{"id":3288,"date":"2015-04-30T16:16:25","date_gmt":"2015-04-30T16:16:25","guid":{"rendered":"http:\/\/impedagogy.com\/wp\/?p=3288"},"modified":"2015-04-30T16:16:25","modified_gmt":"2015-04-30T16:16:25","slug":"sheep-track-techne","status":"publish","type":"post","link":"https:\/\/impedagogy.com\/wp\/blog\/2015\/04\/30\/sheep-track-techne\/","title":{"rendered":"Sheep Track Techne"},"content":{"rendered":"

\"mooncalfrevised-1024x767\"<\/a><\/p>\n

I am\u00a0thinking out loud in this post about of the word ‘practice’ in the title of our little adventure: \u00a0Rhizo15–a practical view. Yes, I want practice. \u00a0I have been following the weeks’ adventures from the margins with poetry<\/a> and guided journaling<\/a> and multi-modal summings-up<\/a>. \u00a0These are the techne, \u00a0the craft, the ‘know-how’, that I seek for these six weeks. Then there is the episteme, the ‘know-what’, the book knowledge which I also care about but which I think is always trying\u00a0to take the high ground. \u00a0There is content everywhere in the community (Facebook, Twitter, G+). We are all filling that categorical pail as Aristotle would have it. It is inescapable.<\/p>\n

These online worlds we occupy are pails of content yet we want them to be rhizomatic, where everything is in the middle and nowhere simultaneously, uncontained and uncontaining. \u00a0Lakoff and Johnson have written about how these metaphorical schema aren’t just the spawn of language. \u00a0They are conceptual, hence biological to the core.<\/p>\n

Here is how Lakoff and Johnson sum this up in their work, \u00a0Metaphors We Live By<\/a>:<\/p>\n

\n

We have ‘bounding surfaces’ with ‘an in-out orientation.<\/h4>\n

We\u00a0see other ‘things’ as having the same orientation, with an inside and an outside. For example, I see my sheep as inside the fence and the coyote as outside.<\/h4>\n

This territoriality, this constant default schema, is ubiquitous AND allows us to quantify what is inside whether that is an acre\/hectare or a cell in Excel or a bee in the garden.<\/h4>\n

What we see is\u00a0bound into a container, hence the idea of a visual field.<\/h4>\n

Events can be containers. \u00a0For example, the Kentucky Derby on Saturday is an object, but I can tell you from growing up in Louisville (see, another conceptual container)that while we consider it as an object it also exists in time as well and outside (damn it, you can’t get away from it). \u00a0How do we conceptualize the Kentucky Derby rhizomatically in the face of this container bias?<\/h4>\n

Activities can be containers. How did I get into teaching? \u00a0The teaching contains many activities inside it. \u00a0Is rhizomatic learning inside of it? \u00a0 Contained within it? \u00a0We are blindsided by this bias. \u00a0We approach teaching and learning as if they ‘contain’ and have content, then we ask whether ‘content is people’? \u00a0If no, then where does the rhizomatic consciousness fit? \u00a0Is it outside of the container, post-content, post-contextual? \u00a0The default might be why we feel such cognitive dissonance when we try to categorize what rhizomatic thinking is. \u00a0When we define we are trying to put it in a proper logical container.<\/h4>\n

Even states of being can be viewed as containers. Being in love, out of love.<\/h4>\n<\/blockquote>\n
\n
[Lakoff, George, and Mark Johnson. Metaphors We Live By<\/i>. 2nd edition. Chicago: University Of Chicago Press, 2003. Print.]<\/div>\n
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Russell called this containing box ‘the laws of thought’:<\/p>\n

1. Law of identity<\/a>: “Whatever is, is.”<\/p>\n

2. Law of noncontradiction<\/a>: “Nothing can both be and not be.”<\/p>\n

3. Law of excluded middle<\/a>: “Everything must either be or not be.”<\/p>\n

\n
[\u201cLaw of Excluded Middle.\u201d Wikipedia, the free encyclopedia<\/i> 30 Jan. 2015. Wikipedia<\/i>. Web. 30 Apr. 2015.]<\/div>\n
<\/div>\n<\/div>\n

Is the rhizome logical? \u00a0Or must we be content<\/strong><\/em> with con<\/strong><\/em>tent as a conceptual tool? \u00a0I suppose that is why almost all of my dealings with rhizomatic learning have been tied into creative action. Perhaps the rhizome is in the act, in the being and not in the containing. \u00a0The content often feels like the least bit that I wanted–the smoke from the fire, not the warming fire or the wake from the ship not the motive force from propellers. \u00a0Perhaps rhizomatic learning is in practice and when we contain it, well…it disappears. \u00a0The rhizome is the zenmonk\u00a0pointing to the moon without naming it<\/p>\n\n\t\t\t

\n\t\t\t\t\t
\n\t\t\t\t\t\t
\"\"<\/a><\/div>\n\t\t\t\t\t\t
Not pointing<\/figcaption>\n\t\t\t\t\t<\/figure>\n\t\t\t\t\t
\n\t\t\t\t\t\t
\"\"<\/a><\/div>\n\t\t\t\t\t\t
Not pointing<\/figcaption>\n\t\t\t\t\t<\/figure>\n\t\t\t\t\t
\n\t\t\t\t\t\t
\"\"<\/a><\/div>\n\t\t\t\t\t\t
Not pointing<\/figcaption>\n\t\t\t\t\t<\/figure>\n\t\t\t<\/div>\n\n

because the word is not the thing<\/p>\n

\"\"<\/a><\/p>\n

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I am contentualizing here, so I stop with a haiku to point to the moon instead of naming it. Damn it, I just named it.<\/del><\/p>\n

\n

Sheep tracks <\/strong><\/p>\n

in the dew,<\/strong><\/p>\n

Pre-dawn\u00a0<\/strong><\/p>\n

ephemera, hoof\u00a0sobs,<\/strong><\/p>\n

Here and gone, <\/strong><\/p>\n

here and…<\/strong><\/p>\n<\/blockquote>\n

\"20141031_170606\"<\/a><\/p>\n

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 <\/p>\n","protected":false},"excerpt":{"rendered":"

I am\u00a0thinking out loud in this post about of the word ‘practice’ in the title of our little adventure: \u00a0Rhizo15–a practical view. Yes, I want practice. \u00a0I have been following the weeks’ adventures from the margins with poetry and guided journaling and multi-modal summings-up. \u00a0These are the techne, \u00a0the craft, the ‘know-how’, that I seek
Read More<\/a><\/p>\n","protected":false},"author":1,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"activitypub_content_warning":"","activitypub_content_visibility":"","activitypub_max_image_attachments":4,"activitypub_interaction_policy_quote":"anyone","activitypub_status":"","footnotes":""},"categories":[63,6,60],"tags":[],"class_list":["entry","author-tellio","post-3288","post","type-post","status-publish","format-standard","category-rhizo15","category-poetry","category-ux"],"_links":{"self":[{"href":"https:\/\/impedagogy.com\/wp\/wp-json\/wp\/v2\/posts\/3288","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/impedagogy.com\/wp\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/impedagogy.com\/wp\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/impedagogy.com\/wp\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/impedagogy.com\/wp\/wp-json\/wp\/v2\/comments?post=3288"}],"version-history":[{"count":1,"href":"https:\/\/impedagogy.com\/wp\/wp-json\/wp\/v2\/posts\/3288\/revisions"}],"predecessor-version":[{"id":3292,"href":"https:\/\/impedagogy.com\/wp\/wp-json\/wp\/v2\/posts\/3288\/revisions\/3292"}],"wp:attachment":[{"href":"https:\/\/impedagogy.com\/wp\/wp-json\/wp\/v2\/media?parent=3288"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/impedagogy.com\/wp\/wp-json\/wp\/v2\/categories?post=3288"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/impedagogy.com\/wp\/wp-json\/wp\/v2\/tags?post=3288"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}