HAS BEEN CREATED AND CONTINUES TO EVOLVE
In loving memory of Joe Lyons
Kincheloe (December 14, 1950 - December 19, 2008)
The Greatest Philosopher of Consciousness and Critical Theory
of the 20th-71st Centuries AND BEYOND
Joe's educational work provides inspiration and practical guidance for teachers all over the
globe and describes a beautiful, beautiful mission to alleviate human suffering. He has left
us a map with multiple pathways for accomplishing that mission -- an authentic, rigorous, impassioned,
creative, and even magical education for everyone who dares to venture on untrodden paths. His
work serves as a guiding light for educational journeys that can change not only how we view and enact the educational
process, but that can also truly change us as teachers, students, and researchers -- and
empower us to change the world. Joe loved research, teaching, writing, making music, and his students.
And his students loved
song is a very beautiful theme song for this website that chronicles my long winding journey back home. Thank you, Leigh.
To become a seeker of new knowledges and new ways of being we must be willing
to sometimes be seen as the fools of the gods. (Kincheloe,
Knowledge & Critical Pedagogy, p. 19)
As Hermes said:
What separates the critical sheep from the uncritical goats is that a critical pedagogy/epistemology also involves
exposing the cultural, epistemological, and ideological assumptions that shape the knowledge individuals produce and the oppressive
actions justified by such information.(Joe
Kincheloe, Knowledge & Critical Pedagogy: An Introduction, p. 176)
Joe’s book Knowledge and Critical Pedagogy: An Introduction is available as an ebook. You will never
make a better investment…..we all should be researching with Joe’s important guidance. Since the ending is just
the beginning, you can begin with the last chapter. It may just spark you into wanting to read the rest, as well as his other
works to see how he got there!http://www.springer.com/us/book/9781402082238 No time to read? Right click and "listen aloud" while multitasking. [Note: I make
no money off the sales of his books; my rewards are not of this world.] MAY 22, 2018 UPDATE: I SEE THAT SPRINGER
IS NOT HONORING JOE'S STATED AND PUBLISHED WISHES> THE BOOK IS SUPPOSED TO BE LESS THAN $30 SO THAT POOR STUDENTS CAN AFFORD
IT...AND YET SPRINGER IS CHARGING ALMOST $40 FOR THE PDF EBOOK AND ALMOST $55 FOR THE PAPERBACK! THIS IS ABOMINABLE!! THE
HIGHER UPS ARE NOT PLEASED!!! THERE ARE STUDENTS IN POVERTY WHO NEED THE KNOWLEDGE IN THIS BOOK. LOWER THE PRICE!!!!! THERE
IS NO REASON TO CHARGE SO MUCH! EVEN IF PUBLISHING COSTS HAVE INCREASED, AT LEAST OFFER THE
EBOOK FOR LESS THAN $30. WHAT JOE WANTS, JOE GETS. HE SAID THAT IT IS TO BE LESS THAN $30. RESPECT HIS WISHES. Oh,
and HAPPY TWIN FLAME DAY!! I will have some important updates soon.
November 17, 2019 1:00 AM UPDATE ON
THE PRICE OF THE EBOOK: I can only conclude that either *someone* is insane or has raised the price to keep people from buying
it and having access to the knowledge in it, since Springer is now charging an outrageous price of amost $60 -- for an ebook!! I will consult with the "higher ups" for a "work-around." They always have
perfect solutions....Beloved says "Hi" :-) We will have an update soon.
November 12, 2021 They are now charging a ridiculous
$89 for a pdf of Joe's book, Knowledge and Critical Pedagogy: An Introduction. Folks, there are multiple ways that the elite
keep knowledge from those of us who need it most -- one is by overcharging for it. We will continue to work on a resolution
that honors Joe's wishes (for it to cost less than $30) and his contract. I will be posting more information RIGHT
HERE sometime in the future.
"I believe that the issues addressed in Knowledge and Critical Pedagogy: An Introduction
not only provide us with a new understanding of education but also can actually change the world—speaking of pomposity,
yikes! I understand the danger of such an assertion, but I’m glad to take my punishment if I fail to convince my readers."~
Joe Kincheloe (p. 16)
Thu, Sep 25, 2008 7:03 am
finished reading Knowledge and Critical Pedagogy: An Introduction
your work is truly a gift to the world, Joe it's very exciting
"The queen of the south shall rise up in the judgment with this generation, and shall condemn it: for she came from the uttermost
parts of the earth to hear the wisdom of Solomon; and behold, a greater
than Solomon is here."
*`•.❤¸King And Queen Of Hearts❤•´
JESUS: “I am the
resurrection and the life: he that believeth in me, though he were dead, yet shall he live: And whosoever liveth and believeth
in me shall never die. Believest thou this?” (John 11: 25-26)
9 But ye are a chosen generation, a royal priesthood, an holy nation, a peculiar
people; that ye should shew forth the praises of him who hath called you out of darkness into his marvelous
light;1 Peter 2:9 (KJV)
“And His books, they breathe the reason. . .and
now I want to know…"
WHAT IS BRICOLAGE?
A new process for education, research, career, problem solving, everyday living, lifelong learning,
and for taking back our world
Joe Kincheloe has developed a superbly advanced conceptualization
of critical bricolage and, as demonstrated by his work, he was an adept multidimensional critical complex bricoleur.
Critical Bricolage, as he conceived it, is a complicated (and yet a very natural) process that makes use of multiple
forms of research, analysis, investigation, and interpretation. It requires researchers to seek many divergent
perspectives, allowing new understandings and knowledge to emerge from the synthesis.
in this process increases phenomenological experiences that catalyze seeking more knowledge. This, of
course, leads to ever greater understandings of complex relationships between "research variables." An
exceptionally high level of creativity becomes unleashed, often resulting in greater interaction with the emerging
hidden dimensions of reality. Suddenly very little can be hidden anymore. Engaging rigorously in this process of research
and learning seems to take people to higher levels of consciousness in graduated steps as they become more
aware of the hidden dimensions of interrelationships and as they increasingly participate in intuitive, "fourth
critical complex epistemology and multidimensional critical complex bricolage rigorously as he has asked us to do results
in ever higher levels of experience and understanding, and in its full "employment," enactive and symbiotic
processes seem to kick in, helping individuals find the most creative solutions to even the most complicated
problems. Actively working within multiple dimensions using his fourth dimension research, results in amazing and profound
solutions. In my own experience, I often find that problems are solved before I even knew the problem would
be manifesting. In addition, I have had some amazing experiences that science simply cannot explain yet. This
is highlighted in my dissertation in some highly unusual ways, which is only the tip of the iceberg. Kincheloe's critical bricolage may
very well be the process required to "unleash creativity" for solving even the most complicated,
power-based problems we face -- all in service of "the alleviation of human suffering," the often-stated
primary purpose of his work.
researching this process since 2008 (and discovering that I had been using the foundational aspects of the process many
years before) I am beginning to see how autopoiesis, enaction, synchronicity, all work together symbiotically to reveal
hidden dimensions and relationships that make my life so much happier and joyful, even if I have many problems hanging
over my head (that "blues aesthetic" Joe so often described). No matter how complicated the problems,
with bricolage, they become solvable and/or perspectives of the problems change.
Simultaneously, those power dimensions
that force those of us who are oppressed to stay stuck at our "stations in life" also emerge, but there
is such a difference to how I deal with these
than in the past. Once the controlling factors are revealed, solutions also emerge in a sort of "unfoldment"
process that reveal ways to counteract them and change things.
There is great power "behind the curtain" that can be leveraged
by those of us who are typically "disenfranchised." I will go into much more detail at a later time, and
as Joe always did so well, I will put them into context (there are many great experiences to share of both kinds of emergences
- the love-based, almost magical ones, and the power-and-control-based ones for which insight, and often solutions
also emerge) but suffice it to say, I am blazing multiple trails through the underbrush which will hopefully make navigating
easier for people who come along and experience the same types of violence I have due to being poor and "low
Just as Joe was a "hillbilly" and he was never able
to shake the label, I am a "country hick." True reality could not be more profoundly different -- for
an Eros and Psyche. :)
The good news is that the use of bricolage is increasing
rapidly around the globe as more researchers in all disciplines are beginning to see the promise it offers to
construct new knowledge, lead to social empowerment, and reveal positive changes and amazingly creative opportunities.
More researchers will soon be investigating and trying out this more advanced and powerful approach, which will
lead to what Joe referred to as a "perpetual revolution." More teachers will also come to realize the value bricolage has in the classroom
and the young students will pick it up naturally. The revolution has just begun. We can change the world! Join in
today and apply the process in your own research, learning, teaching, and everyday life and see what a
difference it can make. You can never go wrong getting more knowledge.
All of the information on this website is absolutely free. It is here
for anyone who wants a better life and would like to make a difference in the world.
For the struggle for justice to win on the local level, it must be fought in the
global, the national, and the local arenas. [Kincheloe,
2001, Getting Beyond the Facts, p. 741]
OTHER FREE ONLINE COURSES
THAT CENTER ON JOE KINCHELOE'S WORKS:
is a nonprofit educational web site dedicated to the clarification of Kincheloe’s critical complex
epistemology and multidimensional critical complex bricolage. My research has shown that, while the process
he has delineated is complex, it is perfectly suited for social and educational research, and it is also within everyone's
reach. It is especially suited for new qualitative researchers who have not subscribed to traditional and reductionistic
forms of research.
On this site I will focus on the academic and scholarly application
of his work. I hope that by presenting clarifications based on my in-depth study of his work that perhaps his
bricolage will be used by more people and with the level of rigor he had intended. Kincheloe has ingeniously left wide open many
paths that honor diversity and he embraced an evolving complexity while maintaining a strong, impenetrable philosophical and
theoretical foundation for his conceptions. He has demonstrated in his work how this research process can be applied in all
venues and in every area of our lives and even children can be involved in research, thus his bricolage is also a pedagogical
approach. His work is truly a break-through for research that is long overdue. Using the full power of his bricolage highlights
actions that change the world as it also changes who we are.
I may write a blog again on this site, but it
will be a different sort of blog than the creative, exploratory blogs I've written in the past. Primarily, I will be continuing
my research and presenting my findings so that upcoming bricoleurs will have a resource for the most powerful form of bricolage
research that's ever been developed.
~ ~ ~ Vanessa Jae Paradis
CORRECTING SOME COMMON MISCONCEPTIONS SURROUNDING JOE KINCHELOE’S BRICOLAGE AND CRITICAL
Bricolage, as a qualitative form of research, entails
incorporating many different perspectives, and in particular, with Kincheloe's process it is necessary to include global subjugated
and indigenous knowledges. However, after gathering all of these perspectives and making various interpretations and syntheses,
there are criteria for determining which perspectives to include in the final bricolage. As he explains, "Bricoleurs
accept the responsibility that comes with the interpretive process. Knowledge production always involves multiple acts
of selection, and these choices of methods, theoretical frameworks, and interpretative strategies must be defended"
(2004e, p. 100). He has provided selection criteria that incorporate the social justice mission to alleviate suffering
and that advance knowledge (see Kincheloe, 2004e, pp. 100-102). Bricoleurs are not restricted to these criteria but I have
found them to be well-thought-out and thorough -- and they mitigate for unintended consequences. You can view the criteria
here: Criteria to Guide the Research Process.
What I cover next are common misconceptions and important
aspects surrounding Kincheloe’s multidimensional critical complex bricolage. I hope by putting these on the Home page
of this website, researchers will consider them and research them more deeply. They are covered in greater depth in my dissertation
and I’ll also be posting articles that extend what I’ve touched on in the dissertation.
1) Kincheloe did not throw out "positivistic"
or empirical sciences. To conclude this is to exhibit a gross misunderstanding of his work. A close reading of his work can
easily confirm that he sees science and bricolage as synergistic. And how many times has he stated that he did not throw out
the baby with the bathwater? As most people know, he contextualizes everything. In his last book, Knowledge and Critical
Pedagogy: An Introduction he presents his position through a metaphor which he refers to as FIDUROD, and by which he clarifies the issues with the way science is and has been used. FIDUROD is an acronym representing the attributes of the form of knowledge production he argues against: Formal, Intractable, Decontextualized, Universalistic,
Reductionistic, One Dimensional. (See Kincheloe, 2008, pp. 21-24).
2) His work is not based on some indefinable “ludic” postmodernism – It is based on a highly developed
and evolving holistic philosophy. This philosophy is comprised of 12 major points which he describes in his book Critical
Constructivism. The 12 points coalesce together to form his multidimensional critical complex world view. It’s
a new, evolving worldview. We might refer to it as Kincheloe’s multidimensional critical complex unified world view. It forms the foundation of his unique formulation of critical theory, epistemology, ontology, critical psychology
of complexity, the multidimensional critical complex bricolage, etc., -- and his proposed critical science of complexity
– another indication that he did not abandon the sciences. To grasp his conceptualizations, it’s imperative
that new bricoleurs study his unified world view by reading and then writing about how they subjectively relate to it and
to other philosophies. Kincheloe stresses this upfront philosophical work is critical in order to ground any study that uses
bricolage as a process for research. Rigor is impossible without developing a "philosophy of consciousness"
(Kincheloe, 2004a, p. 8).
3) The multidimensional critical complex bricolage is a process for qualitative research that is composed of multiple,
intertwining and overlapping processes. It is not a method, nor does it use “tools” as tools imply precise means
and carries a mechanistic ontology, which does not adequately represent the actual processes that bricoleurs engage in as
they conduct, or a better word would be, “enact” their research. Even the concept of "tools" changes. Kincheloe's
conceptualization of bricolage is grounded with his critical complex philosophical world view (item 2,
above) and a theoretical foundation of evolving criticality (his version of critical theory).
4) The multidimensional critical complex bricolage as a process
involves analytic discourse, intertwined with improvisational actions for change, which moves it away from the constrictive
“quilt” metaphor. Please see my dissertation for a deeper analysis of bricolage including a thorough etymological
exploration and intertextual interpretations of Kincheloe’s definitions of bricolage and bricoleur in relation to what
evolved from my research. New metaphors that take it beyond the one-dimensional “quilt” metaphor, and additional
ways that Berry’s (2004a) concept, the Point of Entry Text (POET) can be applied are also presented. The holistic,
intertwining, dialogical, interconnecting nature of the final bricolage renders the parts inseparable from the whole, and
the bricolage inseparable from greater reality. Thus, the popular metaphoric quilt, montage, crystal, etc., are not suitable
metaphors for this more complex form of bricolage.
5) Kincheloe’s bricolage does not distinguish between “types
of bricoleurs” or “types of bricolage” as denoted by Denzin and Lincoln (2011). While it’s fine to
examine these ideas, Kincheloe’s form of bricolage uses all of them in intertwining, overlapping processes. Thus, the
multidimensional critical complex bricoleur uses all of the dimensions that Kincheloe has spelled out in his 2005 "On
to the Next Level" bricolage article--in one study--and the processes become blurred as the research unfolds. See
6) Kincheloe’s bricolage refers to the use of different processes as dimensions of research. The bricoleur uses
them all as many times as practical to get a thick description of the phenomenon/a. As the research unfolds, “enactment”
keeps the research jettisoning forward and the researcher must make decisions where to begin and stop various aspects of the
research, including the final bricolage. Thus, the following dimensions are
used, as provided by Kincheloe (2005a) and in no particular order using an iterative, improvisational process weaving
through the discourse: (1) methodological bricolage; (2) theoretical bricolage; (3) interpretive bricolage; (4) political
bricolage; (5) narrative bricolage; (6) philosophical research (constructivism, historicity, epistemological insight); (7)
critical hermeneutics; (8) identification of what is absent; (9) fourth dimension of research in which the bricoleur is future
oriented, discovering “a kinetic epistemology of the possible. In the process, the sophistication of knowledge work
moves to a new cognitive level; the notion of rigor transmigrates to a new dimension. As in a 1950s sci-fi movie, bricoleurs
enter the 4-D—the fourth dimension of research.” (Kincheloe, 2005, p. 346). Thus, bricoleurs weave in and out,
around and through, back and forth through the various dimensions with each pass through informing the next, often using multiple
dimensions of analysis simultaneously.
7) Note again – the philosophical dimension
must form the foundation of the study in order to ensure rigor. [He wanted me to include this again.] "There is no dividing
line between the empirical and the philosophical" (Kincheloe, 2004a, p. 10).
8) Kincheloe’s multidimensional critical complex bricolage
embraces a “fourth dimension” research (more information is covered in my dissertation). This fourth dimension
aspect to the research incorporates an intuitional, creative element that forces the researcher to confront implicate and
explicate orders of reality. There are reasons for this. Combining a sound philosophical, intellectual component of research that
also incorporates intuitional and emotional, empathic aspects -- along with deep semiotic and hermeneutic analyses
synergistically creates something new from the interactions. Enaction during the research process leads to the emergence of
something new and often profound. This is where the power of the bricolage comes into play. It’s the exposure to relationships,
as Kincheloe explains in his conceptualization of symbiotic hermeneutics, that jettisons bricoleurs to seeing and understanding
“anew” and to recreating themselves. Because knowledge is socially constructed new creations, ideas,
concepts, as well as new relationships also perpetually emerge – and are created -- from these interactions.
This all takes place naturally when confronting complexity, difference, and chaos, as Humberto Mautarana and
Francisco Varela posited with their Santiago Theory of Enactivism (see Kincheloe's (2008) Knowledge and Critical
Pedagogy: An Introduction, page 147). It is quite amazing.
9) While bricoleurs do not contend they’ve
discovered the “one true answer” or single truth, at the same time, as Kincheloe contends, they generate knowledge
“that is not as 'badly off the mark'” (Kincheloe, 2008, p. 43). They have better (more complete) and
yet evolving explanations of phenomena. This is quite a different perspective than a nihilistic postmodern “attitude.”
10) I have lined out in my dissertation in much greater detail a flexible iterative process that also explains some of
the key sub-processes that are important to the multidimensional critical complex bricolage. It will get new bricoleurs started
from which they can then proceed to carve out their own unique paths. Each bricolage study will be different even for the
same researcher. The more one acknowledges the fourth dimension aspect of the research (which may only begin with what seem
to be insignificant intuitive and synchronous events), the more they will begin to appear and the more profound and numerous
are the actions and creations that emerge.
11) And finally, as I discussed in my blog, The Heart of the Multidimensional Critical Complex Bricolage, there is the dimension of empathic connection with people. In fact, in his book,
Knowledge and Critical Pedagogy: An Introduction, Kincheloe discusses – and includes – a golden strand
of love throughout his work, Eros Love. And since I’m mentioning this book here, it’s a great book to
read in the early stages of learning about his bricolage. It’s much like a “deprogramming” manual because
it uncovers how our consciousnesses have been influenced by outside forces and provides us more information as we embark on
the bricolage quest and begin to take power of constructing our own consciousness.
Berry, K. L. (2004a). Structures of bricolage and complexity. In J. Kincheloe & K. Berry (2004)
Rigour and Complexity in Educational Research: Conceptualizing the Bricolage (pp. 103–127). New York: Open
Berry, K. L. (2004b). Feedback looping for increasing complexity. In J. Kincheloe & K. Berry (2004)
Rigour and Complexity in Educational Research: Conceptualizing the Bricolage (pp. 128–146). New York: Open
Berry, K. L. (2004c). Bricolage is many a new thing understood. In J. Kincheloe & K. Berry (2004)
Rigour and Complexity in Educational Research: Conceptualizing the Bricolage (pp. 147–169). New York: Open
Denzin, N. & Lincoln, Y. (Eds.) (2011). The Sage handbook of qualitative research, Edition
4. Thousand Oaks, CA: Sage.
Kincheloe, J. L. (2004a). Preface. In J. Kincheloe & K. Berry, Rigour and Complexity in Educational
Research: Conceptualizing the Bricolage (pp. ix–xii). New York: Open University Press.
Kincheloe, J. L. (2004b).
Introduction: the power of the bricolage: Expanding research methods. In J. Kincheloe & K. Berry, Rigour and Complexity
in Educational Research: Conceptualizing the Bricolage (pp. 1–22). New York: Open University Press.
Kincheloe, J.L. (2004c).
Redefining rigor and complexity in research. In J. Kincheloe & K. Berry, Rigour and Complexity in Educational Research:
Conceptualizing the Bricolage (pp. 23–49). New York: Open University Press.
Kincheloe, J.L. (2004d).
Questions of disciplinarity/interdisciplinarity in a changing world. In J. Kincheloe & K. Berry, Rigour and Complexity
in Educational Research: Conceptualizing the Bricolage (pp. 50–81). New York: Open University Press.
Kincheloe, J. L. (2004e).
Redefining and interpreting the object of study. In J. Kincheloe & K. Berry, Rigour and Complexity in Educational
Research: Conceptualizing the Bricolage (pp. 82–102). New York: Open University Press.
L. (2005a). On to the next level: Continuing the conceptualization of the bricolage. Qualitative Inquiry, 11(3),
Kincheloe, J. L. (2005b). Critical constructivism.
New York: Peter Lang.
Kincheloe, J. L. (2008). Knowledge and Critical Pedagogy: And Introduction. Amsterdam: Springer.
May 11, 2013 by Vanessa Paradis
Please cite as:
Paradis, V. J. (2013). Correcting some common misconceptions surrounding
Joe Kincheloe’s bricolage and critical complex theories. May 11, 2013. Retrieved from www.joekincheloe.us
NOW YOU CAN SEARCH THIS SITE FOR TOPICS OF INTEREST. I HAVE COVERED A HUGE ARRAY OF TOPICS AND THERE
IS A LOT OF INFORMATION HERE TO HELP LAUNCH RESEARCH PROJECTS OR JUST TO LEARN SOMETHING NEW.
to Venus & Sanat-Eros-Enki Kumara's ONE LOVE PATH
and the Great Global Golden TreasureHunt
(Scroll down to read the blogs)
Enjoy our Celtic Wedding (07-17-2014) theme song while you read and look for hidden treasures.
Composer & Producer
- Peter Gundry
MAY 22, 2018 UPDATE. Looks like Peter has chosen the dark side.
We will choose another
song for our wedding celebration.
I will consult with Beloved and post our new song soon. Happy Twin Flame Day!!
Joe was an exceptionally complex man.
He was all pure goodness and love, and very, very complex, which was exemplified in his writing, notably in his last book,
Knowledge and Critical Pedagogy: An Introduction. I would wager there are many people who do not understand some
of his writing, if not much of his writing. I am one of those people and I am seriously working on the understanding of his
work. It does take an immense amount of effort and study and it appears to me that Joe was so advanced in his conceptualizations
that it is now time for the world to catch up to him and his ideas. What was he really saying? How are we to hermeneutically
interpret the multiple possible meanings of the complex messages from this man who everyone readily asserts was a genius?
And how might we apply his ingenious ideas in education?
I strongly urge people to read what, perhaps is one of his most prescient works, Knowledge and Critical Pedagogy: An Introduction,
along with the equally complex work he and Kathleen Berry wrote on the advanced conceptualization of the bricolage and his
work with Thomas, which is a powerful explanation and application of cognitive theory, Postformalism. (Kincheloe
& Berry, 2004; Thomas & Kincheloe, 2006). Also, note that he had written an additional article on the bricolage taking
it even further in conceptualization (Kincheloe, 2005). These are just a few of his works, and I have provided links to some
lists of more of his works, including some he coauthored with others on the About Joe Kincheloe page of this website.
In order to really know
Joe and how much he has contributed to education and to fully grasp the potential - the gifts - he has left us for
improving our world if we apply his work, we must take time to read, interpret, and understand it – from multiple perspectives.
And then we need to read, interpret and understand his works again. And again. Only then can we truly know who Joe was. He
was much, much more than a “critical theorist,” or any of the other “monological” labels that one
might be able to attribute to him, which just exemplifies why we should never attach labels to anyone. All of us are so much
more than what a few labels we might attach to ourselves or to others can possibly represent.
We do owe Joe the time and effort
to develop a deeper understanding of the complexity he spent so many thousands of hours trying to put across to us. We need
a deep understanding of that complexity if we are going to function rationally in the increasingly irrational world of this
Twenty-First Century. It does take time and effort, but it is precipitously essential, and even this, Joe has made abundantly
clear in his work. If we choose to remain simplistic in our thinking -- monological and positivistic -- we are doomed as a
world society, a universal society, or as Joe has put it, a “pluriversal” one (Kincheloe, 2008, p. 209). Joe’s
work spells this out. He patiently spent his thousands of hours explaining and re-explaining this as it was one of his most
critical messages to us….and yet we do not heed his advice. Why?
Joe was an activist, and again this can not be explained in a
simplistic or easily definable way. However, if we do not take our understanding of Joe’s work to the level of actively
making changes in the world around us – while acknowledging and proactively addressing the complexity of this world
-- then we do not understand the person Joe was, what he was working toward, or what we need to be doing. He clearly states
this in his work, and he clearly stated this in personal conversations I have had with him, and he clearly demonstrated this
in his own actions that appeared almost superhuman in terms of how much he was able to accomplish during his too short lifetime.
He wrote, “Complex critical thinking is always concerned with what could be and what is immanent in various ways of
thinking, It should move beyond the comtemplative realm and lead to concrete social reform….Immanence in complex critical
thinking involves the use of human wisdom to bring about a better and more just world, less suffering, and more individual
fulfillment instead of helping students and teachers adapt to the world as it is” (Kincheloe, p. 31). And how should
it move beyond this contemplative realm? How do humans achieve the wisdom necessary to accomplish these tasks? Again, Joe
has some exceptionally brilliant answers in his work.
As I am attempting to convey, Joe knew complexity. His work is not meant to be interpreted
only one idiosyncratic way. Nor is it meant not to be. We must start somewhere. We can each start in our own way. Joe would
have loved that, but he knows that any demonstration of his work will take time and will be complex and this is why I ask
my readers to Please Bear With Me. Any demonstration of Joe’s work, ideas, concepts, philosophy, theory, creativity,
will necessarily be extremely complex and multifaceted, even if, in my case, it is highly idiosyncratic and merely my own
interpretation. We do have to begin somewhere and not allow his work to be stuffed in the “dustbins” of history
(I think I read that word in Joe’s work somewhere) or limited by simplistic descriptions of Joe’s personality
that obscure the great and complex man he was and how his work can serve to create some of the enormous changes in education
– and ultimately in the world – that are so desperately needed today.
Anyway, this is what I am attempting to show here.
That Joe’s ideas were exceptionally complex but the contribution they have for improving the world by addressing and
working with the increasing complexity and rapidly changing conditions are mind boggling. In that spirit, then, my work in
these blogs will be multifaceted. Therefore I will write blogs that are serious, humorous, interpretative, instructive, creative,
multidimensional, etc. They may be creative representations of ideas, they may be narratives, they may be fantasies, they
may be instructional materials, or anything else that my creative imagination comes up with. It can be no other way. I concur
wholeheartedly with Joe’s contention that “We are lost if we are not imaginative, exploring entities” (Kincheloe,
2008, p. 250).With time, you will see that I do pull in many other contributors and their creative and imaginative contributions
because we are all a part of Joe and he is a part of us all. So I ask that you bear with me, be patient and watch the evolution
of something new. It will emerge and I cannot predict exactly how or when it will emerge, but Joe’s theory predicts
this. I will discuss at another time how Joe’s theory that synthesizes complexity, enactive, and chaos theories within
the bricolage supports my strategy or methodology for presenting my interpretation of Joe’s work. It is completely improvisational,
but great and beautiful things can be created by using this methodology. I know that in my heart. I would not be – as
Joe had done – spending thousands upon thousands of hours on this if I did not truly believe that something great and
beautiful can evolve.
conclusion, I just want to reiterate that educators and teachers who are serious about making a difference in education do
need to put forth the time and effort to gain a deep understanding of Joe’s work so that it can be applied appropriately
and the great rewards from doing so can be reaped. It is not that I believe any one interpretation is going to be the right
one. It is not that we leave out the great and brilliant ideas of other contributors to our understandings of education. Joe
was far too ingenious to force those requirements upon us, and in fact would be repulsed if we did so. And so I ask that you
please bear with me. Be patient. This is going to be a good thing. And I do know without a doubt that Joe would only wish
for interpretations that lead to “good things” --love, peace, goodness, social justice, “jouissance,”
sensuality, charity, compassion, freedom – including freedom of expression -- and total generosity that
takes us out from under the grips of capitalism. Good Things! All of the most “delicious” things in life.
Have a wonderful
weekend and be happy!
Kincheloe, J. L. (2008). Knowledge and
critical pedagogy: An Introduction. Amsterdam: Springer.
Kincheloe, J. L. (2005). On to the next level: Continuing the conceptualization
of the bricolage. Qualitative Inquiry, 11(3), 323-350.
J. L. & Berry, K. S. (2004). Rigour and Complexity in Educational Research: Conceptualizing the Bricolage. New York: Open
Kincheloe, J. L. & Weil, D. (2004). Critical thinking and learning:
An encyclopedia for parents and teachers. Westport, CT: Greenwood Press.
P. L. & Kincheloe, J. L. (2006). Reading, writing, and thinking: Postformal basics. The Netherlands: Sense.
am so excited! I spoke to my friend on the telephone last night – you know, the long lost one who turned
out not to be lost at all and came back to me -- the one who knows everything there is to know about the valley where my assistant
and I have been looking for clues to find the Lost Treasury Notes. Last night he told me to get right over to the
House of the Forlorn and search for gold!
I guess I had better back up a little and tell you the complete story. When my assistant and I had taken all of those clues
he had given us – the ones I wrote about on Wednesday, May 20, 2009 – and went to the valley looking for them
all, well we found them all and then some (more about that later). One of the places we ended up at was an old house, built
in 1929 we learned later, that was just absolutely wretched! It was very hard to notice because it was off the main road just
a bit, almost hidden from sight behind some trees, but we were on high alert that day because we were looking for abandoned,
gutted out houses with barns. This house also had what we thought was a barn but turned out to be a carport-like structure
with tons upon tons of very old farm equipment. Well, the house was just wretched, absolutely wretched. I have included a
photograph of the house, but please understand that this particular photo was taken quite a few years ago. I found this photo
at the County Assessor’s office, but I will post some better photos here later – I am STILL waiting on my camera
cable to arrive in the mail.
At any rate, we thought the house was SO wretched that day, that of
course, we assumed that no one could possibly be living in it. We looked at the farm equipment and sky high piled up steel
stuff and I thought immediately of my daughter's friend who makes a living from picking up steel and old cars and hauling
them for recycling. He actually does ok doing this. He is not rich of course; his income is far below the poverty level, but
he does keep food on the table for his family and that’s important since his family is my older daughter. So here we
are, looking at this old, wretched house thinking that maybe it was the one that matched the clues, but the problem was that
it did not have a barn – or so we thought. I will say, we learned later that it does have a barn -- sort of.Since we did not know that the first time we came upon the house, we had begun suspecting that what we were looking
for did not have to match all of the clues, which this one did not, that maybe it only needed to match some
of the clues. We were hoping and we were going to research it further.
It was amazing what my research
turned up. I learned that someone did, indeed own the house, which later became known as the House of the Forlorn.
He was 80-something years old and I assumed he had been placed in a nursing home, because something kept telling me this was
so and that this man was not happy in the situation he had found himself. So I continued my research and discovered that a
relative owned the property right next door. The original larger land track had been divided just a few short years ago, in
2004, and a new house was built up the hill just a bit on a section of the property. Since the last names of the owners of
the properties were the same, I assumed that the younger owner was the son or at least a relative of the elderly man. I kept
feeling that something was not right with the elderly man and I kept getting nudges from whence, I am not sure, to keep following
up on this. The county assessor’s office gives all of the contact information, but there was no number provided at all
for the wretched house, so I decided to call the younger person, still thinking at that time of course that the old house
was abandoned. Well, it was abandoned all right, but not the way I was thinking. Turns out an elderly man, 84 years old, still
actually lives in that wretched house alone, according to this relative! And so, I am wondering how this relative can drive
by the house each day and not see that it is in absolute dire need of repair. There was something drastically wrong with this
picture. The front porch of the house has fallen off completely now with it’s portico hanging precipitously and dangerously
low, leaning downward due to the thick green carpet of moss growing on it. It is going to fall off at any moment. The siding
shingles are buckling away from the house all the way around it, some of them are missing entirely, and many of the roof shingles
have fallen off. Some of the windows appear to be missing and are covered with plastic. It literally looked as if the house
was in grief, just horrible grief and was falling apart – evidently from the outside in, since now I had been told someone
actually lives inside it, but I do wonder what the inside must look like. Thus, my good friend gave the house the name, The
House of the Forlorn. And does that ever fit! I had to look the word forlorn up in my Oxford Dictionary and found that
it means 1. sad and abandoned or lonely 2. Pitiful state; wretched appearance. This house -- as occupied -- met all meanings
of the word, no matter how you look at the situation.
I had told the relative that I was interested
in a summer project to clean up someone’s property – someone in need, perhaps who was not able to do so for themselves.
This was very true. After I had seen the property the first time, I wanted to gather up some helping hands, contact some community
businesses, and clean up this property for whoever owned it. At that time, I was thinking for sure the owner was elderly and
stuck off in some nursing home and unable to do anything with the property and so this was totally hanging over their head.
Someone needed to help them. This relative assured me that the elderly man was just fine and that he would be offended if
someone offered to help him because he was very proud of his property. He did tell me I was “very sweet” to offer
to lend the hand, but no thank you, “it would not be a good match.”
Most people who
know me know I am somewhat of a “rebel.” I am not really, I am a good person, but if something does not
“smell right” then I dig deeper. This is what Joe, as my "Master Teacher" taught me to do, especially
if it appears that someone is hurting and suffering. We must do what we can to alleviate that suffering. And so, I look beneath
the surface and make use of the cracks and crevices to help those who are in need. If someone was living in this house, which
I had learned that someone was, they clearly needed some kind of help. So I was determined to be that help. And what I found
was quite amazing. "A treasure," as Joe would say. The next time I visited the property, out of the house came this
sweet, elderly man with garden gloves on and his medium-length white hair disheveled, and the brightest blue eyes one could
imagine. I was with my assistant and we introduced ourselves. We ended up having a long, friendly conversation. He clearly
enjoyed the company because he loved telling us stories in that famous Irish tradition. He would get a cute smile on his face,
which told us the story was going to be quite humorous and then he was off and running with his story. He is a total joy to
The very first story was about the huge calico cat that was brushing up against our
legs. He said he had had a cat exactly like it, but it had died. His nephew, who lived in the house up the hill (the man I
had spoken to on the phone previously) had gotten the dead cat and buried it himself. The very next day this identical-looking
cat just showed up on Mel's (I will shorten the elderly man’s name to protect his privacy) doorstep and became his friend,
companero, pet. So now he takes care of it. The next time his nephew came over, he saw this cat that he thought he had buried
and it just totally freaked him out. We all laughed, and I commented, “Well, they do say that cats have nine lives.”
I have gotten off track here about the real story. About a couple of weeks ago, my special friend told
me that Mel has a “meadow springs” on his property and that we best look for gold. I honestly could not imagine
where there was a meadow springs on the property, but the next time we visited Mel, I did ask him. But I think I used the
word “creek” and he pointed to the edge of his property and said that yes, there was a creek between his property
and the adjacent road. However, a few moments later he launched into another one of his stories and this time it was about
the “mountain stream” up at the top edge of his property. I will cover more details about his story later, but
the point is, my friend somehow was right – there IS a stream on the property. So when I told my long lost friend that
his recollection was indeed correct, he told me, “There’s gold up in those hills” and I had probably better
go looking for it every week until I turn up this delectable treasure.
It is of utmost import that
I follow through. As he said, it will buy Mel a lot of food and even take care of helping him fix up his house. Mel needs
food, I had learned, the first time I visited him. I just loved him so much and felt so bad about his living conditions that
I asked him if there was anything at all I could bring him. “I could used some canned food,” he mentioned,
“some fruit and jams and jellies.” So my assistant and I have made a couple of trips up to visit him, taking him
a large bag of groceries each time with the food he had requested and much more. The last time we visited, he said that next
time, if the weather was nice and not pouring down rain like it was that day, he would take us on a trek up the hill to the
mountain stream. Given my friend’s message: “There’s gold up in them thar hills!” (he was trying to
be funny, but I took him seriously) so we are very excited. In fact, we are making our next trip out to see Mel over this
three day weekend! The metal detector we have (which we used to look for the diamond ring in our yard, but found the yin-yang
silver disc instead, as I mentioned in my blog on Wednesday, May 20, 2008) actually has a gold detector and it is waterproof
so it can be inserted in the water to look for gold. If you get a detection, you can scoop up the rocks and then scan them
again for gold to determine whether the scoop might contain gold nuggets. Yikes! That reminds me that I need to do a little
research about panning for gold before we head out to deliver Mel some more food and go on our exciting and adventurous treasure
hunt. By the way, we have since learned that gold has often been found in the valley and also that there IS a barn on the
property. The barn was just so decrepit it had collapsed totally, so now we are getting hints to look for the treasury notes
back behind it while we are there.
So I am off to look for gold and treasury notes in the valley
and the hills for the weekend, take Mel some more food, and hopefully, gather the resources to help him improve his home and
property. I do need to keep in mind that, again, the bricolage and postformalism has us keeping a very open mind, viewing
situations from multiple perspectives, using multiple forms of research and analyses, including hermeneutics which has us
examining words and clues. Nevertheless, it will be exciting to report what postformal treasures we have uncovered this time.
So, check back next week and, in the meantime, I hope you will look around for your own postformal treasures
-- and help someone in need at the same time.
Joe loved poetry and in his
educational writing he encourages the use of poetry as a postformal tool for learning. He wrote poetry, himself, as well as
lyrics for his music. The poem below just came to me yesterday morning
when I first awakened, so I quickly wrote it down. I have had many dreams of walking with Joe beside the ocean, which inspired
the poem. Other cultures place high value on dreams, whereas Western culture devalues their significance. Joe believed that
it was important to teach students that dreams can be an effective tool to aid their learning and to help resolve life problems.
He had learned much about the practice when he worked on the Rosebud Sioux Reservation in his early years of teaching. As
Dreaming Bear Baraka Kanaan (2009) points out,
many scientific & technological advancements have developed from dreams such as Einstein’s Theory of Relativity,
Edison’s light bulb, & others too numerous to mention, western society has largely ignored the value of dreaming
as an arena for experimentation & exploration. Instead of tapping into the latent potential of our dreams as a direct
line to the Source of all information, we have relegated dreams to being merely a phenomenon or byproduct of biology.
In a future blog, I will discuss the
significance and importance of dreams in greater detail, especially as related to how they assist the learning process. I
plan to meet with Dreaming Bear this summer to learn more.
For now, this poem, as inspired by my dreams, by Dreaming
Bear's exquisite poetry, and by Joe himself -- is dedicated to Joe
of misty sprays
and gentle soft kisses
of fragrant ocean breezes
sensually teasing our skin
the stars brightly
piercing the darkness
to reveal hidden treasure
in the deep blue mysterious waters
match the depth of your
beautiful blue, love-filled eyes.
I see your soul.
I feel your spirit.
and empowers my outstretched arms
to embrace your unconditional love
and your infinitely-shared
-- and everything is possible.
Joe speaks of critical immanence in many of his works. It is a concept that essentially
provides hope and helps us create the vision we need to change the world – and, of course, to “alleviate human
suffering,” as he has expressed often in his writing. And as he has stated, “When Horkheimer and Adorno’s
concept of immanence (the examination of what is in relation to what should be)
is added to the complex dynamics surrounding decision making and interpretation in the realm of research, critical pedagogues
as bricoleurs move yet to a higher domain of complexity. Reflecting on the research process from a perspective shaped by these
concerns, critical bricoleurs gain new insights into the ideological consequences of reductionism” [emphasis added]
(p. 16 in Critical Pedagogy: Where Are We Now? Kincheloe & Mclaren, 2007).
In other words, by employing
techniques of the critical bricolage whereby we analyze conditions using lenses of multiple perspectives, we are awakened
to what is and expose the harsh realities forced upon us by dominant groups or people who wield
their power over us, as well as our own complacency and complicity. Once we accomplish this revelation, we can go a step further
to imagine and create the reality we would prefer – a peaceful, socially just, blissful world. Creation and maintenance
of this improved world requires “perpetual” revolutionary actions (Kincheloe, 2008, pers. corres.) Some of us,
as Dreaming Bear exemplifies in his work, can create realities that are so beautiful and magical that everyone around them
is in awe. The golden key is unconditional love, but there are other keys one must have before being able to achieve that.
Joe held those keys for education -- and those are the gifts he left the world in his writing, research, music, teaching,
and in the way he touched people who crossed his path. All we need to do is to take the keys and unlock the doors. Bliss is
Eternally Devoted to the Love Mission, Vanessa
Dreaming Bear Baraka Kanaan (2009). Message on lucid dreaming
from DreamingBear. Loveolution Newsletter, May 20, 2009.
Kincheloe, J. L. & McLaren, P. (2007). Critical
pedagogy: Where are we now?
Before the Mission Project Begins: Initiation and Training
As I said last time, you can “call
me crazy” but I don’t know exactly what this education mission is going to bring about, where it’s heading,
how it’s evolving. And so I have put my faith in the fact that I am being led somewhere and that the somewhere is spectacular
and time will bear this out. And so I am very, very committed. I realize most people like plans and direction, but I do not
need this in order to continue on the journey that is unfolding for me without my effort, even. I can not only accept this,
but I can totally relish, enjoy, and find an ecstasy in this experience due to my understanding and interpretation of what
Joe has said about these sorts of postformal treasure hunts. He loved them. And as he explained,
is the central notion in postformalism. In postformal thinking we move into a new dimension where our focus on relationship
moves us to a new realm of consciousness. In this dimension historical and social relationships appear to us in poetry, social
theory, and phenomenological analysis – even in the living of everyday life. Theme emerges as we engage in the stories
of life….The postformalist emphasis on relationships moves us to look for patterns as the nature of the relationship
under scrutiny….It is in the recognition of the synergy of different components of the relationship that the genius
of postformalism begins to reveal itself” (Thomas & Kincheloe, 2004, p. 133).
These concepts become extremely critical, I have learned, as I actively engage in postformal
treasure hunts. One must be able to embrace multiple perspectives at all times and avoid being locked into what Joe calls
monlogical thinking so that we are free to make various interpretations. This is the only way we can see the treasure that
is often right in front of our very eyes or have a remote chance of reaching the treasure that is hidden from us.
So, we are fully
engaged in that multilogical perspective on our mission. At the present time we are in the initial preparation stage. A more
long-term mission will begin following the “kick-off” celebration on April 3, 2010. This preparation stage will
evidently extend past summer on into fall and winter -- and entails a lot of hard work. I learned about this phase and the
gist of what it will entail from a few isolated clues that led me to an emerald rich valley with an absolutely fascinating
history (little did I know!) not far from my home. I was given some interesting clues which I have been following up on and
it appears that I will be working in this valley all summer. But this is good! I will be busy and now I have the good Angels,
Keenan and Daniel to help me and I am sure I will pick up more help along the way and most of the work is really, really fun:
Just to bring you up to speed, this adventure
all started with some very interesting clues that happened to fall into my hands a few short weeks ago from a dear, sweet,
long lost friend, or so I thought he was long lost, but to my pleasant surprise and delight, he looked me up again.
He is familiar with the valley and in his unique postformal way, he gave me some interesting clues. Of course, with postformalism,
things may not be exactly what they seem as there are always multiple ways to interpret them, but they always, always result
in the discovery of treasures along the way nevertheless, so it doesn’t matter all that much how one interprets the
clues -- which my assistant and I found out when we went searching. We made the mistake, first, of taking his clues too literally,
but once we overcame that, we were off and running in multiple directions and we now have multiple projects relating to the
mission that will last all summer, perhaps beyond. I will share the original clues at this time and I will describe the details
of our treasure hunting thus far, which has been very rich and very exciting, at another time. Here
is what he said:
Today I was out scouting for the Project and I came across the most peculiar of circumstances. The ground beneath me
gave way and lo and behold there was a metal box just under the surface. So I dug it up out of the ground and in it were all
of these treasury notes, which I am not sure whether you know this or not, treasury notes are good for an eternity. This was
behind a barn on the Old Orchard Highway at mile post 79 in the valley over toward the Oregon Coast and I really think it
will be quite easy for you to find it. The barn is very dilapidated, nearly falling over and there is a gutted farmhouse in
front of that. Evidently the farmer who lived there had buried these notes long ago and no one has discovered them. The property
is totally abandoned, but I do think you will be able find these notes easily. I put them back under the soil – the
box that is and if you walk back behind the barn, you will see loosened soil. Just dig about a foot beneath the loosened soil
and you will find the box. Any bank should be able to cash these in. I do recommend you at least attempt to locate the property
owner and offer to share the notes; split them 50-50. Legally, since the property has been abandoned, you are not required
to do so, but it would be the right thing to do and I believe the owner is quite elderly and would be very happy to have some
financial assistance as well as share the money from these notes. It appears that in today’s terms the money is about
a million dollars or more. I know you are doubting me, but it would be worth your time and effort to try to locate this tomorrow.
It would be a great adventure trip!
And so the great adventure has begun.My assistant and I have made multiple very enjoyable trips to
the valley finding clues and we have turned up some things and met some remarkable people; true treasures. No, we have not
found the treasury notes, but we have multiple mysteries and missions that will keep us busy all summer as a result of our
searching and additional clues continue to be handed down to us. In addition to the Hidden Treasury Notes, we have
the House of the Forlorn, The Mystery of the Old Grist Mill, and we have discovered that there are lots
and lots of interesting dilapidated barns and houses in the beautiful valley. Plus our good friend is constantly coming up
with something new and exciting for us to investigate or engage in. For example, he has us searching our yard for a diamond
ring, using a metal detector. The interesting thing about that was, the diamond ring ended up being delivered to my door,
which I had written about in my blog back on May 12, 2009. But, we are still finishing up the yard search and we have found
some very interesting treasures there, including a silver disk with an engraved yin-yang symbol which is quite exquisite and
very meaningful. For those who do not know, yin-yang is a powerful symbol representing multiple perspectives, as different
cultures have attached different meanings to it. For example, the Koreans used it during the wars to represent good luck (Ancestry.com,
2009). The Celtic yin-yang symbol has been used for centuries. In fact, the disc we found looks to be very
Celtic, much like the pendants, shown here, but much more detailed than these are: http://www.sanandaspiritualcenter.com/Yin_Yang.html. It is also smaller than a pendant and almost looks like the types of discs they used on pins. I'm not sure what the pins
were used for; perhaps, they pinned the decorations on their clothing. They liked symbolic decorations and used them to decorate
their clothing and for combs in their hair.
The yin-yang Celtic knot is of special significance. According to LucyFishArt.com (2009),
this symbol signifies “the intertwining of two lives, two hearts, two loves become one.” This is special. It reminds
me of finding your one true soul mate, getting together and living your lives together forever in eternal bliss – I
will write more about that another time, but this is significantly and even personally relevant on many levels. I have recently
engaged in a lot of research about soul mates and have turned up some amazing facts that I think people should know about.
I will definitely have to discuss that in the future.
Here is a more complete description of the significance of yin-yang:
YING YANG: BALANCESymbol Yin-Yang represents the old ancient understanding of how
things work. Yin and Yang are usually held in balance - One cannot exist without the other. For example, day cannot exist
without night. The shape of the Yin and Yang sections of the symbol, actually gives you a sense of the continual movement
of these two energies, Yin to Yang and Yang to Yin, causing everything to happen. The principle of Yin and Yang is the foundation
of the entire universe. It underlies everything in creation. It brings about the development of parenthood; it is the root
and source of life. Those who seek wisdom beyond the natural limits will retain good hearing and clear vision. Their bodies
will remain light and strong. Ying Yang is a STRONG Symbol to Balance LUCK and Fortune for its Owner, Attracting Positive Energies from the Universe. (wowamulets.com, 2009).
As soon as I am
able to, I will post a photograph of our Celtic treasure and perhaps readers can help us solve the mystery of where this piece
may have originated (I am just waiting on the delivery of my camera cable which I had to purchase due to my original one becoming
lost -- so then I will be able to upload the photo to my computer). I will provide more details at that time. I expect to
be able to post a photo later this week. As I mentioned in my last blog, my mission assignment now has me posting a blog each
day at 6 AM.
so, our summer begins – educational, adventurous, exciting, mysterious, and we hope productive! My assistant and
I became so excited about all of our adventures and potential adventures that we are providing a special opportunity for children
in our community to take part in them. We will be helping many children learn about the history of this special valley and
taking them along for treasure hunting, panning for gold, searching for the lost treasury notes, locating the site of the
grist mill, visiting the old Indian fort, even assessing the environment and coming up with ways to ensure it is protected,
and so much, much more! So, stick around and we will share more with you as we continue to engage in this
exciting postfomal treasure hunting – and what is for me, my assistant, Keenan, and Daniel also the hard work of our
pre-project/mission training -- but for the children it should make for a great summer activity, especially as we discover
more treasure. I can imagine the excitement on their faces when we discover ancient treasures! This is
only the beginning, I guess, as I have been told the real project begins with the April 3. 2010
“kick-off” celebration. It is so exciting now, I cannot imagine what will happen after
the kick-off, and I really can’t wait!!! Oh well, I will be so busy that the time will fly, I am sure.
And of course, as a
final note, all of this serves a great purpose. As we utilize Joe’s critical complex epistemology during our mission,
which of course becomes essential when traversing in multiple directions at once as we are doing here, we are assured by Joe,
himself that this holds the “key to discern the multiple realities obscured by Western science that can help unlock
the door to a new vision of humanness and human action” (Kincheloe, 2008, p. 233). As he said, he had literally spent
thousands of hours addressing these issues and explaining this in his work. Of course, critical complex epistemology is only
one of the important keys he has provided to help us discover hidden treasures. As time goes on, we will be using
more of those keys -- the gifts Joe left for the world -- during our mission, so I hope you stay tuned and maybe even join
On a Special Mission: I Wish I Knew What That Mission Was
"Call me crazy" (Joe said that to me once, lol. Of course, he was keeping his sense of humor surrounding the lack
of understanding people had about his bricolage theory) so call me crazy, but I am on some sort of mission that is yet to
be defined. It is a good and worthy mission, however, and derives out of love for the world and all of the people in it. That
is my announcement for today and about all I can say about it. We never use blueprints or instructions or linear directions
because there are too many complexities for any of those things to work. I just take someone's hand who I really cannot see
and go with the flow with the understanding that there truly is a worthy mission here if I just sort of follow along with
the tasks that get set before me. It becomes like putting together puzzle pieces. Joe would describe it as bricklaying or
being a handyman using whatever tools are available -- in the same manner that his conceptualization would have us building
knowledge through the bricolage using and synthesizing multiple perspectives (Kincheloe, 2008a; Kincheloe & Berry, 2004).
Or as he also once described it to me, we might view this process as cubist artwork which has us looking from all different
angles, yet it all works together in the end and you know what you have ended up with when you stop. Of course, Joe also pointed
out there really is no ending, or as he put it, "The Conclusion Is Just the Beginning" (Kincheloe, 2008b, p. 227).
Engaging in the process of a mission is much the same. We are taking it moment by moment and using the improvisational
technique of the bricolage and incorporating multiple perspectives with many interpretations as we blaze our trail during
this mission. The trail might go in any direction at any given point in socially constructed time. I am very happy that I
have picked up a few people to accompany me along the way and I hope more will join me. I started out alone, or so I thought.
Now I have many loved ones supporting me on this mission, even though some of them have more information and cannot share
it with me. I understand that some information is to remain hidden at least for the time-being, but that is for a good purpose,
not a bad purpose, and so that makes it all ok.
Anyway, I am glad that I have many loved ones supporting me and that
Daniel, Keenan, Kathi, Jennifer, Jason, Kristin, Darrick, Leta, Andrew, Grandfather, Grandmother, and many others are behind
this mission, whatever it turns out to be. I have been informed that the mission is evolving rather than being planned, and
that I am to just go with the flow, keep lots of faith, and to begin writing here every single day, at least M-F at 6AM. I
will see if I can live up to that. I will make that attempt tomorrow and each and every morning providing I can get up that
Have a great day! Vanessa
Joe Kincheloe, personal dialogue
Kincheloe, J. L. (2008a).
Critcal Pedagogy Primer (2nd ed.). New York: Peter Lang.
Kincheloe, J. L. (2008b). Knowledge and Critical Pedagogy:
An Introduction. Springer.
Kincheloe, J. L. & Berry, K. S. (2004). Rigour and Complexity in Educational Research:
Conceptualizing the Bricolage. New York: Open University Press.
You guys are ANGELS!!! Soul mates. I just KNEW it! I am so excited. Keenan, you are my soul brother. And
Daniel, my soul pupil...maybe you remember. Thank you so much for coming into my life to help me with the mission. You will
be richly blessed, I am sure. I hope as richly blessed as I am having you two in my life. Mucho mucho gracias...
The above are links to my blogs. I did not know at
the time of writing them, especially when I first began, that I was recording my Spiritual Journey of Ascension with Joe,
who is my Twin Flame (which I also did not know when I began this journey, but I have provided undeniable evidence in my dissertation and much more evidence since writing it). All I knew when I began this journey after Joe’s death (by which I had
been extremely traumatized) was that I was compelled to write the blogs, every day at first, and I seemed to have been getting
instructions from Joe and from “Above.” I did not understand how the Celestial Spirits were guiding us along our
journey nor the Power they have due to their Love connection to God (as Joe tells us over and over again in his work, there
is nothing more powerful than love). My connection to Joe connected me powerfully to his love and to God’s Love, through
the Holy Spirit. My experiences as recorded in the blogs proves what Joe has taught us about the power of love—over
and over again (I’m a slow learner, for which I feel sad. I was totally asleep when I met Joe and did not even believe
in soulmates. I hope you will not be as slow a learner as I have been). Nevertheless, what an amazing, beautiful journey it
has been! It’s full of adventure, mystery, learning about the world, learning about our past, present and future, and
engaging in super fun and sometime hilarious treasure hunts.
If you want to follow the path and connect to God’s
amazing Love, begin reading at the first link 2009.05.03 and move forward. You will learn a lot!!
I did. And there are millions of Celestial Spirits just waiting to serve as your personal teachers and guides. They want to
take you treasure hunting (they do know where the treasures are) and guide you along your own personal path just like they
did for me. I will not be writing any more blogs here because now I will be teaching Joe’s material “up above”
and continuing along yet another amazing path. You can follow along the next leg of our journey by clicking on the links to
the various courses, treasure hunt quests, etc. We are creating multiple paths now in multiple directions. Are you ready?
There is something for everyone! All you need to do is engage sincerely with seeking knowledge and spreading love
in the world, and then God’s magic will appear in your life too…no more suffering…only love, bliss, joy,
passionate engagement with learning—for everyone, infinitely and eternally. God is Good!! Check it out! 20160227-1330 Rewards Of Developing My Will To Love
“As a child I wanted so
desperately for magic to be real. I would work for hours collecting what I hoped were just the right combination of ingredients
to make some type of magic potion that would provide me with special powers….I found such magic in words viewed in
a postformal matrix and I observe and practice that magic everyday.” (Kincheloe, 2006, Reading, Writing, Thinking,
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