Hi Lee,
Education means what we learn: content/knowledge about the world just as
much as how you relate to the content; knowing stuff allows you to
navigate new information and discern what is true and what is nonsense.
Another thread on the TOK is currently discussing how electricity
travels through a wire; education provides (or ought to provide) that
kind of knowledge. Education also provides knowledge about /
understanding of music, history, art, religion, science, etc.
Feeling a sense of responsibility and actually taking responsibility are
different from the other phenomena that you list, aren't they?
/ lene
On 10-01-2022 14:23, lee simplyquality.org wrote:
> *CAUTION: *This email originated from outside of JMU. Do not click
> links or open attachments unless you recognize the sender and know the
> content is safe.
> ------------------------------------------------------------------------
> Lene,
> Waldemar,
> Nik,
>
> Thanks for your careful review of the solutions proposals chart.
> Please allow me to continue our dialogue.
>
> I am reluctant to add “Education” as a row because it is important to
> differentiate how we learn from what we learn, and discovering reality
> from propaganda, indoctrination, ideology, and other forms of
> disinformation.
> Regarding “how we learn” the chart includes: accurate self-image,
> skillful dialogue, focusing on what matters, thinking clearly, facing
> facts, evaluating evidence, embracing reality, seeking true beliefs,
> accurate worldview, sound arguments, thinking scientifically, knowing
> how you know, intellectual honesty, learning through inquiry, and
> global perspective.
> Perhaps I should add: literacy, numeracy, and life skills to the list.
> See: https://urldefense.proofpoint.com/v2/url?u=https-3A__en.wikiversity.org_wiki_Living-5FWisely-23What-5FIs&d=DwIDaQ&c=eLbWYnpnzycBCgmb7vCI4uqNEB9RSjOdn_5nBEmmeq0&r=HPo1IXYDhKClogP-UOpybo6Cfxxz-jIYBgjO2gOz4-A&m=1wUxNF9oHdBXemsLuyIkxtPecqPuXpzcR0Qt_gnpRd4&s=vhYOnb3WlXnOCFkOL9LdhONUdyVmfB_kPYqxsaqiL78&e=
> <https://urldefense.proofpoint.com/v2/url?u=https-3A__en.wikiversity.org_wiki_Living-5FWisely-23What-5FIs&d=DwMGaQ&c=eLbWYnpnzycBCgmb7vCI4uqNEB9RSjOdn_5nBEmmeq0&r=HPo1IXYDhKClogP-UOpybo6Cfxxz-jIYBgjO2gOz4-A&m=oQsuMcAwd6PtX7a5p3mM19pPl-YZgPqGqBuqM_n_ULE&s=wvfUP_JM4nOJ3Babss6uaGFoDnzrYYXiODffnRcnIF0&e=>
>
> Regarding “responsibility”, I started the list by beginning with the
> pyramid at: https://urldefense.proofpoint.com/v2/url?u=https-3A__en.wikiversity.org_wiki_Living-5FWisely&d=DwIDaQ&c=eLbWYnpnzycBCgmb7vCI4uqNEB9RSjOdn_5nBEmmeq0&r=HPo1IXYDhKClogP-UOpybo6Cfxxz-jIYBgjO2gOz4-A&m=1wUxNF9oHdBXemsLuyIkxtPecqPuXpzcR0Qt_gnpRd4&s=FKb1EP6KYnRlQdcpOIxO-hUravGXykqfas4VFu-qlZU&e=
> <https://urldefense.proofpoint.com/v2/url?u=https-3A__en.wikiversity.org_wiki_Living-5FWisely&d=DwMGaQ&c=eLbWYnpnzycBCgmb7vCI4uqNEB9RSjOdn_5nBEmmeq0&r=HPo1IXYDhKClogP-UOpybo6Cfxxz-jIYBgjO2gOz4-A&m=oQsuMcAwd6PtX7a5p3mM19pPl-YZgPqGqBuqM_n_ULE&s=MgrPZ1ppRKzDaci9mESpl69Rl26CMiY74VN7l_dQQis&e=>
> Notice that foundation layer is labeled “Responsibility”, although
> that term does not (yet) appear in the list of forces.
> I do include moral virtue, which hyperlinks to civility, fidelity,
> wisdom, temperance, courage, justice, generosity, compassion, mercy,
> gratitude, humility, simplicity, tolerance, purity, tolerance,
> gentleness, good faith, humor, love, good, and moral integration.
> The concept of “drive” or “initiative” may be lacking and perhaps I
> can add something along this lines.
> I also directly link to earning trust, accurate self-image, and
> focusing on what matters.
> What in your concept of “responsibility” is lacking from this list?
>
> Regarding “Play” I include “Playing” in cell J33.
>
> Imagination is the topic of the “Possibilities” tier on the wisdom
> pyramid.
> I am developing materials at:
> https://urldefense.proofpoint.com/v2/url?u=https-3A__en.wikiversity.org_wiki_Living-5FWisely-23Possibilities&d=DwIDaQ&c=eLbWYnpnzycBCgmb7vCI4uqNEB9RSjOdn_5nBEmmeq0&r=HPo1IXYDhKClogP-UOpybo6Cfxxz-jIYBgjO2gOz4-A&m=1wUxNF9oHdBXemsLuyIkxtPecqPuXpzcR0Qt_gnpRd4&s=SvZG-O3I_S1m3ddKDvExehLA18bf0dUmuaBRHMpL6hE&e= —What_Can_Be
> <https://urldefense.proofpoint.com/v2/url?u=https-3A__en.wikiversity.org_wiki_Living-5FWisely-23Possibilities-25E2-2580-2594What-5FCan-5FBe&d=DwMGaQ&c=eLbWYnpnzycBCgmb7vCI4uqNEB9RSjOdn_5nBEmmeq0&r=HPo1IXYDhKClogP-UOpybo6Cfxxz-jIYBgjO2gOz4-A&m=oQsuMcAwd6PtX7a5p3mM19pPl-YZgPqGqBuqM_n_ULE&s=CYtmShTvIhXbNfdk4BnRVU9gKqhaew83OiSR-b0bHps&e=> on
> this topic.
> The table includes “Creating possibilities for making progress” on row
> 31. Perhaps I can add “creativity” explicitly to the list.
>
> Thanks!
>
> Lee Beaumont
>
>
>
>
>
>> On Jan 9, 2022, at 10:56 PM, Waldemar Schmidt <[log in to unmask]>
>> wrote:
>>
>> *CAUTION: *This email originated from outside of JMU. Do not click
>> links or open attachments unless you recognize the sender and know
>> the content is safe.
>> ------------------------------------------------------------------------
>> Lee:
>>
>> I would like to second Lene’s comment.
>>
>> I believe that the “force” which is fundamental to moving us in the
>> direction of “out of the crisis” is that of education.
>> In your grading system, I would give that a 15.
>> In the absence of a breadth and depth of education none of the other
>> factors leading out can compete with the factors contributing to the
>> crisis.
>> The past 4 years in American politics has proven that!
>>
>> Nonetheless, good useful work you have done - I hope to see more of it!
>>
>> Best regards,
>>
>> Waldemar
>>
>>> On Jan 9, 2022, at 7:35 PM, Lene Rachel Andersen
>>> <[log in to unmask]> wrote:
>>>
>>> *CAUTION: *This email originated from outside of JMU. Do not click
>>> links or open attachments unless you recognize the sender and know
>>> the content is safe.
>>> ------------------------------------------------------------------------
>>>
>>> Hi Lee,
>>>
>>> Interesting way of setting it up.
>>>
>>> Among the forces to the right I would also include: responsibility,
>>> education, play, and imagination.
>>>
>>> / Lene
>>>
>>> On 07-01-2022 15:07, Nicholas Lattanzio wrote:
>>>> *CAUTION: *This email originated from outside of JMU. Do not click
>>>> links or open attachments unless you recognize the sender and know
>>>> the content is safe.
>>>> ------------------------------------------------------------------------
>>>> I think I did it right. I think we should band certain scores into
>>>> groups as we all have a ton of 9's, we may want a better way to
>>>> differentiate or score things so that we dont feel like we're
>>>> devaluing or overvaluing a certain force (I think most items where
>>>> people put the same score they'll have different explanations for
>>>> why).
>>>>
>>>> I'm not too aware of what was discussed at your previous meeting
>>>> but that was an observation of mine. I really like this, definitely
>>>> want to add more to it when time is available.
>>>>
>>>> Regards,
>>>>
>>>> Nicholas G. Lattanzio, Psy.D.
>>>>
>>>> On Fri, Jan 7, 2022, 6:20 AM lee simplyquality.org
>>>> <https://urldefense.proofpoint.com/v2/url?u=http-3A__simplyquality.org&d=DwMFaQ&c=eLbWYnpnzycBCgmb7vCI4uqNEB9RSjOdn_5nBEmmeq0&r=HPo1IXYDhKClogP-UOpybo6Cfxxz-jIYBgjO2gOz4-A&m=Z0ODCMYGi-s0Gl_epMUh67gish9On0rxK825xmFL9K8&s=iE7_ZwmeEOxSJRvHjx9BUtFyx0vRHAICOU1b_BY-HJY&e=>
>>>> <[log in to unmask]> wrote:
>>>>
>>>> *CAUTION: *This email originated from outside of JMU. Do not
>>>> click links or open attachments unless you recognize the sender
>>>> and know the content is safe.
>>>> ------------------------------------------------------------------------
>>>> TOK Folk,
>>>>
>>>> Inspired by Brandon’s recent work analyzing proposed solutions
>>>> to the “meta crisis” I created the table (excel spreadsheet)
>>>> included below.
>>>> I shared this earlier to a subgroup, and I hope it is
>>>> worthwhile crossposting here.
>>>>
>>>> I will greatly appreciate your engagement with and comments on
>>>> this nascent work.
>>>>
>>>> Please:
>>>> 1) Open the spreadsheet
>>>> 2) Relax, calm down, and take a deep breath! Size the
>>>> spreadsheet to fit your screen (Use the slider in the lower
>>>> right hand corner of the sheet) (If you can’t open excel,
>>>> please let me know and I’ll send something that works for you.)
>>>> 3) Begin by studying the two columns central to the
>>>> spreadsheet. These have the blue header and form a force-field
>>>> analysis
>>>> <https://urldefense.proofpoint.com/v2/url?u=https-3A__en.wikipedia.org_wiki_Force-2Dfield-5Fanalysis&d=DwMGaQ&c=eLbWYnpnzycBCgmb7vCI4uqNEB9RSjOdn_5nBEmmeq0&r=HPo1IXYDhKClogP-UOpybo6Cfxxz-jIYBgjO2gOz4-A&m=wWQfi0Oi3PrZffvvd04z97O_Pme6-5EpbwqqDLrE0Iw&s=B0uj0xKwOwSMiBlXcKwISewF2QgxajboLe4PhFHg1rs&e=>.
>>>> The concept of the force field analysis technique is that the
>>>> status quo is determined (and sustained) by a balance
>>>> (equilibrium) of forces working to create change in opposition
>>>> to those working to resist change.
>>>> 4) The right hand column (in the blue section, column J) lists
>>>> the forces, outcomes, goals, and values that we want to
>>>> increase and prevail in our preferred future. Please scan the
>>>> rows in this column to decide if each of these outcomes are
>>>> desirable, well stated, and the list is complete. (We want to
>>>> stay on the right side of history 😀) Note that most of these
>>>> are hyperlinked to more information, often including more
>>>> detail. For example, the “Moral Virtue” cell is linked to
>>>> course materials describing 20 individual moral virtues and
>>>> supporting materials. This reduces the need to list individual
>>>> virtues in the table, and makes change actionable.
>>>> 5) The left hand column (in the blue section, column I) lists
>>>> the forces, outcomes, etc that we want to diminish. These are
>>>> typically stated as the opposite condition of the opposing
>>>> pair. Please scan each row in this column to decide if these
>>>> are well stated (opposite of the opposing force).
>>>> 6) Columns K through X (in the green header section) list the
>>>> various solution approaches adapted from the materials Brandon
>>>> shared, and also described at:
>>>> https://urldefense.proofpoint.com/v2/url?u=https-3A__en.wikiversity.org_wiki_Level-5F5-5FResearch-5FCenter_Escaping-5FDiscontent&d=DwIDaQ&c=eLbWYnpnzycBCgmb7vCI4uqNEB9RSjOdn_5nBEmmeq0&r=HPo1IXYDhKClogP-UOpybo6Cfxxz-jIYBgjO2gOz4-A&m=1wUxNF9oHdBXemsLuyIkxtPecqPuXpzcR0Qt_gnpRd4&s=LzYgidCEmzVev4ihux0QjXh58DbRjN77_NqDiArPECE&e=
>>>> <https://urldefense.proofpoint.com/v2/url?u=https-3A__en.wikiversity.org_wiki_Level-5F5-5FResearch-5FCenter_Escaping-5FDiscontent&d=DwMGaQ&c=eLbWYnpnzycBCgmb7vCI4uqNEB9RSjOdn_5nBEmmeq0&r=HPo1IXYDhKClogP-UOpybo6Cfxxz-jIYBgjO2gOz4-A&m=wWQfi0Oi3PrZffvvd04z97O_Pme6-5EpbwqqDLrE0Iw&s=WJSk2VkLha6ukreoEX6XuBgHqr2TLQboD5860Wkx7iw&e=> (This
>>>> is the link under the “Solution Approaches” header). I have
>>>> scored cells in some of these columns (using the Key in cell 59
>>>> C) to indicate the strength of the coupling from that
>>>> particular solution to the corresponding item in the “Forces to
>>>> strengthen" column. I have completed a few of the columns I am
>>>> familiar with, and will appreciate it if advocates or experts
>>>> in other solutions (e.g. those I have not yet fully scored) can
>>>> suggest scores for those solutions. I will appreciate review of
>>>> each of the scored cells you have expertise in by each of you.
>>>> 7) Columns A through H (in the pink header section) list the
>>>> various “inhibiting institutions" that exist today, maintain
>>>> the status quo, and are generally opposing the changes we would
>>>> like to see. I scored many of these. Please suggest additional
>>>> columns and review my (preliminary) scoring. These headers are
>>>> also hyperlinked to materials that begin to characterize each
>>>> of these structures.
>>>> 8) Full disclosure, I am creating the “Living Wisely”
>>>> curriculum on Wikiversity. These materials are obviously biased
>>>> by my work. I invite your participation to help move toward a
>>>> more complete and balanced analysis.
>>>> 9) Row 56 includes the totals for each column. One
>>>> interpretation of this number is that it represents the
>>>> “strength” of each proposed solution approach or inhibiting
>>>> institution. Note that this sum (currently) assumes equal
>>>> weights for each row item.
>>>>
>>>> I believe this table can help us answer many of the questions
>>>> that were raised at Monday’s meeting and can help us make progress.
>>>> Please feel free to share this widely with people who might be
>>>> interested.
>>>> I expect to publish this into the public domain when it become
>>>> useful.
>>>>
>>>> I greatly appreciate your engagement with this work. Please
>>>> provide your comments, issues, observations, questions, or
>>>> recommendations via email to me. Also, of you would like a
>>>> one-on-one Zoom session to discuss this further, pleas let me know.
>>>>
>>>> Thanks for all you help with this.
>>>>
>>>> Lee Beaumont
>>>>
>>>> ############################
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>>>>
>>> --
>>> *Lene Rachel Andersen*
>>> Futurist, economist, author & keynote speaker
>>> President of Nordic Bildung and co-founder of the European Bildung
>>> Network
>>> Full member of the Club of Rome
>>> *Nordic Bildung*
>>> Vermlandsgade 51, 2300 Copenhagen S, Denmark
>>> www.nordicbildung.org
>>> +45 28 96 42 40
>>> ############################
>>>
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>>>
>>
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>
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> To unsubscribe from the TOK-SOCIETY-L list: write to:
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>
--
*Lene Rachel Andersen*
Futurist, economist, author & keynote speaker
President of Nordic Bildung and co-founder of the European Bildung Network
Full member of the Club of Rome
*Nordic Bildung*
Vermlandsgade 51, 2300 Copenhagen S, Denmark
www.nordicbildung.org
+45 28 96 42 40
############################
To unsubscribe from the TOK-SOCIETY-L list:
write to: mailto:[log in to unmask]
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