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Theopraxesis: Apparatus

Apparatus Orientation. Gauguin’s visualized catechism exemplifies the orientation (EPS) organizing the Western Tradition. The table on the left charts the isotopic alignments of Capabilities across the microcosm/macrocosm, individual and collective registers. The Western Tradition in our heuretic curriculum is configured to make explicit this system of relationships among the virtues and the popcycle. The theme takes many forms, one of which is the legend of the Golden Apple Paris awarded to Aphrodite in the context with Athena and Hera regarding which power was most desirable. The three goddesses represent the three virtues: Athena (Wisdom and War); Hera (Social and Political Power); Aphrodite (Sexuality and Fertility). Plato addressed the relationship among these powers in the Republic, advising a hierarchy of Head (Rulers), Heart (Guardians), Viscera (Workers), in that order. Education of the individual begins with Aphrodite (sexual desire, appetites), and follows the power of attraction upwards through the virtues to Hera’s realm of social custom, and finally on th Athena’s wisdom, knowledge of the Forms (Ideas) themselves: Beauty as such.

–Kant’s Critiques retrieve Aristotle’s Theoria, Praxis, Poiesis, Circumscribing the limits of each Capability: Pure Reason, Practical Reason, Judgment of Taste, with the Third Critique constituting an innovation that marks the beginning of Electracy–the promotion of the faculty of imagination (poiesis, aesthetics) to equal status with the other two faculties, which up to that point it did not have. Kant proposed his own version of the catechism, relative to these three powers: What can I know? What should I do? What may I hope?  This system informed Alan Kay’s design of computer interface when he worked at Xerox Park. Navigation of information space should engage all three of the virtues (theopraxesis in our terms). The three inputs: Keyboard (Symbol, highest order conceptual, linguistic) = Athena; Mouse (enactive doing) = Hera; Windows (image, icon) = Aphrodite.

–Nested levels (mise en abyme): The table helps clarify that, however dispersed our exposition may become, this system configuration is consistently present, governing the transformation from potential to actual.

  • Collective: Apparatus–Paleo, Oral, Literate, Electrate
  • Collective: Popcycle Institution–Family, Church, School, Corporation
  • Individual: Capability–Language, Will, Thought, Imagination
  • Individual: Theopraxesis (Mystory Wide Image generate hypothesis from disposition)
  • Meta: Mandala, Game, Engine, Drive [not yet discussed]
2018-07-28T17:15:19+00:00 July 28th, 2018|Categories: Capability, Orientation, Overview, Theopraxesis|Tags: , |

Terms: Popcycle

  Popcycle. Learning is a complex adaptive system, and an aspect of what we are exploring is a certain isomorphism transversing all such systems. Heuretic pedagogy is describable within a systems perspective, beginning with the popcyle of institutions within which identity is constructed.  Mystory (electrate equivalent of historiography) maps the position of a subject within the popcycle of institutions. The premise of heuretics is that there is an equivalent in learning of the four color theorem in mapping (choragraphy maps learning).  “In mathematics, the four color theorem, or the four color map theorem, states that, given any separation of a plane into contiguous regions, producing a figure called a map, no more than four colors are required to color the regions of the map so that no two adjacent regions have the same color.” The analogy is that the four institutions of the popcycle suffice as interface relating a learner with every possible dimension of reality.  This allusive argument is unpacked in subsequent posts, seeking further understanding, in configuring konsult as the mise-en-abyme of a popcycle.

 –Mandala. A basic diagram (popcycle mandala) is used consistently throughout KE to map and correlate correspondences across the layers and levels of the popcycle-mystory-wide image as Interface for the Stack of digital civilization. The diagram is not original, but is appropriated from various fourfold system templates. The diagram below registers the CATTt of a seminar documented in Ulmer’s blog, Routine, which includes extensive exposition of CATTt generators.

2018-07-22T18:11:59+00:00 July 22nd, 2018|Categories: Design, Popcycle, Terms, Tutorials|Tags: , , |



3) Heuretics. In the context of differend (Lyotard) among apparatus metaphysics, electrate learning turns to the human capability of creativity. Thomas Kuhn (The Structure of Scientific Revolutions) differentiated between revolutionary and normal science. KE takes up the challenge of designing a pedagogy for revolutionary science (recognizing that “science” is a catachresis in this context). An assumption of heuretics is that creativity is a procedure with its own methodology and modes of evaluation, such that it may be taught with the same degree of confidence assumed in teaching methods of criticism and critique.

–Image of Wide Scope. Gerald Holton, historian of science, identified an image of wide scope (wide image) organizing the imaginations of the most productive creators in modernity (from Kepler to Einstein). Holton identified the wide image as a pattern emerging within the oeuvre of innovators. The pattern was constituted by four or five images, anchored in a scene of childhood memory. The prototype is the career of Albert Einstein, and the memory he recorded in his autobiographical statements, of the gift of a compass from his father when Albert was four or five years old. It is possible posthumously or at the end of a career for an historian to note the uncanny symmetry between the compass and the physics of electromagnetism. The wide image is just that: a vehicle and a tenor. The vehicle for Einstein is the compass; the tenor is “invariance.” Commentators have suggested that the theory of relativity might be better dubbed a theory of invariance. Vehicle: the compass needle pointing north; Tenor: the speed of light. Subsequently, analysts have identified wide images in the careers of hundreds of figures across all fields of culture (see John Briggs, Fire in the Crucible).

–Mystory. The genre of mystory was created to enable students to discover and design their wide image at the beginning of their productive lives, rather than waiting for a biographer to extract the pattern posthumously. Nor is revolutionary science a measure of the success of this genre, in that it supports learning as equipment for living (Kenneth Burke) as well as for productivity. Mystory reoccupies (retrieves)  the pedagogical tradition of Memory Palace and topical logics from manuscript culture, as a means to connect a primal scene of childhood experience with a disciplinary aporia. Mystory documents the egents’s EPS (Existential Positioning System) in the popcycle of their culture. It is a documentation of interpellation, registering the position with which one identifies in each of the primary institutions of an apparatus: family; mythology (entertainment); history (community); career (profession). These four levels constitute a mandala of civilization, and will be tracked throughout KE. Dante is famous for codifying this typology structuring Medieval metaphysics. The immediate point is that egents’ wide image is formed before they enter university and declare a major (career). Mystory as genre brings this inchoate intuitive mental model into material configuration, providing the point of departure for the design of an image of wide scope.

2018-07-13T00:21:42+00:00 July 12th, 2018|Categories: EPS, Overview, Popcycle, Uncategorized, Wide Image|Tags: , , , |