Tag: reflection

Categories
- Consultation - Education - Language Discourse Knowledge

Coherence in Conversations

Recently, a gathering took place in which friends from diverse backgrounds, ages, geographies, and experiences came together to explore participation in discourse.  Coherence, it seemed, was the key.

 

The weekend began with a study of a message of the Universal House of Justice dated 4 January 2009, which encourages examination and conceptualization of the community’s work in terms of three broad area of action – “enabling the protagonists of collective effort to strengthen the spiritual foundations of villages and neighbourhoods, to address certain of their social and economic needs, and to contribute to the discourses prevalent in society”.  All of these efforts require coherence in methods and approaches, something that was implicitly, as well as explicitly, explored during the weekend.

 

Next, a message dated Ridvan 2010 was studied, particularly the paragraphs regarding “two interconnected, mutually reinforcing areas of activity: involvement in social action and participation in the prevalent discourses of society.”  Though the content was overtly about social action as a field of endeavor, under a framework of coherence the same concepts and principles are easily applied to discourse.  For instance, discourse, too, requires efforts to draw on insights from Revelation as well as tap into the accumulating knowledge of the human race; involves the application of the teachings of the Faith toward improvement of some aspect of society, keeping in mind a dynamic coherence between the material and spiritual requirements of life; is built upon the principle that access to knowledge is a right of all human beings; fosters universal participation in the generation, application, and diffusion of knowledge; is not the provision of insights and principles, but is concerned with building capacity to apply and reflect upon the application on concepts; is not a series of conversations one group of people does for others, but includes insights and perspectives from all; is founded on the immutable conviction that every human being is a mine rich in gems of inestimable value and can contribute to discourse.

 

While coherence was explicitly the topic of discussion, as demonstrated by the Ridvan 2010 and 4 January 2009 messages, the structure of the weekend sought to be implicitly coherent in approaches and methods with, say, what has been learned from the institute process.  In efforts of community building all throughout the world – through “meetings that strengthen the devotional character of the community; classes that nurture the tender hearts and minds of children; groups that channel the surging energies of junior youth; circles of study, open to all, that enable people of varied backgrounds to advance on equal footing and explore the application of the teachings to their individual and collective lives” – Baha’i communities are learning about how to “raise capacity within a population to take charge of its own spiritual, social and intellectual development”.  One of the methods and approaches toward this end is that all participate in the generation of insights.  Reality is multifaceted, and therefore a sincere investigation of reality, or truth, requires the harmonization of diverse perspectives from all.  In fact, the culture of protest that has come to characterize much of political activity is a predictable reaction to lack of ability to voice opinions in political decision-making processes, a clear injustice – for justice demands universal participation.  A weekend gathering regarding discourse used the same participatory method and approach as has been learned from institute campaigns and study circles.

 

Another principle that this first area of endeavor – community building – is founded upon is the wedding of study and service.  True education is the process of revealing the gems latent within all human beings so that mankind can benefit therefrom.  Study and service.  Neither is effective without the other.  In such a short period of time, such as a weekend, study becomes the overwhelming emphasis.  Yet, multiple times were participants asked to each one voice an insight through their subjective mind to enrich the collective understanding.  And on the last day, individuals and pairs presented insights from specific-subject discourses that they had studied that morning, each presenting something unique that others didn’t have a chance to study.

 

By all accounts, the result of this coherence was highly energizing.  These participants, who had been used to attending lectures and presentation, who considered the norm a 50 minute talk with 10 minutes for irrelevant Q&A, and who felt that they needed to muster up energy for any conference since all collective activity was draining, all verbalizing feeling charged by the end.  Clearly, the galvanizing effects of participation in collective knowledge generation coupled with such a simple act of service as sharing insights with others was evident.  Participants left animated and inspired to share their understandings of the conceptual framework they studied.

 

* * *

 

At a foundational level, all areas of endeavor – whether a grassroots educational process aimed at the spiritual empowerment of large numbers, involvement in social action projects seeking to raise capacity, or participation in public discourses and humbly offering one’s perspective illumined by the Faith – are built upon conversations.  It follows, then, that all the conversations we are having in these diverse areas and fields must be characterized by a high degree of coherence.  In fact, in this way, the methods, approaches, principles, and framework will be more naturally coherent.

 

Coherence entails reflection on what we are learning about “meaningful and distinctive conversations” in the area of community-building, where we are seeking out receptive souls “who are willing to engage in a conversation about the world around them,” in order “to undertake with them an exploration of reality that gives rise to a shared understanding of the exigencies of this period in human history and the means for addressing them.”  If we are striving for coherence across all three fields of endeavor, then the nature of our participation in the discourses of society will share some of the same qualities as conversations we are learning to have in our community building efforts.

 

Categories
- Consultation - Governance - Oppression - Religion - Science Discourse Knowledge Oneness

Climate Change and Political Partisanship: Why is the Truth So Divisive?

Every intelligent mind that evaluates the causes for global warming concludes that human-induced green-house gas emissions are responsible for Earth’s atmospheric average temperature increases. The only people who disagree with this are fringe scientists and few in number. For mysterious reasons, politicians are highly polarized on this debate. This scientific question has therefore become politicized. Since the early 1990’s the debate has typically fallen along partisan lines. The question needs to be asked: ‘Should we raise awareness of the facts surrounding climate change and risk igniting partisan warfare?’

To investigate the scientific validity of an issue, to raise awareness and form thoughtful opinions, and to act on these views as citizens with our purchasing-power and electoral choices — all this seems a human duty and a moral responsibility. However, what if we also hope to avoid becoming embroiled in partisan conflict, and consider exacerbating its divisive character, by throwing fuel onto a fire, equally unacceptable? An alternative is to refrain from speaking altogether. This however, would imply remaining silent on matters of conscience.

To many it would be unconscionable to hold their peace on matters of importance to one’s community, the environment, and the world. As responsible citizens of one common homeland, if we know something we would wish to share it, especially if  it is of betterment to the world. Who wouldn’t want others to benefit from it, to stimulate large numbers to investigate it, to improve collective conditions and avert disaster?

Pursuit of truth is natural. The desire to teach it is equally natural. The facts compel our conscience to declare that human fossil fuels and deforestation are responsible for climate change and truly threaten life on earth as we know it. How can public information and unbiased investigation into the topic be promoted, while not attracting the label of partisan bickering? How can one be true to one’s conscience but at the same time avoid being drawn into conflict with partisan representatives and economic special interests?

Partisan demonizing carries with it a debilitating affect on intelligent discourse. Climate change is after all, an issue of global importance and collective human destiny. Is it possible to contribute wisely whilst remaining free of quarrel in a social environment charged with partisan bickering and economic second agendas?

Holding discourse hostage with the threat of demonizing and castigating alternative viewpoints undermines the truth-discovering power of consultation, cooperation, and collective action.

Dear Sandy: Will humankind put aside partisanship before the Earth overheats our species?

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Categories
- Consultation - Empowerment - Governance - Religion - Three Protagonists Discourse

Summary of August 9th Message

Paragraph#:

1. 10 new Regional Councils (RC’s). 5-Year Plan messages foundation of action and study. Familiarity with dynamics of growth increases with core activities.

2. Dichotomy of neighborhood and centralized children’s classes (CC) transcended. 2 Junior Youth learning sites. Expansion/consolidation primary task of RC’s.

3. RC’s to ensure functioning of Regional Training Institute (RTI) and Area Teaching Committees (ATC). Two perspectives: cycles of activity and educational process.

4. RC to draw on world-wide system of generation and dissemination of knowledge. Relationship with Counsellors significant. Report successes and impediments.

5. Prospects for Junior Youth program especially bright. Transformation in junior youth and rapid development in those accompanied to serve as animators.

6.  Capacity for human resource development needed for sustainable progress in growth of Cause and transformation of society.

7. Intensity and patience are called for organically in accordance with the varying rates of growth in various populations.

8. Refrain from comparisons between differing circumstances. Validity of network teaching versus intense neighborhoods. Guard against inundating fledgling efforts.

9.  Attention to Latin, African, Asian children; now 1 in 4 children. Vibrant sense of community more pronounced. CC’s and JYSEP accelerate community building.

10. NSA to engage in regular consultation with Counsellors on form of scheme of cluster coordination being studied by International Teaching Center.

11. Ramifications for organization of National Center. Decentralization to respond to financial needs at grassroots. Funds for part- and full-time workers.

12. Growth not to revolve around expectations or presence of RC members. Requests for reports or gatherings deferred in response to needs of grassroots.

13. Appreciation of efforts. Ardent supplications on behalf of new RC’s. May Baha’u’llah bless American Baha’i community.

Department of the Secretariat

9 August 2012

Categories
- Language - Science Justice

Consistency

The statements of a language that seeks to be rational must also be internally consistent. Obviously, premises and claims cannot contradict each other, otherwise, truth could never be sought, and reality could never be adequately assessed. The importance of consistency is that it is a direct requisite for justice – if justice is the faculty of the soul that enables the mind to differentiate truth from falsehood and understand through one’s own knowledge, then one must strive for consistency in one’s perception and analysis, and the actual reality. This path to coherence requires constant reflection. And as words, thoughts, and actions all influence each other, consistency in words becomes even more important – for consistency within and between thoughts and actions is also praiseworthy. One cannot believe one thing and do the opposite. Consistency expresses itself as a commitment to long-term action informed by vision; as thinking in terms of process; as a learning mode characterized by action, reflection, and consultation; as being uncompromising in principle, never sacrificing values for practicality; as maintaining resolve in purpose; and as aligning methods and approaches with goals and ends, and with humanity’s innate nobility.

Consider the following reasoning:

– A humble posture of learning is essential in order to contribute to the advancement of civilization.
– The western systems are the most advanced in the world.
– The advancement of civilization is conditioned on establishing western systems.

Are these statements consistent? What are the assumptions underlying them? What is the relationship between them? How was this conclusion reached?

What are some other examples of inconsistency you see in society? Do they correlate with injustice? Do you see examples of consistency and justice?

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Categories
- Governance Knowledge

A Learning “State”

Continuing the discussion on governance and some principles that it is informed by, the last post on consultation leads to a key attribute that should characterize effective governance.  We know that human society is diverse, that its dynamics are becoming increasingly complex and interdependent, and therefore, that structures and organizational models must evolve in order to serve the needs of humanity.  It is crucial, then, that governance be approached in a mode of learning.

Previous posts have already discussed a culture of learning, and it is extremely important in the context of government.  Collective decisions made by institutions are always limited by the best insights available at the moment and by the individuals involved.  The limited factors seem to be 1) number of individuals, and 2) insights of individuals.  In order to make better and better decisions, all the plans and policies need to be tested against reality, within a social context or the community.  This will involve a large portion of people and generate immense insights.  Over time, decisions are refined as knowledge is advanced.  It is helpful to, again, use the analogy of a path of learning – and to view decisions as points of this path.  Institutions, just like individuals, can periodically reflect on decisions in light of experience, consult on them, adjust, create new policies, and test them.  Without adopting a humble posture of learning, any structure of governance will become obsolete and useless as quickly as social change.  And how fast is society changing?

Relevant to a learning mode within the context of governance is the idea that unity facilitates learning.  Current structural models of opposition and protest sabotage learning efforts.  If interest groups or factions are constantly competing and fighting against each other’s decisions and policies, then any attempt to learn from action is undermined.  (Not to mention all the energy dissipated in power struggles that could be used towards learning from action).  To properly implement policy within a mode of learning – action, reflection, consultation, and revision – requires a degree of unity to then scientifically and reasonably analyze the results of any plan without being biased by efforts to undermine it.  Otherwise, nothing looks like it works – and no strength can be built upon.

How do we foster a spirit of unity to enable social structures to operate in a learning mode?  

What are other characteristics required for governance to adopt a culture of learning?  

Do you see examples of organizations which learn?

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Categories
- Consultation - Governance

Consultation and Governance

The practice of consultation has been a theme of multiple posts on this blog.  It is, obviously, a vital concept for governance, for it is the operating expression of justice in a way that empowers.

As the last post pointed out, a conception of governance that is informed by the principles of Oneness, Justice, and Power that were discussed in the last two posts, and that seeks to exercise a collective trusteeship over an interconnected and unified social body is dependent on effective consultation for collective decision-making.  Society’s current models of dispute and debate, of interest group competition, of “us” and “them” mentalities are entirely inadequate to meet humanity’s challenges in an age of social interdependence.

Consultation, in the setting of governance, needs certain prerequisites.  Those members of institutions must be sincere and systematic in seeking truth; they must be frank and loving when putting forth their views; they must be detached from their words, for once put forth, they belong to the whole group – to be altered, critiqued, discarded, or accepted.  Unity is to be valued above opinions, for it is unity that leads unto truth.  And diverse perspectives must be sought from all individuals, for a multi-faceted reality is illumined more by more insights – the minds of many is preferable to the minds of few.  Their goal must be the well-being of all humanity; their means the application of spiritual principles and a spirit of fellowship with the community in which they serve.  Finally, their mode of operation is a humble posture of learning, in which reflection on decisions made helps constantly improve and refine policies and their implementation.  This reflection is not simply a judgement of “good” or “bad”, but rather, “what did we learn?”.

From these thoughts and from previous posts on consultation:

How can these qualities be nurtured in organizations and in the area of governance?

How can these mature approaches to collective decision-making inform relationships between and among individuals, communities, and institutions?

Categories
- Consultation - Empowerment - Religion - Science Development Justice Knowledge Oneness Power

Beyond Modernism and Post-Modernism

Historically and currently, the relationship between power and knowledge has been strained and complex, to say the least.  Recently, “modernism” – which has constructed systems of knowledge around truth-claims about social reality – has come into critique by “post-modernism” – that these systems have been created through the operation of privilege and power, resulting in an unjust and inequitable social reality that brings modernism’s remarkable advances to only an elite minority.  Post-modernism, however, has reacted to an extreme position, asserting that all knowledge is grounded in power dynamics, that knowledge is oppression, that no truth-claims are more valid than others.  Instead of a solution, post-modernism has replaced all thought with endless critique.

Perhaps the following premises can help:
1)  Human comprehension is limited, human perspective is diverse, and social reality is complex and multifaceted.
2)  Science and religion, two systems of knowledge and practice, yield partial and tentative, though valid, insights into this reality.
3)  Over time, through a reflective learning process, humanity can judge the relative validity these insights (or truth-claims) against the goal of advancing civilization.

This is a consultative, evolving, and adaptive approach to knowledge.  It can be protected from oppressive uses of power by a) drawing in any and all diverse insights and perspectives, experiences and reflections, and constructive criticism from all people, and b) being guided by spiritual principles such as oneness, justice, interdependence, compassion, honesty, cooperation, etc.

This approach resolves the tension of knowledge and power, currently taking form as the crisis of modernism and post-modernism.  More importantly, it empowers humanity to take charge of its own destiny and the advance of civilization through the generation and application of knowledge.

Categories
- Empowerment Discourse Knowledge Oneness

Discourse, Education, and the Collective

Capacity building requires forums in which space has been created for learning about the betterment of society. Open forums for discourse can accompany and assist undergraduate students through their four years of university studies. Through an ongoing cycle of study, consultation, action and reflection, youth between the ages of 18 and 25 can learn more about who they are, what type of life they are leading, and the significance of engagement towards social change. In such settings people with potential learn about the dynamics of their engagement in social action and about the issues confronting prevalent discourses. They develop capacity to reflect, analyze, and learn from study and from ongoing action. Important in this process is the erection of essential elements constituting their conceptual framework. It is through some type of structure in the values and mind that people contribute to their families, neighborhoods, communities, and civic engagements. This structure is constant, but evolving. This structure encapsulates their principles. This structure allows progress to circumvent problems associated with whimsical decision-making or changes in mood and environment. Principles and scruples are as indispensable to productivity in the workplace as they are to advance in the social and intellectual setting. It, is after all, through the sum of multiple individual’s conscientious striving that we advance as a civilization.  In this way, on a personal level, we acquire the tools necessary to decipher and understand the complex mesh of intentions and realities we are inundated with in popular culture. Such tools include the ability to disentangle, understand and contextualize undergraduate university hierarchies and course content. Most people come to recognize the less than flawless value system that went into the design of their university courses and majors. Undergraduate students engaging in this forum, then, emerge with a sense of responsibility to assume ownership for their own education. This spiritual and intellectual empowerment is the agency by which we seek out and acquire the kind of knowledge necessary to live productive, contributory, and meaningful lives.

Categories
- Religion - Science - Three Protagonists Knowledge

Walking a Path

That one who generates knowledge can be likened unto a scout evokes images of walking a path, which perhaps can be an analogy to the process of generating and applying knowledge.  Let us expand on this analogy.  Firstly, walking a path is a collective enterprise, not an isolated act; a path invites the participation of many and can be known by all.  A path has an end point and necessitates a structured, defined, and logical progression forward; but the actual course is not a straight line – thus, progress is mapped out, by multiple groups, through periodic reflection on current position and factors, at which point, the course and direction can be adjusted.  In this way, uncharted territory and related lines of exploration can be charted, and a fuller picture of the landscape can be obtained.  Walking a path implies constant movement and active effort, and yet the pace is not fixed; all strides are accommodated.  Those who walk this path require skills and abilities, qualities and attitudes, and it is through walking with others that these capacities are developed, not in isolation or off the path – there is no “practice” path; all actions are within a social context.  And of course, this path is not mapped out from the beginning; the horizon in the distance beckons those who walk and provides the general direction and goal, while the lamps that illumine their footsteps are the systems of knowledge and practice of science and religion.

One note about pace.  Although it is fostering a natural and unified process of forward movement with others that is important, and not reaching the end goal in a disunified manner, still there must be value placed on the speed of exploration.  The rate of progress of organic social processes can be increased, while still maintaining requisite characteristics of unity, justice, and humility.  The relationships between individuals, communities, and institutions, all walking this path, and their ability to engage in an ongoing learning process – defined as consultation, action, reflection on action, and study of science and religion – is what will determine the pace of progress.  In short, as has been a theme throughout, the advancement of civilization is propelled by the generation of knowledge within a learning mode and the development of proper relationships between its three protagonists.

Categories
- Consultation - Empowerment - Three Protagonists Knowledge

Global Learning

A culture of learning that operates through study, consultation, action, and reflection, depends on empowerment and capacity building on the level of both the individual and the institutions of society.

Individually, all are responsible to participate in the generation and application of knowledge according to each’s unique talents and capacities.  Contrasted to current society’s depiction of education and learning as a filling information into the empty minds of passive recipients, a culture of learning recognizes the innate capacities of creativity, insight, and intelligence of all individuals.  Opportunities must be created to develop these latent capacities towards the end of generating and applying knowledge for the betterment of the world.

Institutional capacity must also be developed – both creating systems which foster the empowerment of individuals through manifesting their latent capacities of knowledge generation, as well as  consolidating, integrating, and diffusing generated knowledge.  Learning is a collective enterprise, as consultation thrives on diverse perspectives and views from many individuals.  Thus, not only does the role of institutions becomes the empowerment of all to contribute to learning, but to distill and synthesize knowledge generated from diverse settings and contexts.  Knowledge propels the advance of civilization – the goal being a world civilization.  Knowledge, therefore, has a global dimension, and institutions must discern universal patterns from local insights.  Of particular significance is the impact these concepts have on the educational systems of the world.  They need to be concerned with empowering students to be active participants in a process of generating and applying knowledge – not receptacles of others’ learning; and they need to compare knowledge from diverse contexts, identify patterns, and disseminate learning.  In these ways will institutions be empowered themselves to guide a global collective learning process towards building a world civilization.

Categories
- Consultation Discourse Knowledge

Study, Consultation, Action, Reflection

An approach to the generation and application of knowledge within a learning mode occurs through a process of study, consultation, action, and reflection.

Science and religion are the two systems of knowledge and practice that strive to describe reality, and are studied in an ongoing and systematic manner, with humility and with the understanding of their complementarity. This study is undertaken for the purpose of informing action, to apply insights generated.

As reality is multifaceted and complex, and every individual has a unique perspective on some aspect of reality as an object of study, then consultation is the method by which a more accurate depiction of reality can be created. For consultation to be effective, the individuals participating must have purity of motive, humility, truthfulness, patience, and detachment. In an atmosphere of openness, mutual respect, and commitment to truth, individuals can exchange diverse views on reality, offering them to be critically and frankly examined, in a dispassionate and courteous way. The more individuals that contribute perspectives, the more facets of this highly complex reality will be illuminated.

Tentative insights into reality, through study and consultation, must be tested against reality for learning to advance. A goal and purpose of study and consultation is action – in particular to not only effect individual and collective transformation, but to learn about it. Thus, action in a learning mode must be unified and accommodate diversity, must reconceptualize mistakes as opportunities for growth, must aim to build capacity in all participates to become protagonists of learning.

For learning to actually take place, reflection on action is essential in order to analyze observations, modify conceptions previously held, and adjust subsequent action. This is both an individual and a collective endeavor – individually, realizing one’s capacities and how best to manifest them; collectively, as just with consultation, each person’s diverse views can provide a unique perspective.

Study, consultation, action, and reflection are interwoven aspects of a single coherence process of learning.

What are your reflections on reflection itself?