Assessing & Evaluating The Energy
Sources & Resources of Local Food
Pattern Language & Environmentalism
(& of course: energy)
math
physics
II. Game chem
(or ways of bio
talking) anthro
socio
or contexts history
for talking lit
psyc
phil
religion etc
I. GAME
III game-going-onin—play, in performance
real-time: be here now…
Integrate THAT triad.
But first: separate and polarize and differentiate so
that the 3 “realms” or “modes” don’t contaminate
each other or our ways of talking about them.
Parallel:
II. structural grammar
III. surface grammar or, as in the early days of computer programming:
II. translating language
III. user/abuser friendly language II. Work (practice)
III. Service (performance) Different tokens but the dynamic relationship is the same
between deep “rules” ( liberal art as a frame of mind);
the various contexts and discrete structures (the disciplines
or liberal arts) and any particular art-in-play. in-game:
going on—in real-time service and performance which
is radically different from theory & practice —and both
of those 2, radically different and complementing each other.
If you play the physics game and I play the religions game,
on the surface level our two games are incommensurate, true?
No way we can talk to each other—it’d be like Venus and Mars;
unless we find some 3rd term perspective (possibly Uranus)
emerging as translator and mediator--but only if the 2
gamers were open to it.
At least theoretically: we might be able to plum the depths or
scale heights and sense the in-common nature of discipline:
the archetypal rules of GAME, say, and how it is these
translate into a variety of different stereotypical contexts
and structures and specific games.
And then possibly our appreciation of the diversity
of real-time games-going-on (disciplines in play)
might be more fully appreciated or tolerated without
threat or disservice to their diverse and unique ways.
II. structures (stereotypes)
III. in-play, performance archetypes (typicalities in real-time)
These 3 realms/modes are represented as if stages/phases
in chronological, sequence and consequence, but they
actually operate simultaneously, all-at-once —each,
a variation on the other two.
I’m just modeling here. In play. Mere representation.. Trying
to integrate the triad without necessarily finding a work crew
and service project that fits my interest in Appalachian Studies
—not that there’s any thing wrong with that: a surface “integration”
is all. Like wearing a cow boy hat, chaps & spurs to a Western
movie and then going square dancing afterward: yippe ki yeah:
integrating a cultural relativity, say. Maintaining the appearances. .
Looking for ways to talk about our various
ways of talking. Analogies across the curriculum
beyond or beneath the house-keeping concerns
we all share: how to comply with SACS, capstone
possibilities, wellness consideration, additional
buildings, require a foreign language? Parking
at Jensen…
ANYTHING
Characterize the Environmentalism of our Internal
affairs --our Energy (so to speak) or Spirit.
(as opposed to Leeds Greening, polar bear & pelican,
global warming & recycling kind): the learning & collegial
environment of a community, say, the noetic/affective
atmosphere which transparently influences the
attitudes of the constituents.
In High School, for example: the environment was such that
cheating (ripping off the system) was a kind of honor-among-
thieves atmosphere inviting creativity wit, sly moves and a good
game sense.
When I read Claude Brown’s Manchild in the
in the 60’s the same decent heroic virtue of the goodies was
embraced among dealers and racketeers, pimps,extortionists:
good&evil ratios inside what citizens & straight culture would
call an “all bad” environment, if not evil. And the Mafia: the same.
An atmosphere, moral culture & “energy” (spirit of the
whole) of its own.
IN Summerhill (A.S. Neil’s school) the environment supported
a do-what-you-want volunteerism re academics, & it worked
because that was the environment—the
Here at Warren Wilson in the 30’s President
a John Dewy experiential-based emphasis “In his eyes (Dewey's)
the purpose of education should not revolve around the acquisition
of a pre- determined set of skills, but rather the realization of one’s
full potential and the ability to use those skills for the greater good.”
(wiki)
In
late at night, or by
the whole program arts-driven, the mess & guess of generating
creativity founded by dissidents breaking away from the dead
hand of academics. Faculty meetings included knock-down
arguments and folks were fired right on the spot: that was the
environment of BMC, its “energy.”
Environmental Studies?
Assessing & Evaluating
The Energy Sources &
Resources of Local Food
What characterizes our internal environment
(deep grammar & structure) and how does it
shape the parameters of our pedagogical
practice, the range and diversity of our
learning: the ways & means of day to day
in real-time surface game?
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