stoner

“He found his release and fulfilment in the classes in which he himself was a student. There he was able to recapture the sense of discovery he had felt that first day, when Archer Sloane had spoken to him in class and he had, in an instant, become someone other than who he had been. As his mind engaged itself with its subject, as it grappled with the power of the literature he studied and tried to understand its nature, he was aware of a constant change within himself; and as he was aware of that, he moved outward from himself into the world which contained him, so that he knew that the poem of Milton’s that he read or the essay of Bacon’s or the drama of Ben Jonson’s changed the world which was its subject, and changed it because of its dependence upon it.”

‘Stoner’ by John Williams

what drives exploration and investigation?

jo2-124

 

Surprisingly, it is not the intellect.

The intellect may well be utilised as a tool but it is not the driver.

How do you lay yourself open to inspiration?

There is a big difference between simile and metaphor: If you are asked to dance, quietly feel the difference between ‘dance like a bird’ and ‘you are a bird’. If your presence can be filled with images , thoughts and feelings of you as a bird, and you forget the other story of yourself, you will dance well. As soon as you become aware of dualities, for example between what you are being and what others think you are doing it will fail.

When you are the bird you feel your feet clutching the branches, the wind in your face, the hardness of your beak. When you slip out of this into dancing like a bird, the duality reappears and you become fragmented as usual.

This non dual deep belonging is not a mental visualisation. All activity is transformed. Spontaneity appears. The person you were, or you normally think you are is not present. That story has vanished.

There is no one left who dances, there is only the dance.

The actor does not act the part. Only when the actor as person is absent does the other temporarily emerge. The other is the creative mathematician, the scientist, the artist, the writer.

That’s all I can say about becoming an explorer.

The main problem is that people do not believe they can explore, they do not believe they are capable, they believe the story of themselves that is their normal story which has unfortunately been constructed over the years by inadequate experiences.So treat yourself how you would wish to become.

Do not fear the judgement of others.

Forget ‘can’t’, ‘don’t want to’, ‘don’t like’………….

Be imaginative, be explorers.

Find things that have never been seen by you before.

Begin.

Find out something you didn’t know before about a square

the trial…

12-ness and 10-ness (and all number-nesses) are not in space-time. The humans however, are. At least they are normally considered to be so…

If one decides to ‘reduce’ 12-ness and 10-ness to objects in the world perceived as ‘normal’ by these humans, and further, if one desires them to be yet even more reduced into identical objects in what is known as ‘reality’, then let us then ascribe to them the property generally known amongst them as ‘cubic’ and let us then use these ‘cubes’, sometimes known as dice, in the following court case:

These are the statements to be put to the people:

Prosecution:  “These 10 cubes are henceforce to be considered superior to these 12 cubes.”

Defence: “These 12 cubes are henceforth to be considered superior to these 10 cubes.”

Challenge: Set up a situation in which the pros and cons of this matter are considered and then judged by a jury of impartial citizens…

huatou: is 12 in the ‘real’ world ‘better’ than 10 ?

like learning a language…

Some methods, especially those that rely on memory and de-contextualised vocabulary and intense grammar are awful. They start with lists of words and complexities of grammar that generally mean something to those who have studied grammar in their own language but feel so fragmented and distant from speaking that one senses its going to be very hard going. The best (in my opinion) way of learning a language is through a live course using ‘The Silent Way’, which was created by Caleb Gattegno as he learnt how people learn. Some other methods however such as the Michel Thomas courses are very good for learning at home. I personally am learning arabic using this method and find in some ways it is like learning maths in the style of the subordination of teaching to learning. I could not find a course on arabic using ‘The Silent Way’.

One immediately feels useful learning is taking place and a certain hopefulness and confidence to continue takes over. It feels optimistic and fruitful. Arabic is a bit tricky because of the written language, the unfamiliar sounds and the unfamiliar words having in general no Latin roots. Most words are completely different to what an english speaker knows and the word order and other things are also unfamiliar.

OK so this sounds a bit like coming across mathematical ideas when you are little.

The knowing use of algebraic ideas in simple conversations and question and answer ‘sessions’ using the rods is similarly freeing and powerful. You can just see it so easily in the children’s eyes and actions. There must be no pressure at all. Certainly no pressure to write anything down, unless it comes from the children, and even then do not force them to ‘write it down correctly’. Do not ‘be a teacher’ in that sense. Bide your time.

Look at Caleb Gattegno’s  ‘Mathematics with Numbers in Colour’ Book 1, part II, ‘Qualitative Work with the Rods.’  ONLINE…

Don’t take it as a ‘course’, just read it through three times:

1. As if you were reading a newspaper

2. As if you were reading it out aloud to another person and

3. Try and fathom the general flow and gist of the chapter.

WARNING: DEFINITELY DO NOT USE IT RIGIDLY AS A ‘COURSE’

the symbol of infinity…

Norman Cantor notes the three roles Boniface played that made him “one of the truly outstanding creators of the first Europe, as the apostle of Germany, the reformer of the Frankish church, and the chief fomentor of the alliance between the papacy and the Caroligingan Family”. Well that’s as maybe , but people say that the first instance of the appearance of the sign for infinity was in St. Boniface’s cross…

I am doubtful.

here it is:

boniface2

and again, somewhat purified:

boniface-1

I would say these are re-arrangements of arcs drawn by compass and not this:

Dekes-Techniques-103-infinity-symbolThis sign was first given its current mathematical meaning in “Arithmetica Infinitorum” (1655) by the British mathematician John Wallis (1616-1703).

Thanks John…

awareness 2 some examples in rod pre-number…

some algebra before arithmetic pre-number awarenesses

examples of free play awarenesses:

rods are good things to play with

we can make pictures

we can build models and buildings

we can play games

we can invent games

we can share our ideas

we can learn from each other

rod colours are in families

rods can be packed away in family colour order if we like

rods can be packed away in other ways

rods have a definite regular order of size

I can recognise rods by how they feel

rods can be named by colour and in other ways

directed informal awarenesses:

rods of same colour are same length

rods of same length are same colour

groups can be made of the same colour

groups can be made of the same lengths

language (word concept) awarenesses:

trains can be made in a variety of ways

rods can be swapped for others

 staircases can be made in a variety of ways

 mats can be made

mats can be made with rows of rods of the same colour

we can answer questions by making patterns of rods

awarenesses relating to adding and its inverse:

I can find one rod to fit two others

I can find two or more rods to fit one

I can find rods to fit long trains

I can find the difference between two rods in different ways

I can find the difference between two trains of any length

awarenesses relating to equivalence, multiplication and factors:

I can find one rod which fits two or more rods of the same colour

I can find rods of the same colour to fit some other longer rods

I can find rods of the same colour to fit some, but not all trains

awareness 1 an atom of education…

Caleb Gattegno never tired of saying that only awareness is educable. He said that all learning occurs due to one becoming aware of factors relating to the field of study one is engaged in. It may be one awareness or it may be a series of awarenesses.

Roslyn Young, in ‘How we Learn and How we should be Taught’, says:

‘This means that the awareness becomes the conceptual unit of learning. The awareness is to education what the atom is to chemistry.’

huatou: awareness is an atom of learning

assessment as it is…

I-reckon-he's-hooked

 The ultimate zen assessment:

You cannot know another you do not know yourself

…it is not possible. You cannot ‘know’ another in the fullest sense. I cannot know you. I ‘see’ your outer coverings, your skin, your body, your clothes. When I speak to you we discover more about each other. All the time we are making judgments and attempting to interpret each others’ responses and so on. Clearly we can get somewhere, but…

‘I’ can ‘know’ ‘you’, up to a point, but that is all. Ultimately I do not know myself, never mind you.

We are always assessing people in general though, through automatic responses, automatic generalisations. ‘I like the look of him.’ ‘People who have their trousers hanging low are stupid.’ ‘I hate people who smoke.’ and so on… These ‘automatisms’ are deeply ingrained. If we are unaware of them, well…what do you think?

As teachers we are required to assess others in more specific ways

For example if its my job to teach you addition it would be very useful for me to know what you already know. At least, that seems a reasonable supposition. How do I do it?

I can only attempt it by spending time and focusing attention on the specific areas I am interested in.

To start with I need to look at myself. Do I know what I am looking for? Do I actually know what I am talking about when I say ‘I want to teach addition?’ Most people don’t apply too much attention in these areas. It’s dark in here and the ground is hard for digging. Read this Sufi story.

Basically, if you know what you are doing and you look and listen openly whilst asking suitable probing questions that’s a start

You will have to spend time and effort and you should work on each child at a time

You may have noticed that this is very hard to achieve in a large class and when you are burdened with too many other demands

to create order, energy is required

in physics, to increase order is to decrease a measure known as entropy

(I like entropy that’s why I’ve put it in….it’s closely related to the most fundamental law of physics, the Second Law of Thermodynamics…)

Entropy tends to increase throughout the whole universe…

Your desk becomes dis-ordered in the course of a day

iron rusts

you age

if you wish to tidy (order) your desk you will have to expend energy

If you wish to assess another, to increase your ordered knowledge of them, you will have to

EXPEND ENERGY

to expend energy in this sense you will need TIME…

ps For those interested in our most accurate representation of matter: There is no unique universal relation in quantum theory that could stand on equal footing with the position-momentum uncertainty relation. The energy operator is called H the Hamiltonian. There is no dual relationship between H and T.

Not yet, anyhow…

see sister post

refutation of previous post…bugger

An instance of a class is maybe too like the class itself and each instance has the same behaviour other than by variation in its member variables. A sub-class in an OO hierarchy takes the behaviour of its parent and adds characteristics. These additional layers are maybe what our own selves add to what it really is. So this analogy is better:

Traversing the class hierarchy back to the root class

with many thanks to Myrthis Lathrop Jnr.

huatou: what is my root class?

the ultimate zen assessment – pseudo object oriented reality…

Warning – the analogy to object oriented programming is FALSE

(if you want to see the point of this post go here)

Everything you and I perceive takes place in the mind. Your senses provide information to your mind. Your mind becomes aware of what you call reality due to information supplied by your senses which is then subsequently processed according to your established interpretative neural networks. These networks are evolved through awareness and analysis of these perceived conditions during your evolution as a perceiving, conceiving being… i.e. whatever you have experienced and then ‘made of’ these experiences.

Clearly, this involves your total historical and psychic environment. It is then clear that ‘this certain something’ that ‘you’ perceived was an interpretation of an interpretation, and was only an image of ‘the real thing’ whatever that was. This certain ‘real thing’ cannot be known absolutely. That is why great masters such as HUANG PO pointed out the ‘error’ of conceptual thought processes:

“There is no  “self”, no “other”. There is no “wrong desire,” no “anger,” no “love,” no “victory,” no “failure.” Only renounce the error of conceptual thought processes and your nature will exhibit its pristine purity-for this alone is the way to enlightenment.” HUANG PO, Wan Ling Record 24, p.86.

This ‘error’, is merely the knowing that what is perceived as ‘the truth, the Absolute Real Reality,’ even in its brute external form, as Searle would describe it, is NOT IT ITSELF. It is only ‘one interpretation of it’, and this is all we CAN KNOW. We cannot know ‘IT ITSELF’, because for us there is no ‘it itself.’ All we can know is what we perceive and then conceive through interpretation. This is relative reality and is different for all beings. This is ‘our world’… This is ‘my world’, this is ‘your world.’ This is why it is said that we ‘create the world.’ This is why there are as many cities you live in as there are perceivers of the city. There is not ‘a city’. There are no unique events.

Clearly there are ‘events’ at some level. There are earthquakes, there are floods. There are divorces. There is love. You will be hurt by the master’s stick. Yet you are the perceiver. You ‘create’ your specific take.  You create ‘your’ world. The external, the unknowable, is the CLASS which is knowable to us only as a fragment or ‘taste’. The specific, our individual  realities, are the INSTANCES.

Welcome to OBJECT ORIENTED REALITY…

huatou: I am the world