Greetings Economists,
On May 18, 2008, at 6:58 AM, Ted Winslow wrote:
"Now, sickening as it must be to human feeling to witness those
myriads of industrious patriarchal and inoffensive social
organizations disorganized and dissolved into their units, thrown
into a sea of woes, and their individual members losing at the same
time their ancient form of civilization, and their hereditary means
of subsistence, we must not forget that these idyllic village-
communities, inoffensive though they may appear, had always been the
solid foundation of Oriental despotism, that they restrained the
human mind within the smallest possible compass, making it the
unresisting tool of superstition, enslaving it beneath traditional
rules, depriving it of all grandeur and historical energies.
Doyle;
The gist of these remarks from Ted are to summarize an economic
structure 'schools' how people feel about the common practice. In
other words the vague idea of discipline that schools bring to
learning is what 'schools' passion. This concept to me is very
nebulous and subject to better understanding.
Lets take a passion schooling like the familiar setting of churches.
The meeting hall, the lecturer at front. Closely followed in practice
by schools but shorn of the 'religious' feelings, essentially
following enlightenment dictates of separation of church passions from
real world passions. The workshop of information creation is the
school meeting room, the person at the front (people focus their eyes
on the figure of the lecturer if they can) controls the passions -
familiar here on Pen-l. And conceptually this pattern is more or less
kept intact since at least the initial Christian era.
Let's take just one form of oppression, school bullying. Wide spread,
male and female versions. And abuse of 'feelings' or passions. The
primary way in school that such passions are met is by 'civilizing'
the kids to moral and manners of adult society. Be polite don't punch
the other kid.
To some degree the dialectic is made to follow a pattern of conflict
that is like school yard physical conflict. Kid meets kid,
disagreement, fight, make up and shake hands.
These are displays of what is sort of known of passions. The school
lecturer stands in the front to 'describe' that means verbally tell
students some aspect of the social structure and it's function with so-
called appropriate feelings. The students are forced to mimmic this
verbosity minus real world understanding of their personal feelings to
polite passions. In principle the copying of thoughts 'schools' the
learning brain in passions.
Passions, feelings, anger, fear, etc., are dynamic structures of a
person in action. Getting out of the abstract construct of the school
room, in the real world, the street has cars and people learn or else
to keep on the sidewalk or suffer harm. So learning a passion, is
most often in reality, about a location, not statically considered,
but in the sense that cars move in certain spaces. The static part is
the road rules, not the sidewalk. The freedom of passion from cars is
on the sidewalk. The passions are navigated or moved through by
walking on the sidewalk. We learn the street is fearful. We learn to
manage the fear of the street by real world actions that give us
'freedom' to be free of harm.
How then can we see the school room, or the church as like this real
world learning? What is schooling passion?
Let's take physical passion, human sexual partnerships, is location.
Dynamical location in the sense of meeting physically at one place
stabilizes the long terms passionate connection. Don't meet
(infatuation is not meeting), the sexual attraction grows cold and the
target moves on to a more real person to have sex with. We navigate
location based upon passion structure.
We manufacture passions as information based upon a dynamical real
world location. Schools tend to see passions as detached feelings,
such as don't play in the street. The school room talks about
passionate patriotism on the battlefield a million miles away.
Defining passion is hardly anything quite so known as measuring with a
ruler. The hogwash of ethics, and morality, often simply gives
credence to oppression. A queer is good for the gas chamber don't you
think? The real world schooling of passions by physical acts of sex
are in the abstract world of church and school easily made
'passionately wrong'. So the question of the real world of hidden
sexual desire or passion is easily disguised and made invisible by the
meeting room, church or school of the 'knowing' definer of passion at
the front of the room.
This conceptualization of the meaning of passion is being challenged
by a sense of navigating feelings. What does location really teach us
of passion? Why does the classroom fail? The communication
structures of classrooms, the lecture, the multi-media shorn of the
real world connection is a problem of understanding the reality of
passions that move or navigate through space. That fails to
realistically learn real passions in a nut shell.
Thanks,
Doyle Saylor
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