REFERENCES AND QUOTES Philosophy 2021 Educate for life - References and quotes THE EMPATHIC CIVILIZATION: THE RACE TO GLOBAL CONSCIOUSNESS IN A WORLD IN CRISIS Development of reasoning/thinking is relational, is formed from our experience with other beings and environment 147 Development of thought, language, identity is relational, is formed from our experience with other beings and environment 148 Development of identity is relational, is formed from our experience with other beings and environment 150 Development of reality is relational, is formed from our experience with other beings and environment 152 Development of truths is relational, is formed from our experience with other beings and environment 156 Metaphors reality borrowed from our organizing relationships See THE DYNAMICS OF SELF-RENEWAL: A SYSTEMS-THINKNING TO UNDERSTANDING ORGANIZAITIONAL CHALLENGES IN DYNAMIC ENVIRONMENTS on Maturana and Varelas autopoietic systems 182 Happiness is relational 499 Mental phenomena an organisms interacting in environment, “the act of thinking combines sensations, feelings, emotions, and abstract reasoning in an embodied way”. We are relational. “To be means to communicate…. To be means to be for another, and through the other, for oneself. A person has no internal sovereign territory, he is wholly and always on the boundary; looking inside himself, he looks into the eyes of another or with the eyes of other”, Bakhtin 147 A priori truths vs embodied experience, development of thought and language as relational 148 “In a very real sense, each of us is an extended being, living of the entropic flow.“ See Prigogines dissipative structures 149 Lakoff and Johnsson, “’that the very properties for concepts are created as a result of the way the brain and body are structured and the way they function in interpersonal relations and in the physical world’”, Lakoff and Johnsson, “reason is not disembodied, as the tradition has largely held, but arises from the nature of our brains, bodies, and bodily experience,….The same neural and cognitive mechanisms that allow us to perceive and move around also create our conceptual systems and modes of reason… Reason is not in any way, a transcendent feature of the universe or of disembodied mind. Instead, it is shaped crucially by the peculiarities of our human bodies, by the remarkable details of the neural structure of our brains, and by the specifics of our everyday functioning in the world.” 151 We humans transform our bodily experience/perceptions into primary metaphors, then used to create abstract metaphors. Through metaphors we imagine and create our reality. It helps us share our inner world 152 “The building up of more and more abstract metaphors form simple primary metaphors that are common to the to the experience of every member of our species is the key to imagining each others reality” 152, 153 “The building up of more and more abstract metaphors form simple primary metaphors that are common to the to the experience of every member of our species is the key to imagining each other’s reality” See FINDING FRAMES: NEW WAYS TO ENGAGE THE UK PUBLIC IN GLOBAL POVERTY on Lakoff on frames 153 Bacon vs Maturanas and Varelas autopoietic system See THE DYNAMICS OF SELF-RENEWAL: A SYSTEMS-THINKNING TO UNDERSTANDING ORGANIZAITIONAL CHALLENGES IN DYNAMIC ENVIRONMENTS 154 Truths that exist a priori vs truths from shared experiences “if reality is something we make together out of our shared experiences, then truths are not objective autonomous phenomena but, rather, the explanations we make about the common experiences what we share with each other” 155 “All of our truths are just a systemizing of our existing relationships and commonly shared understandings. 156 Service learning to meet people from various walks of life increase empathy 550 Ability to describe ones reality  through history vocabulary increased in transition from oral to print, giving people richer reservoir of metaphors and language constructions to build on  more extensive vocabulary  more complex thoughts  extending empathic domain in that they can better express innermost feelings, intentions and expectations to one another. 589 New science 600 Empathy curriculum 601 Collective learning 606 Empathic science 609 I DOUGHNUT ECONOMICS: SEVEN WAYS TO THINK LIKE A 21ST-CENTURY ECONOMIST Preanalytic vision, worldview, paradigm, frame , Korzybski, “map is not territory” George Box “All models are wrong, but some are useful” 24 Art of articulating an new goal, help politicians and economists who lacks the imagination and words to envision a better goal for the world. People, even economists, have thought about different goals, e.g Sismondi, Rushkin, Gandhi, Schumacher, Max-Neef, Sen. The doughnut of Raworth 40 What are not included in the models is important, Sterman 60 Charles Stanton Devas “homo oeconomicus” in reference to Mill. Mill wanted human being to be the atom, to economics to be as Newtons mechanistic physics. Origin of utility. 84 The solitary, self-interested, utility calculating, insatiable, superpowered economic cartoon human being became the model for reality. Robert Frank, belief of human nature shapes human nature. Economics, cocreating reality, the study of MacKenzi and Milli and the Consumer vs Citizen reaction study. See Common cause on policy feedback, SOME COSTS OF AMERICAN CORPORATE CAPITALISM: A PSYCHOLOGICAL EXPLORATION OF VALUE AND GOAL CONFLICTS, In search of homo economicus: behavioral experiments in 15 small-scale societies 73, 74, 77 86 86 Human nature, first we are also social and reciprocating, second we have fluid values, third we are interdependent, fourth we approximate, fifth we are embedded in nature. Human nature and WEIRD people 89 We share, we are the most prosocial and cooperative species. See THE EMERGENCE OF HUMAN PROSOCIALITY: ALIGNING WITH OTHERS THROUGH FEELINGS, CONCERNS, AND NORMS 2 Cooperation enhances our chances of survival. Bowles, Gintis, strong reciprocity: conditional cooperators and altruistic cooperators See Empathic Civilisation, WHY WE COOPERATE , FINDING FRAMES: NEW WAYS TO ENGAGE THE UK PUBLIC IN GLOBAL POVERTYs. The feeling of fair has cultural differences and is impacted by social structures such as economy See Common cause on policy feedback, SOME COSTS OF AMERICAN CORPORATE CAPITALISM: A PSYCHOLOGICAL EXPLORATION OF VALUE AND GOAL CONFLICTS, In search of homo economicus: behavioral experiments in 15 small-scale societies 73, 74, 77 91 We live within the biosphere. Shift in consciousness. 97 Eco-literacy. Hanna Arendt, and finding the words. Relationship with nature. Chief Iroquos Onondaga Nation, resources are relations. 100 Human beings inability to cope with complex systems, being used to see world as linear. See THINKING IN SYSTEMS – A PRIMER 111 Warren weaver and organized complexity in world including economics. Complexity science develops in the 1970s and is starting to be embraced by economy. A view from the future and David Colander. What is a system? 115 Ostrom proved Hardin wrong proving people can manage the commons, managing better than markets and state. Irrigation in Nepal SeeTHE EMPATHIC CIVILIZATION: THE RACE TO GLOBAL CONSCIOUSNESS IN A WORLD IN CRISIS on collective knowledge, collective wisdom/learning. 529, 606 No one holds the true solution, try different approaches. Bäst i Test 150 New economic education 235 I PROSPERITY WITHOUT GROWTH Herman Daly, “The purpose of studying economics is not to acquire a set of ready-made answers to economic questions, but to learn how to avoid being deceived by economists.” 177 I THE SPIRIT LEVEL: WHY MORE EQUAL SOCITIES ALMOST ALWAYS DO BETTER inequality and education 107, 108
”We learn best in stimulating environments when we feel sure we can succeed. When we feel happy or confident our brains benefit from the release of dopamine, the reward chemical, which also helps wihth memory, attention and problem solving. We also benefit from serotonin which improves mood, and from adrenaline which helps us to perform at our best. When we feel threatened, helpless and stressed, our bodies are flooded by the hormone cortisol which inhibits our thinking and memory. So inequalities of the kind we have been describing in this chapter, in society and in our schools, have a direct and demonstrable effect on our brains, on our learning and educational achievement” 115 We have an unique potential (cooperation, learning/unique capacity for specialization, love and assistance) in avoiding conflict in relation to scarce resources. Depend on others for abilities (a cooperation) Because of specialization unrivalled potential to benefit from cooperation 198 Experiment shows relational problems most distressing for human. Quality of relations important for our well-being, survival and reproductive success. 202 I MYTEN OM MASKINEN: ESSÄER OM MAKT; MODERNITET OCH MILJÖ Bateson, Rappaport, mix-up of information flows and conflicting goal of systems and subsystems. survival is about communication and the processing of information See THINKING IN SYSTEMS – A PRIMER, MEASURING REGENERATIVE ECONOMICS: 10 PRINCIPLES AND MEASURES UNDERGIRDING SYSTEMIC ECONOMIC HEALTH 189 Neoclassical economy has with abstract concepts made supply systems tone-deaf to local ecological conditions 190 I THINKING IN SYSTEMS – A PRIMER Definition of system, a set of interconnected things that can produce own pattern of behaviour over time. 2 “Systems of often have the property of self-organization – the ability to structure themselves, to create new structure, to learn, diversify, and complexify. Even complex forms of self-organization may arise from relatively simple organizing rules – or may not.” 81 Wendell Berry, “The trouble . . . is that we are terrifyingly ignorant. The most learned of us are ignorant. . . . The acquisition of knowledge always involves the revelation of ignorance—almost is the revelation of ignorance. Our knowledge of the world instructs us fi rst of all that the world is greater than our knowledge of it.” 86 “Everything we think we know about the world is a model. Our models do have strong congruence with the world. Our models fall far short of representing the real world fully” 87 “Insistence on a single culture shuts down learning and cuts back resilience. Any system, biological, economic, or social, that gets so encrusted that it cannot self-evolve, a system that systematically scorns experimentation and wipes out the raw material of innovation, is doomed over the long term on this highly variable planet.” Encourage variability, experimentation and diversity even if it means losing control. 160 Stay humble – stay a learner. Learn by experimenting. “What’s appropriate when you’re learning is small steps, constant monitoring, and a willingness to change course as you find out more about where it’s leading”. 180 “Error-embracing” “It takes a lot of courage to embrace your errors”. Don Michaels citat, “acknowledging uncertainty”. Celebrate complexity. “Let’s face it, the universe is messy. It is nonlinear, turbulent, and dynamic.” 181 I MEASURING REGENERATIVE ECONOMICS: 10 PRINCIPLES AND MEASURES UNDERGIRDING SYSTEMIC ECONOMIC HEALTHCollective and collaborative learning. “Mutually beneficial relationships and common cause values are critical to long-term vitality because economic networks are collaborations built of specialists who produce more working together than alone, even if emerging as an unintended consequence.” Metcalfe’s law. Reed’s law. 18 “Common-cause values such as trust, justice, fairness, and reciprocity facilitate collaboration and are the bond that holds specialists together. Self-interest is part of the process, but mutual benefit/reciprocity and commitment to the health of the whole are vastly more important because specialists must work together in interlocking circuits such that the health of every individual depends on the health of the whole. Injustice, inequality, and corruption increase instability because they erode unifying values. A mountain of sociological research confirms these facts (e.g. Refs. [33-35]).” Collective learning. “The self-organizing story of evolution sees humanity as a collaborative-learning species that thrives by forging new understandings and changing our pattern of life by changing our beliefs about how the world works. Here, effective collective learning is humanity's central survival strategy and the keystone to longterm vitality.” Jared Diamond on societies collapses as a failure to learn. 19 Promote collective learning. “A society's ability to learn as a whole is the most important regenerative principle, and the hardest to measure” 22 “Humanity is the cutting-edge of this evolutionary learning process on earth. We are a collaborative-learning species that thrives by pooling information, collectively forging new understandings, and changing our pattern of life by changing our best hypothesis about “how the world works” [63]. This ability has allowed us to adapt more rapidly and innovate more powerfully than any other earthly species. It is directly responsible for all the marvels we live with today. Yet, human learning too is never done. Despite humanity's adaptive talents, every pattern of civilization eventually reaches limits that force a choice: cling to old ways and decline or innovate and transform. Today's most crucial innovation may well involve learning to live and flourish within the limits [64].” 23 I ECOLOGICAL ECONOMICS – PRINCIPLES AND APPLICATIONS atomistic individual 262 To encouragment Next encouragement