Polypathic conversation with David Holmgren:
Today it is common to hear the suggestion
[cooperative] education and [therapeutic] training
is the [mindful] key to allowing people to contribute
to a more sustainable [ecopolitical] future.
Although I recognize the value of formal education and training
and [especially cooperatively-owned and managed] communications media,
they are also part of the [competitively commodified] problem
[and therefore also keys to more resonantly cooperative resolutions]
preventing [LeftBrain dominant] us from a more direct [RightBrain-inductive] connection with,
and [bilateral] experience of,
the natural[-spiritual co-arising] world
through [inductive/deductive bilateral] observation
and [bicamerally balancing] experience
[and work/play of curiosity/imagination].
Much could be said about how we need to modify formal education
and the [competitively capital-hungry] media
so they can contribute better to the [humane-sublime
but we need to recognize several fundamental
[Leftbrain dominant enculturation] problems.
almost all education,
and especially higher [yet not necessarily deeper] education,
is [redacted] knowledge from secondary [audio-visual] sources,
interpreted through [competing specialist] frameworks
of [limited inter-relational] understanding.
Academic [exegetical LeftBrain dominant] training
that requires every idea and concept be referenced to refereed published [exegetical LeftBrain dominant] sources
is the extremity of this [conserving rather than transitioning] approach
to [reiterative monoculturing memorization
of what once was normatively true
and necessarily so,
yet perhaps not optimally or even sufficiently true
for all times and spaces and complex systems
and so yet hypothetically false,
BothAnd recreatively tensioned with EitherOr.]
information technology has accelerated the speed of circulation,
and reproduction [rights] of [nutritional/toxic] information.
The [commercial] professional packaging
of [LeftBrain reductive] secondary experience
in [massively cooperatively networked] media
promises faster and better ways
to [LeftBrain access others’] learn[ing].
in comparison to the wildlife [ecological healthy/toxic] observation skills
and original [6-sensory-neural
(sight, sound, hearing, smell, touch, internal positive/negative feeling nutritional spectrum)
bicamerally polypathic ecosystemic]
almost all formal scientific education is based on bottom-up reductionist [STRUGGLING EITHER/OR AGAINST
top-down bilateral deductivist/inductivist BothAnd] thinking
[screening out cognitive-affective dissonance,
negative unresolved non-resonant psychology].
While the [cooperative multi]cultural harvest from specialized reductionist thinking over the last few hundred years
has been great
[and continues to accelerate],
it is the [cooperatively self-organizing] integration
and [creolizing] cross-fertilization of [regenerative Yang-cause] concepts
matriarchal implicated affect] ideas
that is now providing the most fruitful results
for dealing with the [Yang/Yin eco]systemic [landscape/climate] problems
of the [regenerative-less/degenerative-more] environmental crisis.
Much of this [positive co-relational co-arising] integrated [comprehension]
is happening outside [formal] educational
[pathology-oriented, continuing competing-issues committed] institutions
[with highly competitive ecopolitical survival issues,
including chronic capital reinvestment].
information and communications technologies
are increasing these [cooperative paid-forward, co-redemptive] possibilities,
although this benefit is over [LeftBrain dominant] content,
and [redundantly tedious] replication over [re]creation;
[degenerative reiterative feedback loops
rather than cooperative self-governing
and most problematic of all,
formal education at the higher [yet not deeper] levels
is focused on digesting massive amounts of information
within the [slow-growth evolving creolizing] constructs
of separate [and alarmingly unequal] disciplines
(such as [Left-Yang, EitherOr] science
and [Right-Yin, BothAnd] art
[nurturing octave flow-fractal regenerative functions,
like 4Base fractal/crystal group/game math,
and 4Season phylogenic reproductive rights and wrong]).
This education lacks wholistic [therapeutic] integration
with [health-wealth ecopolitically oriented] living experience
and its insights and truths often make little [shallow] impression
on the underlying [Right-YinFlow nurturing-absorbing-resonant] structures
of [comprehensive] understanding
and [internally felt committed] belief [as co-empathic trust]
created by [LeftBrain might makes right] family [conservative-supremacist] upbringing,
mass [consuming dominating producer] media
and popular [nationalized ecopolitical WinLose competition] culture.
In many fields
we find the [global glory] solutions
to [ecological within and without] problems
are known [and felt]
but are not [regeneratively] applied
for a myriad of specific [LeftBrain constipated cul-de-sac] reasons.
The core of these problems is [competing mutually mis-communicating and therefore gradually degenerating exegetical-monoculturing belief systems]
which people appear to [conserve to defensively] hold
have not been [creolic EitherOr-evolution/BothAnd-revolution] integrated with
and [regeneratively-therapeutically-cooperatively] reinforced
by their [Left-Right bicameral polypathic
ecologically ecopolitical] personal experience
[of regenerative health and competitively degenerative pathologies].
Note: Transliteration of David Holmgren’s “Permaculture Principles & Pathways”, p. 20; adding in seasonings from Edward DeBono’s bilateral thinking and Buckminster Fuller’s synergy systems theory, and, of course, layering LaoTse generally across Yang-Yin as Left-Right creative bilaterally cooperative nondual dipolar appositionality.
Polycultural Education as if multiculturing double-bound Earth lives and deaths WinWin CoOperatively matter for health-wealth optimizing outcomes.