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What remains when gratitude for learning totally evaporates? I don't know... Totalitarian senility, maybe? I guess I don't understand the source of your question, dear. Do you feel less grateful for learning than in more formative years? No, I don't but I sense younger generations might. A PostMillennial Virus. I sense a growing gap between compulsory educational systems and compulsive learning, longing to grab hold of understanding and thereby appreciating, or I suppose sometimes even depreciating, our relationships with internal seasons, to-ing and fro-ing with other human natures older and younger and about the same age, same size, more and less similar gender appreciations with other cultures and languages with other foodchain and predative networking species with our extended families, speaking of predative networks, our schools and faith communities, still stuck on predative networks? our planet, all facets of Earth sciences and arts, humanities and inhumanities, objective delineations and subjective articulations, outcomes and incoming creolizations suggesting further nuances, curiosities, narrowing tributaries for graceful bilateral canoes destined forward and back toward furrowing adventure. I think I'm paddling right behind you. It seems less insane to ask our purposes for education than our purpose for learning, especially if we have the subject and objective reversed so learning is our purpose. Perhaps growing mental health rather than insane pathologies of ingratitude and severance from cooperative natures might best apply in either case, of learning health or teaching wealth acquisition and co-investing management, governance, including civil civic voter evaluations rooted in longer-term transgenerational futures rather than how much money raised last short-term. When did school, and politics more generally, become entirely about competing for best scored returns, about anger management rather than cooperative mentorship and co-facilitation for learning all integrities of life; opposing cultural disintegrations of decay and death? About the same time the political value of a dollar merged with economic idolatry of capitalism, as if competitive hoarding of ego-infested values were synonymous with learning healthy democratic outcomes rather than these two, capitalistic totalitarianism and healthy democracy, in oppositional tension, mutually learning gratitude for healthy and cooperative deep ego/eco-logical learning. Compulsory learning to become a more balanced ego-consumer and eco-producer is like compulsory love, like mixing threat with love, like fearfully competitive suboptimal living. So are you against compulsory education for all? No. Yet I am against compulsory miseducation because I am for grateful co-mentored learning about cooperative classroom and real-world ecopolitics increasingly swamped by competitive climates of pathology, chaos about positive and double-binding negative psychology dualistically equivocating and competing Left-Right pedagogical systems learning how to survive in a WinLose exegetical world when we could relearn how to cooperate in this WinWin more traditional classroom, also known as ecosystemic Earth. I can see where compulsive loving sounds ever so much more fun than compulsory loving. Good point. Learning is internally compulsive, unless we mentor settling for externally compulsory, left nakedly and overpoweringly alone, rather than inviting multiculturing within. No, dear, I said loving, not learning. Same difference. Now that's gratitude! So what might you want to learn about loving to more cooperatively learn right now? Most any healthy thing you might care to talk about, or do together, or talk and do. Let's try doing mutually grateful not talking. How will we be sure it's mutually grateful? Not sure. Guess we'll just have to communicate in other harmonious ways. How about sex? How about a pianoforte duet? That's what I was trying to suggest.

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Postmillennial Virus

What remains when gratitude for learning totally evaporates? I don't know... Totalitarian senility, maybe? I guess I don't understand the source of your question, dear. Do you feel less grateful for learning than in more formative years? No, I don't but I sense younger generations might. A PostMillennial Virus. I sense a growing gap between compulsory educational systems and compulsive learning, longing to grab hold of understanding and thereby appreciating, or I suppose sometimes even depreciating, our relationships with internal seasons, to-ing and fro-ing with other human natures older and younger and about the same age, same size, more and less similar gender appreciations with other cultures and languages with other foodchain and predative networking species with our extended families, speaking of predative networks, our schools and faith communities, still stuck on predative networks? our planet, all facets of Earth sciences and arts, humanities and inhumanities, objective delineations and subjective articulations, outcomes and incoming creolizations suggesting further nuances, curiosities, narrowing tributaries for graceful bilateral canoes destined forward and back toward furrowing adventure. I think I'm paddling right behind you. It seems less insane to ask our purposes for education than our purpose for learning, especially if we have the subject and objective reversed so learning is our purpose. Perhaps growing mental health rather than insane pathologies of ingratitude and severance from cooperative natures might best apply in either case, of learning health or teaching wealth acquisition and co-investing management, governance, including civil civic voter evaluations rooted in longer-term transgenerational futures rather than how much money raised last short-term. When did school, and politics more generally, become entirely about competing for best scored returns, about anger management rather than cooperative mentorship and co-facilitation for learning all integrities of life; opposing cultural disintegrations of decay and death? About the same time the political value of a dollar merged with economic idolatry of capitalism, as if competitive hoarding of ego-infested values were synonymous with learning healthy democratic outcomes rather than these two, capitalistic totalitarianism and healthy democracy, in oppositional tension, mutually learning gratitude for healthy and cooperative deep ego/eco-logical learning. Compulsory learning to become a more balanced ego-consumer and eco-producer is like compulsory love, like mixing threat with love, like fearfully competitive suboptimal living. So are you against compulsory education for all? No. Yet I am against compulsory miseducation because I am for grateful co-mentored learning about cooperative classroom and real-world ecopolitics increasingly swamped by competitive climates of pathology, chaos about positive and double-binding negative psychology dualistically equivocating and competing Left-Right pedagogical systems learning how to survive in a WinLose exegetical world when we could relearn how to cooperate in this WinWin more traditional classroom, also known as ecosystemic Earth. I can see where compulsive loving sounds ever so much more fun than compulsory loving. Good point. Learning is internally compulsive, unless we mentor settling for externally compulsory, left nakedly and overpoweringly alone, rather than inviting multiculturing within. No, dear, I said loving, not learning. Same difference. Now that's gratitude! So what might you want to learn about loving to more cooperatively learn right now? Most any healthy thing you might care to talk about, or do together, or talk and do. Let's try doing mutually grateful not talking. How will we be sure it's mutually grateful? Not sure. Guess we'll just have to communicate in other harmonious ways. How about sex? How about a pianoforte duet? That's what I was trying to suggest.