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)
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!!
Dangerous Mission: “Quantum Activism” and “Feminizing” the Sciences
I had been working on an interesting series of blogs which I’ve been posting here about “keys to dangerous knowledge”
(see previous entries listed in sidebar) and I actually wrote another quite extensive blog that continues the discussion,
but have not posted it here. The cosmos works in its wonderfully mysterious ways in service of its unpredictable and dynamic
evolution, thus, things have changed midstream or, more accurately in this case, things have jumped forward. I just go
with the quantum leaps when they occur.
My discussion about keys and dangerous knowledge will be included in a book I’m writing that greatly
expands on my dissertation research. Thus, I will be including a chapter in the book—or perhaps several chapters—relating
to the “Keys to Dangerous Knowledge” and I will zero in on what Joe may have meant when he so often alluded to
”dangerous knowledge” and “dangerous memory” in his work. While the idea of keys to knowledge may
seem overused and archaic, there are reasons they keep coming up. The reasons lead right to the doorsteps of the most powerful
people on earth—and they are not who most people think they are. In my “Psyche and Eros Code Blue Mission” story, I refer to the leader as the “Wizard of Symbols.” I had no idea who that wizard was when I was
writing the story and engaging in the research (thus, I really was on a quest to find him) and if you read the stories,
you’ll find that it has been quite a winding tale of research and analysis. That story, too, is set to continue and
be greatly expanded in the Psyche and Eros of the Twenty-first Century books. The first one is scheduled to be out
on February 14, 2014. I have been on a hiatus away from writing the continuing saga, but I am back now. And now I have an
idea of who the Wizard of Symbols might be. . . but am I right? And is it “dangerous knowledge”? You will have
to follow that story to find out.
my research, I’ve come to realize that one important aspect—and perhaps the most important aspect--of that “dangerous
knowledge” Joe was guiding us toward is “feminizing” the sciences. That might very well
be a dangerous proposition, but he has held the doors open, so to speak. I’ve written before about how he has held the
doors open for us, but after doing more research, I understand that better now. While it sounds stereotypical, it must be
remembered that most of us still live within cultures composed of primarily patriarchal societies (an extremely complex topic
which Joe discusses so well in his Getting Beyond the Facts 2001 social studies book if you want a more textured
discussion), so it’s an accurate description in most cases, and especially in relation to the sciences. We do need to
The lack of equal participation of women in the sciences, technology, engineering, economics,
etc., continues to be an issue that no one has found a remedy for, and it’s a major issue since the leaders in these
disciplines literally create the reality we live in. We are passively sitting back and allowing a few left-brain-dominated
FIDURODian men to construct our reality! And look what we have! Death, destruction, environmental degradation, wars, genocide, sick
genome projects, and an endless list of destructive actions, which Joe has referred to as being influenced by thanatos, the
death instinct. It is why Joe has asked researchers to inject a healthy dose of Love into their research and, specifically
“Eros Love,” to give it a name (but, as I have conveyed in my other writings, there are many, many names we can
assign this “spirit of love”). Thus, we need research that counters the manifestations of thanatos. And what better
way to do that than by “feminizing” the sciences?
Before I continue, though, I want to emphasize that Eros Love is not solely sexual
love—it is an overarching love, life force energy itself (that, again, goes by many names). Marcuse (1955/1966), in
Eros and Civilization defined Eros as “the great unifying force that preserves all life,” acknowledging
that its relationship to the death instinct, thanatos, which Joe has us off-setting, is “obscure.” Hence, to assume
they are totally opposite may be a wrong assumption (p. 27). As Joe would probably contend, it's much more complex than that. But
combine the Divine Love of Eros in his complexity and Feminine Divine Love of Psyche in her complexity; well, maybe it’s
a “match made in Heaven.” I can see how it would change things. I have experienced how it changes things.
I just watched a wonderful video today, "Native American Rant; Stop Using the Hopi Prophecy: If You Want to Know Ask a Hopi" produced
by ekennye/Linda, and one of the messages that raised my understanding was, "It's just a belief until
you experience it and then it's knowledge. The knowledge comes from participating" and she explained how they teach their
children by engaging them in experiences of what they are learning. What a profound difference from
the public education approach!
And isn't this what we are being called to do here, now that I understand in a
more profound way the significance. Joe is asking us to experience that divine, powerful form of Love. Anything less
than that, well, it's only speculation or "just a belief." And what do we end up doing? We argue
over beliefs when we should be working toward experiencing the power of Love.
As Joe has stated, “Injecting radical love into this postformal mix provides
us with new inroads into the magic of words. I want to use this magic to write something that transforms our view of the world
and self in the same way that bees transform pollen into honey”(Reading, Writing, and Thinking,
2006, pp. 13-14). I always loved this quote about bees transforming pollen into honey and sensed there was something
especially divine about it. I just recently have learned what it represents. Bees are a sacred totem related to the goddesses and priestesses returning. Of course, the return of the goddesses
and priestesses also means the return of "radical love." Bees are also very mystical with magical qualities and they are associated with higher consciousness. This
would be a fascinating topic to study in greater depth. At any rate, that is my focus: To inject “Eros Love” into my work as I work toward “feminizing”
science. Joe left us the conceptualization of a “critical science of complexity” and his advanced form of research
bricolage, which I have demonstrated with my dissertation; with these, it's possible to move forward, to the next level. In his conceptualization he has somewhat “hidden”
the fact that it REQUIRES RADICAL feminizing of the sciences. It’s included in the “steps” posted
right on the Home Page of this website, subtle, but powerful. Even I did not realize the full power of what he was asking us to do until fairly
recently. It is the epitome of the “Golden Chalice” but I’ll save that discussion for another day. It may just be one of the most dangerous things about the process
he developed but you have to engage in the process to realize its power; as long as we are overly influenced by outside FIDURODian
reality, chances are we will miss our “Golden Opportunity.”
However, when we begin that engagement
in the form of research that compels actions is when the reactions will emerge from the hidden depths. I have seen it many
times and it’s a kind of magic. It’s a form of magic we might not wish to see at times because it can be challenging,
but it’s powerful in showing us the path toward love and freedom as are those emergences of blissful magic moments.
Thus, Joe’s theory (which incorporates quantum sciences), like Amit Goswami’s quantum theory, has a “do-be-do-be-do”
action component that is amazingly productive. (I loved the way Goswami expressed that in his movie, "The Quantum Activist"). During the “Be” dance step is when you are waiting to see what
emerges from the implicate (hidden) dimensions of reality before taking your next “Do” step. Maybe that’s
why Joe liked to call his form of science and research “dancing.” And I have to admit, it is a lot of fun! And
powerful! (And it keeps the Wizards totally off-guard, which can sometimes be very funny).
But it’s up to us—and I do hope many more women
will take this opportunity to move the project forward. Men are not going to do it! At least not the men who are running the
show. In fact, it’s men who continue to serve as my biggest obstacle in this work, even those who put themselves out
there as being “progressive.” And most of those men simply do not know how to dance! I have found that when I
reach out to men who have complementary interests, they just run the other way. We need more men like Joe was—totally
egalitarian who do not feel threatened by working hand-in-hand with women, and who love dancing. That’s not to say Joe
was perfect; one of my favorite email exchanges with him was when he told me he was “not being macho” in response
to something I wrote to him, and I wrote back and told him he was too being macho! But he knew the message: I loved him just
as he was and as he was “evolving.”
We need more men who feel so secure in themselves that they can still honor women in the traditional sense,
by holding the door open for them and letting them go first. There are some out there, of course, but not very many. It is
time for the “goddesses” to stand up and take their places. And of course, I also call for the men out there to
become involved with this as well. As I have said elsewhere, when the Divine Feminine rises up, Lo and Behold—the Divine
Masculine can as well and oh, is that divine male glorious!…in unison, together, each helping the other we can create
a new and better world. We all need to learn and practice those DO-BE dance steps together.
Thus, I will be using my dissertation as a launching point,
or as Kathleen Berry frames it, a Point of Entry Text (POET) and greatly expand on it, taking it to the next level. The first
version might be considered a Primer that describes a map and demonstrates the application of Joe’s critical bricolage
and epistemology, so I believe it’s a very valuable piece of work. It can help scholars move to higher levels of bricolage
research with their own work.
In the dissertation, as previously discussed, I introduce Joe’s Critical Science of Complexity in Chapter Five, and there are further discussions available here. I will be using the bricolage process as Joe has delineated as I continue my research to explore some ideas of how we might
feminize science. Of course, one of the first tasks is to begin to define exactly what I mean by feminizing science. It does
not exclude men, by any means, as my previous discussion has alluded to. In fact, I’ll be including work of three great
men: Joe, of course, and Einstein, and also the work of Amit Goswami, and his call for us to become “Quantum Activists”
as well as many more scientists. To pull in the women’s side of the historical track of science, I’ll need to
do a lot of research. Much of that knowledge is hidden and definitely not taught in school. It needs to be brought out into
the open. I am also doing some research from other countries in other languages. Restricting research to English is a handicap
with all of the censorship and control of publishing in the United States.
In addition, it seems that my “Greatly Expanded Version”
of my dissertation will have multimedia, including music and arts components, so it may be that I will need to make it an
eBook, instead of traditionally printed. Joe is the one who mastered achieving a “multimedia” Great Work in words
alone (he was a word magician). One thing I discovered when I was writing my dissertation for the academy is that, due to
the academic constraints, it did not adequately represent the process I had engaged in, which was extremely multidimensional,
using multimedia and multiple disciplines. Interestingly, a new article just published by Alexandra Cutcher (2013) highlights
some of the issues when employing and presenting arts-based research and provides ideas for working around them. (I've posted
a link to her article under Critical Literacy). In the bricolage it becomes a great challenge as well, since many different components go into the construction
of the ”final” bricolage, so I hope that this next work I’m producing will provide some ideas to help open
up possibilities for researchers. If successful, it should take my own understanding of bricolage research and learning to
higher levels and hopefully will do the same for other bricoleurs who are interested in my work.
Anyone interested in “feminizing” science or not
(I will include both pros and cons) or if you have written on this topic, please let me know! Please understand that when
I refer to “feminizing” sciences, I will be following Joe’s guidance, which means we never throw the babies
out with the bathwater. I will not throw out the good things about science and I will be looking in many directions, especially
toward indigenous sciences and nontraditional forms of sciences that tend to be discredited—as well as mainstream science.
I don’t expect to get far with this next venture because, again, my project is to accomplish many things including expanding
on some of the topics relating to bricolage that I had touched on in the dissertation. My plan is to just explore and see
where that leads me. Thus, this will be a very small baby step which, when finished, I will be able to again launch toward
a more rigorous exploration of some aspect of what I uncover. I’m excited about this project and the prospect of learning
more. This is just one of the doors Joe has held open for women but, in reality, it is a door that is open to--and can greatly
ITEMS: I continue to add new items to this site as time allows. I have added some more love quotes from several of Joe’s
works on the “Raising the Bar for Radical Love” page of this website. EnJOY!
Why Do We Need Joe's Critical Complex Epistemology and Multidimensional Critical Complex Bricolage?
I am just checking in today to
share a video I watched which sums up how our consciousnesses have been molded and exemplifies why the type of learning
and research Joe has theorized is so important.
The video covers the history of consciousness construction, education, and psychology. There are several books presented
in the video that provide more information for those who are interested. The video only presents the tip of the iceberg
but the ramifications are actually disturbing in many ways.
One problem with breaking free is that so many people have been indoctrinated with wanting
the "right" answers. I remember even when I was in undergraduate college, the right answer was whatever the
professor said was the right answer, even if it was wrong. Students often take more time to get to know their professors' ideologies
than to learn. How is it learning if we are basically only learning what one professor thinks is important? Fortunately,
there are always exceptions to professors who teach in that manner, but still, we all teach our ideologies unless we allow
students more freedom to follow their interests and what's relevant to them.
We are so ingrained to blindly following policies, procedures, rules, taking and
passing tests, doing our jobs, etc. Most of us, and most of our students if we are teachers, only want to know what is
needed to pass the test (or do the job, etc.). This is readily observed in the workplace: people simply follow along
with the rules no matter how unproductive, inane, and divisive they are. And what seems so strange to me is that they
don't want to change things! I invariably get verbally attacked if I merely suggest discussing ideas for improving things
for everyone. Somehow, in very twisted ways, the majority feel secure with the irrationality of it all. And
so, they willingly work as slaves for pennies while lining the CEOs' pockets with ever greater outrageous sums. I
keep hoping things will change, but so far the "rational irrationality" disease just seems more prevalent
than ever -- everywhere!
It is critical to somehow get past this stumbling block. There are other blocks,
but first we have to fully realize the importance of seeking knowledge in the ways Joe has presented to us. Maybe if more
people can come to realize WHY it is important to begin to try some of his recommendations, they will actually engage
in some of the processes and come to realize the great benefits from putting out the extra effort. Thus, I hope teachers
will explore these concepts Joe has provided us for themselves and with their students. As well, students can apply these
ideas in their own research and expand their learning beyond the curriculum.
Hermeneutics, seeking multiple perspectives, studying etymology and linguistics, polysemy,
critical complex epistemology, and semiotics are all critical activities for freeing our minds from the mind prisons we have been forced
into against our will. While we may think these activities will crowd our brains even more than all of the "useless data"
(as Joe puts it), they really do not. Engaging in these activities frees us, opens up our creativity, helps us see connections
and patterns, and allows us to be who we really are as innovative, creating, contributing individuals again. We
learn to make our own choices again. We do not give up the social aspects of knowledge production, however, because these
processes, in the way Joe has carefully developed and presented them, actually bring people back in balance
again, both individually and socially.
At any rate, I find it very helpful
to get this broad perspective on the history of education the video presents for a greater understanding as to the importance
for the kinds of changes in teaching and learning that Joe has advocated. And for another in depth and broader look at
this, be sure to read his book, Knowledge and Critical Pedagogy: An Introduction and do your own research into aspects
that are of interest to you and important for your work. I have found the more I understand why this type of research and
activism is so important, the more impassioned I am to engage in it.
I was reading through Daniel Chandler’s
online version of his textbook, “Semiotics for Beginners,” and came to realize
that as wonderful as the text is and as great as it is for beginners, it truly is only the beginning. If semiotics
is new for you it’s a great place to begin, but keep in mind that it is primarily being applied in our FIDURODian world. I have not read the entire book by any means, and it may very well allude to unseen dimensions.
Semiotics is new to me, too, (so semioticians out there: give me a break!). I still find the concepts very powerful.
We need to open up more to these ideas. More
people are experiencing and seeing these “unseen” dimensions. Thus, we need to greatly expand our understandings
of semiotics and apply the concepts to Joe’s “fourth dimension research.” This is where we confront complexity
to a maximum degree because we then begin to perceive the multidimensional implicate order of reality and begin to comprehend
how expansive it might be. Quickly, we come to an even greater realization as to why we need Joe’s conceptualization
of critical complex hermeneutics for discernment. While we seek multiple interpretations and do not want to limit ourselves,
we also don’t want to become lost in the potential chaos or be taken down dark, dead-end alleys. We remember then, that
while infinite possibilities exist, if we are seeking to construct knowledge from a strong philosophical base and a foundation
of love, this leaves many of those infinite possibilities by the wayside. Joe has given us flexible guidelines with his established
criteria, as I’ve mentioned previously, and as we become more comfortable with this approach, we are more confident
in our abilities to make choices that are beneficial. This greatly narrows down our task of the bringing together of implicate
(typically “unseen” orders of reality in other dimensions, but which more of us are beginning to perceive) and
explicate (material, “normal” one-dimensional orders of reality as limited by our five senses and understanding
of 3d earth reality) together to create something new. The knowledge reconstruction job ahead is gargantuan, however, which
you will quickly come to realize if you engage in these processes.
I continue to be drawn to the idea of “keys for knowledge.” An article
that crossed my workspace yesterday, titled “Junk DNA: Our Interdimensional Doorway to Transformation,” (Murphy 2012-2013) holds clues to the doorways (and the need for “keys”). It’s
interesting that so many cross-cultural interpretations point to the numbers (keys?) 7 and then 11 and 12, 13, and beyond
(in my dissertation I discuss this symbolism more extensively). What is the relevance? I continue to maintain that there are
infinite keys (infinite doorways, perspectives, dimensions, levels of consciousness, etc.), but at the same time, it’s
useful to begin somewhere, and helpful to order things (remembering none of this is sequential and it all overlaps and intertwines).
And so many different traditions, whether they speak in terms of keys to knowledge, chakras and energy systems, acupuncture
and energy points, the Quest for the Golden Chalice, the Ojibwe’s “Seventh Fire” or a multitude of other
explanations, interpretations, prophecies, or what-have-you, they point to the same direction: understanding creation; that
is, as Joe has presented it – understanding how we socially construct our world so that we can do a much better job,
creating a world that is one of love, justice, peace, and equality, and also one that, of course, cherishes earth and takes
care of our resources, rather than competing with each other to see who can get the most.
Joe mentions DNA in Knowledge and Critical
Pedagogy: An Introduction. There is something very significant that’s been hidden from us in this “junk DNA”
and it will be interesting to follow the research to greater understanding. I encourage those who are interested to read the
article as well as other articles relating to DNA research. Again, the idea is to use bricolage to get as many perspectives
as possible for greater understanding. As many people realize, too often “normal” scientists will throw something
aside simply because they don’t understand it, as they have by calling so much of the DNA complex “junk.”
This is all very complicated and the current and future research in this area should be very interesting. I barely touched
on the concept in my dissertation, stating:
Science has been
constructed to prevent us from learning truth about our extraterrestrial heritage and true potential, according to exo-scientists
Jiang and Li (2007). Pleiadians have shared some of the same trials as earthlings and throughout the ages have tried to share
their experiences so that we don’t experience the same setbacks that could lead to the destruction of the planet. “But
at present, not enough people on Earth are listening” attest Jiang and Li. According to Michael Salla, a leading exo-scientist,
there are more than 20 types of extraterrestrial genes locked up in the DNA of humans, knowledge which reportedly has been
shared through transmissions from Pleiadians. Within this DNA “lies psycho-kinetic abilities associated with the genetic
memories of ancient extraterrestrial races” (Jiang & Li, 2007, para. 6) and genes also serve as “devices for
extracting information from the environment” (Ridley, 2003, p. 148). This provides a scientific explanation for Kincheloe’s
fourth dimension research. It may explain why my memories and psychic abilities have “unlocked” as I have engaged
in this research. According to Ridley, genes must be activated (e.g., create a protein) during the learning process and they
are at the mercy of us—our behavior. Thus, our act of remembering switches genes on; we do not simply inherit memory
(pp. 180–181). It seems Kincheloe’s words and research process could be the magic he had vowed he wanted to create.
Words, numbers, and symbols can trigger memory which in turn activates genes for various psychic abilities.
[Excerpt from "Did Joe Lyons Kincheloe Discover the Golden Chalice for Knowledge
Production? The Application of Critical Complex Epistemology and the Multidimensional Critical Complex Bricolage" (Paradis,
2013); pp. 581-582].
does all of this lead? How did I get from discussing “keys to knowledge” to discussing DNA? For one thing, the
last blog I wrote highlighted “the word” as an important key to knowledge. In the article about “Junk DNA”
language is also highlighted. Here is an excerpt:
In the 1990s, a team of Russian linguists led by Dr Peter Gariaev discovered that the genetic code in “junk”
DNA follows uniform grammar and usage rules virtually identical to those of human language. It turns out that the “junk”
was laden with the intimations of intelligence, purpose and meaning (a perspective forbidden by fundamentalist Darwinism).
This ground-breaking research followed Jeff Delrow’s discovery in 1990 that the four nucleotides (A, T, G and C) of
DNA inherently form fractal structures closely related to human speech patterns. Within non-coding DNA segments, scientists
have found large numbers of “endlessly repeated sequences with no apparent meaning, and even palindromes, which are
words or sentences which can be read in either direction.”
Thus, human language seems to have emerged from the grammatical and syntactical structures within our very
own DNA—the massive “junk” portion, no less!—hence why there is no substance to the notion that there
was some kind of linear progression from the primitive form of pre-linguistic communication in the animal kingdom to human
language. It was a quantum leap right out of the aether/vacuum/implicate order.
Thus, this article, which appeared serendipitously (I did not research for it)
supports Joe’s theory in relation to the extreme importance of language (and the act of critical discourse in the
bricolage) and the idea that “the word” is one of the important keys for knowledge production. Language
is complex, however, and cannot be simply related to a single chakra, for example, such as the throat chakra. The excerpt
also highlights language as emanating from the implicate order of reality. This, in turn, supports Joe’s notion that
what we create are representations of the contents of our consciousness and that by studying things like music, artwork, literary
creations, etc., we can learn indirectly about consciousness (as well as implicate orders of reality).
The next thing that happened in relation to
this research: This morning, I just happened to open up Knowledge and Critical Pedagogy: An Introduction right after
my morning meeting in which I had asked for assistance with this extremely complicated research about keys and was simply
told not to worry and that I would be guided. Sometimes this process takes a lot of “faith” and reassurance and
I receive an abundance of reassurance.
The pages I opened up to are 216-217 and this is where Joe very deeply explains how knowledge is socially constructed.
It’s really a fascinating discussion that is so open for interpretation. I was, in particular, drawn to the word, “prestidigitation” and how he used it to emphasize the “magical” quality words can have in our construction
of reality. He states, “Critical magicians study the specifics of these dynamics and use them to perform epistemological
and ontological prestidigitation” (p. 216) [Emphasis added]. [His childhood dream of creating magic is surfacing
here, again]. Of course, this sentence is open for interpretation beyond a magician who uses a “sleight of hand.”
Upon looking up the meaning of the word, it is expansive in its meanings. Studying the list of synonyms can take one on an endless epistemological journey. Again, Joe adeptly uses the magic of words to open
up our world, open up our possibilities, rather than close them down as FIDUROD has so many of us doing. The message on these pages when taken in context and contemplated is profound.
Here he is showing us the power of key #2, “the word.” I encourage anyone who’s interested in understanding
the nature of the social construction of knowledge to read these pages. It is again, a very powerful excerpt from his work,
but because it’s long, I cannot quote it here.
I also found it interesting how his use of the word “prestidigitation” connects back
to his definition of bricolage in which he had incorporated the “chicanery” of Hermes. I explored the definition
of chicanery in my analysis of his definitions of bricolage which many people have ignored, in my dissertation. Again, it’s
a matter of needing to open up one’s mind to multiple and expanded meanings, rather than taking a simple definition
as often provided by the sanctioned dictionary or, in the case of bricolage, the scholars who have passed their FIDURODian
initiation exams (e.g., their PhDs). Exploring words etymologically and exploring their synonyms opens up meaning. We break
free from the chains that bind us and we have greater power to socially construct knowledge versus having our knowledge constructed
for us for the purposes of simplifying (dumbing down) so that we can be herded around. So many of us are programmed through
our educational process to want simple answers and the “right” definition (to pass a test, get the diploma, get
the job, etc.). But what returns our power to us is quite the opposite.
As Joe explains, “Knowledge workers in such a critical complex
epistemological context are not mere functionaries of the dominant power bloc, but are creators of the universe.
If educators understood the epistemological and ontological importance of the knowledge production process, I believe they
would approach it in a different pedagogical framework. Thus, amazingly, the linguistic dynamic cannot be separated from the
epistemological and ontological dimensions. As previously argued, in a critical complex epistemology if we can think it and
articulate it we can bring it into existence” (pp. 216-217). [emphasis added].
Again, in the excerpt on these two pages, he reminds us
of the importance of indigenous knowledges, contending that “Contemporary epistemology is just now catching up to indigenous
understandings of language, some of which were developed millennia ago” (p. 216). And lest people think this is oversimplified
(it’s difficult to capture his complex ideas in a summary), he clarifies: “In this analysis of the social construction
of knowledge it is important to note that modes of knowledge production and the social contexts that shape them co-evolve.
There is no one-way flow of causation, e.g., language does not simply construct reality, for reality is always constructing
language. In this context a pre-formed world does not merely create language; language and the world co-construct one another.
Thus, the linguistic magic we are playing with here is a co-constructed phenomenon. Historically, we can explore this dynamic
in the process learning more about how we became what we are and, of course, what we might become” (p. 217). This observation
can be interpreted from a number of perspectives, once again. We cannot, however, create reality in a bubble alone.
Thus, again, we have support for the importance
of “the word” as a key to knowledge and knowledge production which I had highlighted in my last blog,
Signs, Symbols, and Semiotics: Appreciate the Little Things PLUS the Keys to Dangerous Knowledge, Keys
#1 and #2.
In summary, Key #1 involves the understanding of the power dynamics involved in knowledge construction (understanding the
“rules of the game”), and Key #2, “the word,” is the key to creation. These keys (as are all keys)
are, of course, interrelated in complex ways. This supports the importance of literacy skills and the value of learning multiple
languages, and, importantly, the processes of the multidimensional critical complex bricolage. It highlights the importance
of gaining multiple perspectives of what we are researching and the act of critical thought. And, amazingly, scientists are
finding corollary evidence as to how language is encoded in our very DNA, as noted in the DNA article. What is the implication
for consciousness as a social construction? Joe discusses that in the next section of his book, Knowledge and Critical
Pedagogy: An Introduction, which leads directly to Key #3 on page 230.
We are bordering ever closer, here, on that “dangerous knowledge”
that Joe references so often in his work. And, as he puts it, it is not an easy task. “Critical pedagogues [critical
teachers and researchers] retreat from their schools to mend the wounds and psychological scars inflicted by the defenders
of traditional epistemologies and the ideological status quo. Teaching and researching from a critical complex epistemological
perspective is not for the faint of heart. The men and woman who engage in this activism, this pedagogy must be tough and,
as mentioned earlier, ready to take some hits” (p. 215).
It’s interesting that he framed this as “the men and woman.”
Multiple men, one woman are engaging in this. This was not a typo. Am I really the only woman who engages in critical complex
pedagogy and multidimensional critical complex bricolage? Only on this planet, perhaps.
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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