Brain and Culture

V.S. Ramachandran (Director of the Center for Brain and Cognition and Distinguished Professor with the Psychology Department and Neurosciences Program at the University of California, San Diego, and Adjunct Professor of Biology at the Salk Institute)
– lecture begins at 3:10

bonus

Edward O. Wilson (Harvard Univ. Museum of Comparative Zoology Faculty Emeritus Pellegrino University Professor, Emeritus)
On the Relation Science and the Humanities – Nine Parts

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Going Down, Going Deep

Stephen Calhoun, fine artist
Going Down – 14×11″, from a photograph, 2015, Stephen Calhoun – my symmetry experiments on tumblr

bonus:

Coral City from The Creators Project on Vimeo.

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Teaching Cartoon, Cave Man

teaching cartoon

Caveman
A caveman seeks revenge on a much larger competitor for the hand of a beautiful cavewoman.
Directed by Carl Gottlieb. Starring Ringo Starr, Dennis Quaid and Shelley Long.

Dr. Puck’s Prejudicial Proposition Number One:

If you step backward in time step by step, eventually every bright idea and every idea falls away.

Azerbaycan Rock Art

Azerbaycan Rock Art

(Genealogy Of Religion) Aside from the usual concerns about over interpretation, some wondered whether there was any justification for assuming that Paleolithic people had an essentially modern aesthetic category which might be called “art.” If they didn’t, it would follow that artistic interpretations of the cave paintings were just that and shed little light on Paleolithic minds.

Frustrated by the sense that we weren’t getting any closer to understanding Paleolithic symbols, some began searching for alternatives. One of the more compelling came from cognitive archaeologist David Lewis-Williams. Having studied rock art around the world, Lewis-Williams noticed that certain kinds of symbols regularly appeared across time and space. This was an enigma, given that the peoples producing these recurring symbols had not been in contact with one another. These symbols were not, in other words, the result of cultural diffusion. Lewis-Williams calls these symbols “entoptic forms”:

entoptic

 

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Hebrew Pairs & Opening Trunks

Hebrew_Alphabet

 

Excerpt from Opening Trunks, The Chuang Tzu, Chuangtse
Translated by Yutang Lin [source]

But nowadays any one can make the people strain their necks and stand on tiptoes by saying, “In such and such a place there is a Sage.” Immediately they put together a few provisions and hurry off, neglecting their parents at home and their masters’ business abroad, going on foot through the territories of the Princes, and riding to hundreds of miles away. Such is the evil effect of the rulers’ desire for knowledge When the rulers desire knowledge and neglect Tao, the empire is overwhelmed with confusion.

How can this be shown? When the knowledge of bows and cross-bows and hand-nets and tailed arrows increases, then they carry confusion among the birds of the air. When the knowledge of hooks and bait and nets and traps increases, then they carry confusion among the fishes of the deep. When the knowledge of fences and nets and snares increases, then they carry confusion among the beasts of the field. When cunning and deceit and flippancy and the sophistries of the “hard” and white’ and identities and differences increase in number and variety, then they overwhelm the world with logic.

Therefore it is that there is often chaos in the world, and the love of knowledge is ever at the bottom of it. For all men strive to grasp what they do not know, while none strive to grasp what they already know; and all strive to discredit what they do not excel in, while none strive to discredit what they do excel in. That is why there is chaos. Thus, above, the splendor of the heavenly bodies is dimmed; below, the power of land and water is burned up, while in between the influence of the four seasons is upset. There is not one tiny worm that moves on earth or insect that flies in the air but has lost its original nature. Such indeed is the world chaos caused by the desire for knowledge! Ever since the time of the Three Dynasties downwards, it has been like this. The simple and the guileless have been set aside; the specious and the cunning have been exalted. Tranquil inaction has given place to love of disputation; and disputation alone is enough to bring chaos upon the world.

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Energizer Drone – Keeps On Bouncing

This evoked thoughts of Buckminster Fuller.

dymaxioncarfuller1

Dymaxion Vehicle

pdf of 1972 Playboy Interview with Buckminster Fuller

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Generating Paradox – Glimpsing Some Pre-work

Kolb-Model

Experiential Learning Cycle (David. A. Kolb et al)

 

Once again my generous colleagues in the Experiential Learning Community of Practice
(LinkedIn news and discussion feed) have invited me to present to members and anybody else who can find their way to quarterly virtual meeting. It takes place on March 12, 2015 at 4:00pm EST, but I don’t yet know the link that will provide access.

Here is the précis.

Generating Paradox. Overt and Covert Polarities in Kolb’s Learning Cycle

Given the theoretical-conceptual architecture of Kolb’s Learning Cycle, fascinating yet obscured conceptual relations subsist within the dynamic move from the organic systematic theory and its application as a theory-in-use and as an applied model. This presentation teases some of those relations out by leveraging both the explicit dialectical relations in the model-proper, and co-existing, yet tacit, polar relations.

In this peeling away of layer’s of the conceptual ‘onion,’ two gains are anticipated: one, the learner will experience reasons for de-reifying aspects of learning style, and, two, the learner may be inspired to expand the model’s practical reach.

This presentation is programmed to be experiential and interactive. Participants may maximize the experience by having at hand five pieces of blank paper, scissors, and a fine marker or bold pen.

 

9-style-squares

My presentations to this particular group, and this will be my second one, are designed to be experiential, and in turn are by-design, applications for experiential learning both in the moment of the presentation and afterward.

Although I suppose I could just layout a bunch of philosophizing about the matters this program will be focused on, I prefer to do the philosophizing before the program. What I will layout is a process that results in an application participants can then use/re-use to explore the fascinating dichotomies hidden within the dynamics of the learning theory and model of David A. Kolb et al.

Concealed within the above summary is the promise of the application: the learner will have the means to de-reify aspects of learning style, and, have the means to expand the model’s practical reach. However, my goal is to point the participants in the direction of doing so, and, then giving them a tool to help them do so.

I like to lead people to where he or she might drink the water.

social-cybernetic stack

[Background] This schema depicts one of the versions of a human systems stack. This is a heuristic tool I use to get a handle of the dependencies in an environmental situation of learning. Its classes are general and presumed to be global, discoverable as layers in all situations of learning.

(Socio-psyche is my shorthand for the particularized social psychological and cultural context.)

From this I next contemplate the critical aspects which may require a two-fold differential description, or what I term a critical pair. The schema itself marks and makes explicit many such pairs: learner/environment, leaner/context, learner/opportunity, and, in this set also fall more subtle pairs, such as: environment/opportunity.

The stack reflects that the dependencies are inclusive from above and below.

The gist of my interest in these discoverable pairs, is inflected with a very ironic aspect. I use Kolb’s model procedurally, whereas almost all the practitioners I know use the model instrumentally–as the anchor to assessment (of learning style) and development of management of style. So, going into my exploration, I already know, for example, where there is assessment, there are paradoxes of assessment!

Plus: there is much more of great interest to me. After all, I’m using my procedural model, drawn directly from the Kolbian Cycle, to enactively–by virtue of my first person contemplation–interrogate the normative developmental model as a matter of how it the model is used!

Of great interest to me is the processing of the individual assessment between the practitioner and their assessed subject. My interest here is in how experience is shaped in the encounter with the practitioner and her theory/model-in-use with the assessed subject and his own folk psychological theories/models-in-use.

In this, for example, I’ve long wondered about the practical mediation of attribution at the point at which an assessment in a direct sense delivers a description and warrants (for its attribution,) to an assessed subject. Even if the delivery is naive, nevertheless, behind the mediation are the practitioner’s choices, and, in front of the mediation, are lots of embodied features of the assessed subject, including the aforementioned personally-grasped theories and models.

The encounter between practitioner and subject is complicated. Our of this typical flux spill out all kinds of pairs, dichotomies, polarities, dialectics, and paradoxes.

In my musing about the practical use of Kolb’s model, for the sake of smoking out compelling pairs, I made four circumambulations; first was about the above problem of assessment.

(1) Problem of the Theory-In-Use – the paradox of the difference between the infinite theory and the truncated applied theory. (By infinite theory I mean the unending theory applicable to all future situations of experiential learning; following here the suggestion of C.S. Peirce, or Von Foerster, that this prospect is illimitable and so the organismic theory is itself subject to, in effect, unlearning and relearning its own theoretical ‘self.’ )

(2) Problem of Assessment – the assessed subject, and the operation and mediation between the practicing system and the learner-system.

qnd #2 is coupled to:

(3) Problem of Reification – reflexive determinations linked to the subject’s sense of identity, self-attribution, and aspiration given the developmental context of the KLSI (Kolb Experiential Learning Style Inventory)

and #3 is coupled to:

(4) Problem of Actual Dynamics – how are explicit conflicts, synergistic transactions, adaptations, knowledge creation, implicit knowledge destruction, actual dialectical operations, given to the the learner’s phenomenological knowing and self-sensemaking?

I left alone a fifth move, that of the particular context-for-learning. In contemplating the above fields, my goal was to first deepen my understanding of their instance in the system of (Kolbian) experiential learning, and, second to figure out what were the pairs right ‘at hand.’

The program does not get into any of this in any significant way at all! The program is designed to reveal some of the pairs, pairs which are the distillate of my wandering around these five fields of interest.

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Spelling Troll? Anyway, Happy Birthday to the Blog

doggod

I make it hard to interact with the blog and myself. You have to register to comment, and next your comment will await my moderation. I will allow any comment that is sincere.

Very rarely does someone not comment on the blog, but, instead comments by email. This has happened, perhaps, three times in ten years.

It happened today.

spelling

Ouch! …except, despite being weakly educated and of middling intelligence, I’m also the son of a college English professor, so, my personal attempt for something like being literate does cover spelling. Yet, I figured Mr. Stanfield had run across typos that reflect my sometimes rushed proofreading. I also pondered the behavioral economics behind his being so motivated to email me his impressions.

I checked the link he supplied. I checked the thirty-nine pages of text under the ECONOMICS tag. There were no spelling errors except for the pile-up discoverable on the top most, and most recent so-tagged post.

Anti-HAyek-spelling

Okay! John Donne was either a very bad speller in 1624, or. . .

This blog turned ten years old on February 5. The first post was: From the Hermetica. I am a dogged blogger, semi-literate, and a fairly competent speller.

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A Round, A Hole

Nominalism868

Some years ago, being with a camping party in the mountains, I returned from a solitary ramble to find everyone engaged in a ferocious metaphysical dispute, The corpus of the dispute was a squirrel -a live squirrel supposed to be clinging to one side of a tree-trunk; while over against the tree’s opposite side a human being was imagined to stand. This human witness tries to get sight of the squirrel by moving rapidly round the tree, but no matter how fast he goes, the squirrel moves as fast in the opposite direction, and always keeps the tree between himself and the man, so that never a glimpse of him is caught. The resultant metaphysical problem now is this: Does the man go round the squirrel or not? He goes round the tree, sure enough, and the squirrel is on the tree; but does he go round the squirrel?

In the unlimited leisure of the wilderness, discussion had been worn threadbare. Everyone had taken sides, and was obstinate; and the numbers on both sides were even. Each side, when I appeared, therefore appealed to me to make it a majority. Mindful of the scholastic adage that whenever you meet a contradiction you must make a distinction, I immediately sought and found one, as follows: “Which party is right,” I said, “depends on what you practically mean by ‘going round’ the squirrel. If you mean passing from the north of him to the east, then to the south, then to the west, and then to the north of him again, obviously the man does go round him, for he occupies these successive positions. But if on the contrary you mean being first in front of him, then on the right of him then behind him, then on his left, and finally in front again, it is quite as obvious that the man fails to go round him, for by the compensating movements the squirrel makes, he keeps his belly turned towards the man all the time, and his back turned away. Make the distinction, and there is no occasion for any farther dispute. You are both right and both wrong according as you conceive the verb ‘to go round’ in one practical fashion or the other.”
William James, excerpt from What Pragmatism Means, hat tip to the Mead Project

James&Royce

source: www.uky.edu/~eushe2/Pajares/JamesRoyce2.html

 

The really vital question for us all is, What is this world going to be? What is life eventually to make of itself? [src]

Our intelligence cannot wall itself up alive, like a pupa in its chrysalis. It must at any cost keep on speaking terms with the universe that engendered it. William James

I. Radical Empiricism – William James

I give the name of radical empiricism to my Weltanschauung. Empiricism is known as the opposite of rationalism. Rationalism tends to emphasize universals and to make wholes prior to parts in the order of logic as well as in that of being. Empiricism, on the contrary, lays the explanatory stress upon the part, the element, the individual, and treats the whole as a collection and the universal as an abstraction. My description of things, accordingly, starts with the parts and makes of the whole a being of the second order. It is essentially a mosaic philosophy, a philosophy of plural facts, like that of Hume and his descendants, who refer these facts neither to Substances in which they inhere nor to an Absolute Mind that creates them as its objects. But it differs from the Humian type of empiricism in one particular which makes me add the epithet radical.

To be radical, an empiricism must neither admit into its constructions any element that is not directly experienced, nor exclude from them any element that is directly experienced. For such a philosophy, the relations that connect experiences must themselves be experienced relations, and any kind of relation experienced must be accounted as real as anything else in the system. Elements may indeed be redistributed, the original placing of things getting corrected, but a real place must be found for every kind of thing experienced, whether term or relation, in the final philosophic arrangement.

Now, ordinary empiricism, in spite of the fact that conjunctive and disjunctive relations present themselves as being fully co-ordinate parts of experience, has always shown a tendency to do away with the connections of things, and to insist most on the disjunctions. Berkeley’s nominalism, Hume’s statement that whatever things we distinguish are as loose and separate as if they had no manner of connection. James Mill’s denial that similars have anything really in common, the resolution of the causal tie into habitual sequence, John Mill’s account of both physical things and selves as composed of discontinuous possibilities, and the general pulverization of all Experience by association and the mind-dust theory, are examples of what I mean.

The natural result of such a world-picture has been the efforts of rationalism to correct its incoherencies by the addition of trans- experiential agents of unification, substances, intellectual categories and powers, or Selves; whereas, if empiricism had only been radical and taken everything that comes without disfavor, conjunction as well as separation, each at its face value, the results would have called for no such artificial correction. Radical empiricism, as I understand it, does full justice to conjunctive relations, without, however, treating them as rationalism always tends to treat them, as being true in some supernal way, as if the unity of things and their variety belonged to different orders of truth and vitality altogether.

IMG_0892

William James Studies.org

Pluralism, Pragmatism, and Instrumental Truth – William James

James’s Application of Peirce (N.W. Williams)

 

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Anish Kapoor

Anish Kapoor

Just as you can’t set out to make something beautiful, you can’t set out to make something spiritual. What you can do is recognise that it may be there. It normally has something to do with not having too much to say. There seems to be space for the viewer, and is sometimes something we identify as being spiritual. And it is all about space. Anish Kapoor

I received the following email:

Hi, my name is Nicholas and I work at Artsy.net. While researching Anish Kapoor I found your website – http://squareone-learning.com. Great site, by the way.
I actually worked on Artsy’s new Anish Kapoor page and I think it would be a great resource for your readers. The newly designed page includes his bio, over 100 of his works, exclusive articles about Kapoor, as well as his up-to-date exhibitions – it’s a unique Anish Kapoor resource.
We recently rated Anish as one of the Top 10 artists to watch at Art Basel, and want to support him especially after the recent announcement of his Versaille show.
I’d like to suggest adding a link to Artsy’s Anish Kapoor page, as I believe it would benefit your readers. I look forward to staying in touch with you about future opportunities.
Best,
Nicholas
“Artists don’t make objects. Artists make mythologies.” – Anish Kapoor
[A.]
Bringing the world’s art to everyone with an internet connection.

 

The earlier post here included a quote from Mr. Kapoor. Excellent site for Anish Kapoor at Artsy

(As was Mr. Kapoor, I was born in 1954, and, as is Mr. Kapoor, I am an artist. I’m a philosopher too, but not a philosopher of art.)

 

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Unafraid

GO Cuba from Joshua Morin on Vimeo.

Our late mother Jean emphasized for decades that she believed Cuba would make a fine candidate for statehood, were we just to open up our relations all the way.

I’ve always wanted to write this poem.
I loved her but was afraid to die.
Sitting on the balcony she told me: Butterflies live for one day.
One single day of radiance and then they die.
(Marcelo Morales; translated by: Kristin Dykstra)

Poetry of Cuba, translated at BrooklynRail

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Cold Baby

coldbaby

The studio on the third floor of our century home is rarely the warmest location in the house, but, whereas the first floor had settled in at 56–as our gas furnace just couldn’t keep up–the studio in the attic was at 66 degrees!

I worked on some music, then worked on a remix of the famous Nile mosaic.

fine artist Stephen Calhoun, Cleveland Heights

Egyptian Mandala Version #1 (2015, S.Calhoun) remix of the Nile Mosaic

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Coincidentally Fragile

NWO-Serendipity

via Tom Woolley, Samson University

 

Confusions about probability cause probable errors. A possible conjunction supposes a chance of eventuation and has a chance of happening, yet after it has happened its chances of happening collapse to unity by virtue of the happening having occurred.

If/When
When Jesus is Lord of your life, there are no coincidences. Dick Luchtenberg, Journey to Freedom

“There are no coincidences in life.” Glenn Beck

“It is my purpose to show that it is logically impossible to ascribe any power to chance whatever… If chance exists in its frailest possible form, God is finished… If chance exists in any size, shape or form, God cannot exist.” R.C. Sproul. 1994. Not a Chance: The Myth of Chance in Modern Science and Cosmology

“If one likes one could ascribe this randomness to God, but it would be a very strange kind of intervention: there is no evidence that it was directed toward any purpose. Indeed if it were, it would, by definition not be random.” Stephen Hawking

Time to consult the Cube-O-Probe. Probe, in what direction might fruitful territory be discovered for further investigation of the aspects of coincidence and a priori requisite in the quiddity of eventuation?

probe

Comment: The Probe suggests an obvious investigatory dialectical vector between the practical consideration of the marriage of the apparently opposite chance and foreordained, with the completely knotty problem of seeking essential morality within this same interplay. Here also is the ping-ponging between theological and Newtonian determinism, and maybe this could give into finding dual forms for morality. Once again the Cube-O-Probe charts the way!

 

clown-probe

 

Doxastic commitment, or “soul in the game”: You can only believe predictions and opinions by those who committed themselves to a certain belief, and had something to lose, in a way to pay a cost in being wrong. Nassim Taleb (from the Anti-Fragile Glossary)

“The general principle of antifragility, it is much better to do things you cannot explain than explain things you cannot do.” – Nassim Taleb

coincidence (OED)

[a. F. coïncidence, L. type *coincidentia: see coincident and -ence.]

1. a.1.a The fact or condition of being coincident; the occupation of the same place or part of space.

1626 Bacon Sylva (1677) §224 There can be no Coincidence in the eye, or Visual Point.    1715 Cheyne Philos. Prin. Relig. (J.), The coincidence of the planes of this rotation with one another, and with the plane of the ecliptick.    1831 Brewster Newton I. x. 222 The singleness of the picture arises from the coincidence of the two pictures.    1870 R. M. Ferguson Electr. 33 This want of coincidence of the points of vertical dip and of maximum intensity.

fig. or transf.    1650 Fuller Pisgah v ii. §5 By a casuall coincidence some straggling words of the Athenians may meet in the mouths of the veriest Barbarians.    1847 Emerson Repr. Men, Plato Wks. I. 304 The rare coincidence, in one ugly body, of the droll and the martyr.

b.1.b (with pl.) A case of coincidence.

1837 Whewell Hist. Induc. Sci. (1857) I. 153 The method of making visual coincidences.    1880 Adams in Times 28 Dec. 10/2 The new line-spectra, the real basic lines of those substances which show coincidences.

2.2 Occurrence or existence at the same time; simultaneous occurrence or existence.

1650 Fuller Pisgah iii. iii. §8 There might be a casuall coincidence of this feast and his presence at Jerusalem.    1681 More Expos. Daniel 257 There is a Coincidence, at least of time.    1722 Susanna Wesley in Eliza Clarke Life (1886) 130 There hardly ever was a greater coincidence of unprosperous events in one family.    1837 H. Martineau Soc. Amer. III. 297 A happy coincidence of outward plenty with liberal institutions.    1878 Huxley Physiogr. xx. 342 The coincidence of twelve by the clock with noon by the sun-dial?is exact only four times in the year.

3. a.3.a Exact agreement or correspondence in substance, nature, character, etc.

1605 Bacon Adv. Learn. ii. v. §3 Is there not a true coincidence between commutative and distributive justice, and arithmetical and geometrical proportion?    a?1716 South Serm. VII. v. (R.), Those who discourse metaphysically of the nature of truth?affirm a perfect coincidence between truth and goodness.    1831 Brewster Newton (1855) II. xxiv. 352 The coincidence of the religious views of Sir Isaac Newton with those of John Locke.    1876 Grote Eth. Fragm. iii. 58 These two ends of action are sometimes found in conflict, but more frequently in coincidence.

b.3.b (with pl.) An instance of such agreement or correspondence.

a?1661 Fuller Worthies (1840) I. 201 A local coincidence, which?cannot be paralleled.    1736 Butler Anal. ii. vii. 356 Evidence arising from various coincidences.    1790 Paley Horæ Paul. Rom. ii. 13 Such coincidences may fairly be stated as undesigned.    1867 Freeman Norm. Conq. (1876) I. App. 724 A remarkable series of undesigned coincidences in favour of the belief.

4.4 A notable concurrence of events or circumstances having no apparent causal connexion.

a?1682 Sir T. Browne Let. to Friend (Camelot ed.) 185 That he should also take King Francis prisoner upon that day [of his nativity], was an unexpected coincidence.    1821 De Quincey Confess. Wks. 1863 I. 96, I felt it at the time?as a singular coincidence, that twice, etc.    1823 Byron Juan vi. lxxviii, A ‘strange coincidence,’ to use a phrase By which such things are settled now-a-days.    1829 Scott Guy M. Introd., The fact, if truly reported, is one of those singular coincidences which occasionally appear.    1865 Livingstone Zambesi xix. 378 It might be only a coincidence.

5.5 Of persons: Agreement or concurrence (in opinion or sentiment).

1795 Hull Advertiser 28 Nov. 3/1 Mr. Sturt?expressed his co-incidence with the sentiments of [the Petition].    1800 Wellington in Owen Disp. 647 You are already apprized of my entire coincidence in your opinion.    1800 Syd. Smith Six Serm. 60 A modest coincidence with received opinions above our faculties.

†6.6 Falling together, conjunction blending. Obs.

c?1645 Howell Lett. (1650) II. 88 The Latine tongue, with the coincidence of the Goths language and other northern peeple.

7. a.7.a Physics. The indication of the occurrence of ionizing particles in two or more detectors simultaneously (see quot. 1958). Also attrib. Cf. anti-coincidence.

1930 Physical Rev. XXXV. 651/2 Enormously increased resolving power can be obtained by the requirement of multiple instead of paired coincidences. The attainment of very great freedom from accidental coincidences is of greatest importance [etc.].    Ibid. 652/1 Automatic recording of the amount of the penetrating radiation coming from particular areas of the sky, using two tube-counters and a special ‘coincidence circuit’.    1938 R. W. Lawson tr. Hevesy & Paneth’s Man. Radioactivity (ed. 2) xxv. 280 Insertion of sheets of lead between the counters only slightly diminishes the number of simultaneous discharges (coincidences), and this proves that we are here confronted?with cosmic rays.    1940, etc. [see anti-coincidence].    1958 Van Nostrand’s Sci. Encycl. (ed. 3) 369/1 A true coincidence is one that is due to the detection of a single particle or of several genetically related particles. An accidental, chance, or random coincidence is one that is due to the fortuitous occurrence of unrelated counts in the separate detectors.

b.7.b Computers. Equivalent signals received simultaneously in an electronic circuit; the reception of such signals. Also attrib.

1947 Rev. Sci. Instruments XVIII. 907/1 In order to reduce chance coincidences to a minimum, it is necessary to use a coincidence circuit.    1948 Ibid. XIX. 565/2 Methods can be found for modulating one of the E.M.T.’s?so that the E.M.T.’s themselves form a coincidence or anticoincidence system.    1950 C. B. Tompkins et al. High-Speed Computing Devices iv. 37 An electronic gate is a circuit with a single output and two (or more) inputs so designed that an output signal is produced when, and only when, input signals are received on both (or on a particular set of) input leads. Such circuits are variously known as gates, coincidence circuits, Rossi circuits, or logical and circuits.    1953 A. D. & K. H. V. Booth Automatic Digital Calculators xi. 111 Coincidence sensers. In computing machine design it is frequently necessary to have available means for ascertaining the identity of two quantities.    1964 M. J. Pedelty in Tou & Wilcox Computer Sci. x. 248 The essence of the system?is that signals are ‘broadcast’ on a ‘to-whom-it-may-concern’ basis. Coincidence gates and delays can then be used to detect certain pulse patterns from the ‘broadcast alphabet’.

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Revisualizing the Experiential Learning Cycle of David A. Kolb (I.)

Nested Learning Cycle of Stephen Calhoun (after David A. Kolb)

This remix mashes typological ideas with a meta-schema based in nesting. (See note [A].)

I’ve been pondering the hidden polar dynamics of the learning cycle of my friend, colleague and softball teammate David Kolb. By definition those implicit yet ‘out of sight’ dynamics are anchored by various factors which instantiate or otherwise ramify dialectical, or dichotomous, or sensible polarities, or novel pairings.

These wanderings then approach the schema, of which there is a normative schema that shows the basic layout of pairings, and, as well, by way of exclusion, hides all the others. For example. there would be, in what would be a meta-schema, the crucial polarity of learner |- – – -|environment. This specific relation is dialectical in the broad context given by a, or any, constructivist model.

There’s no reason those hidden relations cannot be pinned to the normative schema. Heck, the views on offer here are of non-normative schemas, and so supplemental pairings may be pinned to these too!

Stephen Calhoun Transformative Learning Cycle

This remix suggests the learning cycle may be negotiated in micro phases. (See note [B])

This is why I have been thinking about this stuff:

Generating Paradox. Overt and Covert Polarities in Kolb’s Experiential Learning Cycle
Given the theoretical-conceptual architecture of Kolb’s Learning Cycle, fascinating yet obscured conceptual relations subsist within the dynamic move from the organismic systematic theory to its application as a theory-in-use/applied model.
This interactive, experiential presentation teases out some of those relations by leveraging both the explicit dialectical relations in the normative model, and co-existing, emergent, yet hidden polar relations discoverable elsewhere nearbye.
In this peeling away of layers of the conceptual ‘onion,’ two gains are anticipated: one, the active learner will experience reasons for de-reifying applied aspects of learning style, and, two, the learner may be inspired to expand his or her own experiential learning model’s practical reach.
This presentation is designed to be experiential and interactive. Participants may maximize the experience by having at hand five pieces of blank paper, scissors, and a fine marker or bold pen.
Stephen Calhoun is an independent researcher, experiential toolmaker, learning partner of Experience-based Learning Systems, and perpetual student.

Quarterly Virtual Presentation – The Experiential Learning Community of Practice
March 12, 2015 – 4:00pm EST


[Note A] In my model, taken from the Kolb model, Intentionality is necessarily the initial and initializing point of entry into learning. This intention holds Concrete Experience. Its import is imparted by the learner’s appropriation of a motive to learn for his or her own reasons, in his or her own context. This Intention is derived from the learner’s FEEL for what is right for him or her.

My model is in a critical relation with Dr. Kolb’s view. For me, Concrete Experience, is: present sensemaking contextualized by the learner’s motivating, evaluative Feeling.

[Note B] Negotiation in a micro phase means that a learner navigates the entire learning cycle in a background micro operation at different macro phases of the normative learning cycle. One benefit of this suggestion is that it supports a phenomenological entry for intuition into the macro cycle and does so in a particular sense by implying that the entire cycle might be navigated instantaneously, or, alternately, that the cycle might constitute something like a non-linear cascade (a) at this micro phase level.

(a) Patricia Smith Churchland and Paul M. Churchland, “Neural Worlds and Real Worlds,” Nature Reviews Neuroscience 3
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“Once is good!” Your February Rollercoaster

Drops:

Context: Imagination

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Moon, Other Side, Sound

Moon Gathering
Eleanor Wilner, 1937

And they will gather by the well,
its dark water a mirror to catch whatever
stars slide by in the slow precession of
the skies, the tilting dome of time,
over all, a light mist like a scrim,
and here and there some clouds
that will open at the last and let
the moon shine through; it will be
at the wheel’s turning, when
three zeros stand like paw-prints
in the snow; it will be a crescent
moon, and it will shine up from
the dark water like a silver hook
without a fish–until, as we lean closer,
swimming up from the well, something
dark but glowing, animate, like live coals–
it is our own eyes staring up at us,
as the moon sets its hook;
and they, whose dim shapes are no more
than what we will become, take up
their long-handled dippers
of brass, and one by one, they catch
the moon in the cup-shaped bowls,
and they raise its floating light
to their lips, and with it, they drink back
our eyes, burning with desire to see
into the gullet of night: each one
dips and drinks, and dips, and drinks,
until there is only dark water,
until there is only the dark.

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Is This Love?

The clear bead at the center changes everything.
There are no edges to my loving now.
I’ve heard it said there’s a window that opens
from one mind to another,
but if there’s no wall, there’s no need
for fitting the window or the latch.
– Rumi, version by Coleman Barks

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Maslow + Cube-O-Probe Mashup

MaslowC-o-P

Right hand column is what I term a totem. Cube were randomly drawn in a bottom-to-top order. The cubes were next placed against the basic classes of Maslow’s Hierarchy of Needs. This creates novel, and other types, of pairings.

Question 1: what kind of pairs are these kinds of pairs?

Question 2: what does each pair assert?

Bonus Question: What potential for learning is neuro-phenomenologically encoded in pairs–such as, these kinds of pairs? Simple version of this question; What are the ways we may get at the assertions of each pair?
note to self:
Coupling
Congruent Pair
Incongruent Pair
Novel Pair
Dynamic Pair
Significant Pair
Dichotomy
Opposite
Polarity
Pure Dialectic
Spiral Dialectic
Transitive Dialectic
Replacement Dialectic
Modal Dialectic
Abductive Dialectic
Ecstatic Dialectic

 

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As Below, So Above

epiphanium

My essay, Liberating the Stars From Space & Timewhen completed. will complete the narrative concerned with how I came to necessarily etch a limit to my philosophical ability, and, in doing so, squish thousands of years of astrology into tools able to exist in my flatland.

These tools do not either make predictions or anchor person and possibility to a priori requisites. On the other hand, in future experimental philosophical research, I will attempt to show to some greater degree how these flatlander’s astro-psychological tools connect up with other over-arching concerns of mine, serendipity in adult development, the praxis of polarity and paradox, and the ‘action’ pragmatics given in the third order human/social cybernetics.

Until this essay is ready-to-roll, there’s a new page here that skates over the surface of my promethean poke, Cybernetic Liberation of Astrology.

zodiac_young_anim

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The Hand

The-Hand-survey

Page 1 with two of the five questions in the short form H&HAS we’re testng right now.

 

I recommend you take your hand home and take a look at it when you get there — very quietly, almost as part of meditation. And try to catch the difference between seeing it as a base for five parts and seeing it as constructed of a tangle of relationships. Not a tangle, a pattern of the interlocking of relationships that were determinants of its growth. And if you can really manage to see the hand in terms of the epistemology that I am offering you, I think you will find that your hand is much more recognizably beautiful as a product of relationships than as a composition of countable parts. In other words, I am suggesting to you, first, that language is very deceiving, and, second, that if you begin even without much knowledge to adventure into what it would be like to look at the world with a biological epistemology, you will come into contact with the concepts that the biologists don’t look at. You will meet with beauty and ugliness. These may be real components in the world that you as a living creature live in.

…Of course natural history can be taught as a dead subject. I know that, but I believe also that perhaps the monstrous atomistic pathology at the individual level, the national level, and the international level — the pathology of wrong thinking in which we all live — can only in the end be corrected by an enormous discovery of those relations in nature that make up the beauty of nature. Gregory Bateson

This is a deceptive juxtaposition. In noting as much, I would guess almost all my given juxtapositions have an element of deception concealed in my secret intention!

plus, bonus:

Our apelike ancestors’ hands were surprisingly like ours, say scientists

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Something Like a Scout

Calhoun-Educator-Role-Profile

I finally took the Kolb Educator Role Profile.

This result, schematically presented above, is fuzzily right inasmuch as the  KERP is able to capture some of the qualities of me–who in the normative sense of the term educator is not an educator–yet, is an educator-of-a-sort. What kind of sort?

This raises the question of how to get at the term for my sort. Perhaps, it’s best to ask the subjects of  whatever it is that qualifies and names what I do. I do aid experience-based transformative learning. Yet, there isn’t a clear educator’s role in what I do, except, the learning relationship is certainly educative.

Here’s my Kolb LSi 4.0 “kite.” (My own sense is that it presents–something like–my genre of experiential learning style because as a visual and musical experimenter the kites which would correspond to those contexts would look radically different.)

Calhoun-LSI-kite

In my one-on-one learning collaborations, I’m an intuitive, experienced re-worker.

Mindfulness exploits the fact that two key points of leverage in managing the unexpected are expectations and categories. People who persistently rework their categories and refine them, differentiate them, update them, and replace them notice more and catch unexpected events earlier in their development. That is the essence of mindfulness. – Karl Weick

Where is mindfulness located in the Experiential Learning Cycle of David A. Kolb?

Kolb-Model

David A. Kolb’s experiential learning cycle helps me channel my introspective sense of my role:

feelandwatchwatchingandthinkandwatchandfeelandwatchandthinkanddo

In the literature and movies of the American Frontier the scout is usually depicted as a roughly clad eccentric who leaves the safety of the settlement and reappears unpredictably, bringing a mixture of firsthand reports, rumors, and warnings about the wilderness ahead—together with a tantalizing collection of plant specimens, animal skins, and rock samples, not all of which are fool’s gold. At first the settlers find the scout’s help indispensable; but once their community begins to consolidate he becomes a figure of fun; and finally, after respectability has set in, he is a positive embarrassment. Yet their premature respectability is vulnerable. When the settlement is struck by drought, the scout’s nature lore leads the settlers to hidden springs of underground water, but once the crisis is past, respectability reemerges, and the scout is ridden out to the town line.Within the world of the American behavioral sciences, Gregory Bateson has always had the scout’s ambiguous status.

The Charm of the Scout Philosopher of science Stephen Toulmin reviewing Mind and Nature: A Necessary Unity (Gregory Bateson) in The New York Review of Books, 1980 – also included in Rigor & Imagination: Essays from the Legacy of Gregory Bateson

It occurs to me my clearest educator’s role is instantiated as the central aspect of my self-education. Ironically, the KERP captures my autodidactic approach.

(I dislike the term coach.) I’m a bit of a guide and a scout. I told Ken, “I’m sort of a Virgil-like figure.”

Sort of a hybrid?

virgil-dante

 

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