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

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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

there are no ‘objective’ events…

If you agree with the above then the consequences are the acceptance of diversity and complexity as grounding assumptions of any learning space you can devise or operate within…

There are no ‘objective events’. (See Poppy Pilgrim below). This is an illusion just as absolute space, absolute time are illusions of common sense and Newtonian physics. The illusions ‘work’ as a general rule and in the normal course of life up to a point, but the concepts are non subtle and simplistic. Listen to Einstein:

‘Considered logically, they (space, time and event) are free creations of the human intelligence, tools of thought, which are to serve the purpose of bringing experiences into relation with each other, so that in this way they can be better surveyed. The attempt to become conscious of the empirical sources of these fundamental concepts should show to what extent we are actually bound to these concepts. In this way we become aware of our freedom, of which, in case of necessity, it is always a difficult matter to make sensible use.’

Appendix V, Relativity and the Problem of Space, Relativity, the Special and General Theory, 1920. Appendix added 1952 My parentheses.

Bringing this through into the domain of teaching events, which are more complex than the domain of inanimate matter we could postulate that though it appears ‘obvious’ that for example a ‘teaching session’ (event) is taking place, the event as an absolute object is located nowhere but in the minds of the participants. Furthermore, all will perceive ‘it’ differently, according to their perspectives, capabilities and state. Hence it is clear that:

we must give up the idea that unique events exist

i.e. in our case, we must give up the idea that it is even possible to design and construct a teaching space that objectively exists separate from all participants and their perceptions, and that by following certain procedures, definite outcomes predicted beforehand will occur. The real situation is far more subtle and complex.

Hence a more subtle and illuminating relativistic concept, similar to the new conceptualisation of space, time, matter and event in Einstein’s general relativity is that:

there exists an event field which is potentially infinite, out of which diverse, multiple and unpredictable consequences will inevitably ensue

Events are located nowhere but the minds of the participants and, far from assuming uniformity and homogeneity (and striving pointlessly to achieve them by partitioning of various kinds).

we should assume diversity and complexity

This should be the grounding basis for proceeding with the enhancement of teaching, learning, planning, assessment and reflective and reflexive practices. All problems which then may proceed as consequences should be taken as food for thought for the analysis and transformation of current practices so that labelling, specialisation and marginalisation are inhibited and so that diversity and richness may flourish in their place in holonomic classroom worlds.

We must give up the generality still quite common in teaching and amongst the general population including politicians of all parties that the teacher teaches and the children learn unique objects, and that further more, if they do not learn these unique objects it is somehow the fault of the child.

By giving up the generality this does not preclude us from saying that in clearly obvious and simplistic learning situations, the ancient and limited view expounded above pertaining to the ‘objective’ illusory world of common sense, may in fact ‘work’, just as Newtonian mechanics is quite adequate to describe the motion of planets in their orbits of our central star, the regular predictable appearance of comets, the precession of the equinoxes and the ebb and flow of tides. Planets and comets are simple objects in comparison to the interpretive nets of human consciousness. Sir Isaac Newton was, as Descartes remarked, probably the smartest guy who ever walked the surface of this planet. His achievements marked the beginning of the last three and a half centuries of human scientific endeavor. However to quote Albert Einstein again:

‘Newton himself and his most critical contemporaries felt it to be disturbing that one had to ascribe physical reality both to space itself as well as to its state of motion; but there was at that time no other alternative, if one wished to ascribe to mechanics a clear meaning.’

Same source, p135