accidental developmental relations which arrived to produce the actualization of exact contingent conjunctions of agency in time and space. You knock on the wrong door, I invite you in anyway!

The shorter idea about this concerns what had to happen to bring the collaborators together in the instance for which collaboration is possible. The example described here possesses critical ‘priors’ which set my studio down across the street from Roger and his granddaughters. These necessary fortuities are, as I like to put it, innumerably prolix.

The promise of novel heuristics was clarified in the experiment and its later ramifications in my art practice. It is worth supposing that there could be a possibly worthwhile problem-solving routine that involves running the problem by, for example, your children. The point of doing so has to do with networking potentially fruitful resources that are by definition possibly powerful precisely because the steward of the external resource, the outside agent, is going to come up with provisional discoveries and findings which may only be sourced in the agent’s unique flux of experience, global and local aspirations, resourcefulness, and, as it is described, fresh eyes.


 

Grandpa Roger’s blog, Fear Not, Living the Second Half of Life Unafraid, is superb.

Be Sociable, Share!
Posted in adult learning, art, artists, creative captures, experiential learning, my research, psychology, serendipity | Tagged , , , , , | Leave a comment

Live From the Well

The idea that what one has long held of a person is apt to stop one’s eyes and ears. —Marcel Proust

Elders from GLEN MILNER on Vimeo.

The self is a metaphor. We can decide to limit it to our skin, our person, our family, our organization, or our species. We can select its boundaries in objective reality As the systems theorists see it, our consciousness illuminates a small arc in the wider currents and loops of knowing that interconnect us. It is just as plausible to conceive of mind as coexistent with these larger circuits, the entire “pattern that connects,” as Bateson said. Do not think that to broaden the construct of self this way involves an eclipse of one’s distinctiveness. Do not think that you will lose your identity like a drop in the ocean merging into the oneness of Brahma. From the systems perspective this interaction, creating larger wholes and patterns, allows for and even requires diversity. You become more yourself. Integration and differentiation go hand in hand. From: ‘World as Lover, world as Self’ — Joanna Macy

Work. Keep digging your well.
Don’t think about getting off from work.
Water is there somewhere.
Submit to a daily practice.
Your loyalty to that
is a ring on the door.
Keep knocking, and the joy inside
will eventually open a window
and look out to see who’s there.
(Rumi, version by Coleman Barks)

Be Sociable, Share!
Posted in adult learning, creative captures, experiential learning, my research, psychology, self-knowledge, sufism | Tagged , , | Leave a comment

Sitting On a Porch, but not any porch

david kolb

Dave Kolb and I enjoyed the longest conversation we ever managed to conduct over the fifteen years we’ve been friends and something like, but not really exactly like, colleagues. Our shared interest is the experiential learning theory* he helped conceptualize in the late seventies. He is its principal conceptualizer over the past thirty-three years, a span that began with the publication of the cornerstone presentation of this theory, Experiential Learning, Experience As the Source of Learning and Development(revised 2015).

When Dave signed the copy of the revised edition he gave me, he named us fellow travelers. I like it. Our paths have crossed in conferences and symposia, in workshops and, especially on the softball field on Sundays in Cleveland Heights, at 10am. I encountered Dave and Alice Kolb, his wife and most essential collaborator, back in 2002 when I ventured out to thie softball field for the first time, believing at the time that I was going to assist a documentary filmmaker who wanted to make a short about the Free Play Softball League the Kolbs started as an experiment in open system and experiential learning on the old Adelbert quad.

Yet, the three hour dialog we built together this week was the longest sustained chewing session we ever attempted or accomplished. This moment was favored by dave and Alice being between book writing projects, or, otherwise freed from the usual bearing down of their research agenda. I know this from their presentation at the June conference, a presentation offloaded into a nicely organic collaborative discussion about several of their current interests.

In our dialog, after we covered sundry subjects of interest to aging men and softball teammates, we latched onto one of several subjects that interest me as an independent scholar an fellow traveler. As it turned out, this subject, where is the ongoing theory-making in experiential learning theory happening right now, had come up between Dave and Alice on their morning walk the day Dave and I settled into our chairs on his spacious front porch. After we noted that there aren’t many scholars besides the Kolbs that you can point to, we started to ideate together on shaping (just the beginning) of what the extension and further elaboration of experiential learning theory might grapple with.

This is a big subject. We touched on examples from our different interests that bend the theory-in-use a bit differently than the most secure current conception of the theory supposes is phenomenally the case. This is not a disruptive tangent to the theory because one of the enhancements of the theory would, were it to begin to be formulated, configure the theory to flex more to particular contexts. For example, my creative process does not align with the cyclical or spiral process of the current theory, rather it oscillates between concrete experience and (what I would term,) spontaneous revision, a quality of active experimentation.

We made our beginning in any case. It would be really fascinating to continue and especially to put the handful of inspired (by theory!) persons in our community or out there in the wild together, to do some chewing.

Nowadays, almost all the action in ELT is rooted to its use in consulting, pedagogical, and coaching practices. This usefulness has put evaluative and assessment tools close to the center of those activities. The biggest impact extensive new theory-making could have on current day practice would result from theorizing context-dependent, and therefor distinct differentiations according to context pressures, of the theory-in-practice. This could be given by, for example, idiographic or qualitative difference-making that is focused on particular situations and their particularities. Certainly, from the several ways I may contextualize my own practice as an experiential learning endeavor, I’m able to lightly suggest that enactive, or social cybernetic, or, negative-capable, or, neurophenomenological, or ecological, perspectives, each create different and cogent and positive pressures when these outlooks are used to describe particularities given in specific situations.

Dave and I have noted that the enactive perspective is very sharply appropriate to elaborating a bit more about the instantaneous presence involved in reacting in an embodied and learning ‘full’ way in response to being thrown a pitched ball while acting as a batter.

KOLBELTSIMPLECYCLETHEORY
The triangle at the bottom of the ELT schema reflects a kind of liminal or boundary condition for holding theorization away from its being made practical. Theorizing is begun as an impractical matter.

*Kolb’s Experiential Learning Theory is a theory of learning, not a theory of learning-by-doing. It would pose itself as a meta-theory of learning-by-doing were learning-by-doing ever to be rigorously theorized.

(h/t to Mai P. Trinh for first entertaining my sense that ‘where are the theorists?’ was an interesting question.)

Be Sociable, Share!
Posted in adult learning, experiential learning, friends, my research, psychology | Tagged , , , | Leave a comment

Visual Thinking Strategy

A VTS Discussion with First Grade Students from Visual Thinking Strategies on Vimeo.

(source) In his 1997 article Thoughts on Visual Literacy, Philip Yenawine describes visual literacy as:

“…the ability to find meaning in imagery. It involves a set of skills ranging from simple identification (naming what one sees) to complex interpretation on contextual, metaphoric and philosophical levels. Many aspects of cognition are called upon, such as personal association, questioning, speculating, analyzing, fact-finding, and categorizing. Objective understanding is the premise of much of this literacy, but subjective and affective aspects of knowing are equally important.”

The three fundamental questions of Visual Thinking Strategy:

VTS

Abigail Housen and, later partnered with Yenawine, structure a theory of development around the experience of art. It has become popular as a basis for pedagogy in some schools, in many museums, and, as a foundational practice for art teachers and docents. (See: VTS Basic Manual: Learning To Think And Communicate Through Art; Housen, and Theory into Practice: The Visual Thinking Strategies, Yenawine. The latter article is available at VTShome.

VTS is very close to being in alignment with my own artmaking ethos, except it is missing the body. The body in this case is the viewing subject.

Here are four questions that could restore the body in the process of aesthetic inquiry:

(1) What do your findings feel like as emotions?

(2) What do your findings feel like in your body?

(3) Characterize your sense of your own experience?

(4) What are you doing to understand your experience?

Be Sociable, Share!
Posted in art, artists, experiential learning, my research, psychology | Tagged , | Leave a comment

Cyclin’

BuddhistCycles

The foolish person tries to ignore the phenomenal facts of life simply because he cannot learn the logical theory which explains them. With all the logic at our command, we may reason out of the domain of possibilities everything that may be called a theoretical explanation of the cosmic rhythm which produces the various cycles of life, but we cannot with the same logic and reasonableness negate the facts which have been observed. H. Spencer Lewis Self-Mastery and Fate
With the Cycles of Life
[pdf]

(With a few changes this passage from 1929 may be transformed into a cybernetic proposition. In turn, this proposition proves essential to understanding the problem of noise and signal and cycles.)

Hope Pro 4: Adam Brayton RAW from hopetech on Vimeo.

Humberto Mariotti: Complexity, pragmatism, cybernetics and other issues

via Chris Breen, Complexity and the Enterprise (from Edgar Morin: On Complexity)

Be Sociable, Share!
Posted in adult learning, Gregory Bateson, my research, self-knowledge | Tagged , , , | Leave a comment

A Myth of Isolation and a Fairy Tale of Causation

The notion of the individual entity having agency is confused by a paradox. The confusion lies with the idea of individuation. The entity (organism, person, or organization) is bound to its unique perspective or epistemology, and in that sense is identifiable as a separate source of responsibility. But, there is no aspect of that entity that is uninfluenced, uninformed, or unbound to the larger contextual interactions. On closer examination we begin to see that agency is diffused into the larger contextual processes that are shared by the entire community. Agency is a paradoxical product of mutual learning within and between people, nature, and culture.

Leadership does not reside in a person but in an arena that can be occupied by offerings of specific wisdom to the needs of the community. So leadership is produced collectively in the community, not the individual. The individual’s responsibility is to be ready and willing to show up, serve, and then, most importantly, stand back. Leadership for this era is not a role or a set of traits; it’s a zone of interrelational process. Step in, step out.

Nora Bateson LEADERSHIP WITHIN THE PARADOX OF AGENCY

ADD EIGHT MORE RIGHT NOW!

ADD EIGHT MORE RIGHT NOW!

ADD THE HIDDEN OPPOSITES!

ADD THE HIDDEN OPPOSITES!

Context transcends causality.
Causality transmits content.
‘A Content’ turns over to reveal ‘an’ other side.
This other side reveals a hidden context.
Do this over and over.

example of inferring causality from content:

context

Context is hard. Contexts are much harder.

(Semi) Final test:

Ford Clitaurus from MP Cunningham on Vimeo.

Be Sociable, Share!
Posted in adult learning, experiential learning, Gregory Bateson, my research, psychology, self-knowledge, social psychology, organizational development | Tagged , | Leave a comment

Stirring Together, In the Midst of the Unending Stream

I traced a circle on the ground,
It was a mystic figure strange
Wherein I thought there would abound
Mute symbols adequate of change,
And complex formulas of Law,
Which is the jaws of Change’s maw.
My simpler thoughts in vain had stemmed
The current of this madness free,
But that my thinking is condemned
To symbol and analogy:
I deemed a circle might condense
With calm all mystery’s violence.
And so in cabalistic mood
A circle traced I curious there;
Imperfect the made circle stood
Thought formed with minutest care.
From magic’s failure deeply I
A lesson took to make me sigh.

Alexander Search (Fernando Pessoa)
July 30th. 1907. [1]

artist Stephen Calhoun b1954 USA

Twin Study I. (2016) Stephen Calhoun

“I have always been particularly interested to see how people, if left to their own devices and not informed about the history of the [Mandala] symbol, would interpret it to themselves. I was careful, therefore, not to disturb them with my own opinions and as a rule I discovered that people took it to symbolize themselves or rather some- thing in themselves. They left it as belonging intimately to themselves as a sort of Creative background, a life-producing sun in the depths of the unconscious mind. Though it was easy to see that it was often almost a replica of Ezekiel’s vision, it was very rare that people recognized the analogy, even when they knew the vision -which knowledge, by the way, is pretty rare nowadays.” C.G. Jung, The Terry Lectures

Gemini with respect to psyche, broadly conceived, brings into ‘co-motion’ the regressive chthonic and the transgressive totality. At a higher, finer grain, the twin–as image–represents the prospect of the alchemical marriage. As Gemini, its transformative operations take up scattered elements and brings these back into order.

The Twin is the archetype of recursion. With this repetition, the twin holds the potential for any reassembly, be it playful or serious or trial-and-error. The gesture bends back. Its sound is the yielding reassembly of harmony, via sonic palintropos.

Overnight contents separate, and come to be stirred back together. Gemini.

Cleveland artist Stephen Calhoun

Twin Study II. (2016) Stephen Calhoun

What gets hatched at night, in the lunar phase?

Sometimes the organic pair is subject to fierce moralizing. For example, what of the facile distinction oft made between thinking and feeling, or, head and heart? Their deep structure is blanketed. Heavy associations weigh one of the poles down, like a cinder block tied to a victim’s ankles.

This is like mashing two things together, pulling them back apart, and, finally deciding one has to go! The shadow of the twin is found in the demonization and suppression of the organic opposite, in the making of, and, next, sanctioning against this fallen angel, and finally turning it out (or away.)

(Gemini forensics! Where is the antimony buried?)

A theory of recurrence, such as that of Yeats, in exemplifying the cycling between lunar Antithetical and solar Primary tinctures is a twin study. Fusion with the ideal, and disavowal of the organic opposite provides for the violent dismissal and covering over of this other side.

Where feeling reigns ‘apart,’ this may move vast numbers of voters toward the light cast by the idealized father, concretized to be, well. . .

rather

Leaving, returning. Turning back. . .

[2]

Uncovering bends back the cover.

They do not understand how, though at variance with itself, it agrees with itself. It is a backwards-turning attunement like that of the bow and lyre. -Heraclitus

It lifts up the buried: part, aspect, inferior. The twin is at once separate and a unifier.

Gemini’s hidden holistic relationship to all the houses, tracks the pairings which are the relations discoverable in all projections. Cast from to you.

The phenomena of the twin anchors the resurrection and recovery of the opposites.


see:
The Rhizome and the Flower: The Perennial Philosophy, Yeats and Jung, By James Olney

The Harmonia of Bow and Lyre in Heraclitus Fr. 51 (DK)
Jane McIntosh Snyder, Phronesis Vol. 29, No. 1 (1984) JSTOR

[1] Sacred Geometry of Being: Pessoa’s Esoteric Imagery and the Geometry of Modernism
Patrícia Silva McNeill, Pessoa Plural 6, 2014 (pdf)

[2] Beyond Fascism: W.B. Yeats’s A Vision and the Complexities of His Authoritarian Politics
Justin Abel, Eastern Washington University (pdf)

Be Sociable, Share!
Posted in analytic(al) psychology, creative captures, cultural contradictions, experiential learning, Gregory Bateson, my research, philosophy, psychology | Tagged , , , , | Leave a comment

Tying It All Together?

I am sometimes asked why I pay attention to astrology. Actually, I don’t pay much attention to it, but, for some, any attention paid to astrology begs the question of why a so-called pseudoscience could attract someone’s, or my own, attention.

If I sense that this question is hiding the questioner’s desire to hold me to some rational account, I have a tried-and-true response.

You do understand that as matter of a priori development with respect to Baconian science and its successors that astrology is demonstrably necessary to the later development of astronomy and cosmology?

The history of the development of stuff presents a chain of primitive precedents, and, over the span of a future, our current knwoledge might well be someday viewed as being itself primitive. This goes along with what I call my favorite bias, you know the one that captures the brute fact that as one figuratively steps backward in time, all precedents of any sort disappear.

(The epistemic value or utility of astrology in any of its useful forms is determined as a matter of a psychology of practical heuristics. As I have previously written, the astrological chart captures a projection of psyche inasmuch as dealing with its information invokes learning about the Self.)

Be Sociable, Share!
Posted in history, my research, philosophy, psychology, self-knowledge, serendipity | Tagged , , , | Leave a comment

Spontaneous Dialectics In ‘Problem Depth’

Familiar Matrix series-blank

Problem-solving oriented version of a four-square matrix.

Familiar Matrix series 2

I’ve added (and overlaid,) two valence drivers–these are the typical pairing used to deploy evaluation of antipathy and sympathy, a basic starting point.

Familiar Matrix series 3

An intention for learning is articulated.

Two dichotomies are randomly drawn from the master set of 96 dichotomies, a part of the tool, Playing With the Opposites. These are next plotted, with Plot #1 placed first.

Comment:

The obvious location of a dialectical tension first jumped out from the upper left quadrant.

Bring creative work to the world pushes away the mysterious element in the actual problem, yet, this antipathy is conjoined with a sympathetic mystery located in the setting.

The question for further wandering or exploration is to, I propose, locate the nature of the sympathetic mystery in the setting of the problem, in the art world. This mystery’s nature would be something deeply obscured yet attractive as a matter of what little is known about it.

The other drivers, familiarity/unfamiliarity might serve as kernals for winding up/down the dialectical reflection.

In each quadrant of the matrix there are two dialectical loops given by each pair of valences. For example, in the lower right quadrant are:

Problem / toward / inner masculine // (2) Setting / away from / inner masculine

Problem / familiar / inner masculine // (2) Setting / unfamiliar / inner masculine

 

Be Sociable, Share!
Posted in adult learning, experiential learning, my research, self-knowledge | Tagged , , , , , | Leave a comment

Homo Non Intelligit

Aquinas Triumphant

Saint Thomas Aquinas, Triumphant

I.

I forget when the following happen, yet it happened sometime during the time I was an elementary school student. This event occurred at some point during third, fourth, fifth, or sixth grade. Although both my twin brother also went to the same school, we rarely walked together. He much enjoyed taking shortcuts and running to school. Whereas I preferred to take the sidewalk to the light, turn left, and make my way the third of a mile to the school itself. As it turns out one day I could have used his protection.

Everyday, coming in the opposite direction and headed toward the large Catholic school located three quarters of a mile in the opposite direction, were its denizens. One day, walking alone to school, I was jumped by two boys, tackled to the ground, and roughed up a bit. I ended up with one of the boys sitting on my chest, with my upper arms pinned to the ground. He looked into my face, spat in my eyes, and told me,

You know you’re going to hell!?

It was shouted in a combination of mockery, exhortation, and, at the same time, it retained its questioning facet. I have no idea if I answered, and tend to think almost fifty years after the fact that I likely did not answer affirmatively. I didn’t understood what my brusque antagonist was even speaking about.

Although my family wasn’t the least bit religious, I do recall asking my parents about what the question meant. Most of the time, questions like that caused both my dad and mom to send me back to the 1960 World Book Encyclopedia, (whose many volumes served as my closest early confidant, in a autodidactiv sense–ever since I had skimmed/read my way through each volume.) I read about the Catholic Religion, the Holy Roman Church, The Bible; who knows–maybe this is why religion came to interest me so much.

Scroll ahead thirty years or so and its the nineties and I’m in my forties. By this time I have a fairly modest, and nevertheless, informed, grasp of the situation of Christianity as a world religion. My principal fascination was with religious experience and, what I came to term, artifactual religion. My curiosity was fulfilled by my learning a bit about how the different religions came to be constituted into their multi-various forms from, as-it-were, scratch.

 

As a matter of my own arm chair interests, this anthropological frame is for me the central primary feature of religion in historical context. Religions arise from their historical-sociological antecedents. So, for example, if one scrolls backward in time from the arrival of the Summa Theologica (1274 CE) of Saint Thomas Aquinas in the overall scheme of worldly time, one scrolls back before the time of the eventuation of the Old Testament, and, soon enough one scrolls back through those antecedents. Up to a point such antecedents would be specific to the historical development of the Abrahamic religions in a particular location and at a specific time, and then past this point, older antecedents would seem to a knowledgeable traveler (gone back in time, or, simply competent with the evidence,) to become more primitive and increasingly unhinged from what are the recognizable domains of (what strike we contemporaries,) to civilized religions and sophisticated religiosity.

Then, around (very roughly) 500,000 years ago BC, the evidence, so far, for anything resembling symbolic behavior disappears. However, 4.5 billion years of planetary history, prior to this disappearance, remain unscathed by symbolic or religious behavior.

Stephen Calhoun artist

II.

Related to the anthropological perspective is religion’s manifestation as a consequence of human behavior, cognition and experience, for which the frame expands to encompass psychology and sociology. Although I became interested in the work of the psychologists William James and Carl Jung for reasons unrelated to my interest in religion, each in their distinctive ways came to deeply influence my working through to a modest extent the constitution of religion as an intentional individual and social phenomena.

Then, moving to the next viewpoint, the historical, the careful investigator inspects the timeline for religiosity as it unfolds locally over thousands of years in manifestations so brilliantly diverse that it would be ridiculous to then groan that the constituent religions are ‘at odds with one another.’

The fact of the usefulness of first and second order religious behavior is apparent, and at the same time, the investigator’s  second order framing and third order analysis is off the side, removed from the local social phenomena. However, to note that a social behavior with a religious motive or objective constitues a “ritual,” “tradition,” or, going farther, reflects the structuring of human purpose in accordance with a priori “propositions, “principles,” or “laws,” is to choose from some menu given by a third order framework.

This is crucial to teasing out the differentiation between the local phenomena of pragmatic mythologizing, and, the properties of “Mythology” as a category of human culture and its intentional artifactual life.

The blunt ramification is simply derived from the basic understanding: as one goes back in time, very soon, the idea and representation of God, or of Gods, of of the sacred, or of the divine, goes “poof!”

 

 

Be Sociable, Share!
Posted in history, my research, Religion | Tagged , | Leave a comment

Thick Over Thin, Beyond the Need to Know, Deep Digging

Stephen Calhoun artist

twitter meme series via @sq1learning aiming to cause thinking/feeling

If one wants to get to the absolute bottom of something, presumably for many kinds of human somethings, the journey to reach the bottom will:

(1) take time
(Rule of thumb: if it seems like it will take too much time, you’re at the start of the right path)

[paradoxical dialectic #1]
(2) demand suspension of reactions
(3) cause encounters which elicit antipathy and sympathy

(4) require configuration of viable abductions at ‘ripe’ waystations (during the journey)

[paradoxical dialectic #2]
(5) be advantaged by one feeling through one’s self feeling through the subject
(6) be advantaged by enacted agency removed from the subject’s ideology/personal culture

(7) be advantaged by researcher’s understanding of the imposition provided by their own ideology

(8) be completed by the invocation and instantiation of negative capability

These dispositional elements support deliberate knowing (learning) and stand against the varieties of thin approaches, each of which is anchored in a singular routine to obtain, ‘not really needing to know much more than I can easily know without spending more time, and certainly not challenging myself to learn more–beyond where I habitually like to stop learning.’

(Substitute satisfyingly for habitually to capture the reflexive certainty, “know enough already, thank you!” Enough is equivalent to knowing all one needs to know.

Be Sociable, Share!
Posted in adult learning, experiential learning, folk psychology, my research, philosophy, psychology, self-knowledge | Tagged , , , , | Leave a comment

Pareto Trap

Pareto-Trap

Years ago I offered to a musician I was working with (what struck me at the time) to be a commonsense insight: spend your time leveraging your fans who get it and much less time trying to convince every last person to like your music. We then discussed the powerful draw the unconverted have on the creative person’s aspiration to have their creations liked.

At the time, my sense of marketing music was attached to three ideas, (1) think globally, act locally, (2) thoroughly understand what any middleman does, and what is in it for them (3) Who gets it? Always be mindful of the 80/20 Rule.

The 80/20 Rule, the Pareto Efficiency, suggests that in any deployment of resources, such as personal time and energy, there are optimal, and, sub-optimal matchings. If one spends time on converting hard cases, that time is lost forever. But, it could be spent converting both easy cases and strong ‘leaners.’

(Although I don’t work in the music business anymore, I would add a fourth principle to my simple foundational set: (4) Any minute spent on “A” cannot be recovered to spend on [B]. Time is lost forever.)

A friend described the proliferation of dating dead ends and asked me how much a hard dating case should be indulged. She described a stereotypical kind of prospective romantic partner: afraid to diligently pursue deeper connection.

(her) When does one give up?

(me) As soon as you realize the person is combining fear and lack of self-awareness.

(her) This often pops up on the first date.

(me) Better you find out sooner, rather than later.

(her) Harsh suggestion!

(me) 80/20 Rule. After all, the optimal efficiency is realized when you are having a first date with a self-aware man who is fearless about partnering.

PARETO TRAP >my term :-)

The Pareto Trap, a construct of critical cognition, states that systemic feedback in some occasions of Pareto inefficiency will reinforce that the negative subject is all there is.

We only have customers with problems.

There are only scared man-child single men.

This follows from the inefficient deployment of cognitive resources that experientially accrue and come to bias the operative system self-awareness.

To break the Pareto Trap, in the dating example, means to spend less time with unlikely candidates; and, assuming such candidates represent a substantial majority, it may be most efficient to knock each out of contention for the sake of maximizing an encounter with a rarer, likely candidate.

(As several of my close friends know, at least this is an experiment one can do.)

Be Sociable, Share!
Posted in adult learning, my research, psychology, social psychology, organizational development | Tagged , | Leave a comment

System Attractions – Seek simplicity, and distrust it. (A.N. Whitehead)

Complex Matrix

What follows is brief foray into a schematic phenomenology about what comes easy and what comes hard. Ha! Don’t bother googling schematic phenomenology!

Complex Matrix 2

This schema is a picture of my general meaning-making relationship to two joined aspects of any system. This schema summarizes this relationship, so, it represents a Hard Simplicity itself. The schema is simple because it summarizes complexity and leaves out a lot of detail, it is hard because it isn’t in the least bit self-evident. If it needs explanation, it is to a degree, hard,

Imagine there is an axle at the intersection of the axis, and, so the matrix itself can revolve. The schema captures the usual starting configuration for me in the ecology of a human system. By way of explanation, more information is needed. So: I’m a very forceful intuitive and I tend throw myself right into such a human system. That this system is by definition complicated, and that the full grain of its complexity is not revocable, means, in summary, that, often, this complexity is hard for me to see. The negative habit is: I do not, literally, at the beginning, naturally care enough,  to see the fine grain of complexity. Bull, meet china shop.

At the same time, I have natural access to proven tools which allow me to discover and integrate systems elements, operations and data. This personal process operates on the continuum marked between Simple-Hard and Simple-Easy. Simple-Easy is the most accessible, is easiest for me. But, it isn’t satisfying, so I knock at the door of Complex-Easy.

What could be easier than that, right? And yet, maintaining simplicity is not only difficult, it is often ill-advised. In virtually any context—business planning, software development, pizza making—the immature simplicity associated with first drafts, early prototypes, and initial versions tends to be unsatisfyingly empty. Such partial solutions are necessary starting points but inadequate as final products because they lack the essential qualities found in more mature versions. Keeping things simple impedes progress, which is why we add things to our designs. We make them more complicated in order to make them better. It is only when we go too far that an epic level of complexity makes the final product unusable.

And this is where things can get a little tricky. Just because there is such a thing as too simple and such a thing as too complex does not mean the best solution sits in a mythical sweet spot between simplistic and complicated, as if the territory in question could be represented by a single straight line. Reality is more complicated than that, and straight lines seldom make for interesting journeys. There are bends in the road we need to be aware of. If we overlook them we’ll either end up following the road to a bad part of town or jumping off the tracks entirely. Dan Ward, The Simplicity Cycle: Soda, Swordsmen, and Road Maps | Simplicity Manifesto pdf

Attention and practice allow me to rotate the Hard-Complex into the realm where my proven tools are effective. Still, I’m not able to effectively drive my meaning-making and understanding of the Hard-Complex into the brightest light where, and at which point, my most positive and practiced tools for systems awareness are always a snap to access.

Rotation is not metaphoric in this respect: the polarities of the schema reflect that attention is largely deployed, and its focal point guided toward, the direction of the single poles of these basic classes. Where one side comes into greater resolution, the other side recedes.

There is a reflexive third order cybernetic aspect too: self-observation verifies that this blind spot exists when I turn my attention toward the deep grain of my own self-system.

Be Sociable, Share!
Posted in adult learning, experiential learning, my research, psychology, self-knowledge | Tagged | Leave a comment

Yet, We Converse With Each Other

Hexagram44
Hexagram 44
Your name or your person,
Which is dearer?
Your person or your goods,
Which is worth more?
Gain or loss,
Which is a greater bane?
That is why excessive meanness
Is sure to lead to great expense;
Too much store
Is sure to end in immense loss.
Know contentment
And you will suffer no disgrace;
Know when to stop
And you will meet with no danger.
You can then endure.

QUESTIONS

What is your personal ideology, and, how does it track back to its source in your personal culture?

Do we not construct somewhat congruent collections of best explanations?

Everybody lives in their own subjective world, or, not?

PROVISIONS

Every individual is dedicated in explicable and inexplicable ways to their favorite: dispositions, habits of thinking and feeling, heuristic tools, automatic responses, etc..

Individual comprehension of what are apparently objective features of the world are: variable, often warrantless, and, these comprehensions are, finally, usually subjective..

The common ground is not itself beyond the intersubjective field.

Each person over time develops, tests, refines, and deploys, their unique folk psychological ideology and toolset.

Often this bundle of suppositions and provisional abductions about, for example, how one’s own mind and other mind’s work, is utilized as the first->second order means to understand another person. It is deployed as if it is comprehensive and commensurate to the task of understanding this other person.

This normal attitude and approach is used by many people who are innocent of its origins (from within their personal culture, subjectivity.)

As a practical matter, eventually meeting the challenge posed by hoping to develop accurate interpersonal and intrapersonal construal requires the negotiation of each other’s self conception, self conception in contexts, language, concepts, suppositions, and, linkages and intrinsic networks, and, all the other potential features of subjective deep beingness. Hey, these considerations are truly, mine alone!

Hexagram 44. Don’t negate me bro for the sake of flattening me so that I may tumble along in your own 2D world. If I wanted to be in your world, I’d have to have been you.

Be Sociable, Share!
Posted in adult learning, folk psychology, my research, personal, psychology, self-knowledge | Tagged | Leave a comment

Eno On Cybernetics and Music Making

This video is new to me and it provided a big wallop.

In my framing of fortuity, contingency and fragility, I have only roughed out some of the implications for music making. B.E. helps move this forward during a really essential 15 minutes.

He mentions Stafford Beer. (He, along with Ralph Stacey, Gordon Pask, and Gregory Bateson, probably did the most to extend cybernetics to human domains in the first wave of cybernetic thinking. Largely from Beer and Stacey we gain the concept of soft systems, and from Beer we gain the Viable Systems Model (Trevor Hilder’s presentation – pdf).)

What Is Cybernetics?

Leonod Ototsky’s fond archive and research on Mr. Beer is a terrific old style web site.

Be Sociable, Share!
Posted in creative captures, experiential learning, Gregory Bateson, music, my research, science, serendipity | Tagged , , , | Leave a comment

Holly’s Helping Hand

Stephen Calhoun, fine artist, Cleveland Heights, Oh

Holly’s Helping Hand, from a photograph – proof of concept too, in that its the first piece with a human participant embedded in it.

DSC06281-TWO-TWINS

“Hey, Holly remember when I put you and Judith in a trance for a couple of days?”

(Indeed I did so, by mistake, via a soundtrack I created for a workshop presented by Judith Buerkel in March 1994.)

Holly has been my friend longer than anyone else among the group of people I became acquainted with when I returned to Cleveland in 1992. She and I met at a holiday party in late 1993, although the party itself is most notable for my encounter and subsequent mind meld with eventual squareONE co-founder Judith Buerkel.

Because I am oriented so strongly to doing the experiment of deep relationship, and because it is true for this that some are called, but fewer actually take the dive, Holly’s eager sustenance of our relationship over more than two decades simply is a gift that keeps on giving.

There is much I might say about my friend, yet, after a brief visit this week, the significant elements of her zesty and daring approach to being who she is were exemplified in her willingness to participate in my creative process, then, reshape this process into her own process, and go on to to experiment without guidance in my backyard studio.

I call this: going for it.

Be Sociable, Share!
Posted in art, artists, my research, personal | Tagged , | Leave a comment

Two New Learning Cycles

3rd-Order-Unity-Schema

Recently I’ve been musing about how the learning cycle of David A. Kolb could be partially re-theorized in my novel social cybernetic terms.

Social Cybernetics: the system supposed by the engagement of enactive self-aware persons in relationship with one another, and, the system enabled for the purpose of making sense of the how and the what and the why–in this order–of intersubjective and intrasubjective knowledge creation, knowledge creation in turn in service to mutual construal and co-construal.

There are four sub-schemas depicted in the pretty pictures.

Discuss.

Be Sociable, Share!
Posted in adult learning, experiential learning, my research, psychology, self-knowledge, social psychology, organizational development | Tagged , | Leave a comment

Post-conventional predicates

Poct-Conventional-Predicates

A hallmark of sincere and authentic and audacious post-conventionality could be: daring.

This would go along with understanding that the call beyond conventions promotes radical, storming kinds of engagements with one’s own self, with the world, and with other people.

But, the “could be” is my hedging as against the conventions of the theorization of the post-conventional. Affirmative Post-Conventional themes are, in the main, elementally meta-cognitive predicates, and these themes also reflect a kind of instrumental positivism. Some lip service is paid to the varieties of deconstruction, although, there is no deconstructive literature to be found in the field’s small, (and revealingly tidy,) body of work.

The post-conventional move into epiphanic knowledge–which is somewhat covered under the fuzzy rubric given by Ken Wilber’s causal level, the so-called path of sages–is also the move into post Post-Conventional being. The other move is not found in Post-Conventional theory , (or Wilberian theory.) There are no lively treatments of anything functionally equivalent to ecstatic intuition, or equivalent to its applications.

Ecstatic Intuition is: spontaneous development due to spontaneous insight. Its most well-known application is given by the conception of synchronicity in the Analytic Psychology. squareONE’s applications similarly provide concrete enactive engagements with procedures which elevate novel data into the learner’s field for the purpose, instrumentally viewed, of spontaneous decodification and “instant self-discovery”

What I termed twenty years ago, ecstatic organization, shadows and inflects the problem of daring. Another feature of this problem (of daring,) is recovered by extracting the direct polarity: competency <—> ecstatic intuition from the array.

My sense is that the scientism implicit in the meta-cognitive bracket helps secure the means, and the developmental applications, which all aim to build practical post-conventional capabilities.  Whereas, what I term the meta-enactive bracket, (or what might be viewed as the interface, dissolves scientism, is spontaneous and oft spontaneously messy,  and is altogether forcefully disposed toward post developmental, or non developmental, modes of being and being-in-response. Ecstatic organization and ecstatic intuition is impractical, (and may even be anti-fragile per Nassim.)

If you, reader, are able to sense this bracket’s dynamic quotients of: the irrational, of eros, of soulmaking, of Bateson’s conception of mindedness, and, sense also its more direct route away from the neocortex and intentionality, you’ll also recognize I really meant it when I first spoke of daring.

Lastly, the scope of unlearning, of learning to unlearn, is discoverable in the daring foray to be made through the Coincidentia Oppositorum, into the Oppositorum. This means going in the direction away from what you know, how you know it, and, as dear Desse put it many years ago, also means going in the direction away from how you know it is that you know.

Be Sociable, Share!
Posted in adult learning, education, experiential learning, Gregory Bateson, integral, my research, psychology, self-knowledge | Tagged , | Leave a comment

Cubes Upon Cubes

Archetypal-Cubes-3

Values for Archetypal Cubes – set #3 (2 cubes)

archetypal-cubes-4

Values for Archetypal Cubes – set #4 (2 cubes)

The cubes of the Cube-O-Probe are color coded to make it easy to constitute different aggregates from the several sets.

The following is one cube set of dichotomies taken from what I term the Covert Pairs of the experiential learning theory of David A. Kolb.

set of dichotomies taken from what I term the Covert Pairs of the experiential learning theory of David A. Kolb

Tomorrow I’ll use the set to address a situation for learning.

Be Sociable, Share!
Posted in adult learning, analytic(al) psychology, experiential learning, Kenneth Warren, my research, psychology, self-knowledge, serendipity | Tagged , | Leave a comment