Energy on the one hand.; Energetic on the other.

 
FULMINATION
 
“The greater part of what my neighbors
call good, I believe in my soul to be bad,
and if I repent of anything, it is very likely
to be my good behavior. What demon
 possessed me that I behaved so well.” .
 
Would you rather buy a used car from
someone with a nice manner  assuring
you it was his job to please you and the
little women?.  (“If you're not happy,
I'm not happy.”)
 
or
 
One who told you from the start: “look,
let's be real: I'm  going to get you in the
least amount of car for the most money.
It's my job.
 
And where would you prefer to send
you children: to  a place professing its
goal to be advancing knowledge and
intellectual freedom—and leave no
child behind.
 
or
 
It is our un-assess-able but never the
less goal and aim: to Get Real;
to Keep IT Real.
 
You think this is a faux dichotomy?
 
Not that well-framed, I agree.
IT  RESISTS  reduction of this sort.
Or we do. But maybe we could argue
IT out to clarity the either/or going on.
 
1) hap happening  hap-ily and
2). ways we talk  about IT.
 
And possibly devote some energy,
so to speak, to what  IT is, and our
Ways of Talking about it, and our
Ways of Doing. too—unveiling our
natural discrepancies, differences,
gaps, and then the always possible
emerging  relationships among us
automotivationalists, say.

Fission and then Fusion:
a renewable energy
resource so to
speak.   
 
FREE STORE.
 
School's a Free Store now.  Digital World
All the content you want, subject-matter
galore & free for all, descriptions, theories
& explanations because & affects,  videos
college lectures, curricula, courses noetic
inventory of the world: at hand.
 
Like stacks of old National Geographic
magazines piled up in the closet in 6^th grade:
anyone can access during recess or study
hallor during my lectures on supra-segmental
phonemes and be cutting  up pictures &
articles  for your posters and presentations
—tribal dancing and huskies pulling sleds
and now  the whole wide world use-able,
abuse-able,  reusable for free.
 
Isn't it a good time for talking about emphasis,
and the quite radically discrete differences
between 1) emphasis on product,  2) emphasis
on process and 3) emphasis on performance? 
Three sets of value, say: three “economies”
we could separate, turn-up the differences so
as to integrate-the-triad, so to speak.  
 
It’s not what I know anymore that counts,
I say over and over, but whether I can
put it in play—emphasizing  the value of
some kind of performance. Some one else
ought to be challenging me—in the name
of content (the what) or in the name of
process (the how). These 3 comprising the
fundamental dynamic of learning.
 
     product/process/performance
        theory/practice/in-play
       academics/work/service..
 
To a certain degree, the Free Store aspect of
The Digital World might at least modify our
priorities & emphasis, anticipating the  Law
of Disruption occurring to  institutions and
industries when new &  innovative technologies
converge with the rigor of established procedures
& their seemingly bound-to-be-self-sustainable
habits and habitats of the humanities---their
disciplines & inter-disciplinarity uber alles..  
 
The Law of Disruption: when an irresistible
force meets and immovable object: it's
necessarily demoralizing but not necessarily
Demoralizing, true?

xxxooo, Sam