This post is a continuation of Integral Education (1)
Dare said. You must have a very narrow mind to reduce the deep malaise that undermines the foundations of the school to simple issues of fiscal policy, to those of teacher training or the choice of programs and schedules course. This unease arises actually profound mismatch between the dynamics of evolution - cultural and epistemological - and forms educational and institutional fossilized , already now completely outdated. What is this epistemological evolution and what are the educational and institutional forms through which they could express themselves? This will be the subject of this post.
The three phases of evolution epistemological
We mentioned in our last post, a move epistemological all the more inevitable it is interdependent cultural and anthropological developments. This epistemological evolution we have sketched the outlines here involves three phases:
- First, the exceeding the abstract paradigm of modernity , become saturated, which shows its limits through the multiplicity crises it generates. The sense of proportion, instrumental reason that has kept the extent to which it reduces everything, losing the sense of an organic whole that lays the process of abstraction. Doing it involves thinking in excess of omnipotence abstract sense.
- Second, the inclusion of a relational epistemology who was at the heart of traditional thinking and gives meaning to modern thinking has fallen into excess. This relational epistemology has its own logic - associative, holistic and contextual - its methodology - intuitive and responsive, participatory and hermeneutics - and its formal mediations : image, ritual and art work, analogy and symbol. We developed aspects of this relational epistemology here, there and elsewhere ... (See Google search function at the top left of the blog ).
- Third, integration of rational paradigm of modernity and that of the relational paradigm of tradition to access this new stage of epistemological development is an integral epistemology. The latter, both abstract and concrete, rational and relational, combines the resources of the global intuition - the spirit of finesse - Those of reason and distinctive - the spirit of geometry - connected, each with specific cognitive two cerebral hemispheres. Without discrimination
abstract dimension fusion of the sensitivity can easily turn to confusion if it loses the inspiration behind it . This confusion led to a profusion imaginary, sometimes close to madness, and in response to this profusion, the totalitarianism of the dogma that seeks to channel it by imposing an unambiguous interpretation.
Without the sensitivity, the abstract dimension of rationality encloses the individual in a schizophrenic vision of the world and himself, cut off from all possible communication with its environment, and thus any development . The madman is not, according to the famous formula Chesterton, who has lost his mind but he who has lost everything except the reason.
A new Zeitgeist
Access progressive part of humanity to a new stage of cultural evolution, and epistemology is the origin of a new spirit of time gradually leads the collective consciousness manifested particularly in the cultural and social development through various phenomena.
Examples include collage research on multiple intelligences and those on emotional intelligence, interest in anthropological and ethnographic studies on the archaic cultures and traditions pre-modern the transpersonal psychology that maps higher states of consciousness and cognitive neuroscience in search of their cerebral correlates. All this research aimed at understanding the cognitive diversity that is at the heart of human consciousness and the abstract approach to modernity was obscured.
This research may interest the public even taller than they are in phase with a new spirit of time is also expressed through the phenomenal success of movies like the series of Harry Potter or Avatar , like all great sagas that redefine initiatory forms of transmission and imagination unique to relational epistemology.
Each stage of epistemological development and culture is manifested through the emergence of new pedagogical . Therefore a number of researchers and educators seek to invent new forms appropriate to teaching the advent of a comprehensive epistemology. This huge site is all the more difficult it encounters on its path of many obstacles erected by the habits and prejudices of both traditional and modernist. This site is
yet essential to the achievement of an integral culture whose emergence requires new forms of education, in line with developments epistemological and cultural. And, in order to awaken the younger generation to sensitive intelligence that delivers against the relationship between intuition and reason that a culture of domination abstract was inverted and perverted.
Typology educators
Faced with the difficulties encountered by the educational institution and its educational, educators react differently depending on their character and culture. Quickly trying to draw a typology of these teachers and their reactions.
Some react to what they feel as a generalized feeling of disintegration in wanting to return to teaching ancient forms that have proven themselves, but unfortunately for them too, have done their time ... in both senses of the term. This abstract pedagogy focused exclusively on the transmission rigorous knowledge and the unbridgeable distance between teacher and student matches the spirit of a modern abstract it is the expression. But it is more suited to the conscience of students living in other experience another world based on other logics. Many educators
trying to solve this serious crisis with piecemeal reforms regarding programs, policies, budgets, class schedules, teacher training or teaching methods. Any important things but certainly fail to address the basic problem, namely, writes Raoul Vaneigem that:
" The world has changed more in thirty years than three miles .. . However, intelligence remains fossilized, as powerless to perceive the change that takes place before our eyes ... A mutation that reveals the true human specificity: no production a survival subservient to the imperatives of a lucrative economy, but creating an environment conducive to a life more intense and rich . "
Creating an environment conducive to a life more intense and rich is the roadmap to invent a pedagogy. Perceiving this mutation requires thinking and internally to participate in its evolutionary dynamics. The education reform does not come from an institution deeply fossilized obeys the logic of date but it will go to innovative initiatives capable of expressing this mutation through new forms of teaching and institutional.
Among educators the most lucid, a number have the intuition of this mutation, while those that are more advanced have already now defined the program from which to invent innovative pedagogy adapted to the new zeitgeist. A program that can be defined as follows: develop the individual in all its dimensions - body, vitality, mind, intellect, creativity, spirituality - and put this whole found in various environments - natural, social and cultural - where it operates.
Rediscovering that the individual is a delight is the emergence of a dynamic of individuation which is expressed through the creation of an environment that is more intense and richer. Integral education must therefore develop " the ability to recreate, recreating the world " according to the happy formula of Raoul Vaneigem.
Education and initiation
In an interview he gave to the online journal Public Sens , Michel Maffesoli , inspired thinker / by post-modernity, analysis, with his usual sagacity, inadequate between cultural dynamics and institutional form. He said the systems and institutions that are sclerotic doomed to extinction so that a new culture can emerge:
"When Foucault speaks of epistemes , ie that the major trends that characterize our times, it shows that there was the episteme ancient, medieval, renaissance, and then the modern episteme , which did the analysis. These periods last for several centuries, Foucault shows we are currently witnessing the end of the modern episteme, and that we are at the beginning of what could be " postmodernity".
From the lack of anything better, will be called "postmodern" because we do not even words to describe what is in the making ... when moving from one era to another, from one episteme to another episteme, it is always a moment where appearance tends to set things continue to exist even if no more true reality. is the difference in Sociology I'm between "established" and "establishing". .. There are times when there is a real disconnect between what is dead, but exists, and what is alive and growing. "
According to Michel Maffesoli which stresses the importance of the vital impulse and imagination in social relations and that of spontaneous forms of cultural production that underlies these relationships, the very form of modern education would being passed, turning into a post-modern form is that of initiation.
" In general, I think universities are no longer in line with social reality , with the desire of younger generations ... But this is not the first time in human history that an institution no longer corresponds to what she was prepared ... Initially, the goal was integration institutions and allow there to be a bridge between youth and working life. And here, now, universities perform this function very poorly socialized. To be honest, I consider it perhaps the idea of education is an idea full.
When you look at history human, there are two forms of socialization. There education the basis of "Educare" which means "pull": it is demanding, self-discipline and it does seems more consistent with the zeitgeist. And there is another way to socialize is initiation . I would say that it is education that is modern. The initiation was pre-modern and, perhaps, be post-modern.
What initiation? Initiation, unlike education, does not postulate that there is nothing in the mind of one who is in front of me, the listener. It is postulated that there is something that I'll accompany, bring out the treasure, so to speak, that person is in front of me, while Education considers that there is a void I have to fill , and it does not work anymore because of this differentiation: it is a musical culture, an artistic culture, a culture that no longer existential to the official culture ...
So if I summarize, I think the crisis of education in general and university education in particular. And then we hopefully, emergence of the initiatory structure who will take seriously the specific cultures : musical, aesthetic, existential. Emphasis is placed on introductory experience and life, while at present, university education experience despises, despises life. "
Edutiation or iniducation?
Convinced that education can enable everyone to extract the qualities that are buried in him, Wire Ares just created a blog called Philosophy - Introduction - Education to share his ideas on education, enriched by traditional thinking. He said: " Classical philosophy and track initiation we provide tools for this conversion a superficial education at a global education . At this blog is a YouTube channel which offers videos on the same themes. In presenting this blog, the Son of Ares writes, cutting about Michel Maffesoli:
"... The pedagogical approaches we use and educational too today are based on the transmission of knowledge. The path of classical philosophy, as well as the different routes of initiation, adopt the opposite view: concrete practices that aim to conjure up what was already present in us, without our knowledge. Plato talks about memories, ie, we remember what we know deep within us, our skills hidden yet present.
Various authors guide us on the path of such an education. These range from pioneers like Jung or Mircea Eliade, to contemporaries like Gilbert Durand , Karlfried Graf Durkheim or Rene Barbier . For these thinkers, mankind shares a reservoir of accessible content that may be considered in turn as conditioning the way we act as a potential or exceeded these habitual ways of acting. And it is this last that acceptance may be based comprehensive education, not reduced to a single field of production of the human mind, but embracing them all together and connecting opposites: spirit - matter, body - soul mythos - logos . "
To raise awareness of this approach, we can read Philosophy as educational practice , one of the last tickets in time when the Son of Ares this philosophy in his acceptance of the first love of wisdom and practical exercise that aims to progression of the human being into a universal dimension.
If we try to summarize the above remarks, we can say that initiation concrete, traditional , topic creator did happen to the changing dynamics of the spiritual vital force that animates and guides. That education abstract, modern , gives conceptual and instrumental tools that must be put at the service of this gift. and integral education arises simply from a practical integration of initiation and education in an abstract level, a greater complexity . Extensive program! ...
Maybe it should create a new word to describe this integration between initiation and education. Edutiation or iniducation ? A proposal submitted to the votes and opinions of the readers of Journal of Integral, of course.
(To be continued ...)
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