Community Discussion: Where would you like to go??

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Good morning, Tigrilla. And hello again to anybody (anyone?...anyone?) who might be listening...

The road behind us:

https://steemit.com/steemstem/@rortian/to-steemstem-or-not-to-steemstem-who-defines-science

https://steemit.com/higherorderthinking/@yvesoler/want-to-be-a-part-of-a-community-discussion

https://steemit.com/higherorderthinking/@rortian/community-discussion-continued

https://steemit.com/higherorderthinking/@yvesoler/community-discussion-continued-a-feeling-of-failure

https://steemit.com/higherorderthinking/@rortian/community-discussion-in-progress

https://steemit.com/higherorderthinking/@yvesoler/community-discussion-in-progress-is-there-space-for-critical-thinking-without-judgement

https://steemit.com/higherorderthinking/@rortian/community-discussion-chapter-6

and

https://steemit.com/higherorderthinking/@yvesoler/community-discussion-in-progress-philosophy-of-judgement

OK, let's move to new cognitive spaces. On your mark; set...

Boom!

judgement

1. the ability to make considered decisions or come to sensible conclusions.
2. a misfortune or calamity viewed as a divine punishment: judgement on them for their wickedness

discernment

1. the ability to judge well.

You asked about my meaning when I said that I'm "judgment-free."

Do I want to operate without making considered decisions, coming to sensible conclusions, or judging things well?

Hmmm. Uh, I don’t think so!

What I’m talking about relates to the other one, but pronounced by humans:
...judgement on them for their wickedness”

I added the italics!

I was referring to judgmentalism, the process (habit!) of being judgmental:

Oxford: 1.1 Having or displaying an overly critical point of view

Cambridge: too quick to criticize people

Merriam-Webster: 2. characterized by a tendency to judge harshly

Is that process unfamiliar to people?

I was put down so many times as a child that I adopted it as a way of life - being judged (in the worst sense of the word!) and judging people in return.

I eventually woke up, smelled the shit, and decided to give up the habit.

(I'm not perfect! Every so often I've gotten upset, dropped my filters, and failed to maintain my commitment; then I've been ashamed and contrite. Nobody's perfect...)

I'm working on a blog entry about the process of invalidating people by applying abusive labels and characterizations.

Btw, imo, Most of the people whom I meet don't bother to evaluate what they say, because they already know that what they say is true! As I've explained, I'm working with a different set of presumptions.

“How does one create a space where every person is potentially both student and teacher? That is my question.”

Great question, Tigrilla!

How have you been doing it?

I’d very much like to hear how someone who’s never done that before arrived at the frame of mind that you’ve created in the past days. Maybe if you share your process, others will be interested.

It can’t have been very easy for you…was it?

I believe that it took tremendous courage for you to overcome your historical issues, bad thoughts, and habits of avoidance and step forward to work with me. I understand that you did it because you believed that it would be good for you, or you wouldn’t be here.

Continuing day after day, without making leaps and bounds in your learning process, can’t have been easy either. I have great admiration for the work that you’ve done so far on this, Tigrilla.

Please allow me to rephrase your inquiry into a more general question.

How do people learn to create new cognitive spaces for themselves and others?

My best idea on this (not the truth!) is abstract (like all ideas): We step out of the history that binds us to our beliefs, open our minds, look around, inquire, and then listen to people who have lived for a while with the things that we’re seeing for the first time.

Does that make much sense to you?

As for what we actually do:

We talk about things that we haven’t talked about before. We inquire. This requires being open-minded and creating a commitment to learning.

Most children are used to that. I believe that many adults dropped out of that process as soon as they believed that could manage well enough by believing what they know. They don't seem to me to appreciate the value of self-correction very much (if at all!). I think that they need to know that they've been right about...everything(?).

They might change their minds if confronted with clear evidence that they're mistaken. Many won't:

Confirmation bias

and https://www.fs.blog/2017/05/confirmation-bias/

“ If anybody is out there, and you have a good idea, would you please be kind enough to share it with us?”

Lol. That’s a good idea to you, Tigrilla, and I agree that that would be nice. On the other hand, do you think that this banner is evidencing something like anxiety (or desperation?) on your part?

I still think that you don’t understand the magnitude of your courage!

We discussed your fears. You overcame them.

Everything that follows is my opinion, ok? Check it out, Folks. Tell me how wrong I am, if you dare. Or if you agree, could you admit it?

When one's desire to learn outweighs one's desire to avoid being wrong then one works to learn new things and/or replace outdated ideas.

I call that a commitment to learning: https://steemit.com/education/@rortian/applying-values-in-action-theory-and-practice

Folks are comfortable with their beliefs. They believe that their beliefs are true. They’ve invested their lives in these beliefs.

Our beliefs drive our actions. If our beliefs are mistaken, it follows that any actions sourced in those beliefs might be mistaken. Not only might people’s past beliefs and actions be mistaken, but they would be wrong.

Who’s willing to risk that?

@dedicatedguy asked me this: When it comes to science knowledge, I believe the social and historical context are irrelevant, but perhaps I am mistaken about this?

I replied with an excerpt from my ebook which describes what happened when a seventy-year-old engineer asked me how the properties of metals could be viewed as other than fixed fixed and objective.

I explained in his terms, and that guy got it.

Check it out, Folks (if you dare!): https://steemit.com/higherorderthinking/@rortian/dealing-with-facticity-my-apology-and-re-introduction#@dedicatedguy/re-rortian-dealing-with-facticity-my-apology-and-re-introduction-20180410t125258922z

Thanks, @dedicatedguy, for inquiring.

Tigrilla, you haven’t delved into philosophical questions with me yet either, have you? You’ve had other concerns that stood in the way; you’ve been working through your historical reservations, considerations, beliefs, and needs.

That's perfect. It's a prerequiste. You get philosophy (and psychology) back!

This is an unfamiliar process to you and others. You’ve faced your fears and overcome them.

That takes tremendous courage, Tigrilla. Thank you for being here with me. I admire your commitment to learning.

“What is the next lesson?”

Well, I opened this process, but it’s called learner-centered education! You’re actually driving me to where you want to go. I'm just navigating the path; I've got the map.

So, ask a question, and that will open up the next space of inquiry, consideration and resolution.

Ok?