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
"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❤•´
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 him.
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)
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.
Welcome to Venus & Sanat-Eros-Enki Kumara's ONE LOVE PATH
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.
Clarifying Joe Kincheloe’s Bricolage: Am I Supposed to Give Up? PLUS Another Visit to the Crystal Palace
I should have posted this blog on January 28, but I was “carried away” to the Crystal Palace to celebrate our
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
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.
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.
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!
*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]
... 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
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.”
D Zambo, C Hansen - Association of Mexican American Educators Journal,
Garcia Bedolla, L. (2012). Latino education: Civic engagement, and the public good. Review of Research
in Education, 36, 23-42. ... Kincheloe, J. (2010). Beyond reductionism: Difference, criticality, and
multilogicality in the bricolage and postformalism. ...
How long are we going to push the lie of the American Dream
while at the very same time fail to recognize our approaches are counterproductive to that ever happening? In this study the
researchers chose the books to read to the boys without their input and the books often consisted of stereotypical “archetypes”
and ideologies. I speak on the topic of archetypes and their limitations in my dissertation, including how scientists are learning we each are our own individual archetype (something known for ages in the Ancient
Wisdom knowledges). Think about how we limit our students with standard archetypes. This is one reason why Kincheloe recommends
obtaining as many different perspectives as practical.
We are all under construction and rather than limit ourselves, this construction process gives us great freedom.
It would be great to pass that freedom on to the children we teach. As far as the “American Dream,” it’s
personal to me because I have been victimized by this lie all of my life—even to this day. I have come to the conclusion
that The United States no longer exists. Who owns us? Is it China? The Communists? The Corporate Pigs? Russia? The Satanists?
The Queen? Hitler’s daughter? A God of Vengeance? The Dracos (aka “Reptilians”)? The FIDURODians? Take
your pick or invent another Thanatos-based conception.
I will stick with Eros and "imaginary" places
with mansions, crystal palaces, Celestial Law School, and a love that can never be measured.
Is Marxism Cool? Joe Didn't Think So (He Was Into LOVE)
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
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).
heterosexism: The assumption made when relating to others that everyone approves
of homosexuality even though most people are heterosexual.
Heterosexuality: Theromantic attraction, sexual attraction or sexual behavior between persons of opposite sex. The word
is etymologically formed by adding the combining form of Greek έτερος heteros
(meaning "different" or "other") as a prefix to "sexuality." Now I know what Joe was
referring to when he mentioned "other" and pursuing "difference." He rarely used the word "other"
(it's a loaded word) but he did talk about pursuing difference often. In fact, in a special assignment he had given me
to read just before he passed away, he states: "In the first decade of the twenty-first century the capacity to establish
relationships with difference is enhanced by a couple..."--Rigor and Complexity in Educational Research, p 62).
There is much more...
The belief that people of one sex are inherently superior to people of the other sex.
gender, male or female
racism: The belief that one race is superior to others.
bias: The prejudicial treatment or perception based on social class.
Joe made that statement about there being much work to do way back in 2008 and here it is five years later.
I am totally shocked the more I see how the fools of society are pulled down into the black abyss ever deeper. What
in the hell are people thinking?! The top news on the front page of AOL when I logged in today: We are supposed
to be upset because Ellen DeGeneres' cruise gift was rejected by the firefighters who saved a doggy. I do believe
there are MUCH bigger problems in the world today. How absolutely VAIN and SUPERFICIAL. Free promotion for someone
who does not need it; sympathy to firefighters who AT LEAST have an income in these perilous economic times. This
does not need mass media press when there are so many bigger PRESSING problems in the world and so many people in need.
What are those more pressing problems? Do some research and YOU DECIDE.
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.
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:
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!
Pattern Recognition and Multidimensional Critical Complex Bricolage in Everyday Life: An Open Letter to the Etsy Community
- the Controllers
Dear Etsy Community:
I have not yet heard from "the community" about the issues I've brought out.
The slanderous comments about me that I have ordered to be removed still remain.
What you "people" are doing
is extremely nefarious and satanic (or are you bots?). And you are so bad about covering your evil actions that
simple pattern recognition reveals the insanity of the way you BULLY --YES, ETSY STAFF BULLY--the very people,
the store owners, who are working hard to make the company successful. Do you really believe human beings are "expendable
resources" that can be tossed to the street? I cannot believe what's happening. Going after global markets the
way Etsy is trying to do will only lead to more chaos and confusion and contribute to the downfall of not only Etsy, but of the
U.S. economy. But then, that's clearly the game plan, isn't it? Unfortunately, those leading the world down that path have
no clue how it's all going to turn out. One thing is certain: They are not going to have money, resources, power or control,
as they seem to think.
too bad there's not a 'zero' rating at Consumer Affairs because surely Etsy would get zero.
I won't post my complaint
over how Etsy operates and treats people on the Consumer Affairs site because there is no zero to rate Etsy.
I only wish I had seen the complaints sooner; I would not have wasted my own time, money, and hopes.
It is pathetic what people do for money.
ETSY staff, even right in front of the public eye, SHAMELESSLY play MIND GAMES on innocent women who are simply
trying to survive and feed their family in a COLLAPSING ECONOMY. They SHAMELESSY watch, knowing the truth about Etsy
operations (their "hacking"), while the clueless store owners waste time, effort, money thinking it's
their fault their store isn't working, believing in the lie of the American Dream.
If you are real people, stop causing harm to the innocent women and their families who are working
so hard to earn an honest living. Do the RIGHT THING.Turn your ways of doing business around. Repent
of your sins and ask for God's forgiveness and salvation. THEN you will KNOW how I can be in HEAVEN
in spite of insane entities like Etsy existing in the world all around me....HEAVEN = NOT PARTICIPATING IN THE EVIL
GAMES OF COMPANIES LIKE ETSY. And Heaven is knowing I have God's love, power, protection, and grace at all times.
Heavenly Yours, Vanessa Paradis
(btw, Paradis is French for Heaven; "God does not throw dice," as Albert Einstein famously stated).
Dissertation Research Using the Multidimensional Critical Complex Bricolage: Where Do We Begin?
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.
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
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.
This website has links to Kincheloe’s
seminal articles about bricolage, which are “must reads” for applying this approach, as well as lots of explanations, along with
dissertation which has lined out a fairly easy-to-understand map of the
process I used.
Of course, my study involved two tasks at the same time, which is why it turned out so long: I
was lining out the bricolage process for new bricoleurs, and at the same time I was attempting to understand the
phenomenological experiences I kept confronting during the process. Most new bricoleurs will not go through the
intensity of experiences I went through, so when reading the dissertation, you might focus on the process itself for the time-being...but
you never know what surprises will emerge as you engage in your research. Perhaps, it's why Kincheloe often referred
to research as "treasure hunting."
Also, I have done a thorough job of describing and justifying
the use of Kincheloe's form of bricolage in my dissertation, which you may find helpful in better understanding the process
and how to approach presenting the theoretical and philosophical background/justification for your research in your own dissertation.
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.
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).
and Upward! (as he used to tell me in his correspondence) and today, the word is “Up and Up!”
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.”