HAS BEEN CREATED AND CONTINUES TO EVOLVE
In loving memory of Joe Lyons
Kincheloe (December 14, 1950 - December 19, 2008)
Philosopher of Consciousness and Critical Theory of the 20th-71st Centuries
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
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)
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.
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)
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
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: ”Let your light so shine before men, that they may see your good works, and glorify your Father which
is in heaven.” Matthew 5:16
NO MAN THAT I AM “THE CHRIST.”
~Jesus of Nazareth
(Can you hear me now?)
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)
Welcome to the Official Home of the Most Powerful Qualitative Research & Learning Process
on the Planet!
“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!!
I truly am excited this morning. I had a very early morning meeting with my favorite Higher Council member – who happens
to have special status, thanks to me. Or at least I like to think I had a part in his special status. I sent a message through
him that was delivered at his last meeting to tell the members that his vote should weight 51%. There was an ulterior motive
to that, namely that I wouldn’t be so likely to get mundane assignments or would at least be allowed to change them
up so they better match what I want to be doing on this educational mission we are working on. I’m not sure they give
him 51% like I asked, but at least they are listening better.
So my latest news is that I can go
ahead and release all of the “insights” I have had since the roses started blooming. Remember, back on May 27
when I wrote the Treasure Hunting: Where Are We Now? blog I had mentioned that my long lost friend had predicted I would have some great insights when the roses bloomed. He was
right, but I had to hold back the information for awhile and now it is a green light all of the way. So over the next few
days, in addition to doing the review of Joe’s monumental book, I will be providing the information I’ve been
holding back. I didn’t like the fact that I had to hold back the information because it makes it sound like I have some
superior knowledge or something, and that just is not the case whatsoever. There are many people who already have this knowledge,
so I am not at all privileged. It just comes out in different places at different times among different people, repetitively
even, but the plan from “mission control” (lol) requires it to be done so with the utmost careful timing so that
everything works symbiotically and synergistically for maximum results. That’s all, really that held me up. So now over
the next few days, the information will be released. That is, I will be discussing various insights and they mostly relate
to Joe’s work.
The only thing I should warn people about is that the information may be provided
in various formats and it is up to each individual to interpret what it means to them and how they might benefit from it.
Thus, no interpretive services are provided on this one. This is always the best process since everyone has their own reality,
is busy living their own lives and having to meet their own needs, which they know better than anyone else how best to do
that and what will best serve those purposes. It is paramount to provide knowledge in multiple formats because it has a better
chance of serving more people that way – in other words, it is more likely to meet diverse needs and since this is a
global project, it becomes important to try and do so as much as possible. I do apologize that I am limited to providing this
in only English at the time, but I hope that will change in the future. Anyway,we do not ascribe to ideologically biased knowledges
that exert power and control over people such as FIDUROD which Joe discusses in great deal and defines exceptionally well
in his book, although, of course the entire way I present everything on this web site is biased and idiosyncratic, which I
did state right up front so that there can be no misconceptions. The primary thing that is honored here is that free will
is the rule of the universe and choosing one’s own interpretation and meaning is the most important aspect of living
out our own lives in the ways we choose. We can construct our own realities, and in my view, which I think Joe would go along
with, I prefer multiple realities for the great vision, understanding, freedom, and other positive benefits keeping a flexible
Another thing that was mentioned at the meeting is that it will be up to me
to resolve the issue with postformalism. Should we keep that name in spite of a certain amount of negativity that seems to
be associated with it? I am not sure that Joe was going to keep the label because I do not recall seeing it mentioned in his
last book, Knowledge and Critical Pedagogy: An Introduction. It appears that he may have transferred all of the qualities
and attributes into his complex criticality theories for epistemology and critical pedagogy and if that turns out to be true,
that ends the issues with the word “post” being attached to postformalism. This will be my call, though. If I
want to, I can stay with postformalism. I have not decided what I want to do yet and I have some more research I want to do
before I make this decision. Any input or preferences regarding the use of the word postformalism are welcome. I kind of like
the word, myself, but if it is not needed, then it may just add confusion to what are very, very complex ideas.
are so many things now that I need to convey since I have been holding them back for a while, waiting for the green light.
I guess today I will focus on love because love is the very heart of the mission I am working on. Most people know that Paulo
Freire stressed the importance of radical love, but I have always wondered, what is radical love? How do we live it? How do
we work, play, and learn from a solid grounding in radical love? That is not one of my enlightenments yet, but it is one I
hope to learn about soon.
Speaking of love though, I am excited! As I had mentioned, I happened to magically come upon a lovely wedding ring set which
I went ahead and bought from this man who was unemployed. You can read about the story here: “Forever Married to Joe’s Work.” It is highly significant to me in that as I work and glance down at my hands while I am typing, I have symbols that
remind me of my dedication to moving Joe’s work out into the world. This keeps me focused and motivated, which is important
since I do a LOT of writing, including educational research centering on Joe’s bricolage research methodology as I complete
my doctorate. I was ecstatic when this diamond ring had been dropped into my hands quite unexpectedly (you will have to read
that story). As I also mentioned in the account, I had already sent for a ring that was to serve the purpose of being the
reminder of my commitment. I decided I could wear rings on each hand. Well, yesterday the ring got here! It’s beautiful,
too! It is an eternity ring with two intertwining bands, and for some reason instead of being engraved with Vanessa Jae, which
is my first and middle name, it came out with Vanessa Joe (lol). Oh well, I’m happy!
I have another meeting to go to. More later . . .
Knowledge and Critical Pedagogy: Preface Review, Part 2
With the last review, we left off with the discussion of the “power of differences” and how, with an “evolving
criticality,” we are on a “never-ending search for new ways of seeing, for new social and cultural experiences
that provide novel concepts that we can use to better understand and change the world in a progressive way” (p. viii).
Whenever I read that, I think, WOW! This is just so profound, deep, and meaningful. Actually, it may
be much more profound than what might come across for some people. Here, Joe is saying so much and it is all condensed down
into a single phrase. His work is like that throughout and it amazes me.
First, in trying to uncover
the profoundness of that statement, it has to be realized that it comes from a passionate postformal perspective. I would
recognize that, given that I have identified myself as a passionate postformal person. And one thing I would like to interject
here is that postformal, simply because it has a “post” word in front of it is not something that should be discredited
for that reason. I am almost nauseated by how many times I have read condemnations of “post” words as it seems
assumptions abound in what that even means, and thus, labels and judgments become attached with no analysis whatsoever, or
very little analysis. This just points out how assumptions can cloud our conceptualizations. When someone defines postmodernism
for me, then I do listen to what they have to say. And there are those who take the time to do so, or at least to confirm
that postmodernism needs to be deconstructed and so they do so in order to state their positions in ways that support the
points they are making. Surprising to me is the number of writers who seem to be on an anti-post mission.
From what I have read, there is no single definition of postmodernism, perhaps never can be, and the fact that the word post
is attached in front of a word may have nothing do with postmodernism whatsoever. This is something I will be researching
further just to clarify for myself what all the fuss is about. And maybe there is a perfectly valid reason for the fuss, and
in my ignorance as to the history and concepts surrounding it all, I am simply oblivious to some constructed reality. I will
rectify that in the future, Right now, I have more important tasks to accomplish – like reviewing Joe’s book.
So how does one define postformalism? I went through some of the chapters Joe had written for the book,
Reading, Writing, and Thinking: Postformal Basics (Thomas & Kincheloe, 2006) and pulled out some of the attributes,
ideas, methods, purposes, etc. that we, as postformalists adhere to or believe. This is not complete, but it does give a broad
idea and it is an indication of just how condensed the quoted statement above is and why I find it so profound. The statement,
in my view, literally compacts all of the ideas below – and more – into just a few words. Hermeneutic analysis,
In reading over these attributes, are there any you can identify with? Which ones don’t
you identify with and why? And how about magnitude in relation to just how far you might push? Are you cautious or daring
or somewhere in the middle of the spectrum? Why?
We believe that the struggle
for a rigorous, pragmatic, empowering, transformative education for everyone, the poor in particular, can be won.~Joe Kincheloe
We are transgressive. We cross boundaries and borders.
believe in a rigorous education and higher order thinking.
We enjoy an erotic pedagogy that
draws on the “jouissance” of learning.
We seek out difference/diversity (cultures, ontologies,
We resist colonialism and the “madness” of the world.
and complexity reign.
We define postformalism as an advanced approach to cognitive and educational
We believe that postformalism will move educators to pursue new levels of
We seek deeper understanding.
We seek criticism,
creativity, theorizing, imagination, and meaning making.
We blur boundaries.
are passionate about learning.
We gain insight from art and aesthetics.
seek peace, love, and social justice.
We recognize multiple realities.
believe that knowledge is socially constructed.
We believe everyone is capable of higher order
We resist the ideological fictions produced by dominant power.
believe the postformal journey never ends – it is a “perpetual” revolution.
are magic and we make use of polysemy.
We are multiperspectival and believe there is never
one final interpretation (e.g. perspectives change, meanings change, interrelationships change, etc.)
We are suspicious of monological forms of knowledge and interpretation.
are environmentalists, peacemakers, and activists.
We are radical lovers.
excerpted & adapted from Joe's chapters in Thomas & Kincheloe, 2006).
Postformalists work to achieve a profane enlightenment in relation to the social construction
of mind and ways we can unite with others from diverse backgrounds and orientations to expand the nature of our consciousness
in ways that lead to transformative social action. In this context postformalists seek connection with a variety of phenomena
– other humans, the natural world, a diversity of insights from cultural traditions, both ancient and contemporary,
both Western and non-Western.~ Joe Kincheloe (2006, p. 17)
Next Time: Joe
Kincheloe's Knowledge and Critical Pedagogy: Preface Review, Part 3
will truly be amazed!
Peace & Love,
Kincheloe, J. L. (2008). Knowledge and critical pedagogy: An Introduction.
Thomas, P. L. & Kincheloe, J. L. (2006). Reading, writing,
and thinking: Postformal basics. The Netherlands: Sense.
It is so amazing! I had another interesting revelation, but I am going to have to, once again, hold off on relaying it here
because the time is not right. Most people are not ready for it. They truly are not. If you are ready to hear it, I do apologize
and I promise I will post the information as soon as I can. I have a feeling it relates directly to the postformal treasures
that are revealed as I review Joe's book, Knowledge and Critical Pedagogy: An Introduction. I will just know when
the time is right.
What I learned, however, is related to today’s blog in that we will be reviewing
some more of Joe’s work – the remaining pages of the preface – which, incidentally, I will be posting a
little later today. I am still having problems getting up early enough to write a blog and get it posted by 6 AM. The ironic
thing about that is, I have a number of blogs written already, but like this revelation, it is the wrong time to post them,
so here I am, rushing to get another blog written and posted this morning.
The latest revelation,
as I was saying, is related to analyzing Joe’s work. I was reading over something that he had written and suddenly I
“got” it and it just cracked me up. You see, postformalists just love words. I know, because I am a true and passionate
postformalist. We love polysemy. Joe talks about it in his books. It’s where words have more than one meaning, so that
when you read something Joe wrote, you have to ask yourself – did he mean this or that – or this and
that? I think we like polysemy because it makes people really think when they read something, plus we know that there is never
one “true” interpretation and often many interpretations. Or interpretations may change because perspectives change,
meanings change, interrelationships change, etc. In this way, we can say multiple things at a time, or we can say something
today and we know it will mean something else tomorrow. Words are like “magic” as Joe puts it, and with him, they
truly were. And so, I came across something he had written that suddenly was enormously funny, but very sweet, but it was
funny because it was sweet (LOL).
I know, I shouldn’t keep secrets from my readers, but I
promise it will come out, soon. I guess for those who are really interested, all I can say is, check back and read my blog.
I know this is likely to get readers a little upset – but I have to wait. It will be worth the wait, I promise!
Check back a little later today; I will have part 2 of the review of the Preface. Be sure to keep the
MAGIC of polysemy in mind when you read!
Well! My long lost friend is still up to his tricks and I am beginning to think he is “bad to the bone” (LOL)…I
was very suspicious when he sent me out on another wild trek to follow up on the missed treasure on Old Fort Road. For those
of you who have read my last treasure hunting blog, “Treasure Hunting: Where Are We Now?” you know how I sorta “got screwed” trying to find the special treasure on Old Fort Road (LOL).
Well, it turned out that it was quite a joke, although my friend assured me that going to the wrong spot
on the wrong road and finding an old rusty screw for treasure will prepare me for the upcoming Project work (which starts
right after our kick-off on April 3, 2010).
I wish I could tell you more about what that is all about,
but quite frankly, I am going on pure faith cuz I know nothing’. I do have a feeling though, that it will have something
to do with the Appalachian Mountains since we are going to be so close to them. Anyway, my friend reminded me that I had not
yet recovered the treasure that was left for me on the REAL Old Fort Road – as in my last report I indicated that I
had misinterpreted his instructions and had thought he meant the road that went up to the Old Fort, which is a different road,
but is where I found the old rusty screw and washer. Then when I was on my way home from my 80-mile trek, I saw zipping by
me a road called “Old Fort Road.” And so I figured I needed to go back and check there for the treasure. Sure
enough, when I asked, my friend sent me a message, saying, “Yes, you should follow through on the Old Fort Road treasure
hunt. There is something of value there just at the edge of the road before turning right at the end of Old Fort Road.”
So I and my faithful assistant, who is in training for future treasure hunts this summer with the children, traversed
on up there Sunday night, just before dusk sank in too heavily and sure enough the treasure was right where he said it was!
I could not see the value in the nail we found whatsoever! We did scan the entire area with the metal detector and
did not find any other treasures, so our hopes for finding something valuable were extinguished. I was highly disappointed
as I was expecting a nice ring or a watch – something that could be cashed in. Oh well, given my soul brother, Keenan
had such a bad experience when he had gone in to cash in a $1600 diamond ring – they would have given him $25 is all
– maybe this will turn out better in the symbiotic scheme of things. You can review that story here, at the blog entitled,
“Forever Married to Joe’s Work” and read about how this related to my yard treasure hunt for a diamond ring. It turned out I had no hunting to do
at all, since the ring was delivered right to my door! And it all worked out for Keenan, because he ended up with much more
In relation to driving 20 miles just to find a nail, I tried to keep a positive perspective.
So then I thought, well, maybe by us removing the nail from the edge of the road, we have prevented someone from getting a
flat tire. Now, that would be valuable to that person, saving them from being stuck out in the middle of nowhere and having
to try and change a flat and then taking the tire in and having to pay to fix it. And maybe that person was a doctor on the
way to the hospital. By not getting a flat tire, maybe this doctor would be on time to the hospital, and by being on time,
perhaps this doctor could save someone’s life. Now that is highly valuable! Things work symbiotically in ways we do
not understand, so I decided I could accept that for now. We had done a good deed by removing the nail from that exact spot.
This concept of symbiosis is actually tightly wound up in Joe's educational theory. He states, "The
ecologcial consciousness produced by an awareness of the infinite ways phenomena are connected rests at the heart of symbiotic
hermeneutics" and he takes this concept and applies it to rigorous learning, stating, "Disciplines cannot remain
the same when finding generative relationships is viewed as a basic dimension of knowledge work. This pursuit of relationality
becomes a central effort to engage in rigorous scholarship in the ruins of traditional disciplinarity" (Kincheloe &
Berry, 2006, p. 63). Thus, it becomes a central feature of all learning and life experiences in general to realize that everything
happens for a purpose, everything is interrelated, and it becomes so exciting to actually get in there and explore what amazing
interrelationships and interconnections there are! These can lead to blissful postformal treasure hunts through research,
learning, writing, teaching, and when other people get involved, the "dancing" becomes ever more enjoyable, exciting,
and as Joe sometimes described it, intoxicating (Thomas & Kincheloe, 2006). Once you start dancing, you never want to
My long lost friend has since meekly apologized for giving me the assignment and told me that,
yes, the treasure hunt had been designed as a training activity, but that I have passed so many of these initiations to the
project with such great faith and cooperation, that I will likely not be assigned any more – you see, he is now working
with me full time on the mission, but because he has been around much longer than I have been, he gets the classified stuff
about the mission and the joy of handing out training assignments. He did reveal to me that when my assistant and I finish
up the yard search, we will then get a “very valuable reward.” So, it’s all good.
will keep you updated on the treasure hunt; we have many exciting excursions yet ahead of us. Tomorrow: Continuing with the
book review of the most monumental education book ever written, Joe L. Kincheloe’s Knowledge and Critical Pedagogy:
An Introduction. Don’t miss it! There are sure to be some exciting revelations. Be sure to read yesterday’s
review and the rest of the Preface. I am spending extra time on it because the Preface is so important to laying the foundation
for the book.
Have a great day! Vanessa
Kincheloe, J. L. & Berry, K. S.
(2004). Rigour and Complexity in Educational Research: Conceptualizing the Bricolage. New York: Open University Press.
P. L. & Kincheloe, J. L. (2006). Reading, writing, and thinking: Postformal basics. The Netherlands: Sense.
The title of this blog may not exactly fit today, but I kinda love that expression. Joe used it a lot, I think. In fact, he
used it in his book, Knowledge and Critical Pedagogy: An Introduction for Chapter 6, “Down and Dirty: Outlining
the FIDUROD.” The reason I am using it here is because I will be taking that very sort of diversion that he took in
Chapter 6. I am just so reluctant to begin the deep discussion of Joe’s work without first conveying a deep analysis
of this particular book. I am thinking that what I have to say may be too revolutionary and have nothing to connect to unless
people really come to understand at least some of the things he discussed and analyzed in this book, perhaps some of the frustrations
he, himself may have been experiencing surrounding conveying his knowledge, and where he was going to head next with his future
work. So, during this diversion I will review the book chapter by chapter and pose some questions, speculations, reflections,
and such. I am hoping that readers will also be reading the book and will be thinking about these things along with their
own reflections and questions.
So, rather than just sitting down to write a review and posting
it, I will be constructing the review piece by piece, analyzing each piece as we go. This will happen throughout the months
of June and July. When I get through the entire book, I will put it all together and write another review, a summary, that
synthesizes everything. This entire document will be freely available on this site for anyone to download and use in their
own book discussion groups, individually, and since this is a textbook, hopefully in courses that teach Joe’s work.
When I get to the point in the book, wherever that may be – and it may very well be the end of the book, I just don’t
know – then, I will reveal more about the major insights I have discovered. I am hoping that using this process will
also aid in my explaining them better. Also, I want to be sure and let people know that there are many more insights in Joe’s
book that I have not discovered.As I said, he wrote on multiple levels and I do not even begin to claim
I know all of them or have analyzed all of them. There are multiple gifts in this book just waiting for anyone to discover
them. And so, today I will begin with the Preface of the book.
Knowledge and Critical Pedagogy:
An Introduction by Joe L. Kincheloe
Joe begins by pointing out that much of what is
supposed to pass as “knowledge” today is, in reality, “disinformation” that is distributed by those
who have the power and resources to take on such a task in order to serve their own interests in maintaining their power,
control, and resources. He cites the Iraq War as an example of how false information was widely disseminated in order to get
the buy-in of the masses and gain public support for a war that was waged on false pretenses.
back before the war began. What information did you receive at that time about the reasons we needed to go to war. Where did
you learn the information? Did you believe it? Who was responsible for distributing misinformation and what appears to be
their purpose? If you are a parent or teacher, what did you teach your children/students about bin Laden, the 911 incident,
and the Iraq War? What did the children believe about it? Today, do you wish you would have handled it differently and if
so, in what way? What were the global perceptions at the time? Were other countries supporting U.S. actions and what effect
did this have on your opinion or assessment of the situation?
In the second paragraph, Joe discusses
the formation of “ideological consciousness.” What does this mean to you? What is consciousness? What is ideology?
Use a dictionary or other resource to define these. How do people in power use ideology to manipulate people or otherwise
attempt to mold their consciousness? Think about a work or school situation in which you were manipulated into some sort of
behavior against your free will or better judgment. Who was the person (or people) in power?” What “knowledge”
did they use to mold your thinking so that you would comply? What were some of the ideological factors interwoven into your
example? Did you agree with all of them? Some of them? And how did the situation make you feel as a person? Were you angry,
humiliated, happy to comply, feel you were meeting your duty?
How does consciousness relate to our
“thirst for knowledge,” which Joe contends is a “central dimension of being alive and active in the world?”
(p. vii). Which type of knowledge would make you thirst more – the knowledge that gives you power to construct your
own consciousness, or that knowledge that others tell you is important whereby they have the power to construct your consciousness
for you? Think about your earliest learning experiences. Did you love learning then? Why? Think about a learning experience
that you disliked or made you uncomfortable. Did you love learning then? What type of learning have you experienced most during
your lifetime – joyful, engaged, interesting learning, or learning that someone else pushed on you for some purpose
outside yourself, perhaps learning that you knew would have no useful purpose in your future?
states, “In the neo-liberal, market-dominated, corporate media saturated, globalized world of the contemporary era,
I have never been so parched for the pure water of transformative Information. Knowledge and Critical Pedagogy: An Introduction
is a quest for such water” (p. vii). In context of his discussion here, what type of knowledge was Joe thirsty for?
Do you have that same sort of thirst? What does this perhaps warn us about all of the vast amounts of information, aka “knowledge,”
we have readily available on the Internet? What are some ways we can evaluate that knowledge and determine whether it can
quench our thirst, or perhaps is molding our consciousness in ways we would not wish as we read it?
is the foundation of Joe’s book? Exactly what is an epistemological curiosity? Why and how is it a complex concept within
the context of media and schooling? Does media satisfy a healthy epistemological curiosity? Does school? How so? Provide an
example of learning in which the primary focus is learning about an object “in and of itself.” Why is this insufficient
and how does it relate to complexity? Is there value, in your view, to understanding objects within contexts of greater complexity
vs. learning what Joe refers to as “factoids” or just bits of out of context information that often are asked
to be repeated on standardized tests? What might be the benefits of each type of learning? If you were to weight a learning
experience, would you want it to lean toward factoids or toward an understanding of the complexities? Why? Provide a concrete
example of each type of learning and how they might interrelate.
Should learning encompass the teaching
of responsibility, ethics, stewardship, care, and actions that demonstrate these attributes? Joe’s theoretical formulation
does call for action – from teachers, students, administrators, parents, the community, etc. How might this fit into
your current views and/or of teaching and learning? How might it fit into your curriculum or daily informal learning?
Where does Joe suggest that we look for knowledge? What are some sources of knowledge that are around
you which you have not seriously considered previously? What type of knowledge might these new sources provide and how might
that knowledge be valuable? Your assignment: Choose any source of knowledge you previously discredited that resides in a low-power
place, seek more information from that person or place, and then evaluate your experience. Did you uncover something more
valuable than you previously imagined? Or do you already incorporate these practices in your daily life? Perhaps you reside
in one of those low-power places. What knowledge do you observe that is discredited by our current educational system? What
are the consequences of discrediting this knowledge?
How many years was Joe a teacher, researcher,
etc.? What activity did he find led him to some of his greatest and most unique perspectives and insights? How can differences,
or what Paulo Freire referred to as “viable novelty” and which Joe has referred to as “power of difference”
work to help us “evolve” criticality? In other words, what might our quest be if we wish to continually develop
new insights and new ways of seeing? What do we need to keep doing? What is an important demeanor to maintain during our quest?
It should be noted that Joe was a master of humility. I have lost count of the number of times
people have commented on what a humble, humble man he was. What does it mean to be humble? What behaviors would you change
in yourself to be more humble? Does this change who you are or what your needs might be? I ask this question because from
my own experience, humble people tend to also get stepped on. I am fairly humble myself, although I understand that by what
I am doing right now, many people will misinterpret it to mean that I want to be noticed. People can think what they wish,
but the fact of the matter is I am putting myself out here for Joe – just as I did when he was alive when I helped him
with his Freire Project. I see the enormous value of his work and what a great person he was and I am dedicated to seeing
that others see it too. If people want to interpret that as a non-humble act, then so be it. Joe’s great work and his
greatness as a man is worth my gaining negative labels which can’t harm me.
At any rate, I
know what treatment can come to a humble person from people who have no heart -- I have literally been kicked when I was down,
so to speak, many times. There are many ways one can be raped. Humbleness is why I identified so much with Joe – well,
just one of the reasons; there are many others. He has described in many of his books some of the mistreatment he had been
subjected to, and my heart went out to him. At any rate, there seems to be this misconception that Joe did not want attention
on him. I think this was true to an extent and that there is no one simplistic answer for why this may have been the case
(I also think it was a sacrifice he consciously made for a number of reasons); however, regardless of the reasons why, it
in no way meant that he did not want the world to know his work. In fact this very book currently under review was a huge
undertaking and is hugely important to education -- and of so course he wanted people to know about it!
I have noted Knowledge and Critical Pedagogy: An Introduction is, in my view, the most monumental book ever written
in the field of education. There is just no possible way I can be convinced that, after Joe spent thousands upon thousands
of hours writing for us – leaving us this absolutely beautiful work of his, “a gift to the world” as I told
him -- that he would want it all to be shoved into the dustbins of history. He did not write purely for himself. He loved
writing, this is true, but he loved people more and he wanted to leave us gifts that can move us to a higher evolutionary
phase with an expanded consciousness whereby we can also know and love people, the earth, research, learning, knowledge, and
writing as much as he did. He knew this was the key to making the world a better place for us all and his work is a guide
for helping us get there. As I have mentioned many times, this does not mean at all that we leave other people’s work
out of the equation. Of course, he would not approve of that at all and he had gone out of his way in his extreme generosity
to see that even new upcoming scholars’ voices were heard. But this web site is for Joe and his work. My gift to him
for the gifts he gave -- and continues to give -- to me.
My focus here on this web site -- my calling,
so to speak, is to ensure that Joe’s monumentally important work is promoted, understood and applied, albeit, in my
case I take an extremely creative approach, I’ll admit. There is a “method to my madness” (lol). People
“have got to come to grips with” (Joe’s words) the fact that education must escape its straitjacket. We
are suffocating our children and destroying humanity….can’t you see??? Get a grip. Loosen up. Get off the elite
power trips. Lighten up. Have some fun. Forget capitalism – it ain’t gonna work anymore. This is not to say that
everyone needs to follow my example, but at least let’s have more freedom and creativity in how we do “schooling.”
And if you are not “game,” then at least allow others to have their fun.
And so, like
Joe, I am treasure hunting – for people – brilliant treasures who are totally fed up with education as it is practiced
today and who want to do something fun, daring, interesting, and something that can take education and people to whole new
“mindscapes” (Joe). Joe’s theory allows us to freely dance all around and gather interesting views from
all angles, to gather knowledges that ever expands one’s consciousness, and then to synthesize them as we wish to create
something totally new and amazing, as his work illustrates. And it is fun! I truly miss him. He knew how to dance well. I
wish more people did.
There is going to be an unstoppable Great Change in Education that radiates outward to affect almost every aspect
of people’s personal and professional lives. It will be a wonderful and beautiful thing and everything is in place for
it to begin soon. Literally everyone will be working on this together, with the exception of the few at the top who are pushing
education in the wrong direction for their own personal gain. Students are fed up with what they are being put through by
the mandates of the No Child Left Behind Act, which as most of us know by now has no good purpose whatsoever. They are fed
up with the stress and pain of being forced to take so many standardized tests which only serve to judge, label, and track
them into directions not selected out of their own free will. These students are becoming adults, you know, where they have
greater power to impact change.
Teachers are fed up with being made into puppets or as Joe sometimes
expresses, “technocrats” who are forced to regurgitate lies and mindless factoids through a scripted curriculum,
as if they do not have minds, cannot think for themselves, nor develop a worthy curriculum out of their own creative abilities.Joe also refers to this as the “deprofesssionalization” of teaching and he talks about all of this in his
books, of course. Parents are fed up with being forced to send their children to schools that do not teach real knowledge,
but seem to rather prepare children to work as slaves in a collapsing capitalist system and schools and work where zero tolerance
policies serve as a form of torture and abuse. People the world over are tired of the injustices that are committed on them
at the hands of the U.S. Imperialist and elite classes.
Little children all over the U.S. are crying
every morning because they are being forced to go to schools that make them miserable and unhappy and where they are not allowed
to learn about the things they are passionate about. Little children the world over are crying because they are not allowed
to go to school at all, but instead have to engage in free labor so that the capitalists can increase their profit. There
is much more and Joe talks about it in his books, and even better, he has some ingenious answers that could help us work toward
solutions for all of these problems.
If I could have any wish I desired, I would wish that people
are awakened to just how monumental Joe’s educational work is and that we have truly been handed a gift that will help
rescue us from all of this craziness and insanity we must currently confront each day. It would be that people truly realize
how his work can do exactly what he says in his books -- make the world a better place -- more democratic, more socially just,
and one in which human suffering has been eliminated. In that sense, my wish would be much like living a fairy tale come true
-- perhaps of the prince coming down in on his great white horse, slaying all of the dragons, and working his magic across
the land. It would be amazing and beautiful.
Wow, the roses are blooming. As I had stated previously,
I am supposed to have some sort of enlightenment or major insight at this time, and it really and truly is coming at me fast
and furiously. I have already written up several blogs explaining what I have come to realize in detail and of course it centers
around Joe’s work, but I also realize that perhaps it would be best if I begin preparing readers for everything that
is going to be coming at them before I get too deep into conveying it. All at once would be too much and there is some background
work that is essential.The revelations are quite monumental and there are more are on the way. In fact,
I will continue to receive them for quite some time since the roses have only just begun to bloom and I believe that I will
be learning much more as more and more roses bloom. Maybe after the roses finally quit blooming, I will have to go into hiatus
and rest up.
So I have decided that rather than pour too much out at you at one time, I will just
say this for now. Joe’s last book, Knowledge and Critical Pedagogy: An Introduction is the most monumental
book ever written in the discipline of education. I have no doubts about that, whatsoever, especially after the insights about
his book began coming in. And so, what I am urging everyone to do is to purchase a copy of the book or check it out of the
library and read it as soon as possible. You will need the knowledge in that book for the rapid changes that will be taking
place. And when you read it, keep in mind that Joe wrote on multiple levels at once; I have counted as many as nine levels.
So try to shift your consciousness in and out of the different possible levels as you read – not nine levels, since
that is getting to the super human stage, but if you can manage at least two or three levels as you read it, it will definitely
be worth your effort. You will discover a few of Joe’s postformal treasures.
What would be
ideal is to set up a weekly book discussion group with your friends where you read a chapter and then you get together and
discuss your reading. I promise you, you will all be very amazed. Also, I have selected this book for my first book review,
so I will be adding my review to the site before the end of the month and I will remind people once again, it is highly important
to read this particular book. And don’t worry if you don’t understand it all; I didn’t either. What I have
found out is that what I thought I did not understand seeped into my consciousness anyway due to the multiple levels of communication
Joe used throughout and I understand more of it than I realized. Then, when I need particular information from the book, it
just comes to me, or I know where to find it. So, even if you think you do not understand something, just keep reading. What
you are reading is what Joe was thinking, and research has shown that we can advance in our own thinking skills just by reading
the works of advanced thinkers and writers.
Please read this book as soon as you can. It will prepare
you to have a greater understanding of the things I have learned and will reveal to you over the next few weeks. Again, I
could just throw it all out here now, but the problem is it is just too much information already and I know there will be
more coming faster than I can assimilate and synthesize into writing to send on to you. This will need to be handled in a
more controlled fashion to keep everyone from feeling overwhelmed. It will also provide me a little time since it appears
I am going to need to do some research on Einstein to supplement what I am learning.
Just so you
know, this is not some capitalist maneuver to sell books. I do not receive any money from the sales of this book; in fact
I have no idea who does. I assume his family does and from what I have heard, he has a very loving and deserving family (I
have not had the opportunity to know them). I am only pointing out that I have no connection whatsoever with anyone who benefits
from the sale of this book since this is a nonprofit site, and I am merely recommending it because it was one of Joe’s
most monumental and prescient works, it shows where he was heading with his work, and it is going to have a huge, huge impact
on education. So we might as well get started on this now rather than later. You will be ahead of the game if you read it
soon. If you wait, you may feel disoriented when things start moving along because from what I understand this change in education
is going to be quite fast. Our children are angry with the course of events over the past few years and they are ready for
some real action, as are many, many other people who are impacted by education and the way things have been handled recently.
Of course, there are also many other books Joe has written that will be essential reading, and we will get to them, but for
now we will focus on this particular book and we will tie all of his other books into this down the road and come to understand
how they might help those of us who deal with education – virtually all of us – adjust to and even facilitate
the changes that will be coming at us.
The book, Knowledge and Critical Pedagogy: An Introduction
can be purchased from Amazon.com or here, at Springer. I recommend Springer because they are a smaller book publishing firm and I believe we really need to support
more small businesses as much as it is possible, and Springer is very fast with delivery. I know, since that is where I ordered
my copy of the book immediately after I learned about it last fall.
I hope everyone will read it! It will change your life, providing you read the entire book –
it changed my life. And it will give you the background information needed to fully understand what I will be discussing over
the next few weeks.
But then again, maybe I am only writing a fairy tale here…and wishing
that fairy tales could come true. Time will tell. At least I am committed and devoted to getting the word out. Here I am on
Sunday, my day off from this work which I do not even get paid for, conveying this information to the world…Joe would
just say in a situation such as this, “call me crazy.” And I STILL have to explain what he meant by that.
I have learned much more about it now and there is a logical and sane explanation of why he would make such a comment;
it is much deeper than trying to be humorous, although he took great pleasure in humor. Have a great Sunday.
Lyrics to Great White Horse:
I was a young girl I used to dream of a lover To be my shining knight of strength one day He'd carry me to a castle
in the heavens And battle all my dragons on the way And he'd ride down on a great white horse He'd bring
me love I was longing for He'd bring me joy and lasting peace And on a great white horse he'd ride away with
When he was a young man he used to dream of a maiden With long soft hair flowing in the wind My
laughing eyes and loving arms would follow When he'd sail around the world and back again And he'd ride down on
a great white horse He'd bring the love I was longing for He'd bring me laughter and sunny days And on
a great white horse he'd carry me away
Kincehloe, J. L. (2008).
Knowledge and Critiical Pedagogy: An Introduction. Amsterdam: Springer.
Photo of Dom Pedro I, Brazil,
courtesy of Microsoft.
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,
This website is protected by
Article I of the U.S. Constitution of the United States of America: “ARTICLE[I.]
Congress shall make no law respecting an establishment of religion, or prohibiting
the free exercise thereof; or abridging the freedom of speech, or of the press; of the right of the people peaceably
to assemble, and to petition the Government for a redress of grievances.”