Communications By Rank In the Age of Unreason
"Artist and author Ray Tapajna explores the gap between the realities of
the street and the realities of the classroom. He states that factory
work gave hime more knowlege about life that the classroom. In a sense,
the conclusion of his education gave way to authenir learning. In
Learning Styles: Whose styles are these and what are they for?, Ray
provides a number of interesting insights into his own learning.
(* Currently, Donald Trump, who has an impressive college background, is
communicating his message as if he is sitting in your kitchen or with a
bunch of factory workers during a break. As of April 19, 2016 as a
presidential candidate,he has captured his audiences. He speaks to the
"unnetted" who are outside looking in at the American Dream and the 50
percent of voters who do not vote too. I read about Al Smith who ran
against Franklin Roosevelt and reportedly he expressed himself in a
similar fashion - I do recall listening to President FD Roosevelt's fire
side chats on the radio as a boy and even then what he said seemed to be
contrived. Ray Tapajna )
THE LANGUAGE OF THE EDUCATED
There is a language of the educated that holds rank over common sense thinking.
The experience of learning and the experience of being educated are not t he same thing. Sometimes, however, there is a tacit assumption that learning and educations are synonymous. If we consider learning to be an unavoidable lifelon experience then it woud be true to say that learning does occur while we are being educated. At the same time, it is not correct to assume that the vibrancy and pervasiveness of learning is captured within education. While the language of the educated and educated speak about learning, they often do so from an narrow, isolated and self serving perspective. Learning is something far more that bein educated.
The tensions that exist between education has taught us and what our own learning experience inform us represents a kind of void- or an emptiness between schooling and life. In exploring his own experience, Ray Tapajna contrasts his own education with his life experiences. To do this, he challenges the underlying assumption embraced by the "language of the educated" and notices a sense of disconnection to "common sense thinking." This common sense thinking, I believer, originated in his own life experiences that have tended to conflict with what he had learned inside education.
There is a language of the educated that holds rank over common sense thinking.
The experience of learning and the experience of being educated are not t he same thing. Sometimes, however, there is a tacit assumption that learning and educations are synonymous. If we consider learning to be an unavoidable lifelon experience then it woud be true to say that learning does occur while we are being educated. At the same time, it is not correct to assume that the vibrancy and pervasiveness of learning is captured within education. While the language of the educated and educated speak about learning, they often do so from an narrow, isolated and self serving perspective. Learning is something far more that bein educated.
The tensions that exist between education has taught us and what our own learning experience inform us represents a kind of void- or an emptiness between schooling and life. In exploring his own experience, Ray Tapajna contrasts his own education with his life experiences. To do this, he challenges the underlying assumption embraced by the "language of the educated" and notices a sense of disconnection to "common sense thinking." This common sense thinking, I believer, originated in his own life experiences that have tended to conflict with what he had learned inside education.
RAY TAPAJNA: REALITIES OF THE STREETS VS. REALITIES OF THE CLASS ROOM -
" Artist and author Ray Tapajna explores the gap between the realities of the street and the realities of the classroom. He states that factory work gave him more knowledge about life than the classroom. In a sense, the conclusion of his education gave way to the challenges of authentic learning. In Learning Styles: Whose styles are these and what are they for?, Ray provides a number of interesting insights into his own learning...
THE LANGUAGE OF THE EDUCATED
There is a language of the educated that holds
rank over common sense thinking.
The experience of learning and the experience of being educated are not the same thing. Sometimes, however, there is a tacit assumption that learning and education are synonymous. If we consider learning to be an unavoidable lifelong experience then it would be true to say that learning does occur while we are being educated. At the same time, it is not correct to assume that the vibrancy and pervasiveness of learning is captured within education. While the language of the educated and educated speak about learning, they often do so from a narrow, isolated and self-serving perspective. Learning is something far more significant than being educated.
The tensions that exist between education has taught us and what our own learning experience inform us represents a kind of void- or an emptiness between schooling and life. In exploring his own experiences, Ray Tapajna contrasts his own education with his life experiences. To do this , he challenges the underlying assumption embraced by the "language of the educated" and notices a sense of disconnection to "common sense thinking." This common sense thinking, I believe, orignated in his own life experiences that have tended to conflict with what he had learned inside education.
THE REALITIES OF THE WORKER
Somewhere somehow workers have to be encouraged to speak out and
write in their own ways about the ills of society. Why should an educated class without any real world experience run the show? We now have elite groupings who have exported middle class jobs creating a working poor class in the USA.
Ray provides an interesting set of statistics that reveal trends in our economic decline. Barbara Ehrenreich provides a first-hand account of the effects of the working poor on people's lives.
The idea of an educated class without any real world experience is one that captures a fundamental problem. While we would have to admit that education is a real world experience, the point here is really that it is a separate and distinct kind of experience that is often disconnected with other "stations of life" that we move through.
Perhaps part of the problem may be that the underlying assumptions of education have become immersed and subsumed by purely economic orientations to "progress" that education is economy. In a sense, a student is from a very early age a "worker" in training. It may also be that our economic drive is sustained by an ability to avoid , or at least marginalize, what we might call "real world experience" or "common sense thinking" since these kinds of experiences and thinking would challenge underlying assumptions, change priorities, and encourage fundamental change. The language of the educated is, in this sense, the language of avoidance.
IF YOU ARE NOT PART OF ANY NETWORK YOU DO NOT EXIST
* When we talk about networks, they are not solely related to the internet and the computer world. Today, networks might be the stock exchange, bankers, the European Union, the coca fields, clandestine labs, secret landing strips, politicians, bureaucrats, the statistical Americans who are part of some data classification etc.....* Manuel Castells ... however, if you are "missing in action" from any of these groupings, you are not counted. You are outside , looking in just as those who are discouraged and no longer seek employment. And if you have given up trying to find a job - you are not part of any data network and are considered employed not unemployed.
HAS GLOBALIZATION "UN-NETTED" YOU? - IF YOU ARE NOT PART OF ANY NETWORK, YOU DO NOT EXIST.
Education is a data network that seeks our attendance and attention. If we are part of the network, the we are awarded with degrees. If we stand outside of the education network, then we are ignored and /or marginalized in society. Our education systems have labels for these people - drop-outs.
Our education systems instill a belief that to be "successful" you must be a contributing member of society. A degree is a symbol of achievement that implies a readiness to contribute. The problem is we blindly accept and organize our lives around economic definitions of success and contribution, then we isolate ourselves from ourselves.
In a sense we are taught to believe that we need to be part of the data network- that if counted and statistically labelled we are then in some manner a successful contributing member of society. If we fall outside of the data network and remain uncounted then the implication is that we are not a successful contributing member of society. The inherent stupidity is this proposition is obvious, yet it is a proposition that drives much of our culture and influences our personal experiences in life.
A VOICE IN THE MATTER
Workers have no voice in the matter although they are the core of any economy.
International networks including the WTO rule and control the flow of wealth outside the will of the people with workers having no voice in the process.
( Free traders in a global economic arena use Adam Smith to defend their network. However, Adam Smith held workers and labor as something sacred and the core of society.)
It is much the same in education. The curriculum is the economy. Students have no real voice in the matter of education, although they are the core of learning.
How do we learn the things we value most? - From Journeys by Brian Alger.
( Brian Alger is the author of The Experience Designer: Learning, Networks and the Cybersphere. )
He has designed and implemented projects for KPMG, UNESCO, Connected Intelligence, The Madeiran Ministry of Portugal, Apple Computer, The Learning Partnership, Scotch College, Australia and The Composers in Electronic Residence. Brian has appeared on City TV's Media Television and TV Ontario's Parent Connections, in Computing Now magazine, and had delivered presentations in Canada, the United States, Australia, New Zealand and Portugal.
He has spent 11 years as a public school educator. During this time he received the Marshall McLuhan Distinguished Educator Award and produced The Virtual Community Project- described as a national benchmark in the use of multimedia in Education. )
Here, he did an overview of our thoughts about education and communications by rank provided below: ( It is from his Experience Designer Network archives 000636 )
The following site will demonstrate a educated language that is far from "real world common sense thinking" by so called experts from the Bildenberger network - note especially nothing even implies what workers think at
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