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DOCUMENT RESUME ED 343 482 HE 025 345 AUTHOR Bjornson DOCUMENT RESUME ED 343 482 HE 025 345 AUTHOR Bjornson, Richard, Ed.; Waldman, Marilyn R., Ed. TITLE Rethinking Patterns of Knowledge. Papers in Comparative Studies, Vol. 6, 1998-89. INSTITUTION Ohio State Univ., Columbus. Center for Comparative Studies in the Humanities. REPORT NO ISSN-0736-9123 PUB DATE 89 NOTE 143p. PUB TYPE Collected Works - General (020) -- Viewpoints (Opinion/Position Papers, Essays, etc.) (120) EDRS PRICE MF01/PC06 Plus Postage. DESCRIPTORS *Cognitive Structures; Creativity; *Educational Environment; *Futures (of Society); Higher Education; Humanities Instruction; Musicians; Mythology; Sciences; Sex Differences; *Social Environment; Universities IDENTIFIERS Vygotsky (Lev S) ABSTRACT This volume presents ten papers by authors from diverse academic disciplines that challenge the acceptance of dominant patterns of knowledge in the present educational and social climate and suggest that our creativity, our capacity to comprehend complex phenomena, and the future well-being of out society depend on our willingness to embrace new patterns of knowledge. Following an introductory essay by Richard Bjornson and Marilyn Waldman, the papers are as follows: "A New Logic of Human Studies" by Frederick Turner; "Nonlinear Science and the Unfolding of a New Intellectual Vision" by Alan Beyerchen; "Beyond the Transmission of Knowledge: A Vygotskian Perspective on Creativity" by Vera John-Steiner; "Creativity as a Distributed Function" by Bruce West and Jonas Salk; "A Systems Overview of the University and Society" by Howard T. Odum; "The University and the Animal That Learns" by Paul Colinvaux; "The Wo/Man Scientist: Issues of Sex and Gender in the Pursuit of Science" by Evelyn Fax Keller; "How Can a Humanist Compare Religious Classics?" by Wendy O'Flaherty; "Creativity and the University--A View from the Piano" by Sharon Mann-Polk, and "The Faces in the Wall" by Kate Wilhelm. (JB) *********************************************************************** Reproductions supplied by EDRS are the best that can be made from the original document. *********************************************************************** I p ole**eV IL c.4)! Vo APE/ Now NB. "n111,111/21.1k JM OM DEPARTMENT OP EDUCATION Olficaof Educational Research and Improvamant EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) yTh* docurnant has Wen raproduced as '1411111111mm. mooed from that person or organization orgnahma n Minor Chimes have been made to Improve reprOduction Quality Points of vmvrot Opinions hated in this docir mem60not mcemarily rePresant official %mill position or policy I"PERMISSION TO 1"RODUCE THIS MATERIAL HAS BEEN GRANTED BY Marilyn Waldman tit) tn BEST COPYAVAILABLE TO THE EDUCATIONAL RESOURCES INFORMATION CENTER IERICr Rethinking Patterns of Knowledge Richard Bjornson and Marilyn R. Waldman ... editors Vol. 6 of Papers in ComparativeStudies 3 PAPERS IN COMPARATIVE STUDIES is an annual publication dedicated to theexamination of important human concerns as viewed from avariety of interdisciplinary and cross-cultural perspectives.It is published by the Center for ComparativeStudies in the Humanities at The Ohio State University, with generous supportie.= the College of Htunanities. General Editors Richard Bjornson Marilyn R. Waldman Subscriptions One year: $6 Two years: $10 Throe years: $14 Checks should be made payable to The Ohio StateUniversity, with Papers in Comparative Studies noted on the face of thecheck, and mailed to: Center for Comparative Studies in the Humanities The Ohio State University 306 Dulles Hall/230 West 17th Avenue Columbus, Ohio 43210 Editorial Correspondence The Editors Papers in Comparative Siadies Center for Comparative Studies in the Humanities The Ohio State University 306 Dulles Hall/230 West 17th Avenue Colwnbus, Ohio 43210 Copying beyond fair use. Copies of the articles maybe madc beyond those permitted by Section 107 or 108 of the U.S. Copyright Lawprovided that copies are made for personal or internal use. To requestpermission for other kinds of copying, such as copying for generaldistribution, for advertising or promotional purposes, for creating new collectiveworks, or for resale, kindly write to the publisher. Fractal image on ce-er reprinted with permission from the award winning bookThe Beauty of &acids by H.-0. Pi...jen and P.R. Richter, 1986, Springer-VerlagHeidelberg New York. Copyright (c) Center for Comparative Studies in the Humanities, Collegeof Humanities, The Ohio State University, 1989. All rights reserved. 13SN 0736-9123. 4 Table of Contents Richard Bjornson and Marilyn Waldman, Introduction 1 Frederick Turner, A New Logic of Human Studies 9 Alan Beyerchen, Nonlinear Science and the Unfolding of a New Intellectual Vision 25 Vera John-Steiner, Beyond the Transmission of Knowledge: A Vygotskian Perspective on Creativity 51 Bruce West and Jonas Salk, Creativity as a Distributed Function 69 Howard T. Odum, A Systems Overview of the University and Society 75 Paul Colinvaux, The University and the Animal That Learns 93 Evelyn Fox Keller, The Wo/Man Scientist: Issues of Sex and Gender in the Pursuit of Science 109 Wendy O'Flaherty, How Can a Humanist Compare Religious Classics? 119 Sharon Mann-Polk, Creativity and the University -- A View from the Piano 127 Kate Wilhelm, The Faces in the Wall 137 5 Introduction Richard Bjornson and Marilyn Waldman The contributors to this volumecome frnm a variety of disciplinary backgrounds ranging from medical research, mathematics,and environmental engineering through zoology and psychologyto history, literature, religious studies, and the performing arts.1Yet they all share a common concern. The dominant patterns of knowledge in thepresent educational and social climate are basedon linear thinking, rationalistic analysis, and the quest for gennralizable simplicity.Under such circumstances, individual success generally results from thecompetency with which these patterns of knowledgeare mastered and then utilized to bring about expected or predictable outcomes. Alternativeviews of reality, whether they originate withinour culture or outside of it, tend to be resisted or rejected out of hand. Each contributor to the volume challengesthe unquestioning acceptance of these patterns andsuggests that our creativity, our capacity to comprehend complex phenomena, andeven the future well- being of our society dependupon our willingness to embrace new patterns of knowledge and not allow ourselves to be definedsolely in terms of what has been taught in the past. As Alan Beyerchen points out, much ofour everyday discourse reflects a "common sense" understanding of scientific laws.In today's world, these laws presuppose a faith in the principle oflinear causality, the belief ina value-neutral perspective from which truthcan be defined, a conviction that the material outcome ofan undertaking is the primary reason for engaging in it, and the assumption that problemscan be solved by breaking them down into smaller problems and subjecting eachsubproblem to independent rational analysis. Such beliefs and assumptionspromoted the industrial revolution and produceda vast explosion of knowledge, but despite their Papers in Comparative Studies 6 (1989) (c)1989 by the Center for Comparative Studies in the Humanities,The Ohio State Univemity. 0736-9123. All rights reserved. 1 2 Richard Djonuon and Ma*, Waldman Introduction usefulness they might be granting us insight into a miniscule cornerof reality at the expense of blinding us to all the rest. Many scientists are aware that linear mathematicalmodels do not accurately describe complex feedback phenomena, and even computer graphic representations of static scenes appear more realisticwhen they are generated on the basis of nonlinear coordinates. Theexplanatory power of ecological systems thinking, chaos theory, and non-linearmathematics arc changing the ground rules of scientific inquiry, and Beyerchenconcludes that they would provide a richer, more accurate image of realityif the principles behind them were expanded in% other fields, including the common sense approach to the problems of everyday living. Frederick Turner believes that human society offers a superbillustrtition of these 'principles in action. According to him, the view that humanbehavior is causally determined by natural laws and culturalconditioning processes is inadequate iusofar as it obscures the discontinuity and reflexivecomplexity that characterize human life. As individuals interact withothers and respond to feedback gent,rated by their own behavior, theybecome involved in ever- changing social patterns that can be modelled but not predicted.Like a Mandelbrot set or the action of a Shakespeare play, these patterns canonly be known through experience, and since the self-governing processes that bring them into being produce an order to which we, having been shapedby the same processes, naturally respond, Turner argues that our ownaesthetic instincts are the best guides to a better understanding of ourselves and our world. The survival of the human race could depend upon our ability to assimilate new ways of seeing the world, for as Bruce West and JonasSalk suggest, the creative thinking necessary to overcomepressing environmental and social problems might well mirror neurobiological structures that can only be properly understood from a holistic, non-linear perspective.When regarded in evolutionary terms, they explain, the human race operates like a complex system in which there are sudden, disproportionatechanges that cannot be predicted on the basis
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