ABSTRACT
The idea of the classroom as a machine to produce slave fascism came to mind in the middle of a class in a classroom UMA slave of the past year, and so I dropped the students. Classroom with benches that slave is slave, ie bolted to the floor, perhaps the most obvious symbol of lack of democracy that is in the universities. The classroom is an atavism slave education developed in the eighteenth century Prussian military, which is meaningless in the XXI century.
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Fascism is a function of Confinement. The (un) directed communication, unidirectional, 1.0, create a screen that reflects the image of the dictator or the few leaders that dominate the mass media, who are idolized or criticized. Never mind. The important thing is not to talk about something else. The only thought is directed thought and scheduled to be thought of exclusivity. The display is similar to the Truman Show. Separating what disjunct regions in physical reality together form a single territory.
brain-body-environment constitute a unity of perception, action operation and ongoing coevolution in structural coupling.
The Ecosystem is a linguistics Linguistics inclusive, covering three scales or complementary approaches: the linguistics centered in the brain (Brain Linguistics), that of the body-centered linguistics (Linguistics Corps) and the linguistic (un ) centered on the ecosystem (Ecosystem Linguistics).
The Classroom Slave is the Truman Show bubble. Do we have the right to incorporate the university classroom to the outside world? Are we entitled to university classrooms join the Revolution? Are we entitled to university classrooms join the scientific revolution? Are we entitled to university classrooms join the social revolution? Are we entitled to that in university classrooms are fulfilled the Charter of Human Rights and State Constitutions? Are we entitled to all citizens / as university classrooms are considered citizens / as of right? Do we have the right to debate in university classrooms why not discussed in university classrooms? Do we have the right to debate in university classrooms on functional illiteracy and / or political inactivism classrooms feed slaves?
In 1.0 communication systems, such as the lecture, the one represents the teacher, zero to "zero" representing the hearing students. A speaker, a mass listener.
Speaking Reading Writing Thinking Act.
The classrooms do not teach slaves anything. At 20 minutes attention dissipates. It is as if each lesson say exactly the same thing: "Little Boy, if you want to survive, like me, like" luxury slave ", be obedient, do not think, do not talk, do not read, do not write, do not act ..."
The Classroom Slave and Master Class are atavistic past. Emerge strongly in coevolution with the birth (and militarization) of early modern European states (Prussia) See "Education Forbidden". After rigid obedience to the classroom slave we observe today is the result of this co-evolution between Education and State. No classroom slave status longer State (oppressor).
Any child of the street, not in the classroom domesticated slaves, is able to speak in public with much more ease than many brand new doctors ...
In a classroom slave the brain is the teacher (in a state, the ruling clique), the body is the biomass of students (in a state, the biomass of the village), and the ecosystem is from our skin on, ie air, the seats, the walls of the classroom, Power Point, shoes, curtains to darken the classroom ... and beyond, ie, beyond the windows, blinds and curtains and doors, corridors of the faculty, bar, gardens, streets, trees, ants, chinchirrinas ...
In principle, therefore, the slave class and lecture, as monodieta almost exclusively constitute the world of the (in) communication 1.0. Let us now try to characterize other possible worlds as real and as the world 1.0
The world 2.0, correspond to the predominance of the body (integer). An inclusive body covering the brain within it, but not to the ecosystem. Communication 2.0, which characterizes the classroom 2.0 is an anthropocentric communication, which encourages participation and practice (social) beyond the teacher (individual). The chairs are mobile and can be placed in small discussion groups, involving the whole community-classroom.
The world 2.0, along with the symbolism used above, would the classroom 1.1, where each "one" represents a participant in the community, classroom, communicating and acting on par with their peers (1.1.1 ....). Potential and actual activities in the classroom 2.0 are literally an infinite diversity. If each participant in the community-classroom is unique and singular, the more variety of learning practices at their disposal, the easier learning.
The world 0.0 completes the circle, by explicitly including the ecosystem. Each of these "zeros", now representing each participating classroom-community-ecosystem (0.0.0 ....). The zero (circle) represents us well, to each of us, in interaction and integration with the ecosystem (compared to 1.1.1 .... where we were just individuals within a species). The classroom is itself an ecosystem, and so is our body, or our brain. But the classroom 2.0 is still a closed system, because of the millions of species on the planet, only contains or appears to contain, to a. A classroom 0.0 is inclusive with the ecosystem, no longer a closed system to become an open, explicit communication with the ecosystem, the wider and immediate, which includes classroom itself.
2.0 The classroom becomes assembly peer-classroom community.
0.0 The classroom becomes biological community to the human community, social, anthropocentric, Classroom 2.0.
The community-classroom longer so individualistic and anthropocentric to think, speak, read, write and act, beyond me, and beyond our species.
But in the ecosystem there is more than biological species, there are entire landscapes that surround and construct reality in our cities, that nothing would be without them. 0.0 Therefore, the classroom is a classroom ecosystem, in communication with the world, especially with the closest, which involves the study center, the neighborhood, the city, the river basin, the mountains ...
Curiously, less democratic universities end up being the most democratic. The taboo that surround the classroom over circular or classroom "U" allows us to prove the existence of cognitive dissonance, which thus can be explored and overcome. At elite universities, classes are small, circular, and around a table. MIT has invested considerable resources to design a participatory classroom while connected online. In some conferences are beginning to see an activity, more participatory than traditional oral or written communications, called "Talking-Circle", where participants discuss, reflect and communicate in a circle where the distances between participants are equidistant. The expression "Talking-Circle" is taken literally from indigenous communities and their assemblies. What we see, it is a revival of old customs in communication "high standing" in elite institutions. If we look in society, beyond the typical ceremonial representationalism, we will find that the face to face communication in a circle, is the most common there. In a Bar, can live harmoniously many conversations at the same time without interference each other. Automatically on the street tend to form a circle when we meet someone.
We sold the crisis as an economic problem, and now we come to see that the crisis is in thinking, beyond money, thus recreating "Zero Cost Economics," or Zeronomics, or Ceronomía where many alternative possibilities flourish in thinking, speaking, reading, writing and acting.
Quite the contrary, as in our case, in the classroom slave, whose release does not require financial investment. A single screwdriver would be able to wreak havoc! What if we require is back to value. Back to value ourselves as we are. Living beings born in the conversation, which is the living live. Back to value natural capital of the classroom, in full. The cunning of solidarity approach applied in Finland in the classroom, to "help the least known", is an approach that could fully selfish, for the knowledge level of all students / as, what it does is empower every one of the participants of the community-classroom, because everyone can get more out for themselves now than before.
The Master Class is an atavism.
"A cyst called Brain".
The brain (human) is ceasing to be a cyst, a seemingly isolated from the body and the world. "A Luxury cyst" might say, as the brain (humano! of course!) Was considered as the center, the altar, the most sublime, of creation. And actually, when a neuroscientist speaks in those terms as platonic and idealistic, it is because your own brain has lost much of its contact with reality beyond the brain (left), with the body, and the ecosystem that includes all bodies and all brains. The solipsism so rampant that we observe, and increasingly, in neuroscience centered in the brain, is the result of scientists whose brains were also removed from reality and the world in your thinking, speaking, reading, writing and acting.
Thus, the "cerebrización" cultured society, through idolatry of certain centers (of power), as the brain, or DNA, has undoubtedly acted as a dispersant, causing much of the attention, society cultured focus primarily on them, thus reducing the possibilities of thinking differently, other things, like the body, or ecosystem, so lose relevance, convergiéndose dangerous reductionism, which led to a century marked by fascism, and that led to a radical reaction by Husserl and Phenomenology, providing the basis for analysis and improvement of behaviorism and representationalism.
While slavery has classrooms, universities, therefore, will remain bastions of Fascism. But be careful here, curiously, "there are no bad or good", but "we're all in the same boat". In Shamanism, the only enemy is yourself. And if history has led us here, to the classroom slave breeding as minimalist structure of Fascism, Behaviorism and representationalism, is to also understand "at a stroke" our collective unconscious.
So much has been criticized so far the dominant educational system, these criticisms, but were unconsciously directed toward the classroom dirigiste slave and have generally flown above the slave class, but so far have not descended to the detailed description of slave class, to the description of the processes taking place in the classroom slave, and to the enormous possibilities of a university classroom, where the pews replaced by chairs slaves are freely configurable blade, and where diversity of learning tends to infinity , as has been shown for years Alternative Education, now the honorable chance to "get through the front door" in Formal Education.
The university dying 1.0, has the chance to make amends so and rebirth, and of course catching up 2.0 advances that are occurring in Secondary Education. These advances in schools and colleges are given in two scales. On the one hand affect collective work in the classroom. On the other affect participatory Internet and its use in the classroom. So, we are talking of two approaches 2.0. On one hand the "melee" in the classroom, where knowledge and learning are shared among all participants of the community-classroom. On the other hand, assumes that other internet wick, jumping real-time physical barriers of the classroom, and get in touch with other classrooms, groups, landscapes and experiences.
The classroom in U and permanently connected to the Internet, ie participatory doubly, doubly 2.0, is a unique opportunity for universities to come out at last from their slumber and join the world, society and territory which includes . And this transition does not cost money, but only requires the deployment of our imagination and creativity.
It is true that many teachers may "not the work" which used for decades (their school time including) the classroom slave and master class will be impossible to change "the overnight". Teachers often say that classroom groups are very large, and therefore need more teachers, which means more money.
The crisis has brought high unemployment. In special circumstances, special measures must be taken. There are at the same time 60% of school failure (in Spain). If it is necessary to accompany the teacher in this transition, with more people in the classroom, they can come from the Alternative Education or Formal Education. They also think that teachers in classrooms 2.0 they have to work harder. And it is not. They work a lot more now, investing most of their time in lectures, while the rest of the community, classroom remains passive. Put to work in groups to students not bring more work to the teacher, but less, as their role is no longer a director, to become the guide. The transition in classrooms, of which we speak, is just one of the dominoes that are falling cascade one after another almost effortlessly. Universities are, or were, the backbone of society (of knowledge). If universities want to regain that role, still time ...
Where's that screwdriver?
The idea of the classroom as a machine to produce slave fascism came to mind in the middle of a class in a classroom UMA slave of the past year, and so I dropped the students. Classroom with benches that slave is slave, ie bolted to the floor, perhaps the most obvious symbol of lack of democracy that is in the universities. The classroom is an atavism slave education developed in the eighteenth century Prussian military, which is meaningless in the XXI century.
................ -------------- ...................
Fascism is a function of Confinement. The (un) directed communication, unidirectional, 1.0, create a screen that reflects the image of the dictator or the few leaders that dominate the mass media, who are idolized or criticized. Never mind. The important thing is not to talk about something else. The only thought is directed thought and scheduled to be thought of exclusivity. The display is similar to the Truman Show. Separating what disjunct regions in physical reality together form a single territory.
brain-body-environment constitute a unity of perception, action operation and ongoing coevolution in structural coupling.
The Ecosystem is a linguistics Linguistics inclusive, covering three scales or complementary approaches: the linguistics centered in the brain (Brain Linguistics), that of the body-centered linguistics (Linguistics Corps) and the linguistic (un ) centered on the ecosystem (Ecosystem Linguistics).
The Classroom Slave is the Truman Show bubble. Do we have the right to incorporate the university classroom to the outside world? Are we entitled to university classrooms join the Revolution? Are we entitled to university classrooms join the scientific revolution? Are we entitled to university classrooms join the social revolution? Are we entitled to that in university classrooms are fulfilled the Charter of Human Rights and State Constitutions? Are we entitled to all citizens / as university classrooms are considered citizens / as of right? Do we have the right to debate in university classrooms why not discussed in university classrooms? Do we have the right to debate in university classrooms on functional illiteracy and / or political inactivism classrooms feed slaves?
In 1.0 communication systems, such as the lecture, the one represents the teacher, zero to "zero" representing the hearing students. A speaker, a mass listener.
Speaking Reading Writing Thinking Act.
The classrooms do not teach slaves anything. At 20 minutes attention dissipates. It is as if each lesson say exactly the same thing: "Little Boy, if you want to survive, like me, like" luxury slave ", be obedient, do not think, do not talk, do not read, do not write, do not act ..."
The Classroom Slave and Master Class are atavistic past. Emerge strongly in coevolution with the birth (and militarization) of early modern European states (Prussia) See "Education Forbidden". After rigid obedience to the classroom slave we observe today is the result of this co-evolution between Education and State. No classroom slave status longer State (oppressor).
Any child of the street, not in the classroom domesticated slaves, is able to speak in public with much more ease than many brand new doctors ...
In a classroom slave the brain is the teacher (in a state, the ruling clique), the body is the biomass of students (in a state, the biomass of the village), and the ecosystem is from our skin on, ie air, the seats, the walls of the classroom, Power Point, shoes, curtains to darken the classroom ... and beyond, ie, beyond the windows, blinds and curtains and doors, corridors of the faculty, bar, gardens, streets, trees, ants, chinchirrinas ...
In principle, therefore, the slave class and lecture, as monodieta almost exclusively constitute the world of the (in) communication 1.0. Let us now try to characterize other possible worlds as real and as the world 1.0
The world 2.0, correspond to the predominance of the body (integer). An inclusive body covering the brain within it, but not to the ecosystem. Communication 2.0, which characterizes the classroom 2.0 is an anthropocentric communication, which encourages participation and practice (social) beyond the teacher (individual). The chairs are mobile and can be placed in small discussion groups, involving the whole community-classroom.
The world 2.0, along with the symbolism used above, would the classroom 1.1, where each "one" represents a participant in the community, classroom, communicating and acting on par with their peers (1.1.1 ....). Potential and actual activities in the classroom 2.0 are literally an infinite diversity. If each participant in the community-classroom is unique and singular, the more variety of learning practices at their disposal, the easier learning.
The world 0.0 completes the circle, by explicitly including the ecosystem. Each of these "zeros", now representing each participating classroom-community-ecosystem (0.0.0 ....). The zero (circle) represents us well, to each of us, in interaction and integration with the ecosystem (compared to 1.1.1 .... where we were just individuals within a species). The classroom is itself an ecosystem, and so is our body, or our brain. But the classroom 2.0 is still a closed system, because of the millions of species on the planet, only contains or appears to contain, to a. A classroom 0.0 is inclusive with the ecosystem, no longer a closed system to become an open, explicit communication with the ecosystem, the wider and immediate, which includes classroom itself.
2.0 The classroom becomes assembly peer-classroom community.
0.0 The classroom becomes biological community to the human community, social, anthropocentric, Classroom 2.0.
The community-classroom longer so individualistic and anthropocentric to think, speak, read, write and act, beyond me, and beyond our species.
But in the ecosystem there is more than biological species, there are entire landscapes that surround and construct reality in our cities, that nothing would be without them. 0.0 Therefore, the classroom is a classroom ecosystem, in communication with the world, especially with the closest, which involves the study center, the neighborhood, the city, the river basin, the mountains ...
Curiously, less democratic universities end up being the most democratic. The taboo that surround the classroom over circular or classroom "U" allows us to prove the existence of cognitive dissonance, which thus can be explored and overcome. At elite universities, classes are small, circular, and around a table. MIT has invested considerable resources to design a participatory classroom while connected online. In some conferences are beginning to see an activity, more participatory than traditional oral or written communications, called "Talking-Circle", where participants discuss, reflect and communicate in a circle where the distances between participants are equidistant. The expression "Talking-Circle" is taken literally from indigenous communities and their assemblies. What we see, it is a revival of old customs in communication "high standing" in elite institutions. If we look in society, beyond the typical ceremonial representationalism, we will find that the face to face communication in a circle, is the most common there. In a Bar, can live harmoniously many conversations at the same time without interference each other. Automatically on the street tend to form a circle when we meet someone.
We sold the crisis as an economic problem, and now we come to see that the crisis is in thinking, beyond money, thus recreating "Zero Cost Economics," or Zeronomics, or Ceronomía where many alternative possibilities flourish in thinking, speaking, reading, writing and acting.
Quite the contrary, as in our case, in the classroom slave, whose release does not require financial investment. A single screwdriver would be able to wreak havoc! What if we require is back to value. Back to value ourselves as we are. Living beings born in the conversation, which is the living live. Back to value natural capital of the classroom, in full. The cunning of solidarity approach applied in Finland in the classroom, to "help the least known", is an approach that could fully selfish, for the knowledge level of all students / as, what it does is empower every one of the participants of the community-classroom, because everyone can get more out for themselves now than before.
The Master Class is an atavism.
"A cyst called Brain".
The brain (human) is ceasing to be a cyst, a seemingly isolated from the body and the world. "A Luxury cyst" might say, as the brain (humano! of course!) Was considered as the center, the altar, the most sublime, of creation. And actually, when a neuroscientist speaks in those terms as platonic and idealistic, it is because your own brain has lost much of its contact with reality beyond the brain (left), with the body, and the ecosystem that includes all bodies and all brains. The solipsism so rampant that we observe, and increasingly, in neuroscience centered in the brain, is the result of scientists whose brains were also removed from reality and the world in your thinking, speaking, reading, writing and acting.
Thus, the "cerebrización" cultured society, through idolatry of certain centers (of power), as the brain, or DNA, has undoubtedly acted as a dispersant, causing much of the attention, society cultured focus primarily on them, thus reducing the possibilities of thinking differently, other things, like the body, or ecosystem, so lose relevance, convergiéndose dangerous reductionism, which led to a century marked by fascism, and that led to a radical reaction by Husserl and Phenomenology, providing the basis for analysis and improvement of behaviorism and representationalism.
While slavery has classrooms, universities, therefore, will remain bastions of Fascism. But be careful here, curiously, "there are no bad or good", but "we're all in the same boat". In Shamanism, the only enemy is yourself. And if history has led us here, to the classroom slave breeding as minimalist structure of Fascism, Behaviorism and representationalism, is to also understand "at a stroke" our collective unconscious.
So much has been criticized so far the dominant educational system, these criticisms, but were unconsciously directed toward the classroom dirigiste slave and have generally flown above the slave class, but so far have not descended to the detailed description of slave class, to the description of the processes taking place in the classroom slave, and to the enormous possibilities of a university classroom, where the pews replaced by chairs slaves are freely configurable blade, and where diversity of learning tends to infinity , as has been shown for years Alternative Education, now the honorable chance to "get through the front door" in Formal Education.
The university dying 1.0, has the chance to make amends so and rebirth, and of course catching up 2.0 advances that are occurring in Secondary Education. These advances in schools and colleges are given in two scales. On the one hand affect collective work in the classroom. On the other affect participatory Internet and its use in the classroom. So, we are talking of two approaches 2.0. On one hand the "melee" in the classroom, where knowledge and learning are shared among all participants of the community-classroom. On the other hand, assumes that other internet wick, jumping real-time physical barriers of the classroom, and get in touch with other classrooms, groups, landscapes and experiences.
The classroom in U and permanently connected to the Internet, ie participatory doubly, doubly 2.0, is a unique opportunity for universities to come out at last from their slumber and join the world, society and territory which includes . And this transition does not cost money, but only requires the deployment of our imagination and creativity.
It is true that many teachers may "not the work" which used for decades (their school time including) the classroom slave and master class will be impossible to change "the overnight". Teachers often say that classroom groups are very large, and therefore need more teachers, which means more money.
The crisis has brought high unemployment. In special circumstances, special measures must be taken. There are at the same time 60% of school failure (in Spain). If it is necessary to accompany the teacher in this transition, with more people in the classroom, they can come from the Alternative Education or Formal Education. They also think that teachers in classrooms 2.0 they have to work harder. And it is not. They work a lot more now, investing most of their time in lectures, while the rest of the community, classroom remains passive. Put to work in groups to students not bring more work to the teacher, but less, as their role is no longer a director, to become the guide. The transition in classrooms, of which we speak, is just one of the dominoes that are falling cascade one after another almost effortlessly. Universities are, or were, the backbone of society (of knowledge). If universities want to regain that role, still time ...
Where's that screwdriver?
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