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Polypathic conversation with David Holmgren: Today it is common to hear the suggestion [cooperative] education and [therapeutic] training is the [mindful] key to allowing people to contribute to a more sustainable [ecopolitical] future. Although I recognize the value of formal education and training and [especially cooperatively-owned and managed] communications media, they are also part of the [competitively commodified] problem [and therefore also keys to more resonantly cooperative resolutions] preventing [LeftBrain dominant] us from a more direct [RightBrain-inductive] connection with, and [bilateral] experience of, the natural[-spiritual co-arising] world through [inductive/deductive bilateral] observation and [bicamerally balancing] experience [and work/play of curiosity/imagination]. Much could be said about how we need to modify formal education and the [competitively capital-hungry] media so they can contribute better to the [humane-sublime polypathic multiculturing creolic] revolution, but we need to recognize several fundamental [Leftbrain dominant enculturation] problems. First, almost all education, and especially higher [yet not necessarily deeper] education, is [redacted] knowledge from secondary [audio-visual] sources, interpreted through [competing specialist] frameworks of [limited inter-relational] understanding. Academic [exegetical LeftBrain dominant] training that requires every idea and concept be referenced to refereed published [exegetical LeftBrain dominant] sources is the extremity of this [conserving rather than transitioning] approach to [reiterative monoculturing memorization of what once was normatively true and necessarily so, yet perhaps not optimally or even sufficiently true for all times and spaces and complex systems and so yet hypothetically false, BothAnd recreatively tensioned with EitherOr.] Second, information technology has accelerated the speed of circulation, retrieval and reproduction [rights] of [nutritional/toxic] information. The [commercial] professional packaging of [LeftBrain reductive] secondary experience in [massively cooperatively networked] media promises faster and better ways to [LeftBrain access others'] learn[ing]. For instance, in comparison to the wildlife [ecological healthy/toxic] observation skills and original [6-sensory-neural (sight, sound, hearing, smell, touch, internal positive/negative feeling nutritional spectrum) bicamerally polypathic ecosystemic] thinking. Third, almost all formal scientific education is based on bottom-up reductionist [STRUGGLING EITHER/OR AGAINST top-down bilateral deductivist/inductivist BothAnd] thinking [screening out cognitive-affective dissonance, negative unresolved non-resonant psychology]. While the [cooperative multi]cultural harvest from specialized reductionist thinking over the last few hundred years has been great [and continues to accelerate], it is the [cooperatively self-organizing] integration and [creolizing] cross-fertilization of [regenerative Yang-cause] concepts and [Yin-nurturing/caustic BothAnd bilateral-dialectal matriarchal implicated affect] ideas that is now providing the most fruitful results for dealing with the [Yang/Yin eco]systemic [landscape/climate] problems of the [regenerative-less/degenerative-more] environmental crisis. Much of this [positive co-relational co-arising] integrated [comprehension] is happening outside [formal] educational [pathology-oriented, continuing competing-issues committed] institutions [with highly competitive ecopolitical survival issues, including chronic capital reinvestment]. Ironically, information and communications technologies are increasing these [cooperative paid-forward, co-redemptive] possibilities, although this benefit is over [LeftBrain dominant] content, and [redundantly tedious] replication over [re]creation; [degenerative reiterative feedback loops rather than cooperative self-governing regenerative double-binding ego/eco-conscious loops]. Fourth, and most problematic of all, formal education at the higher [yet not deeper] levels is focused on digesting massive amounts of information within the [slow-growth evolving creolizing] constructs of separate [and alarmingly unequal] disciplines and cultures (such as [Left-Yang, EitherOr] science and [Right-Yin, BothAnd] art [nurturing octave flow-fractal regenerative functions, like 4Base fractal/crystal group/game math, and 4Season phylogenic reproductive rights and wrong]). This education lacks wholistic [therapeutic] integration with [health-wealth ecopolitically oriented] living experience and its insights and truths often make little [shallow] impression on the underlying [Right-YinFlow nurturing-absorbing-resonant] structures of [comprehensive] understanding and [internally felt committed] belief [as co-empathic trust] created by [LeftBrain might makes right] family [conservative-supremacist] upbringing, mass [consuming dominating producer] media and popular [nationalized ecopolitical WinLose competition] culture. In many fields we find the [global glory] solutions to [ecological within and without] problems are known [and felt] but are not [regeneratively] applied for a myriad of specific [LeftBrain constipated cul-de-sac] reasons. The core of these problems is [competing mutually mis-communicating and therefore gradually degenerating exegetical-monoculturing belief systems] which people appear to [conserve to defensively] hold have not been [creolic EitherOr-evolution/BothAnd-revolution] integrated with and [regeneratively-therapeutically-cooperatively] reinforced by their [Left-Right bicameral polypathic ecologically ecopolitical] personal experience [of regenerative health and competitively degenerative pathologies].

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Polyculturing Education

Polypathic conversation with David Holmgren: Today it is common to hear the suggestion [cooperative] education and [therapeutic] training is the [mindful] key to allowing people to contribute to a more sustainable [ecopolitical] future. Although I recognize the value of formal education and training and [especially cooperatively-owned and managed] communications media, they are also part of the [competitively commodified] problem [and therefore also keys to more resonantly cooperative resolutions] preventing [LeftBrain dominant] us from a more direct [RightBrain-inductive] connection with, and [bilateral] experience of, the natural[-spiritual co-arising] world through [inductive/deductive bilateral] observation and [bicamerally balancing] experience [and work/play of curiosity/imagination]. Much could be said about how we need to modify formal education and the [competitively capital-hungry] media so they can contribute better to the [humane-sublime polypathic multiculturing creolic] revolution, but we need to recognize several fundamental [Leftbrain dominant enculturation] problems. First, almost all education, and especially higher [yet not necessarily deeper] education, is [redacted] knowledge from secondary [audio-visual] sources, interpreted through [competing specialist] frameworks of [limited inter-relational] understanding. Academic [exegetical LeftBrain dominant] training that requires every idea and concept be referenced to refereed published [exegetical LeftBrain dominant] sources is the extremity of this [conserving rather than transitioning] approach to [reiterative monoculturing memorization of what once was normatively true and necessarily so, yet perhaps not optimally or even sufficiently true for all times and spaces and complex systems and so yet hypothetically false, BothAnd recreatively tensioned with EitherOr.] Second, information technology has accelerated the speed of circulation, retrieval and reproduction [rights] of [nutritional/toxic] information. The [commercial] professional packaging of [LeftBrain reductive] secondary experience in [massively cooperatively networked] media promises faster and better ways to [LeftBrain access others'] learn[ing]. For instance, in comparison to the wildlife [ecological healthy/toxic] observation skills and original [6-sensory-neural (sight, sound, hearing, smell, touch, internal positive/negative feeling nutritional spectrum) bicamerally polypathic ecosystemic] thinking. Third, almost all formal scientific education is based on bottom-up reductionist [STRUGGLING EITHER/OR AGAINST top-down bilateral deductivist/inductivist BothAnd] thinking [screening out cognitive-affective dissonance, negative unresolved non-resonant psychology]. While the [cooperative multi]cultural harvest from specialized reductionist thinking over the last few hundred years has been great [and continues to accelerate], it is the [cooperatively self-organizing] integration and [creolizing] cross-fertilization of [regenerative Yang-cause] concepts and [Yin-nurturing/caustic BothAnd bilateral-dialectal matriarchal implicated affect] ideas that is now providing the most fruitful results for dealing with the [Yang/Yin eco]systemic [landscape/climate] problems of the [regenerative-less/degenerative-more] environmental crisis. Much of this [positive co-relational co-arising] integrated [comprehension] is happening outside [formal] educational [pathology-oriented, continuing competing-issues committed] institutions [with highly competitive ecopolitical survival issues, including chronic capital reinvestment]. Ironically, information and communications technologies are increasing these [cooperative paid-forward, co-redemptive] possibilities, although this benefit is over [LeftBrain dominant] content, and [redundantly tedious] replication over [re]creation; [degenerative reiterative feedback loops rather than cooperative self-governing regenerative double-binding ego/eco-conscious loops]. Fourth, and most problematic of all, formal education at the higher [yet not deeper] levels is focused on digesting massive amounts of information within the [slow-growth evolving creolizing] constructs of separate [and alarmingly unequal] disciplines and cultures (such as [Left-Yang, EitherOr] science and [Right-Yin, BothAnd] art [nurturing octave flow-fractal regenerative functions, like 4Base fractal/crystal group/game math, and 4Season phylogenic reproductive rights and wrong]). This education lacks wholistic [therapeutic] integration with [health-wealth ecopolitically oriented] living experience and its insights and truths often make little [shallow] impression on the underlying [Right-YinFlow nurturing-absorbing-resonant] structures of [comprehensive] understanding and [internally felt committed] belief [as co-empathic trust] created by [LeftBrain might makes right] family [conservative-supremacist] upbringing, mass [consuming dominating producer] media and popular [nationalized ecopolitical WinLose competition] culture. In many fields we find the [global glory] solutions to [ecological within and without] problems are known [and felt] but are not [regeneratively] applied for a myriad of specific [LeftBrain constipated cul-de-sac] reasons. The core of these problems is [competing mutually mis-communicating and therefore gradually degenerating exegetical-monoculturing belief systems] which people appear to [conserve to defensively] hold have not been [creolic EitherOr-evolution/BothAnd-revolution] integrated with and [regeneratively-therapeutically-cooperatively] reinforced by their [Left-Right bicameral polypathic ecologically ecopolitical] personal experience [of regenerative health and competitively degenerative pathologies].