Introduction 1
Breadth: SBSF 8310
SBSF 8310 Theories of Organizational and Social Systems 4
1. Variables and principles of open systems 4
2. Bio-synchronicity in open systems 27
3. Bio-synchronicity as the foundation for creativity in the natural world 35
Conclusion 46
References 52
Introduction
The task of
comparing, synthesizing, and integrating theories of
whole systems with the organizational and social
aspects of education in
the 21st Century will be addressed in this
scholarly treatise, using
principles and perspectives defined by chaos
theory, systems theory, and
quantum physics. The Breadth section will
address the need for a new
perspective by examining
the theories of Bertalanffy, Laszlo, Maltz,
Vygotsky, Jung,
Brofenbrenner, Senge, and others, as
they relate the organism
as a living matrix to organizational and social
systems. These
principles and functions informing open, living
systems will be
described, analyzed, and synthesized in three
parts:
1. Variables and principles of open systems
2. Bio-synchronicity in open systems
3. Bio-synchronicity as the foundation for
creativity in the natural world
The principles of
general systems theories were developed by Bertalanffy, Laszlo, Wood and others, while Brofenbrenner developed ecological systems
theories. Senge studied the fifth discipline, the science of the learning organization itself, examining creativity and self-esteem. Gleick analyzed chaos theory and quantum physics was addressed by Einstein and mathemeticians like de Broglie and Maxwell. Vygotsky, Maltz, and Jung studied the way learning and development are affected by cognitive abilities and positive feedback. All these ideas will
become prime ingredients
informing the efficient and cooperative
re-design of the educational
organizations that will need to be made
available in the 21st Century.
To implement an increase in student engagement,
21st Century educators
will utilize the principles of whole systems.
Organizational and social
aspects of education in the 21st Century will be
synthesized and
integrated with this theory of living systems.
New perspectives and
paradigms await.
Systems perspectives have gained further prominence since the advent of the Internet. The Internet has permitted greater awareness of global interconnectedness, as well as individual empowerment. The
expanded access to
technology and commerce the general public was
provided in the 21st
Century by the world wide web, described by
Friedman (2005), guaranteed that the economics
of a
global marketplace leveled the playing field, so
that anyone with internet access could possess the same information as any corporate giant of
the 20th Century (Friedman, 2005). Schools that provide access to relevant information, employ student choice, and provide effective feedback loops will grow and
evolve with their
stakeholders, making the transition to a global perspective accessible to all
all (Brofenbrenner, 1969), (Santrock,1994),
(Senge, 1990), (Senge,
Cambron-McCabe, Lucas, Smith, Dutton &
Kleiner, 2000).
Breadth:
SBSF 8310
Theories
of Organizational and Social Systems
1. Variables and principles of open systems
One of the most important challenges facing
21st Century teachers
is the need to broaden the scope of education to
include recent advances
in the areas of chaos theory and quantum
physics.
How can the 21st Century curriculum
be adapted to synthesize and integrate these
emerging sciences? How can
creativity and bio-ethical behavior be
encouraged in the student
population? How will self-motivated learners
accessing less-traditional
learning modes, such as simulations and distance
learning online, be
affected by changes to both the curriculum and
new ways of assessment
that are more in tune with these new
perspectives and understandings?
How can the creatively chaotic, but also
harmonic, behavior of viable and
open systems be adapted to reform education?
The answers to the questions addressed above
will
be found in the analysis and comparison of the
theories described below:
1. Systems
theories as described by 20th Century scientists such
as Ludwig von
Bertalanffy and his student, Erwin Laszlo (Laszlo, 1972),
(Bertalanffy,
1952), (Bertalanffy, 1972), (Bertalanffy, 1975);
2. Sociological
and ecological systems theories proposed by Urie
von Brofenbrenner
and his peers;
3. Quantum
physics perspectives theorizing
on the nature of reality itself.
4. Chaos theory,
as illustrated by Gleick (1987).
The dichotomy or
paradigm that will most affect educational
excellence in the 21st Century learning
environment may perhaps best be
illustrated by addressing an ongoing debate over
the millennia between
two conflicting and contradictory ideas:
1. The concept of
a universe that is static and unchanging, and
2. The thought of
the universe as mutable, chaotic,
and ultimately determinable
only by the
observer, their intentionality, and
their own beliefs
and those of their cultural system.
These two
perspectives have been present in varying degrees throughout human history. In ancient studies of philosophy
that considered the origin of life, history shows the
conflict between these two points of view. Perhaps the easiest debate
to understand was that of the Greek philosophers. Some were eleatics; some
were vitalists. For instance, Heraclitus of Ephesus was a vitalist. He spoke of the
quality inherent in creation that he called Panta rhei, or everything
is in flux. He was arguing
against a rival philosophy, that of Parmenides
and his school of
eleatics,
who taught that only a static being was real and that all
changes were illusions. The eleatic premise
implied a causal universe.
Taught as doctrine by most 20th Century
educational institutions, this
school of thought saw a space-time continuum
where everything was fixed
and defined. The vitalist premise emphasizes that
everything is mutable, chaotic,
and ultimately defined by the observer's own belief system. The vitalists believed
in a quality inherent in the
soul, a vital entelechy that imbued
creation with a force that developed
ever more complex organisms that were whole,
rather than toward an
organism relegated to simpler parts, as
Darwinism
and Neo-Darwinism originally supposed.
The eleatic notion of a causal
universe, a space-time continuum seen as fixed and unchanging, became a chief tenet of the
mechanistic science of the
industrial age. In direct contrast, the vitalist
was the term attributed
by the early Greek philosophers to the ideal
perspective of the quantum
physicist, where everything is seen to be
mutable, chaotic, and defined
not by static and unchanging laws, but by an
unknown set of rules.
However, these rules or principles were found by
observing what Ludwig
von Bertalanffy, one of the founders of General
Systems Theory, called
open systems. Early in the 20th Century, he
described what he referred
to as organismic biology, or the theory
of open systems. He described
these systems as capable of change both within
and without, as feedback
allows changing responses, growth, and
adaptation. His lectures and
texts established a framework for understanding
relationships between
quantum physics and organic social systems.
Quantum physics now
approaches the idea that Bertalanffy first
credited to organisms in the
early twenties.
It was Erwin
Laszlo, Bertalanffy's student, who asserted
that Bertalanffy wrote the first, and still
valid,
path-braking formulations of the theory of
flow-equilibrium open
systems. Systems build up into higher and more
intricate patterns of
order, showing that even these non-equilibrium steady
states have a
built-in potential for a purpose that cannot be
described in terms of
evolution or Darwinian theories (Bertalanffy,
1975), (Laszlo, 1972).
Open systems are
not closed or static systems. They include any system
that is capable of growth and experience that
produces change within the
interior of the system. This quality explains
the intimate and direct
contact between the human organism and the
material world, including the
social, cultural, and organizational systems
which the individual
inhabits. Although the actual function of this
interaction might be
hard to define, it is this theory of open
systems that affords the most
opportunity to arrive at a 21st Century view
that admits the tenets of
quantum physicists and the science of
sympathetic vibration to the
forefront of scientific thought and research (Johnson, 2001), (Strogatz, 2003).
Most advances in
science have come about through coincidental
juxtapositions of knowledge from several
separate sources. Even without
what is referred to in scholarly journals and
texts as knowledge and
scientific inquiry, truths may be reached by
many varied paths.
Philosophers and physicians through the ages
have attempted to define
knowledge as a base from which to infer the
wonders of creation. In the
17th and 18th Centuries, the men now called empiricists, Berkeley,
Locke, and Hume, made an attempt to conduct a
dialogue revealing some of
the tenets and principles that informed the
philosophies of education
and social interactions over the centuries,
dialogues that are available
from Taylor (1974) in abridged form. An essay
by John Locke concerning human understanding, and David Hume and George Berkeley's dialogues, reveal how man imagined
how the application of the
disciplines of philosophy, logic, and intuition
played their parts on the
scene of the educational play (Taylor, 1974),
(Locke, 1947). Reason and intuition seem to be two contrasting viewpoints that echo the dichotomy of the Greek ways of seeing reality and creative empowerment.
How did the 20th Century human view creativity? This can be analyzed by examining the work of several renowned healers and philosophers who studied the human mind and its mysteries. Unleashing human
creativity in a natural context can promote both spiritual healing and the joy and increase in self-esteem found as necessary ingredients in a good recipe for healing or learning.
This creative human was described my many
successful healers in the last
century. The belief that one could be
healed, a successful outcome that
is often encouraged and multiplied exponentially
in effect with the
focus and intent of the doctor or healer, was
found by Maltz, a world-
renowned healer and plastic surgeon, to be the
greatest variable in
medicinal healing. Maltz (1960) observed
that it was intent itself that facilitated
healing. He called the
quality of feedback, combined with intent and
positive interaction, by
the term psycho-cybernetics, because he
found it was the human brain and
its perspectives and belief systems that
determined reality for each
individual, irrespective of the primary
diagnosis. The term cybernetics
was coined by Weiner (1948) to indicate the
qualities inherent in open
systems that are defined by feedback. Maltz used
the Greek word for
soul, psyche, and combined it with
Weiner's term to indicate the
combination of intellect and feedback he found
necessary for healing to
occur.
Psycho-cybernetics is an open system that creates positive faith in creative healing and allows the individual to
learn how to create this
faith in their lives and also to share with
others the wonders of
natural healing. He found that elements of
creativity are only accessed
in a situation where self-esteem and
differentiated learning are more
important than mechanistic measurement. This
implies the missing
variable in research using artificial laboratory
experimentation to be
the human factor. As quantum physics shows, the
importance of creativity
in imagination, thought, and emotion cannot be
overlooked. Two variables
needed for creativity to flourish are choice and freedom.
Choice and freedom thus become primary motivators. To include these
variables in the design of a
new curriculum for educational excellence will
ensure the renewal of
lifelong learning as the primary goal for all stakeholders, students and teachers alike (Maltz, 1960).
Another example
of a great healer on the psychological scene in the
20th Century was Carl Jung. Carl Jung saw the
distinction between
organic and inorganic matter and the distinction
between mind and body
as not static, or absolute, but as dynamic and
protean. He replaced
Freudian analysis with the science of dreams and
cosmic ciphers. The
psychology of the undiscovered self became the
base of Jungian
psychology. He believed all beings are born with the
ability and propensity to
evolve toward completeness. He began a science
of cosmic ciphers that,
unlike the behaviorally conditioned animalistic
human controlled by
media input and manipulation, admitted the
tenets of mysticism and
magical interface that were ignored or
disregarded by the followers of
materialistic goals. His views were developed
and expanded as his
students and disciples tested his ideas in
action research and
documented the results. As Jung saw the child
from birth in a state of
undifferentiated wholeness that begins to
transform and grow from this
seed into a fully differentiated, balanced, and
unified personality, as
in the case of Jesus or Buddha, he also saw
this striving for
self-realization, or consummate selfhood, as
inborn, or archetypal. Jung
stated that patients only achieve inner harmony
by integrating all
elements of their personality. A universe
informed with the undisclosed
but potentially potent intent of the individual
self or soul was seen by
future Jungian psychoanalysts as the most
important ingredient in
healing (Jung, 1933), (Jung, 1957), (Hall &
Nordby, 1973). Also, Jung
saw himself and his place in history only when
he connected to the
natural world. Swan (1992) described Jung's
feelings of connection to
the natural world as indicative of a quality
called Unitive Bonding.
"Unitive Bonding:...Feelings of bliss, awe
and wonder....
In The Old Ways, eco-poet laureate Gary
Snyder wrote
'When I was young, I had an immediate deep
sympathy
with the natural world,...an indefinable awe.'
Carl Jung reported that, while standing on Mt.
Kilimanjaro...he saw himself as part of the
ongoing
pageant of life, a link in the continuing
evolutionary chain connecting past, present, and
future. This perception forever after gave his
life
a sense of perspective, showing him his place
in history" (Swan, 1992, p. 240-241). In addition to
Jung and Maltz, Erich Fromm (1956, 1961, 1990) was
another psychologist who investigated the
connection between love,
sanity, and governmental policy in the 20th
Century. Fromm's work
helped to visualize the inner workings of
emotions and attributes of
mind as they interact and effect social reform
or conformity. Allan
David Bloom (1987), another philosopher
commenting on social reforms,
wondered if we have "...so simplified the soul
that it is no longer
difficult to explain? To an eye of dogmatic
skepticism, nature herself,
in all her lush profusion of expressions, might
appear to be a
prejudice" (Bloom, 1987, 43). How and why does a
connection with the natural world reawaken the
human soul and change hearts of stone to hearts
of
flesh that can practice the golden rule?
Mathematicians
and physicists have explored these connections
in terms of pure logic,
pure intuition, and a combination of both
viewpoints or paradigms.
German scientist
J. von Neuman (1932) wrote about the
mathematical foundations of quantum mechanics
and this work was
translated and published in America in 1955.
Forming a basis to
interpret the brain in mathematical symbols, he
hypothesized that all
the behaviors of the brain are described by
Schroedinger wave equations
(Neuman, 1955). In the middle of the 20th
Century, researchers in many
diverse disciplines arrived at theories that
suggested this infinite
variability and plasticity of human experience.
Einstein (1950) and his
now famous Theory of Relativity was the result
of his own studies of
both ancient wisdom and the work of the
brilliant mathematicians and
scientists who came before him. Every scientist
that cared about human
social interactions invariably turned to
philosophy, as the truths that manifest from the crucible of experience, not
the limitations of prior knowledge, are often found to be the true
learning centers of the human experiment. Using the work of scientists from
Faraday to Max Planck, (who first described ER, or electromagnetic radiation and quanta , the workings of gravity and
electromagnetic forces, though seemingly not
linked in mechanistic
physics, were used and developed by Einstein to
show the failures of the
then-current emphasis on the theories of
mechanistic sciences. He
applied mathematical research from Maxwell, de
Broglie, Schroedinger,
Faraday, Planck, and Lorentz to arrive at a
practical theory of relativity.
Maxwell evolved
three equational roots. The first root is familiar
and still entered in the textbooks given out in
physics and engineering
classes, but the other two roots were removed
from the texts back in the
1930's. However, these two roots may actually be
perfect models of
biological and spiritual wave forms, not
spurious as previously decided
by some scientists. For instance, the root of
zero might be the result
of positive and negative electromagnetic waves
that cancel each other
out, the Human Body Electric, not just an
indication that nothing is
there. This could correspond to the wave form we
know as the human
organism, an equilibrised organism existing
in a steady state (Becker,
1985), (Quigg, 1997). "...organismic
conception....In living systems, we find an
enormous
range of levels of organization....In
contrast to the second law of thermodynamics
which
prescribes that physical processes proceed in
the
direction of increasing probability and
uniformity,
the living organism is maintained in a state of
fantastic improbability....The
principle of selection is not a physical
law...complicated molecules will disintegrate.
In
the realm of physics and chemistry there is no
principle saying that certain systems tend to
maintain themselves; that a 'survival of the
fittest'
or a transition to higher order and organization
takes place" (Bertalanffy, 1975, 117). How
do Maxwell's equations
describe this improbable, unexplained transition
to higher order?
When something is unexplained, than the
viewpoint
or paradigm must change. Yet, 20th Century
science
often ignores or discards what is underdeterminable
in conventional terminology.
The other root
Maxwell derived was also mysterious but interesting:
The square root of minus one! In terms of the
Lorentz equations and
nonlinear particle physics, this could explain
thoughts and how they can
affect reality, as documented in a Japanese
scientist's electron
microscope photographs of water molecules after
words or thoughts were
attached, experiments recently highlighted by
the movie that created a
niche for itself in the first few years of the
21st Century:
whatthebleep.com. Using the popular movie
format, this film made
available to the general public current theories
of quantum physics, in
a form they could understand. Many groups and
scientists around the
world collaborated on this picture, illustrating
the way cooperation and synchronicity can
produce
an educational and technological interface.
The only rule of
true science is to put ideas to the test of
experience. A quantum physics perspective admits
even unknown variables
to a recipe for global awareness. Bertalanffy
and his peers
may be credited with actually having come up
with the term general
systems theories, but they have existed as long as there has been a universe. The qualitative nature of chaotic and
self-evolving neuroplasticity as a
perspective on consciousness and understanding
were described by
Bertalanffy, whose lectures and texts helped to
prepare for quantum
physics and how its premises will change the
world of the 21st
century.
Scientists and
mathematicians throughout modern history have
created many new lens and filters through which
to view systems
theories, from Lorentz and Maxwell and
Schroedinger and de Broglie,
through Einstein and into the realms of quantum
physics
and theories of chaos, synchronicity, and
emergence.
Many philosophers become healers; many
scientists and
physicians become social critics and agents of
change. This is a natural
outgrowth of the synthesis present in
organizations when they are not
static, but are instead capable of changing
within. Both structure and
function of successful businesses and schools
must become open systems,
allowing feedback from the stakeholders they
represent. Healing the
places where the system has become stagnant or
unwieldy then becomes a
natural process of simply letting go and letting
it flow.
Other action
researchers also examined theories of open systems by studying how and why children actually learn, using feedback and direct observation in a tradition now called action research. The Swiss researcher, Jean
Piaget, and the Russian psychologist, Lev
Vygotsky, made an impression
on the mind and actions of 20th Century
teachers. Vygotsky, who died in
1934, based his work on two key ideas. First, he
proposed that
intellectual development can be understood only
in terms of the
historical and cultural contexts children
experience. Second, he
believed that development depends on the sign
systems that individuals
grow up with: the symbols that cultures create
to help people think,
communicate, and solve problems. His ZPD or Zone of Proximal
Development is based on the idea that
development is defined both by
what the child can do independently, and by what
the child can do when
assisted by an adult or more competent peer.
The ability of
the child to attain information within the zone of
proximal development was also found to be
affected by the adult
or peer and their faith in the child. It is this
feedback, when positive
and encouraging, unconditional and
non-judgmental, that increases
self-esteem in the child and affects subsequent
abilities to use the
zone of proximal development with that adult.
The process of using adult
or peer groups in interpersonal relationships,
modeled after Vygotsky's
Zone of Proximal Development, has survived the
test of
constructivist learning, as educators used the
translation of his work
into English in 1978 to work toward using these
ideas to challenge
the accepted teaching methods of the time. Piaget
studied his own children
and described certain stages he observed in
their development. However,
perhaps because his very study of the children
and his own ideas and
biases affected the research, these stages have
been found by further
research to be mere arbitrary designations.
Instead, further research
found that the child seems to undergo many
stages at once. There is not
only no clearly defined growth to a stage
defined by concepts, but also
there is no clear reason to separate children
into categories of age (Jensen, 1998).
Schools that grow are able to evolve and change
along with their
students. As Senge (1990) noted in The Fifth Discipline, the school that can
offer both positive
feedback techniques and the opportunity for children to impact their own environment, may
be the best vehicle for
positive social change in the 21st Century
(Senge, Cambron-McCabe,
Lucas, Smith, Dutton, & Kleiner, 2000),
(Senge, 2000).
Piaget and Vygotsky influenced more than one generation of American and
Canadian educators. They were
alike in considering the young child to be
constructivist learners.
Piaget emphasized that the whole child was an
active, cognitive
constructivist and solitary little scientist in
their own right (Piaget,
1952)! Vygotsky's theory also described the
child as an
active, interactive, and sociocultural
constructivist (Vygotsky, 1978). The National
Research Council held
that both Vygotsky and Piaget studied "...a new
science of learning: its
focus on the processes of knowing, where ...even
young infants are active
learners" (Bransford, Brown & Cocking, 2000,
p. 10). The process of
acquiring knowledge is called constructivism when
hands-on
teaching precedes book learning.
The ability to establish trust between educators and students was one of the major factors for growth that Vygotsky delineated in his theory of a Zone of Proximal Development. Another educator who saw the necessity for an open and responsive system of feedback, trust, and communication among stakeholders was Erik Erikson. As
another innovative educator whose ideas affected
20th Century education in a positive and dynamic
manner, Erikson (1980) explored the
quality of trust and described how psychosocial
theory relates social
environment to psychological development. For
this educator, it was the
quality of trust and open feedback loops that most affected the learning
experience. When learners knew they could trust
their teachers, then positive
feedback created interpersonal relationships
that caused learning to
flourish. Trust and open systems became the nourishment necessary for human development, just as correct
nutrition is necessary to grow
a human cell or a human brain that will even be
capable of attaining its
highest potential. Theories of cognitive
development and their relation
to constructivist pedagogies, and a comparison
of psychosocial and
Piaget-influenced concepts such as cognitive
constructivism and
developmentally appropriate instruction, are all
necessary ingredients
for a recipe of renewal needed to guide
educational reform.
Other researchers
from the 1990's into the 21st Century,
such as Wiggens & McTighe (1999) and
Tomlinson(1999)
have all observed that the best design of
curriculum follows backward from the big
picture. Belief in the
student's potential, as well as the use of
Vygotsky's ZPD to engage and
implement learning, creates feedback loops
necessary for the growth and
maintenance of any open system, from
socio-cultural
to organizational structures.
2. Bio-Synchronicity
Brain-based
research implies that all individual beings have a
capacity for synchronous behavior (Jensen,
1998). What is behavior that is bio-synchronous? It seems to be related to several different disciplines and viewpoints. It may be considered both an adverb, as in the behavior of fireflies, or a noun when referring to a functioning relationship with the biosphere of the planet. From social learning theories to theories of chaos and open systems, many individuals have approached these ideas in different ways.
The capacity for interaction with the environment as a function of living systems was studied by sociological systems theorist, Urie
Brofenbrenner. Over several decades
spanning the end of the 20th
century, he hypothesized an ecological systems
theory to explain the world
as it interacts with the individual at the
center. Ecological systems
theories like Brofenbrenner's offer research
from many sources as input
for a system that has a perspective that is
centered in the individual
and their immediate environment. As many ideas
that work are
inter-disciplinary, so Broffenbrenner's is a
sociocultural view of
development which consists of five environmental
systems ranging from
the fine-grained inputs of direct interactions
with social agents to the
broad-based inputs of culture and historical contexts. The five systems
are micro-, meso-, exo-, macro- and chrono-systems. Here is a short summary of ecological systems theory: 5 systems or environments affect the individual and their interactions with their environment:
microsystem: setting in which an individual lives
mesosystem: relation between microsystems or connections between contexts
exosystem: experience in social areas where individual has no active role
macrosystem: culture in which individual lives
chronosystem: patterning of environmental events and transitions over the life course
of the sociohistorical conditions in which the individual lives (Brofenbrenner, 1969, 1974, 1975, 1979, 1993, 1996).
These theories were
developed over the course
of many years of socio-cultural investigation.
Urie
Brofenbrenner has written a compelling theory. It focuses on
the individual and their relationships, both
familial and cultural, and
describes the interactions as the boundaries of
the individual
experience. As more and more children in America
become the nation's
innocent victims of the greed of a few who
control American politics at
home and abroad, what will be the long-term
result (Payne, 1996/2003)? Violence begets violence.
The media sets an
agenda and the news follows this agenda.
No mention of compassion mars the media's lies.
Disregarding the truth and ignoring the
long-term effects
and the consequences believing in lies will have
to future generations,
let alone those now on the planet, social and
educational systems in 20th Century schools
became
like prisons, rather than purveyors of the
knowledge needed to protect the fourth to the
seventh
generation to come! The children are being
exposed to
violent behavior on an everyday basis. Even a
cartoon of violence can
create the tendency, especially in the very
young child, to create their
own violent behaviorism, according to 21st
Century researchers (Daly,
Wilson & Vasder, 2001).
What is the
answer to evolving more
compassionate and open systems that can attain
to
bio-synchronicity? The research of many
educators
found that one of the most powerful
predictors of a teacher's impact on students is
the belief that what the
teacher does actually makes a difference. As
this is true for teachers,
how much more will it be a viable choice for the
students in the
earliest years, from birth to four years old,
when the most growth and
learning occurs, when brains and selves are
still in early stages of
development?
Nutritional deficiencies
caused by processed foods, chemicals in
the environment, and poor eating habits
be at fault for a lack of awareness of all the many factors affecting human development and bio-synchronous behavior. Many miracles
are happening with the use of water rehydration
therapy, the removal of
processed foods in the diet, and the addition of
missing ingredients
found in seaweed and cod liver oil to the daily
intake of most American
children. Another alarming trend was pointed out
by Restak, whose
research shows a rewiring of the brain in
children living in the age of
game boys and immersion in television. Restak
(2005) explained how the
natural world and its functions are clearly
being left behind. The
garden as an art form; dance and song and the
joy found in a natural and
unpolluted world: these are some of the most
important ingredients for
growing whole and healthy children. These
variables have been, if not
actively ignored, at the least relegated to the
sidelines of human
endeavor.
These many and
varied approaches to understanding the human
condition illustrate some of the new studies
examining how the wired
generation has been adapting brain functions to
the new technologies and
global interfaces of the 21st Century (Marcus,
2001), (Restak, 2003).
Bio-synchronous behavior is becoming a necessity for survival of all species, humans as well as animals. The relationship between the human organism and its planetary biosphere is becoming clearer, as research reveals innate patterns and connections that previously were considered coincidental or unrelated. For example, another prominent science that
emerged in the last half of
the 20th century was connected to Chaos Theory,
a coincidental
evolution in a science that had, at its
inception, no name. Gleick
(1987) traced the evolution of this theory. The definition of chaos theory
was the examination of a new perspective that came
from many disciplines.
Crossovers between disciplines were the stuff of
which the theories of chaos, synthesis, and
networks were created.
The way that bio-synchronicity is maintained both within the living organism and the living bio-sphere is the same and echoes the work of many 20th Century theorists. The ability of the living organism to have the intent and belief in
the possibility of healing and renewal is how every open system remains capable of change and growth, the two factors most affecting bio-synchronous behavior patterns. Although the concepts were
pointed out by visionaries and scientists like
Ludwig von Bertalanffy in
the first half of the 20th century, the physics
of chaos theory did not
come to fruition until the early 1970s, as
several disciplines began to
merge and create a new paradigm or perspective.
The new paradigm sees
organisms as vital forces, capable of
unprecedented and miraculous
occurrences dependent on the expectations of the
researcher and affected
by their very thoughts. Thus, scientific
experimentation, once thought
to be a correct way of conducting research,
shows a potential difference
in the laboratory and its artificial
experimentations and in action
research performed as a constructivist model of
learning and experience.
Both physics and thought are de Broglie wave
forms capable, like the
butterfly in the Lorenz equation, who flaps its
wings and creates chaos,
of an unknown and perhaps unknowable pattern,
except through direct
experience and memory.
Dr. Christopher
Carter Humphrey (1973) published a controversial
little book in Stillwater, OK. He offered the
theory of
psychonics, a study in synchronicity that developed the historical
knowledge of quantum mechanics and offered an
interpretation that might
explain these mathematical formulations in terms
of the natural
phenomena of the human experience. Using the
four elements of
geometry, quanta, particles, and de Broglie vibes, embedded in the
four-dimensional geometry of space-time, he
developed the science of
psychonics by analogy to physics, expanding the
de Broglie theory to
include cosmic quantum mechanics and de Broglie
radiation as well as
standing waves. According to Humphrey, the world
of physics in the 20th
century included three basic particles inside
the container of
space-time: the electron, proton, and neutron.
They interact via four
different quanta of action.
The de Broglie
vibes (atomic quantum mechanics), determine the
possible states in which matter and energy may
exist, and the
probabilities and conditions of transition from
one state to another.
Humphrey gave an analog to each of these four
elements in his science of
psychonics. The new geometry was a
five-dimensional hyper space-time and
explained precognition, levitation, apportation
and what he referred to
as HSP, or Higher Sense Perception, the ability
to see auras or energy
fields. He named a new quantum called a
nouon (ESP interaction) and used relativity theory
to explain these phenomena. His was one of the
earliest and most detailed accounts of the
inclusion of psychonic
formuli in a world informed by a Sacred Geometry
that included both sound and light. In fact, space-time is written
as a hyphen because it
is one thing, not two.
The universe is
four-dimensional and time really exists, according
to relativity theory. Time and space are not
fixed and independent, but
vary with velocity, acceleration, and mass. Only
the combined
four-dimensional distance between events (and
other four-dimensional
quantities) remain invariant. In physics, space
and time differ by only
one thing. When figuring out the
four-dimensional distance between two
events, the squared time factor is subtracted
rather than added. In the
same way as physical particles may be created
from energetic quanta, so
psychonic particles are created (often called
crystallization of the
light). Psychonic matter does not have a fixed
de Broglie wave
vibration , but can change it on nouonic
command, and can receive de
Broglie vibration, producing a nouonic output.
Psychonic particles are
sensitive to the frequencies present at their
creation. This is the main
way physical and psychonic matter interact.
Therefore, Life forms an
open system within a matrix informed by both
mass or matter, and thought
or higher vibration.
The viewpoint or
paradigm of the observer
can intimately affect the observation. For
instance, Goethe
looked through a crystal prism to examine the
quality of
light. Others let light create a prismatic
rainbow as it shone through a
crystal, and discovered wavelengths. Each
discovery, merging with
others, led to more and more discoveries, like
the spiral DNA and the
functions and qualities of dynamic systems.
Humphrey also predicted a
world-wide telnet in 1973, very similar to the
world-wide-web that 21st
Century students now take for granted
(Humphrey, 1973).
Quantum physics
has just revealed, in the last half of the 20th
Century, how little we really know. That 95% of
the universe is "dark
matter," meaning that we do not know what it
really is, indicates that
metaphysical approaches to education and
learning that value creativity
and the positive inspiration and feedback
techniques that characterize
the living, viable system may be the only way to
creative and chaotic
harmony.
The microcosm is the macrocosm down to the smallest, invisible
detail. Is
the Earth a Labyrinth or
holofield? Is human intent, emotion, thought,
and will more powerful
than ever imagined? In addressing the human
condition, Ludwig von
Bertalanffy cited the As-If theory by
Vaihinger. This theory says that,
even if man cannot attempt to visualize an
infinitely changing symphony
of creatorship, he must at least act as if this
being of Infinite
Goodness exists, as a force or drive toward evolutionary
consciousness
of Love, because society needs morality and the
ability to care for the
least and most helpless. In a community of
conscious participation with
nature and each other, contributing to the
healthy growth of a living
and open-ended system of education that uses
choice and positive
feedback, the whole will become more than the
sum of its parts.
Recognition for
competing scientists based on compliance with
political agendas, instead of an emphasis on
rewarding synthesis among
the disciplines, has resulted in less and less
new ideas and effective
levels of cooperative information-sharing in the
current scientific
community. The spread of chaos theory in this
scientific community
reflects the very theory it describes. The
network of world scientists
were helped along with Chaos Theory by Joseph
Ford,who was employed at the Georgia Institute
of Technology. Ford was what Barabasi (2002)
would call a hub,
or a place where many nodes connect. Ford
believed that nonlinear dynamics was the future
of physics and he became a
clearing house for information exchange on this
exciting new science.
At the same time, University of Santa Cruz doctorate student Shaw
and his colleagues began to research a strange, owl-shaped function on an oscilloscope, becoming very excited as they saw the possibilities. They had
to turn their raw enthusiasm into a scientific
program. They sought ways
of connecting theory and experiment, a "...gap that
needed to be closed"
(Gleick, 1987).
The laws of chaos
theory may remain somewhat
insubstantial to scientists who still wear the
blinders of
superstition. The industrial age was a closed
and controlling system. It
took the work of many scientists crossing
disciplines to arrive at the
theory of chaos. What has come to be called the
Butterfly Effect was,
according to Strogatz, "...the most familiar icon
of the new science, and
appropriately so, for it is the signature of
chaos. The phrase comes
from the title of a 1979 paper by Lorentz called
'Predictability: Does
the Flap of a Butterfly's Wings in Brazil Set
Off a Tornado in Texas?'
The idea is that, in a chaotic system, small
disturbances grow
exponentially fast, rendering long-term
prediction impossible"
(Strogatz, 2003, 183). Lorentz first published
his work in The Journal
of Atmospheric Science. It was cited only a few times in ten years, but,
eventually, it became the symbol of the new
theories of chaos.
Lorentz was both a mathematician and a
weatherman.
This is a good example of how synthesis among disciplines is achieved.
In order to evolve
true quantum physics
understandings of universal constants, it
was necessary in the 20th Century to cross
disciplines and synthesize
qualities drawn from many mathematicians and
scientists working in the
realm of a theory that had as yet no name and
therefore had no teachers
except natural experience. Chaos theory,
ecological systems theories, and
psychocybernetic models of functioning
organismic systems emphasize
intent and choice over any other factor as
indicative of intelligent and
brain-based functionality in human co-existence
with the biosphere
(Brofenbrenner, McClelland, Wethington, &
Moen, 1996), (Santrock, 1994),
(Gleick, 1987), (Bertalanffy, 1952), (Maltz,
1960), (Laszlo, 1972).
Living for the status quo at the mercy of
government grants that stifled
rather than encouraged inter-disciplinary
functionality, scientists and
administrators became fundraisers instead of
academicians.
The
dynamic systems beginning to
be studied in the 21st century will transform
previous educational and
organizational structures in society, using
feedback to effect
educational excellence. Bound by the owl-like
shape of a transform on an
oscilloscope, theories of chaos offer
periodicity and emergence
(Johnson, 2001), (Strogatz, 2003), (Barabasi,
2002), (Gupta, 2000).
Synchronicity can
only occur when both the variables of choice and
freedom are combined. Motion that is at once
graceful and controlled,
while still maintaining infinite flexibility,
has potential to bring the
human heart into a bio-synchronous mode
utilizing principles already
employed in the philosophies of ancient Greeks.
It is the variable
called phi, or 1.6, that such models as Heart
Math have proven to exist
as a potential harmonic that the heart of any
human or animal reaches
when content and appreciative of the indefinable
quality called Life.
When the opposite occurs: fear, anger, stress,
hate, etc, the heartbeat
is seen to fight itself, and actual harm appears
to affect the organism
(Childre & Martin, 1999).
Even in a city,
the echo of synchronicity is seen. Just as the
periodicity of fireflies gathered in the trees
along the river and the
integrity of the bio-synchronous behavior that
includes cells, brains,
ants, cities, slime molds, and software reflect
the unfailing ability of
Nature to attain higher-functionality, so
ever-more complex systems
unite and harmonize to become a whole that is
somehow, mysteriously,
more than the sum of its parts (Strogatz, 2003),
(Johnson, 2001),
(Gleick, 1987). Johnson described this miracle
in the following quote:
"... evolution of this new science,
suggesting the
problem of the pacemaker to be the conflicting
difference between mechanistic, Darwinian
concepts
of evolution and the new paradigm of
functionality
as the adaptive behavior of choice for the
organism.
In August, 2000, in Japan, Toshiyuki Nakagaki
announced he had trained an amoeba-like organism
called the slime mold to find the shortest route
through a maze. Software and video games of the
21st
century are designed on the principles observed
in
the slime mold population" (Johnson, 2001,
22).
Only the peace and quiet
and sounding music of natural surroundings can
create a place of
sanctuary, where the behavior toward a higher order observed in the slime mold can be accessed by humanity on a macrocosmic scale. The emphasis on the 20th Century idea
that some are created
better or more talented than others can now be
seen, according to Restak, as just another
fallacy of egoic materialism (Restak, 2003). Instead, it is the very act of choosing one path through a reality in a state of constant change that becomes the motivation to react to feedback from other humans. This feedback creates an open system. Open systems create the feedback loop, and the potential ideal of the mentor/ teacher/giver. When
the human attains to
synchronicity with its biosphere, is not
abundance and fulfillment the
result?
One indication of
this was research from Berry (1977). He
provided not only a frightening picture of urban
blight on the minds and
hearts of Americans who left the rural farming
communities, changing the
face of America and her society forever, but
also hope in the form of
research done in Peru in a valley that reached
from sea level to 14
thousand feet and recognized seven different
regions of agriculture that
span the ecosystem of the US from Texas to
Alaska. Here was the
biodiversity at the heart of America and the
globe. It was not the
agri-farms, with pesticides and commercial
fertilizers, that are at the
heart of the American dream of life, liberty and
the pursuit of
happiness. The small family farms were the way
of life that embodied the
ethics of husbandmanship that granges and unions
tried to emulate. Is
the small family and community farm also an
endangered species in need
of immediate and far-reaching changes to law to
prevent their loss
forever (Berry, 1977)? Tomorrow's children will
either create models and
lifestyles that function as open systems capable
of feedback, or will
reap the whirlwind of environmental degradation.
As the
socio-historical conditions have changed and evolved, so
have theories that can adequately address the
issues that are raised by
the 21st Century advances in understanding.
Unlike the mechanistic
approach of the 20th Century, the truth that
reality as we know it is
static and unchanging only because
we believe it to be
will free the 21st Century brain to
explore new and previously
unknown ways of relating to a mutable reality. As physicians and
psychiatrists such as Maltz and Jung
have shown, disregarding accepted knowledge and
learning, the
21st Century human may escape the industrial
curse of greed and waste
and turn to harmonic means of survival. This follows in the tradition of Leonardo da Vinci, in the
"crucible of experience" (Wood, 1992).
Since all
functional organisms appear to be separated
only by natural phenomena coded by Galois
polynomials
that include innate patterns, could the human
belief
that paranormal activity is unusual or abnormal be
at the source of the continued inability of the
"normal" human to
perceive the interconnectedness of Life? Not
unlike the holodeck on the
spaceship of a Star Trek episode, our brain is
the computer controlling
our experience of reality. The wonder is not so
much in how this is
done, but in how unaware we are of how our sense
input is interpreted by
our minds. From meta-cognition and the
development of critical thinking
skills, to healthy and sustainable lifestyle
choices, the children of
the 21st Century must face far-reaching changes.
Degradation, the
misuse of non-renewable resources, and the
absence of the right and
responsibility to share and care for all on a
global scale, has created
consequences unimaginable to the 20th Century
industrial mind (Ellis,
2001), (Daly, Wilson & Vasder, 2001).
3. Biosynchronicity as the Foundation for Creativity in
the Natural World
Philosophers,
artists, and scientists over the centuries have seen
that reflection and hunches produced more
advancements than logic.
Inclinations and interests, as was the
attraction of the guilds and
craftsman's unions all through the ages, were
more directly linked to
reality and interpersonal experience. The
mastery was accomplished by
learning from a master, and allowing a poor
try to become a good try
with experience and built-in motivation.
Learners saw the finished
product or craft of the master and adapted by
experience to create their
own unique version of the craft. This
constructivist approach caused
metacognition to flourish.
Daniel Perkins,
in 1984, offered the "snowflake model of
creativity" to describe and define six
characteristics common to the
highly creative individual. The catalyst, he
decided, was the challenge,
enjoyment and satisfaction of the work or
Project itself. Desire to
learn made available a pre-cognitive capacity to
expect, and, in the
long view afforded by quantum physicists,
ultimately to accomplish,
great expectations, producing great things!
Depression and suicidal
tendencies have been found to be present in
alarming statistics developed from the study of
20th Century educational institutions. Replacing
stress and grades with
brain-based learning modes may correct
previously misguided attempts at
helping children learn and grow. Especially
found in those most at-risk,
children raised in generational poverty comprise a
growing percentage
in America at an alarming rate, (as per statistics
gathered by
researchers in the 1990s), learned helplessness
may only be reversed by
giving back what has been stolen from the young
child in the inner city
from early childhood: inspirational and
musically-informed integration
with the natural world (Broffenbrenner,
McClelland, Wethington, Moen &
Ceci, 1996).
How and why these
generations may escape the impoverishment of 99% of the world by 1% of the population, using the
light of truth to
replace misunderstandings and cultural bias and
allow it to become a
thing of the past, will be the problem
confronting the children of the
21st Century. The six characteristics indicative
of creative people
that were hypothesized by Perkins have been
stifled in inner cities and
concrete jungles. These qualities are most often
found in children
allowed to experience a natural world, not far
removed from a
potentially magical, musical universe where
anything is possible.
The six characteristics are:
A commitment to a personal aesthetic,
excellence in finding problems,
mental mobility,
willingness to take risks,
objectivity,
and inner motivation.
These six
characteristics or creative urges outlined by
Perkins are stifled when symptoms of learned
helplessness are present in
the population; the natural world may have
ceased to exist for children
and adults raised in a concrete jungle
(Vygotsky, 1978), (Santrock,
1978/1994). Exposure to
woods, nature, ocean, unpolluted stream, or waterfall, even a community garden site, and
mural paintings seen to unite
rival gangs in shared Projects of some kind that
benefit everyone: All
these types of endeavors launched by the
stakeholders themselves
can help restore the qualities of creative
children to those who
have lost hope (Payne, 2003), (Louv, 2005).By being treated, not as little
miracles, but as
behaviorally-conditioned animals, children have
little to look forward
to in the 21st Century, unless the teachers of
tomorrow can reverse the
tendencies of a mechanistic society to degrade
and de-value the whole
child (Berends, 1986), (Jensen, 1999).
According to
Pinker (2002), children in 20th Century schools were still
held subject, as blank slates (tabula rasa),
to stimulus-response (SR)
stresses of grades, homework, detention,
schools, and teachers who
allowed no feedback from the student members to
affect positive changes
benefitting all. In addition to these and other
brain-shrinking tactics of an educational system designed in a mechanistic society, these
children are being given drugs like Ritalin at younger and younger ages and at an alarming rate (Pinker,
2002).
No other
generation has seen fit to raise their own children in such a drug-polluted
culture, where the emphasis on money in media and politics steals the
future from our children
as this generation has stolen America from its own citizens in the name of a marketplace of greed and degradation.
Poverty rates in America have too quickly risen and rates for children under five receiving
Ritalin have increased
over 300% in the first few years of the 21st
Century (Payne, 2003), (Restak, 2005), (Louv, 2005). This alarming
trend must be reversed immediately before
irreparable damage is done to
a precious and irreplaceable resource: the
coming
generation (Manning, 1996), (Schneider, 1989).
Creative
visualization (Gawain, 1995) may be
one new perspective or paradigm that embodies
the neuroplasiticity of
the human brain and the science of
psychocybernetics and cosmic ciphers
and the ability to effect change through thought
and belief. The
realization that quantum physics has offered the
previously mechanistic
world view of the 20th century, a materialistic
and degraded society
plagued with suicide, violence, and other
indications of something
seriously missing in the modern world, is the
key to a cosmic
regeneration and Renaissance in thinking and
acting as a community and a
global entity. Without natural bio-feedback, the
human organism does not
function well. In nature, feelings of unitive
bliss become available.
This peace and quiet and harmony is no longer
available in most cities
that have denied musical and central places to
gather and trade. In a
marketplace of wisdom and musical synchronicity,
infinitely variable and
entertaining, true happiness may be reached, but
only by relinquishing
control. While still allowing cultural safety
and protection in the form
of morals embodied and integrated with culture
by the time a child is
five years old, a valid path to conscience and spiritual awareness might be found, leading to harmony.
In the 1990s, two
other researchers added to the growing body of
knowledge concerning new sciences synthesizing
previously separate
disciplines. F.L. Bates (1997), integrated
social systems with ecology
and politics. Bales (1999), offered his research
in social interaction
and theory and measurement data. All these
scientists foresaw the
growing need to combine and overlap separate
disciplines to create
synthesis that can include all stakeholders.
No one can learn
anything s/he does not really want to know.
Evidence is mounting on the side of the Greek
vitalists, that
anything may become possible when cooperative
endeavors are guided by
bio-synchronous and eco-conscious habitat
creation, as suggested by
David Holmgren (2004), one of the co-originators
of the permaculture
concept. This describes an ecosystem where humans and wild creatures co-exist in harmonic surroundings that encourage bioethical behavior. Tompkins & Bird (1989) also
described the cutting edge in
agricultural innovations. In the plight of the
small farmer, whose
absence in this 21st Century has become The
Unsettling of America, one
may view the plight of everyone who will not
deny their heritage and
connection to a universal nature. Here is the
base of a true economy and
a universal fulfillment and interpersonal
relationship with the Earth.
It is a symphony of Nature changed forever when
not understood and
balance is fought over instead of maintained as
a sacred trust for
future generations. The small family or community
farm may become an endangered species through economic
policies based on graft and corruption (Berry, 1977)!
A tool using
positive visualization for goal-setting and the
building of self-esteem necessary for whole
children to learn and grow
will create an organizational system of
educational excellence that may
storm the global web with the joy of creation.
The human brain and the
whole child become both experimenter and
experiment. Remember Maltz,
who, in a long experience as a healer and
world-renowned plastic surgeon
at the forefront of his craft in 1960, when he
published
Psycho-cybernetics, stated that reflection and hunches produce more
advancements than logic. If this is true, then
it points out a
perspective on quantum physics that permits
action research without
involving artificial laboratory conditions that
are invariably known now
to be affected by the biases of researchers.
This interaction is
the homology or history and meaning of a
concept. Such functions may be applied to a black
box, using block and flow diagrams that indicate
the necessary feedback
loops. In light of the ability of open systems
to effectively interact
with ever-increasingly complex levels of
technological innovations in
the 21st, new paradigms allowing more inter-generational
learning will
be needed. Just as extrapolating the effects of
a butterfly's wings
becomes a matter of describing variables that
are not apparent or
traceable with current scientific techniques, so
the ability to utilize
the awareness of the observer as an integral
facet of the system and
perhaps its most important variable will be
subject to harmonic
synchronicity. Determining relativistic
responses of the environment to
the previous bias of the researcher
will set free an
imaginarium (a term for a new synthesis of information sharing),
to serve humanity as a whole new wave form,
generating a different reality and one more in tune with the advances of
theoretical determination
expressed by philosophers and echoed and amplified
by physicians and
psychologists like Jung and Maltz.
Only in
experiencing once again, as a rebirth, the childlike faith
and trust in a miraculous world, will the human
turn from violence,
hatred, or numbness to creative flow and
harmony. Oneness is a fact in
quantum physics and so is the fact that creation
is a wave form; until
there is an observer, then the wave becomes a
particle. Choosing,
through belief, one path through an infinite set
of possibilities, and,
seeing, to create reality as particles of
matter, this is the flow of
quantum flux and chaos theory. Yet there are
infinite perturbations and
possibilities inherent in these new paradigms that
include systems
sciences of the 20th Century. These paradigms lead to
a truer understanding
of these miracles of
bio-synchronous behavior, like
fireflies along a river on a summer's night.
"Does use and exertion of mental power gradually change the material
structure of the brain, just as we see, for example, that much used
muscles become stronger? It is not improbable, although the scalpel
cannot easily demonstrate this" Quote from Samuel Thomas Soemmering,
1791(Restak, 2003, ix). As a new and more effective tool for learning and teaching, quantum physics, informed by systems theories, will become the new paradigm; synthesis and self-esteem will become
more important than grades.
Creative, whole, and happy children are always
excited to learn, if the
reality of their environment provides enough
interesting stimulation and
positive feedback from the earliest possible age
(Berends, 1983).
Using technology
and software, children's work may follow them with
portfolios of hands-on, constructivist learning
that is automatically
scaffolded by using student choice as the inner
motivation requiring no
outside interruption to participation. There are
some small successes
across the nation that demonstrate how easily
one may adapt to Projects
designed backward from a big picture, Science of Open Systems SOSLearning
Centers that are available to any age or level of mastery. There is a
small school in Tucson
that has successfully conducted education as
multi-age Projects for
twenty years. Each day, the child of any age
chooses three Projects to
complete, with access to ask for help from any other
age bracket in the
school, which spans K-12. Edutopia magazine is
another example of how
some great artists like George Lucas of Star
Wars fame uses technology,
children and the "big picture" as a basis for
learning and schooling.
Teams are a
matter of everyday life. Individuals can stay
interested in learning and therefore utilize
their own potential to do
great things if the principles of cybernetic
feedback are understood and applied. Neurological growth would be assisted
by radically changing the
diet of free breakfasts and school lunches to
include seaweed, fresh
sprouts and access to carrot and wheat grass
juice, an ongoing, daily
emphasis and inner and outer focus on healing
the whole child (Berends,
1986), (Rose 2003), (Rubin, 2005),
(Batmanghelidj, 1995), (Becker,
1985), (Weil, 2000). Sacred Geometry exists
everywhere in the natural
world and informs the child's brain with wisdom
and intuitive
understanding, emerging from the very awe and
wonder this wilderness of
creative chaos provides free of charge to the
last child in the woods
(Schneider, 1994), (Louv, 2005), (McGuire,
2001).
Perhaps we have
ignored and lost previously accepted knowledge and
wisdom in the race for industrialization. According
to Urie
Brofenbrenner and his colleagues (1996), the rich and
poor are farther apart in
America than anywhere else in the civilized
world. In the US, 20.4% of young children live in poverty, the highest percentage
among all developed
countries. This is documented by Payne (2003) and in the tables she compiled from the data made available by the US Census Bureau through 2001. In Japan, the world's biggest spender on civilian research and
development, the people are growing in
equality. According to Brofenbrenner et al. (1996), falling incomes for the poor in
America and the rising
number of American children raised in
generational poverty is
probably the result of a
misguided takeover of
America by economic and military interests, not
in a growth of
compassionate democracy, as is truly needed on
the global scene today
(Brofenbrenner et al., 1996)
In an article by
Putterman (1995), sound is seen to generate
light and to produce the holofield of experiential matter. Discoveries and
inventions in the 20th Century demonstrated
that the universe was a function of music, not
merely mathematics.
Looking at a rainbow, one can see the place
where the colors change.
However, can anyone see into the place or
interval where the change
occurs? Also indicative of human lack of
awareness is the fact that each
of the eyes has a blind spot that is ignored or
never even seen by the
brain!
This lack of
awareness is true for other levels of reality as well.
If the human brain without conscience or love
becomes the only guide,
logic may sour the child who is denied the
miraculous access faith
allows to other realms that mechanistic science
has no eyes to see. Only
the human heart that has been loved can give
back that love and
responsibility to honor others. It is this focus
that will be necessary
to use a lens of synchronous harmony to
redeem and re-sound the depths of purity for a
fragile ecosphere called
Earth (Strogatz & Steward, Dec. 1993), (Targ
& Katra, 1998).
Advances in
integrative medicine and brain-based research have
contributed to the improvement of both physical
and psychological
health. Jensen (1998) wrote about the connection
between teaching and
the brain. Teachers are beginning to incorporate
his research in the
design of new curriculums. Existing paradigms
have imposed artificial
and ambiguous limitations on human potential,
especially in the area
most important and most ignored by 20th Century
educators, the very
earliest years of the childhood experience, from
birth to Pre-K.
Many recent texts
published in the first few years of the 21st
Century have explored the connection between
children's growth into
humans and their need for interaction with the
natural world (Louv, 2005). The need and ability of the human
organism to adapt to technology
innovations will be explored in the Depth and
Application sections that
follow (Restak, 2005).
Conclusion: Reforming Education as a Methodology of Sync:
21st
Century Learning as a Viable Organizational System
The subject of
this treatise was the comparison and integration of
20th Century philosophers and scientists in the
diverse fields of
psychology, human interaction within social and
cultural systems, and
theories of general systems, chaos, emergence
and synchronicity, with
21st Century understandings of education that
embrace the concepts of
wholeness within the individual. In the Breadth
section, relationships that
have informed the
development of education and social systems in
the 20th and 21st
Centuries were discussed, compared, and contrasted. Design of 21st Century learning
centers, utilizing whole systems and technology to implement the increase
of student engagement,
can be synthesized and integrated by applying
principles of open
systems. Becoming bio-synchronous through music
and rhythm, dance and
creative play, even the youngest child may
produce a Portfolio of
creative interaction. Assessment through
Portfolio and simple
rubrics is not far away. Aid in designing
self-motivated and
differentiated curriculums to stimulate the
renewal of education is
available online in various Design by TEAMS
methodologies.
The ideal of
cooperative rather than competitive growth may help to
create learning systems that can become much
more miraculous than any
individual minds could comprehend. Centers of learning might
evolve new paradigms on an inner voyage of the 21st Century generation
toward truth, grace,
beauty, and peaceful eco-existence and
co-maintenance of a precious
biosphere.
A chance to join
a member-owned cooperative or a small family farm
or ranch, on BLM or Forest Service Lands, using
bioethics and
permaculture to restore both human dignity and
ecosystems, such
solutions are necessary to restore the balance
of the earth and the
balance of compassion to human endeavors
(Holmgren, 2004). Catastrophes such as Hurricane Katrina in 2005 may help motivate
humanity to realize that band-aid solutions will no longer work in a 21st
Century world.
Bringing back small farmers and cooperatives
might be found as one
solution to poverty and hopelessness, by
providing both
permanent homes to those willing to move back
from the urban to the
rural lifestyle and also alternative educational
opportunities, with the
inclusion of internet access and technological
innovations to the rural
lifestyle. Organizations such as Habitat for
Humanity have tried to help
restore homes to those who have no resources to
afford their own, but their efforts have been made very difficult.
Without donations of increasingly expensive real
estate, homes cannot be built, despite many willing workers and donated materials in abundance.
Also, the right and the ability to share and care for all has not been manifested, although we would run out of hungry people before running out of surplus food on this planet, if money was used wisely by those who care, despite rumors of wars and greed-spawned shortages. Thus, volunteerism
has been stifled and philanthropy has not
repaired the gap.
Cooperative
farmsteads may offer urban children the
sanctuary of an escape to the woods, as well as
having an opportunity
themselves to renew the wild places, restoring
the habitat while
accessing the natural world in all its mystery
and wonder. Using
easily-renewable resources such as rice-bale
houses, America may once
again become the farmer's dream, a breadbasket
to the world, replacing
agribusiness with organic and creative soil
restoration based on
centuries-old principles (Berry, 1977),
(Tompkins & Bird, 1989).
Education may be
simplified using the idea of dynamic systems that,
linked and in sync, become more than the sum of
their parts. This can
implement widespread changes to both the
individual and the cultural and
social systems in which they exist. Due to the
miracle of harmonic
synchronization that is as true for the brain as
it is for a simple cell
or a complex city's social interactions,
community and schools may one
day offer more programs producing natural and
creative visualizations. These programs would provide a stimulating
inter-generational learning
environment more in tune with the qualities of
music, dance and rhythmic
aperiodicity seen in the simple firefly as well
as in ant colonies,
slime molds, brains, cities and software
(Wiggens, & McTighe, 1999),
(Barabasi, 2002), (Strogatz, 2003), (Johnson,
2001).
As another
creative writer/educator, who saw the early childhood
experiences as most important to future
development, Polly Berends
(1983) wrote: "...it is important to learn to see
beyond the senses...On a
material plane this faculty of looking beyond is
usually called
imagination. ...the transition from a material to
a spiritual concept of
reality must be made in consciousness" (Berends,
1983, p. 171).
Every learner has
an innate and personal language or semantic that
offers a lens through which to view the world.
This lens is often
infinitely varied and changes with experience. "...some 2500 years ago, Alcmaeon of
Croton, an associate of the Pythagorean school of
philosophy,
proposed that conscious experience originates in
the
stuff of the brain" (Schwartz & Begley,
2002, 23).
What is language but
the desire to communicate the experience of consciousness? Without interpersonal
relationships the human community becomes only a machine for producing consumers
of goods no one really
needs or wants (Noll, 2005), (Oshry, 1996).
Brofenbrenner's ecological
systems theory and Siegel's view of
interpersonal development both
describe the individual as their central focus.
The need to include the
culture and environment of the learner in the
breadth of the curriculum
may be approached by allowing that very learner
and their own interests
to shape the curriculum as they participate in
it.
What constitutes
happiness? Perhaps happiness is a process rather
than a goal. Therefore the voyage of
interpersonal experience itself
must become the necessary focus for attaining
educational excellence, as
proposed by many researchers who chose to
explore the miracles and
mysteries of the human brain (Ornstein, 1997).
This is a lifetime
commitment. The ability to grow and the
opportunity to change and evolve to higher levels of bio-synchronous behavior,
like fireflies gathering
on a hot summer's night, may be the next stage
of evolutionary growth. A
Renaissance-like renewal will bring miracles
every day to the soul who
is allowed to sing their own unique part in the
midsummer night's dream,
along a trail of musical river walks and talks,
breathing the pure,
unpolluted air humans were meant to enjoy,
filled with the eternal song
of Nature in bio-synchronous chaos and
infinitely entertaining variety
(Holmgren, 2004), (Louv, 2005). Peace and
abundance to her satisfied
children who have once again learned to walk the
Earth/Heart Labyrinth
with awe and wonder and expectations of
ever-more miraculous universes
to come: four billion or more tiny circuits
called humans in a matrix
about to evo-love (the next step in planetary evolution: toward harmony, not
decay), to a new reality, no longer bound by any
expectations except the
love and renewal granting every human a
Sanctuary: The temple of the
heart of unconditional and unending
Love for a
Planet and a Song (Targ &
Katra 1998), (Pond et al., 1996)!
This is a future
where happy and creative children are once again
honored and their innate link with nature is
nourished and fulfilled.
Emerging from the cocoon of industrialization
and economically-separate
nation states, the global human may begin an
infinite cosmic journey
unlike any in its history: the journey of
self-discovery and harmonic
synchronicity, salvaging the planet and every
species on it with the
Love and Music that has informed humanity since
the beginning of time
(Friedman, 2005), (Barabasi, 2002)! Through
behaviorism and media blitz, through fear and
threat of detention or
lower grades, through ignoring of natural
nutrition and conscious
choices, the shrinking of our children's growing
brains was created at
every opportunity. From unhealthy school lunches
to standardized tests,
a mechanistic society has realized untruth in a
practical world (Rose,
2005), (Rubin, 2003), (Walker, 2001), (Weil,
2000).
The concept of a
shared vision is one that
has been proposed for over a decade as an
answer to creating communities that can evolve.
In a community of individuals committed to
conscious
participation with nature and each other, contributing to the healthy growth of a
living and open-ended
system of education that uses choice and
positive feedback, the whole
will
become more than the sum of its parts.
The concepts and perspectives on general systems theories, chaos
theory, and quantum physics presented in the Breadth section will be
further explored in the Depth section.
Changes in educational methodologies will be analyzed and compared.
Teams, a natural part of life, and student
choice and interests as functions of living systems that allow growth
and feedback will be the subject of this investigation into both cognition and the
anatomical and nutritional basis for intelligence (Reiss & Marino,
2001), (Ornstein, 1997), (Le Doux, 2002), (Vertosick, 2002). The Depth
section that follows will address this need for a new perspective in socio-cultural
and educational excellence.
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Please feedback! Thanks! Andi Bowe scitechgrantconsultation@yahoo.com
Design by TEAMS methodology
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