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- | ===== Hybrid Story-Ing, | + | ===== Hybrid Story-Ing, |
[This research is still in progress] | [This research is still in progress] | ||
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So Foam, and gRig could be seen as subversive tricksters, formed to confound, confuse and ultimately destabilise consensus reality. | So Foam, and gRig could be seen as subversive tricksters, formed to confound, confuse and ultimately destabilise consensus reality. | ||
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==== Aim ==== | ==== Aim ==== | ||
- | This context spawns two related questions: | + | This research project is focussed around discovering **the most effective mechanisms we can use to become more conscious of, and change, our relationship to reality** |
- | **1.By what mechanisms can humanity become more conscious | + | It will connect a number |
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- | **2.In what ways does the work of gRig and Foam most effectively support this process? | + | |
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- | The first question potentially connects numerous | + | |
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- | I will be particularly focussing on Un-Genreable Engagement | + | |
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- | The second question will be covered more briefly, | + | |
The **overall aims** for this process are: | The **overall aims** for this process are: | ||
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==== Method and Scope ==== | ==== Method and Scope ==== | ||
- | Given we are dealing with the topic of reality construction, | + | The the underlying epistemology |
Practically, | Practically, | ||
- | Material | + | Material |
* Interviews and Connections | * Interviews and Connections | ||
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* Ethnographic encounters and Anthropological Immersion | * Ethnographic encounters and Anthropological Immersion | ||
* Reflective blogging and Existential Story-ing | * Reflective blogging and Existential Story-ing | ||
+ | ==== Results ==== | ||
- | and other methods that will be discovered. | + | === The Blog === |
- | ==== Results ==== | ||
- | At this point, I can speak about tangible outcomes so far: | + | Over the past year a large volume of material has been collected through excursions, reading, interviews, observations, |
- | | + | This has been recorded in a **blog** |
- | Reality creating, blurring | + | The focus of my experiments |
- | **In Progress**: Guerrilla Theatre (interview | + | The methods I found fall into a wide range of artefacts and experience that are interrelated and deeply connected |
- | Blog has drawn favourable, offline, responses, subscriptions | + | o hybrids that evade categorisation by existing mental models |
+ | o activities that blur the dichotomies of right and wrong, true and false, real and unreal | ||
+ | o processes that reveal hidden or obvious truths | ||
+ | o mediums that stimulate multiple senses simultaneously or by- pass well used senses | ||
+ | o experiences that push the boundaries of consensus reality by inviting us to question whether something is real, exists, is happening. | ||
+ | o experiences that allow us to grow our own reality | ||
+ | o collaborations that create portals between different rhealms ( spiritual, physical, digital, imaginal, magical) | ||
- | | + | Using these all the methods and tools that I studied were several which could be seen to cross over and fall into multiple categories, or were particularly effective examples of practice in a particular area they are: |
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+ | http:// | ||
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+ | * [[ARG]]’s | ||
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+ | *** street games** | ||
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+ | * **hybrids** | ||
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+ | //**as well as a number of other explorations, | ||
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+ | *** transdisciplinary facilitation** | ||
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+ | *** exhibitions | ||
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+ | ** * publications, talks and movies** | ||
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+ | ** * meandering musings** | ||
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+ | *** reality challenging psychological sydromes** | ||
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+ | **The Blog** has drawn favourable, offline, responses, subscriptions and a small and loyal readership. There have been numerous requests for further information about the content, including requests for details about Foam and its other activities. People connect and contact each other through the site.Therefore it has already contributed to Foam’s aim of encouraging participation, | ||
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+ | === Experiments and Field Tests === | ||
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+ | In addition to this work a number of field tests have taken place in order to try out ideas found through research. Results were recorded in both the blog and the pages of this wiki. | ||
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+ | **one off experiments** | ||
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+ | Subverting xmas and creating hybrid decorations in a deprived neighbourhood | ||
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+ | http:// | ||
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+ | Reactivating marginalised spaces using geo-cache and treasure hunt mechanisms | ||
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+ | http:// | ||
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+ | **large scale hybrid story-ing ARG-like programmes** | ||
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+ | Awhiworld was an experiment that took place within a primary school involving 150 children aged 5 to 12 years old,11 teaching staff and a six month time frame: | ||
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+ | http:// | ||
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+ | === Literature Review === | ||
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+ | Material was also collected through through reviewing literature from the transformational learning field, from management deveopment, from anthropological books and from fictional novels. These are listed in the references section. | ||
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+ | === The next section will summarise findings from all of these activities and discuss future implications and areas for further research === | ||
==== Discussion ==== | ==== Discussion ==== | ||
To be discussed | To be discussed | ||
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==== References ==== | ==== References ==== | ||
- | * Darwin, J, Johnson, P and McAuley, J (2002). Developing strategies for Change. Prentice Hall. P: 16 | + | * Darwin, J., Johnson,P. and McAuley, J (2002). Developing strategies for Change. Prentice Hall |
- | * Cooperrider, | + | * Cooperrider, |
- | * Kegan, R. (1982) The Evolving Self. Harvard University Press. | + | * Kegan, R. (1982) The Evolving Self, Harvard University Press. |
* Kegan, R. (1994) In Over Our Heads – The Mental Demands of Modern Life, Harvard University Press. | * Kegan, R. (1994) In Over Our Heads – The Mental Demands of Modern Life, Harvard University Press. | ||
+ | * Hyde, L. (1998) Trickster Makes This World - Mischief, Myth and Art, North Point Press | ||
+ | * Schlitz, M.M., Vieten,C. and Amorok, T (2007) Living Deeply The Art and Science of Transformation in Everyday Life, New Harbinger Publications and Noetic Books | ||
+ | * Cranton, P. (2006) Understanding and Promoting Transformative Learning - A Guide for Educators and Adults, John Wiley and Sons Inc, 2nd Edition | ||
+ | * Mezirow, J. (2000) Learning as Transformation - Critical Perspectives on a Theory in Progress, Jossey-Bass | ||
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