Mindfulness: an Ancient Wisdom for the Reconceptualisation of Modern
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Mindfulness: An Ancient Wisdom for the Reconceptualisation of Modern Education in the Complex World Rob Blom Department of Graduate and Undergraduate Studies in Education Submitted in partial fulfillment of the requirements for the degree of Master of Education Faculty of Education, Brock University St. Catharines, Ontario © Rob Blom 2014 Abstract Exploring the new science of emergence allows us to create a very different classroom than how the modern classroom has been conceptualised under the mentality of efficiency and output. Working on the whole person, and not just the mind, we see a shift from the epistemic pillars of truth to more ontological concerns as regards student achievement in our post-Modern and critical discourses. It is important to understand these shifts and how we are to transition our own perception and mentality not only in our research methodologies but also our approach to conceptualisations of issues in education and sustainability. We can no longer think linearly to approach complex problems or advocate for education and disregard our interconnectedness insofar as it enhances our children’s education. We must, therefore, contemplate and transition to a world that is ecological and not mechanical, complex and not complicated—in essence, we must work to link mind-body with self-environment and transcend these in order to bring about an integration toward a sustainable future. A fundamental shift in consciousness and perception may implicate our nature of creating dichotomous entities in our own microcosms, yet postmodern theorists assume, a priori, that these dualities can be bridged in naturalism alone. I, on the other hand, embrace metaphysics to understand the implicated modern classroom in a hierarchical context and ask: is not the very omission of metaphysics in postmodern discourse a symptom from an education whose foundation was built in its absence? The very dereliction of ancient wisdom in education is very peculiar indeed. Western mindfulness may play a vital component in consummating pragmatic idealism, but only under circumstances admitting metaphysics can we truly transcend our limitations, thereby placing Eastern Mindfulness not as an ecological component, but as an ecological and metaphysical foundation. ii Acknowledgements To Dr. Chunlei Lu for his subtle guidance that brought early undergraduate insights to successful fruition in graduate work. For his stupendous patience throughout my many— often reclusive—months and years of independent research. And finally, to his refined Mindfulness which fostered a beneficial relationship in my educational process of self-discovery. He saw a diamond which no one else saw and together we polished it for 3 years. A better mentor could not be found. To my second reader Dr. Joyce Mgombelo for her help throughout my drafts and her enthusiasm for my educational insights. And to the late Dr. Jonathan Neufeld for his private, intellectual discussions and class on the history of philosophy of education. As post-rational theorists, we shared a close intellectual bond. To Joke Poen, my godmother, for her inspiration and insight throughout my life. She was first to endorse my initiative to pursue a Master’s degree in educational philosophy. To my friend, Aabid Patel, who was the second to endorse my Master of Education. To my mother, father, and sister who, from childhood onward, consistently reminded me that my head was in the clouds. I owe them much more than mere words can describe. And finally, to my second mother Gaia: her Consciousness brings vitality to all living creatures; her Being animates the smallest blade of grass to the busy ant that walks upon it; and her Beatitude proves that Love has no bounds. iii Dedications To the Past, Dedicated to the loving memory of Professor Jonathan Neufeld (1954–2013) Future, Dedicated to the future love of my life, Colleen Unrau. My theoretical sojourn was perhaps in preparation for your manifestation in my life. and Present Dedicated to those beautiful souls who guide my life, in particular, Al and Sarit; to Ms. Flynn, her teaching heart has yet to age a single day; to Audrey Gajic, Sakoieta Widrick, and Johanne Galway for their spiritual teachings; and last, but not least, dedicated to my mother, father, and sister whom I shared my intergenerational growth with, retaining a strong Dutch heritage and language amidst a Canadian culture. 大 上 不 上 When superior people hear of the Way 器 德 笑 士 they follow it with devotion 晚 若 不 聞 when average people hear of the Way 成 谷 足 道 they wonder if it exists. 。 。 以 。 When inferior people hear of the Way 大 太 為 勤 音 白 道 而 they laugh out loud 希 若 。 行 if they didn't laugh 聲 辱 故 之 it wouldn't be the Way 。 。 建 。 hence these sayings arose 大 廣 言 中 the brightest path seems dark 象 德 有 士 the path leading forward seems backward 無 若 之 聞 the smoothest path seems rough 形 不 。 道 the highest virtue low 。 足 明 。 the whitest white pitch-black 道 。 道 若 隱 建 若 存 the greatest virtue wanting 無 德 昧 若 the staunchest virtue timid 名 若 。 亡 the truest truth uncertain 。 偷 進 。 the perfect square without corners 夫 。 道 下 the perfect tool without uses 唯 質 若 士 the perfect sound hushed 道 真 退 聞 the perfect image without form 。 若 。 道 for the Tao is hidden and nameless 善 渝 夷 。 but because it's the Tao 貸 。 道 大 且 大 若 笑 it knows how to start and how to finish. 成 方 纇 之 — Dào Dé Jīng, 41, Red Pine Translation iv Table of Contents Page Abstract.................................................................................................................... ii Acknowledgements.................................................................................................. iii Dedications.............................................................................................................. iv List of Figures.......................................................................................................... vi Prologue: A Renewed Religion................................................................................ vii CHAPTER ONE: HERMENEUTIC IDEAS IN EDUCATION............................. 1 Situating My Knowledge................................................................................ 3 A Philosophical Thesis................................................................................... 13 Cups and Plates: A Post-Modern Platonic Cave............................................. 14 Metaphoric Controversy and Critique as Regards Educational Conceptions 24 An Overview of Complexity Theory in Educational Theory......................... 33 An Overview of Ecological Theory in Educational Theory........................... 46 CHAPTER TWO: DECONSTRUCTING EDUCATION....................................... 48 Quantitative Crisis.......................................................................................... 50 Model I: An Industrial Approach to Education and Its Historical Context.... 54 Model II: Ecological (W)holism and Complexification in Educational Reform....................................................................................................... 80 Model III: A Metaphysical Rejuvenation in Educational Reform.................. 115 CHAPTER THREE FURTHER METAPHYSICAL IDEAS PERTAINING TO MODEL III EDUCATION.................................................................................. 160 Pierre Grimes, the Platonic Tradition, and the Pathologos............................ 160 Differences Between East and West or Tradition and Modernity.................. 174 The Limitations of the Mental........................................................................ 194 The Limitations of the Mathematical or Quantitative Order.......................... 197 Creationism and Evolutionism: Some Thoughts............................................ 205 CHAPTER FOUR: RECONSTRUCTING EDUCATION...................................... 215 Constructing Model II.................................................................................... 219 Constructing Model III................................................................................... 224 CHAPTER FIVE: FINAL REMARKS................................................................... 242 References................................................................................................................ 246 Appendix A: Educational Quotation by Key Historical Theorists Organised by Birth Year............................................................................................................ 260 Appendix B: Fractal Genealogy: Tree of Didactic Metaphors Conceptualised by Davis (2004)................................................................................................... 263 Appendix C: The Three Hierarchic Frameworks of Modern Education................. 264 Appendix D: A Summary of Some Metaphysis-in-Physis Erros............................. 265 Appendix E: Scientific Findings for Physical and Emotional Well-Being of Individuals Practicing Mindfulness and Compassion Meditation...................... 266 Appendix F: Outline of Rare Transcript of Lectures on Education Given by Osho..... 267 Endnotes................................................................................................................... 269 v List of Figures Figure Page 1: The spiritual journey toward Enlightenment through the process of education......................................................................................................... ix 2: The plight of insufficiency as a production of the modern school..................... xxx