tag:blogger.com,1999:blog-4717220359532645973.post8521378185686072460..comments2023-04-09T05:54:18.997-04:00Comments on Learning Complexity: Complex Open Education: Multiplicitieskeith.hamonhttp://www.blogger.com/profile/08404376705918243534noreply@blogger.comBlogger2125tag:blogger.com,1999:blog-4717220359532645973.post-62864921583250250062017-03-08T08:35:45.080-05:002017-03-08T08:35:45.080-05:00Barry, I always benefit when you drop by. Thanks.
...Barry, I always benefit when you drop by. Thanks.<br /><br />I followed the links, which is how the rhizome seems to work these days, and found a couple of new stories. Empathy seems to help us create the stories just behind what we see, and our minds seem to create the "what we see" just behind what we see in our eyes. Both are narratives. Mind you, I don't think this means that reality is all in our head; rather, it is a dialogic between reality and each of us. Reality really is here—as close as our breath—but we really do have to engage it. Both reality and we have work to do, it seems.<br /><br />Thanks for running this leg with me.keith.hamonhttps://www.blogger.com/profile/08404376705918243534noreply@blogger.comtag:blogger.com,1999:blog-4717220359532645973.post-33611061225136893092017-03-05T21:40:20.870-05:002017-03-05T21:40:20.870-05:00I continue to think about and in multiplicities, a...I continue to think about and in multiplicities, agency (belief in one's ability + context to act it out) and more, all in the context of notions of narrative (nStory=narrative). Narrative organizes complexity, making it appear if not simple, at least negotiably complicated. We appear wired for narrative as a way to both tell our story (Today I went for a 7 mile run down the highway, enjoying the sun warming my face.), or others' stories, and also to read the world (Freire). I'm in the midst of struggling to write about this, and once again, your post expands my thinking. Or at least my reading into and out of your text, grows the my thought rhizome.<br /><br />My support of personal and self-directed learning is not about individual actors, it's about attempting to resist single narratives, homogeneity, closedness, in favour of growth, or what you've called here, "self-eco-organizing." Improv if you will. Lines of flight.<br /><br />Is this an ethics of observation, sense-making as David Snowden says of complex domains? Empathy as a "feeling into" (just read https://www.brainpickings.org/2016/12/14/you-must-change-rilke-rodin-empathy/?utm_source=Brain+Pickings&utm_campaign=4b9d79af85-EMAIL_CAMPAIGN_2017_03_04&utm_medium=email&utm_term=0_179ffa2629-4b9d79af85-236844537&mc_cid=4b9d79af85&mc_eid=4a91d5cf30) interactions of multiplicities? How much of openness is about personality, a preference for the improvisation of jazz over the sheet music?<br /><br />Working with teacher candidates creating lesson plans, I struggle to help them understand multiplicities: interactions of students, content to personal and social experiences, physical space, technology, lunch. <br /><br />Donald Hoffman (http://www.ted.com/talks/donald_hoffman_do_we_see_reality_as_it_is) says we don't see the world as it is. We construct it, as we need it. We are pattern makers and we draw on past experience to make sense of what we encounter. The referent then may be as much, or more, the construct, than the real thing before us. I must think more on this. Thanks for further sparking my thinking.Barry Dyckhttps://www.blogger.com/profile/04001685834348009010noreply@blogger.com