Education and its edge

Edge-ucation

Education, fundamentally, involves

• learning how to learn
  
• with others who have learned how to learn
• well enough that they can peacefully (differing creatively) help others learning to
• learn
• entertain ideas, before adopting or rejecting them, long enough to discover many of their consequences
• practice the ideas with salutary consequences such that undesirable consequences, inevitably a part of any constellation of thinking, may be framed as learning, thereby continuing the process, and not literalizing or creating dogma
  

Teaching, per se, is particularly problematic {a}, even before being thrust by those who have not learned how to learn into the realm of impossibility. "Guiding", as in the Montessori Guide, is less objectionable but still inflected with condescension. "Facilitating" learning carries with it a psuedo-corporate association that almost escapes condescension until a person becomes enshrined as the rather than a facilitator.

If education, as a drawing out of wisdom that is all-ready in the learner, has an edge, it is in the learning community where roles are both fluid and inflected with experience, such that wisdom may occasionally makes an appearance and be recognized for what it is. This requires building a conscious culture of community such that co-creation and conflict are both done well in the service of learning how to learn. Then a people's lore (the root of "learning") may enrich the lives of everyone involved.

The play-on-words I use for this series of expectations is Edgeucation.

If you'd like to know more about this contact me, Brandon WilliamsCraig, using either (866) 236-0346 or public at bdwc dot net

For an introduction to one initiative that is ready to progress see ABC's Association Cultural Movement and Education.

To read more about the cultural theory underlying this attempt at intervention in education please go to bdwc.net.