What remains
when gratitude for learning
totally evaporates?
I don’t know…
Totalitarian senility, maybe?
I guess I don’t understand
the source of your question, dear.
Do you feel less grateful for learning
than in more formative years?
No, I don’t
but I sense younger generations might.
A PostMillennial Virus.
I sense a growing gap
between compulsory educational systems
and compulsive learning,
longing to grab hold of understanding
and thereby appreciating,
or I suppose sometimes even depreciating,
our relationships
with internal seasons, to-ing and fro-ing
with other human natures
older and younger and about the same age,
same size,
more and less similar gender appreciations
with other cultures and languages
with other foodchain and predative networking species
with our extended families, speaking of predative networks,
our schools and faith communities,
still stuck on predative networks?
our planet,
all facets of Earth sciences and arts,
humanities and inhumanities,
objective delineations and subjective articulations,
outcomes and incoming creolizations
suggesting further nuances,
curiosities,
narrowing tributaries for graceful bilateral canoes
destined forward and back toward
furrowing adventure.
I think I’m paddling right behind you.
It seems less insane
to ask our purposes for education
than our purpose for learning,
especially if we have the subject and objective reversed
and learning is our purpose.
Perhaps growing mental health
rather than insane pathologies
of ingratitude and severance from cooperative natures
might best apply in either case,
of learning health
or teaching wealth acquisition
and co-investing management,
governance,
including civil civic voter evaluations
rooted in longer-term transgenerational futures
rather than how much money raised last short-term.
When did school, and politics more generally,
become entirely about competing
for best scored returns,
about anger management
rather than cooperative mentorship and co-facilitation
for learning all integrities of life;
opposing cultural disintegrations of decay and death?
About the same time
the political value of a dollar
merged with economic idolatry of capitalism,
as if competitive hoarding of ego-infested values
were synonymous with learning healthy democratic outcomes
rather than these two,
capitalistic totalitarianism and healthy democracy,
in oppositional tension,
mutually learning gratitude
for healthy
and cooperative
deep ego/eco-logical learning.
Compulsory learning
to become a more balanced ego-consumer and eco-producer
is like compulsory love,
like mixing threat with love,
like fearfully competitive suboptimal living.
So are you against compulsory education
for all?
No.
Yet I am against compulsory miseducation
because I am for grateful co-mentored learning
about cooperative classroom and real-world ecopolitics
increasingly swamped by competitive climates of pathology,
chaos about positive and double-binding negative psychology
dualistically equivocating and competing pedagogical systems
learning how to survive in a WinLose exegetical world
when we could relearn how to cooperate
in this WinWin more traditional classroom,
also known as ecosystemic Earth.
I can see where compulsive loving
sounds ever so much more fun
than compulsory loving.
Good point.
Learning is internally compulsive,
unless we mentor settling for externally compulsory,
left nakedly and overpoweringly alone,
rather than inviting multiculturing within.
No, dear, I said loving,
not learning.
Same difference.
Now that’s gratitude!
So what might you want to learn about loving
to more cooperatively learn right now?
Most any healthy thing
you might care to talk about,
or do together,
or talk and do.
Let’s try doing mutually grateful not talking.
How will we be sure it’s mutually grateful?
Not sure.
Guess we’ll just have to communicate
in other harmonious ways.
How about sex?
How about a pianoforte duet?
That’s what I meant to suggest.
gdill52 