Differences
This shows you the differences between two versions of the page.
| Both sides previous revision Previous revision Next revision | Previous revision Next revisionBoth sides next revision | ||
| research_report_maggie_buxton [2009-01-22 00:42] – 118.93.84.195 | research_report_maggie_buxton [2009-01-22 00:50] – 118.93.84.195 | ||
|---|---|---|---|
| Line 1: | Line 1: | ||
| - | ===== Hybrid Story-Ing, Ungenreable Engagements | + | ===== Trickster, Transformation |
| - | [This research is still in progress] | ||
| - | |||
| ==== Context ==== | ==== Context ==== | ||
| Line 21: | Line 20: | ||
| 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** | 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** | ||
| - | |||
| - | It will connect a number of related disciplines. Transdisciplinary engagement and Hybrid Story-ing are the subject of particular investigation and experimental activity. | ||
| The **overall aims** for this process are: | The **overall aims** for this process are: | ||
| Line 294: | Line 291: | ||
| Uncritically assimilated habits of mind about the resources in our environment could lead us to wasting or destroying the world’s resources, thereby diminishing the possibility of there being energy, food, and shelter for all in the present and in the future. | Uncritically assimilated habits of mind about the resources in our environment could lead us to wasting or destroying the world’s resources, thereby diminishing the possibility of there being energy, food, and shelter for all in the present and in the future. | ||
| - | ===== But what methods and tools are most effective in supporting transformations of consciousness? | + | == But what methods and tools are most effective in supporting transformations of consciousness? |
| My research led me to a number of different methods and tools, however it was clear that there was great tension between breadth and depth. | My research led me to a number of different methods and tools, however it was clear that there was great tension between breadth and depth. | ||
| Line 305: | Line 301: | ||
| But the challenge with work such as this is that it invokes the spirit of the Trickster. And Trickster activities are not easily measured and evaluated, at least not in mainstream terms. | But the challenge with work such as this is that it invokes the spirit of the Trickster. And Trickster activities are not easily measured and evaluated, at least not in mainstream terms. | ||
| - | ===== The Trickster and Transformation ===== | + | == The Trickster and Transformation == |
| Hyde (1998), in his book Trickster Makes This World, talks about a number of trickster characteristics that fundamentally disrupt or call into question things we have taken for granted. | Hyde (1998), in his book Trickster Makes This World, talks about a number of trickster characteristics that fundamentally disrupt or call into question things we have taken for granted. | ||
| Line 312: | Line 307: | ||
| According to Hyde’s extensive research, Trickster, through his sneaky acts and hilarious mistakes, makes us question dichotomy. Trickster calls us to ask: what is right and wrong? what is private versus collective ‘ownership’? | According to Hyde’s extensive research, Trickster, through his sneaky acts and hilarious mistakes, makes us question dichotomy. Trickster calls us to ask: what is right and wrong? what is private versus collective ‘ownership’? | ||
| - | The act of questioning creates the conditions for epistemologically shifts from dualistic functionalist and positivist frames of reference, to constructivist frames. This means greater meta-cognitive capacity, an ability to engage more effectively with complexity, and potentially even a shift to a way of viewing the world that is based on connective rather than separate ways of knowing. (Which is of great assistance in climate change work for example.) | + | This act of questioning creates the conditions for epistemologically shifts from dualistic functionalist and positivist frames of reference, to constructivist frames. This means greater meta-cognitive capacity, an ability to engage more effectively with complexity, and potentially even a shift to a way of viewing the world that is based on connective rather than separate ways of knowing. (Which is of great assistance in climate change work for example.) |
| My efforts to create an ARG within a school were specifically designed to build the imaginative capacity of children and give them another option than the dichotomous notion of true and false which is reinforced by mainstream curriculum. | My efforts to create an ARG within a school were specifically designed to build the imaginative capacity of children and give them another option than the dichotomous notion of true and false which is reinforced by mainstream curriculum. | ||
| Line 332: | Line 327: | ||
| It seems from my research that Trickster is an archetypal figure most clearly associated with transformational shifts, and the methods that can often bring these about. | It seems from my research that Trickster is an archetypal figure most clearly associated with transformational shifts, and the methods that can often bring these about. | ||
| - | ===== Further Research and Opportunities ===== | + | == Further Research and Opportunities == |
| It is clear that this research has only scrapped the surface of an area that has tremendous potential to add to the fields of adult education, consciousness studies and also to the different creative disciplines mentioned in the material. | It is clear that this research has only scrapped the surface of an area that has tremendous potential to add to the fields of adult education, consciousness studies and also to the different creative disciplines mentioned in the material. | ||
| Line 339: | Line 333: | ||
| More detailed experiments within the school can build on the initial pilot, and are being planned for 2009. Also experiments within the sustainability education arena, using methods not traditionally associated with environmental work eg ARGS, Guerilla Theatre etc. | More detailed experiments within the school can build on the initial pilot, and are being planned for 2009. Also experiments within the sustainability education arena, using methods not traditionally associated with environmental work eg ARGS, Guerilla Theatre etc. | ||
| - | It is clear that rather than thinking about the ‘effectiveness’ of particular reality shifting techniques, it is better to take an approach that involves multiple methods and tools, and couple this with simple behaviour shifting methods such as marketing tools and policy measures. | + | It is clear that rather than thinking about the ‘effectiveness’ of particular reality shifting techniques, it is better to take an approach that involves multiple methods and tools, and couple this with simple behaviour shifting methods such as marketing tools and policy measures. Evaluating this may need to involve creative and innovative techniques, as consciousness transformation is still an area that is little understood and controversial. |
| - | + | ||
| - | ===== Final Points ===== | + | |
| + | == Final Points == | ||
| - | Overall, as you will see from reading the blog, and the experimental work, there have been a number of positive outcomes from this research that meet the initial aims. Feedback from many different individuals shows that the research has provided user friendly material, and inspiration to a wider audience that has not encountered these concepts before. It has encouraged a number of people to grow their own worlds in ways they would not have previously, and has connected a number of different worlds across traditional boundaries. Finally this project has actively promoted the work of Foam and gRig in a number of areas that it would not normally easily reach. | + | Overall, as you will see from reading the blog, and the experimental work, there have been a number of positive outcomes from this research that meet the initial aims. |
| + | Feedback from many different individuals shows that the research has provided user friendly material, and inspiration to a wider audience that has not encountered these concepts before. | ||
| + | It has encouraged a number of people to grow their own worlds in ways they would not have previously, and has connected a number of different worlds across traditional boundaries. | ||
| + | Finally this project has actively promoted the work of Foam and gRig in a number of areas that it would not normally easily reach. | ||
| + | The question is how to continue this work so that it continues to feed and supports both Foam, the creative professionals and organisations that have already become involved. | ||
| ==== References ==== | ==== References ==== | ||
nik