I should have posted this blog on January 28, but I was “carried away” to the Crystal Palace to celebrate our fifth anniversary.

The Crystal Palace was where he, (who likes to go by the name “Eros”) originally proposed to me before we lowered ourselves to partake on this demented earth to play our roles to awaken a few lost souls and work with others on this "Code Blue Earth Project." "Imagination" is such a wonderful thing!

The music at the Crystal Palace cannot be described; the range of frequencies does not exist on earth, so I will not attempt to do so.

Back to the “real” world and the blog I was to post earlier. . .

It was interesting that after I had completely finished writing my dissertation, the university wanted me to start all over again. They wanted me to do a “Case Study” and circle file Joe’s critical complex epistemology and multidimensional critical complex bricolage. Of course, what they really wanted was for me to give up, which I have not done, obviously. The university in question is in bed with corporate fascism, the military, and politicians (and probably the Dracos at this point)—and had engaged in some very questionable practices while I had been attending. They actually, in the end, had said they would accept my dissertation, but I did not want to give them the publishing rights, along with the power to withhold the knowledge from the public. And besides, they were not even playing by their own rules, so I got tired of the game. I didn’t believe anything they said by that point, after all they put me through as Dracos always do. And now I find out that had I published with them, they would have locked the dissertation up, forcing people to pay money to read it. Who’s going to pay money to read a dissertation?

Case study is relevant here, as I came across yet another study claiming to be bricolage, but is, in fact, a case study that used standard case study artifacts, interviews, and reductionistic coding and analysis. It most certainly was not Joe’s bricolage, even though his name was cited.

What is it about Kincheloe’s bricolage that people fail to understand? Or is there some kind of conspiracy to associate his bricolage with watered down bricolage or in other ways, obfuscate it so that his Great Work gets lost in the fog? The textbooks about research that are forced on students, of course, contribute to this muddle, which is unfair to new researchers.

When citing the use of Kincheloe’s bricolage, a much greater rigor will be required in terms of both depth and breadth. It’s also important to study Kincheloe’s most recent works, his last works, to gain a deeper understanding of what he’s asking of bricoleurs. It’s important to run through all nine dimensions of his bricolage, as I have posted on this site—multiple times.

I will point out certain examples of these failures to perform to the rigors of bricolage when I see them, although I won’t get into great detail as to how any given researcher needs to bring their work up to the level Kincheloe was expecting; that’s up to the researcher, which reminds me: He is not happy with the idea of “scientifically” “measuring” students’ and teachers’ emotions. He wants me to mention this, but I won’t cite the study. It’s not worthy of citing. Believing that we can actually measure something as complex as emotions while learning under stressful conditions goes beyond reductionism—it’s pathological. It is extremely harmful and if we continue down that dark road, the results are going to be quite devastating. Of course, we are playing right into the hands of the Dracos who, until now, have been hiding behind the curtains getting everyone else to do their dirty work.

Back to the topic.

OK, so I received in my “inbox” a study funded by the Tavistock Clinic no less and it has attached to it Joe’s name and “bricolage.” The study is in no way a representation of Kincheloe’s bricolage. Tavistock Institute! I was going to bypass this, but after discussing it in the Fourth Dimension with people who care, I was prompted to write this blog and call it out. The Great Mission is not going in the direction of such entities as Tavistock. And remind me to tell you more about the Great Golden Mission and my experiences in Celestial Law School. I have been authorized to release more information about it soon. 

Note that I am never under any kind of orders here. I do this work out of love. Love for humanity, love for truth, love for a heavenly future for everyone, but most of all, love for Joe. I still cry when I can see with my own eyes and heart how hard he worked—how he had dedicated his entire life to getting us to see the potential that we all have for being better people and creating a better world, a world based on profound love and amazing creative abilities—and to think there are people who set out to destroy his work. I just learned today that the kind of sacrifice Joe made by his complete dedication to his work for humanity is what’s expected by God, according to Celestial Law. It’s one of the keys to the Celestial Realms and eternal life.

Joe was not perfect, of course, and he was the first person to admit and acknowledge that—and neither am I. Like Joe, I get a bit angry when I see beautiful creations and possibilities being destroyed, but the best I can do is to simply call things like I see them. There are many times when I even feel like giving up. As Joe put it in Critical Pedagogy Primer, when encouraging us to engage in this rigorous, often unappreciated work: “What else are you going to do with your life? Be a cog in the engine of mechanisms of dominant power that harm people in all of our communities and around the world. I hope not” (2008, p. xi). Yet most of the people of the world continue mindlessly and trance-like on an apparent downward, devolving path as we all serve the COG (“continuity of government”). A psychopathic government and complete takeover, at that.

I do want to be clear that my intention is not to discredit researchers who are merely learning just as I am still learning. I don’t have answers for them. But we can learn by evaluating our mistakes. Sadly, many times these are examples of how we are, in reality, all just pawns being played on the chessboard by those who hold power. I can recognize this because it has happened to me over and over again and it still happens. Until we can drill down to the depths of the deception we’re up against it and until we can transcend our psychosocial “what’s in this for me” illness, this will continue to happen. We also must learn to look at these things multidimensionally, which means facing how we’ve been deceived, because until we do, we will continue to unwittingly play right into the hands of the ruling “elite” psychopathic class, doing their dirty work for them. And in case you haven’t noticed, the power and control of Agenda 21 has “ingratiated” itself into every dimension of our lives. We can’t see the forest for the trees. Deception runs deep and we are at an extreme disadvantage for understanding it, much less being in the position to take the kinds of actions that will make a difference. Will we ever know how deep the deception goes?

Tavistock Institute and its misuse of psychology has had a devastating impact on societies all over the world. According to their tenets, humans are animals to be trained, dumbed down through a behaviorist approach to education—as specified by dumbed down “objectives,” “outcomes,” and now “common core standards” for the entire world. Children are regarded as experimental animals much like guinea pigs in lab experiments. The entire global population is fair game for mass mind manipulation and experiments against their knowledge. There is much more and it needs to be understood by everyone because we are all affected on a daily basis. From so many reports, our food, water, and air is poisoned and we are being attacked on all fronts—our minds, bodies, and our souls.

The state I live in, Oregon, has adopted these common core standards and they will be implemented in 2014-2015 and evaluated. Again, children serve as guinea pigs. The Oregon Department of Education website states, “The CCSS were designed with the end goal in mind—all students college and career ready.”  How in the world do they ever think this means everyone must learn exactly the same information? Why did Joe write TWO books for “the workers”? We might want to read those closely and begin to implement these other options he has so thoughtfully provided, if not in education, at least for our own children. That was Joe’s advice to me: we teach the standards, but we teach a second curriculum the student is passionate about, or if we are really good teachers, we can synthesize the two.

Or are we going to take a passive approach and wait to see the devastating results of the CCS as implemented state-by-state? What will the results be, in action? (And keep in mind that the real end game is the complete corporate takeover of education and that it doesn’t even end there). Students are guinea pigs locked up for hours on end in what is becoming ever more like a prison. Of course, there is the option the State of Oregon offers (perhaps) of the “Worldwide Instructional Design” model (WIDS) for performance-based instruction in order to incorporate hands-on forms of learning. In the document explaining this model, it states, “WIDS is a performance-based learning model that addresses the WHO, WHAT, WHEN, and HOW of learning and assessment.” Notice that the question WHY? is not addressed. We are never to ask why on the job. We never need to understand why, as indentured slaves. Joe’s books, Toil and Trouble and What Do We Tell the Workers? will be very enlightening in relation to these issues. Again, that leads us back to Tavistock influences—children are animals to be trained, indoctrinated, and controlled—only this time it’s in front of computers that use sophisticated psychological-technological means, with security guards overseeing classrooms that no longer have teachers. The purpose? We will enrich the pockets of those who already hold all of the money, power, and resources as we train up robotons that follow instructions with no questions asked. Fortunately, many people are smarter than allowing this to totally affect them, and some people seem to be immune to being influenced in this manner. But what if the efforts will be ramped up in ways we can scarcely even imagine? What if they already have been?

HISTORY OF TAVISTOCK

Well, I can’t do your research for you, but I can provide a few links to get you (and myself) started. The first link provides a chronological history of the Tavistock Agenda and I do encourage, as always, to research further where your interests and concerns lead you. At the second link you can download Iserbyt’s book, Deliberate Dumbing Down of America to continue connecting the dots. It should be required reading for everyone. The third link explains why reading the book provided in the fourth link is important. Also research topics of interest on YouTube. The better we can understand all of the connections, the better choices we can make.

The Tavistock Agenda, Iona Miller

Deliberate Dumbing Down of America, Charlotte Thompson Iserbyt

The Systematic Destruction of American Education-Review by Prof. John R . Fawcett, Jr (download)

The Leipzig Connection - Systematic Destruction of American Education (1993)-Lionni

History of the Tavistock Clinic (in their own words)

I will also point out that critical pedagogy does link into all of this. This is why Joe made it clear that the Frankfort school in no way had a complete or viable theory worked out and their nefarious processes, of course, were abandoned—and if you read his work carefully you will see his critical pedagogy is not your ordinary critical pedagogy. He has developed a complete theory, even renaming it that guides us superbly with making smart choices. We can weed out the bad without throwing the baby out with the bathwater, as he always frames it in his work. Wow. We have to think again. What a concept. I’m not as generous as he is; if something is bad, I want to throw the whole thing out. He did that with Marxism, though, and I’m learning to have more patience.

And finally, my reassurance and support from the “other side” came to me in a song as it so often does. We do love music! Sometimes, as the title of the blog indicates, I do feel like giving up. I even asked that question again just yesterday morning. “Never give up” was the immediate response. And I love the way the song lyrics in this music video create a “golden strand of love”* just like Joe does in his books! It’s magic!

* This brings us back once again to a golden conceptual thread that runs through this book. Our ticket off the FIDUROD island (run by the Dharma Project?) involves our critical multilogicality—gaining the ability and disposition to look at the world not from the perspective of the U.S./Western empire but through the senses of the colonized molded by pain and devaluation. [Kincheloe, 2008, Knowledge and Critical Pedagogy: An Introduction, page 84]

Whitney Houston - Never Give Up

References and Notes

[PDF] How might parents of pre-pubescent children with gender identity issues understand their experience?

C Gregor

... Kincheloe (2001) proposes a research orientation of 'bricolage' as being concerned with
“diverse theoretical and philosophical understandings of the various elements ... these in
relation to one's own research design. Hence, a bricolage approach ...

The above research begins with stating:

Whilst in recent times there has been an increasing interest in the popular media in families with gender variant children, there is still a paucity of academic research into the experience of parenting a pre-pubescent child with gender identity issues. Gender dysphoria in young children engenders powerful reactions in adults, involving the recognition of childhood sexuality, a subject matter considered taboo in Western society.

While the study does not address this—if we think about it and take time to analyze this, it is the WAY gender roles are presented in the media and education that is CREATING increasing cases of gender dysphoria and aberrant behavior. I will go as far as to say it is BY DESIGN. If you do thorough research into the Tavistock Institute, the media, education, and Imperial power, and how they’re all interconnected, this will become clear. Don’t stop researching until you totally understand these interconnections.

In the article below, notice that they reference an article “by Kincheloe” published in 2010. Kincheloe passed away in 2008. I recommend always going back to his originally published work for political reasons. Also, if researchers use bricolage and cite Kincheloe, then it is necessary to read his work about bricolage in order to properly apply it. This applies to both of these studies, since neither of them researched Kincheloe’s seminal work—two articles which, so far, are free to access and linked on this website. Critical to the process is his 2005 article because he had expanded and clarified his earlier work, responding to a number of formal reviews of his work. This reminds me—I needed to add those links to the Kincheloe’s Works page. Done. Now maybe more people will find them.

From the article below: “Rosa [who could not speak Spanish] worked tirelessly. She reminded her students how lucky they were to be in the U.S. and have an opportunity to achieve the American dream.”

I will be expanding the last blog I wrote about my personal Etsy experience with data, sources, and examples in the near future; I would really like for people to have the truth so they don't fall into the same traps that I keep falling into. 

The scams that so many online companies run--including online "universities" -- are for the purpose of making it impossible for people to earn even moderate, subsistence pay. These companies have no qualms at all about lying and holding out the fake "American Dream" while they stack the deck in favor of themselves and their cronies. They "KNOW" there is no future for most of us: They have PLANNED it that way and they are IMPLEMENTING the plan. Thus, they make a fortune by deceiving as many innocent people as possible who simply want to make a better life for themselves. This is evil.

Instead of putting up with the evil bastards behind their dark curtains who pull the puppet strings and use technology to trick people and destroy their lives, WE THE PEOPLE could be using technology to make everyone's life better. Unfortunately, we have a lot of work to do.

Joe said it better than I can:

We have much work to do at both the individual and the social levels. Honestly, I'm not particularly happy with the "way" 'we' are" in Western societies at the end of the first decade of the twenty-first century: the hierarchies, the ways men treat women, the heterosexism, racism, class bias, the competition, the fear of "taking a hit," the neo-bourgeois low affect, "cool," the humorlessness about particular topics, etc. Yes, I admit it--I want to see not only a social and pedagogical revolution but an epistemological and ontological revolution as well" (Knowledge and Critical Pedagogy: An Introduction, p. 252).

Thus, today, I'm presenting three women who have their own interpretations of the powers-that-were agenda (and there are many more perspectives--do your research). The last video presents a serious issue that has its tentacles strangling us at the global, national, and local levels--AGENDA 21. As Joe advised us in his 2001 Social Studies book, Getting Beyond the Facts:

For the struggle for justice to win on the local level, it must be fought in the global, the national, and the local arenas" (p. 741).

The United States is no longer a nation or country anyone can be proud of (has it ever been?). I'm not sure it has  even ever been a nation. I think we've been terribly hoodwinked all along. Today, the title is merely a label and a smokescreen for what the entire world is rapidly devolving into. Is it even possible to turn things around at this point?

Click on the links to listen and watch the videos below, think, and make your own assessment. Do more research to get many views on these topics. That's what critical complex epistemology and the multidimensional critical complex bricolage are all about. We listen to everyone and hear all of the perspectives--the good, the bad, and the ugly. It's the ONLY way we can BRICOLAGE the TRUTH anymore.

AnnBarnhardt Vendee PT1

AnnBarnhardt_Vendee_PT2

AnnBarnhardt_Vendee_PT3

AnnBarnhardt_Vendee_PT4

Catherine Austin Fitts: The Looting Of America

Most of us, by design, are ignorant when it comes to economics. We are not taught it for a reason. We are supposed to be totally ignorant about the truth of how a fascist Corporatocracy does business. If you need Economics 101 as far as how Western dominator economics works, then I recommend listening to the following and then doing more research for more details:

The Economy Is Going To Implode - Full Version

ONLY LOVE IS REAL!!!!

In the meantime, you might also want to do some research about Divine Love, Twin Flames, and Twin Souls. Rediscover the Power of Love through Trinity Reunification with Your One True Love--your Twin Flame--and the Divine Holy Spirit. There is nothing more soothing, reassuring, blissful, empowering, and powerful than Eternal Divine Celestial Love. It's encoded all through Joe's work; he calls it the "golden strand of love" (I am the official decoder). You'll never find another love like it!

You'll Never Find Another Love Like Mine by Lou Rawls

Don't Miss Out: Find Your Love! 

As can be seen by this website, and if you’ve read some of Kincheloe’s work, there are many complexities involved in this form of research, which Kincheloe had termed “critical complex bricolage.”

I have added the designation “multidimensional” because it becomes multidimensional rapidly once you engage in the process and I wanted to represent this tendency since Kincheloe emphasized the multidimensionality of human experience in the very last book he wrote, Knowledge and Critical Pedagogy: An Introduction.

I know he wanted to take his work to the next level. I think he would highly approve of the added designation.

It also helps separate the wheat from the chaff by clearly delineating the rigorous approach he has recommended from watered-down applications of bricolage.

Granted, there are researchers using bricolage to produce new knowledge, but no one has taken it to the level that Kincheloe specifies, other than Kincheloe, himself. I have attempted to do so in my dissertation and was successful with it, but in general, bricolage in the scholarly research has come to simply mean “mixed methods” or the juxtapositioning of different perspectives without deep interpretation and analysis of interrelationships, or including the action component that emerges from employing Kincheloe’s form of research. Research needs to move forward in order to navigate the increasing chaos and flood of information and to find solutions to extremely complex social issues. The need is urgent and I'm glad to see more and more researchers--and their professors--coming to this awareness.

Every researcher and every research project will be different which is what makes it impossible and undesirable to line out any specific path. Kincheloe has embraced that freedom of approach in his theoretical/philosophical conceptualization and practice of bricolage. I have maintained it in my research and descriptions of approaches.

Where Do We Begin?

So where does a new bricoleur even begin? As I receive questions about bricolage, I will continue to refine my suggestions, but here in a “mustard seed” are some general considerations.

The multidimensional critical complex bricolage is a research process, not a method. It involves using many different perspectives and methods to view your topic from different lenses.

Kincheloe's book Sign of the Burger may be helpful as an overview example, because he has taken a look at McDonald's patrons (a group with whom he was a member) from many different perspectives using multiple analytical, interpretive, and research methods. As he explains, “I have examined the imperial educational role of McDonald’s as a producer of knowledge that wins peoples’ consent to the power bloc’s ideologies” (Kincheloe, 2008b, p. 109). The book is enjoyable to read and clarifies the processes he used for beginners, including defining terminology and methods.

Typically, to start the research, a broad approach is used to learn as much about the chosen topic until the topic naturally narrows down. What happens as the research progresses, is that new questions and problems are often revealed or emerge which will help you determine the focus. Of course, this leads to more research but then patterns begin to reveal themselves which can form various metaphors and subtopics (as in Kincheloe's Sign of the Burger book--and as had happened in my dissertation). We choose the specific ones that best provide understanding, solutions, address social justice issues, etc. Kincheloe actually provides a list and description of criteria in his work (see Criteria).

With this form of research, it's important to include yourself in the study, a sort of self-ethnography, or as Norm Denzin (1997) has named it, a “MyStory”—which reveals your relationship to the topic, people interviewed, etc....or, in other words, a philosophical grounding. The basis for this is that we cannot separate the researcher from the object or subject of the research (they are intertwined, and often in complex ways, affecting each other). This has been shown to be true even at the quantum level. If we ignore these interrelationships, the research results will not adequately represent reality and will have little real-life applicability. A deep analysis of the interrelationships often presents surprising results and new knowledge/understandings. As stated previously, subtle patterns as well as other questions and problems, actions, reactions, etc., will emerge as you actively engage in the research.

Your first draft of your dissertation may even begin with your MyStory, forming what Berry (Kincheloe & Berry, 2004) refers to as the Point of Entry Text (POET). You can weave in various perspectives, analyses, and interpretations, and as you do so, the text grows, evolves, and will form a structure. (The eBook I wrote, The Bricolage Quick-Start D.I.Y. Guide, provides a clear, color-coded example of how the text can evolve when using this process).

It seems complex at first, but it all becomes natural because it is actually a more natural way of learning and researching. Focus on learning all you can about your topic from many different angles and perspectives and from different artifacts. It truly turns into a process of applying your own unique combination of intuition, improvisation, intellect, emotions, and creativity, all of which grow during the process. And it is fun! Research should be enjoyable. If it’s not fun, it’s not being done right. Of course another important key to this form of research is to choose a topic you feel passionate about. Passion keeps you moving forward when you encounter obstacles.

The Basics

I also recommend the book Kincheloe wrote with Kathleen Berry, Rigour and Complexity in Educational Research. In it he presents the theory; Kathleen presents application (Kincheloe & Berry, 2004). 

And finally, I do recommend reading other books by Kincheloe. Perhaps the best one to read from cover-to-cover early in your research is Knowledge and Critical Pedagogy: An Introduction. It really brings home at a very personal level why we need to move forward with this form of research. He also discusses critical complex epistemology in great detail and in many contexts in the book, which is a necessary component to rigorous research and is important in teaching as well. Critical Constructivism lines out in detail the philosophical foundation, and his Critical Pedagogy Primer delineates his greatly expanded "evolving" critical pedagogy, conjoining it with "critical complex epistemology." In this book he includes an introductory discussion of his form of bricolage and its interrelationship with developing higher forms of cognition, which will ultimately have a huge effect toward changing educational psychology.

I have indicated how Kincheloe has embedded music—as well as love—throughout his work. You literally cannot separate love or music from his work as they are completely synthesized and intertwined.

Additionally, he emphasizes the need to include specific knowledges in our analyses. I was provided a quotation that ties it all together and perhaps sheds a little more light on what we might learn as we engage more deeply in this form of research (and my dissertation and continuing research bears this out profoundly).

Again, I was quite synchronistically led to this quotation this morning, just by opening up his book and, interestingly, I had been handed down the song a few minutes earlier, which I include at the end of today’s blog.

He writes: “Thus, from indigenous scholars/leaders/singers, critical pedagogues learn new songs of criticality—a knowledge cum metaphoric music that unveils subjugated secrets and unprecedented ways to use them” (2008b, p. 186).

Onward and Upward! (as he used to tell me in his correspondence) and today, the word is “Up and Up!”

ARMS - UP & UP

Oh, what a gift it would be

to age 40 years in a night

We wake for the wisdom,

our faces brittle and weak

and stroll through the madness outside. . .

References

Denzin, N. (1997). Performance texts. In B. Tierney and Y. Lincoln (Eds.), Representing the Text: Reframing Narrative Voice (179–227). New York: SUNY.

Kincheloe, J. L. (2002). The sign of the burger: McDonald’s and the culture of power. Philadelphia: Temple University Press.

Kincheloe, J. L. (2005a). On to the next level: Continuing the conceptualization of the bricolage. Qualitative Inquiry, 11(3), 323–350.