Jack,
George Gilder, mentioned in your letter today, shown below, makes a larger
point, perhaps unintentionally, that gaining control over lower levels of
organic structure yields great power, see NWO....
http://www.welchco.com/03/00050/01/09/03/02/03/0309.HTM#MY6H
The corollary is that having created powerful technology that compresses time
and distance, the human mind has created a world for which it is not well
suited, with the result that enterprise will implode into a morass of bumbling,
if we fail to heed Gilder's incite in time, by strengthening basic literacy for
a future of continual learning. This means reversing powerful social pressures
that suppress literacy following formal education, as explained on 991108....
http://www.welchco.com/sd/08/00101/02/99/11/08/191947.HTM#7520
Applying Gilder's rule on the power of the microcosm to "learning" is
accomplished by continually overlaying organic structure on daily working
information that organizes the context of cause and effect relative to
objectives, requirements and commitments. Inability to maintain alignment in a
world of accelerated information, vastly increases the risk of error due to
complexity, as noticed by Doug Engelbart in him many writings, see for example
on 991222....
http://www.welchco.com/sd/08/00101/02/99/12/22/104523.HTM#4Q6K
Doug recognized long ago, Jack's point today about the need for continual
improvement to raise competency for handling expanding complexity, as noted in
the citation of Doug's award last year for National Medal of Technology.....
http://www.welchco.com/04/00067/60/00/11/1302.HTM#018K
We have seen in recent months the fruits of laxity as the ravages of war and
recession ensue when a critical mass of too many people having too many problems
explodes, reported on 001207.....
http://www.welchco.com/sd/08/00101/02/00/12/07/145932.HTM#V54M
Jack has thoughtfully brought into focus the huge opportunity for reversing this
trend. His letter on 010908 disclosed how so many of us, as I have today,
succumb to the illusion of power pressing the Reply button, because it seems so
fast and easy to perform cursory, spontaneous work in email.....
http://www.welchco.com/sd/08/00101/02/01/09/08/093820.HTM#YF5O
....that causes continual mistakes, loss, conflict, crisis and calamity, rather
than follow Eugene Kim's lead and make a little extra effort to add intelligence
that creates useful knowledge, as reported by Eric Armstrong in his letter on
010916.....
http://www.welchco.com/sd/08/00101/02/01/09/16/213549.HTM#KA6H
Adding organization planned by Eugene and the OHS Launch Community goes a long
way toward implementing Doug Engelbart's call for a whole new way of working and
thinking.
Starting out on a new way of working is not always a bed of roses. Eric
reminded in his letter on 000125 that connections Eugene will be adding through
dialog mapping at first boggle the mind, because people are not used to seeing
that level of detail.....
http://www.welchco.com/sd/08/00101/02/00/01/25/071445.HTM#3975
The architecture of human thought inherently hides the many connections that
convert information into knowledge, so when made explicit in order to yield more
power, the image at first is frightening. We worry so about which link to
click, color coding for priority and a host of extraneous issues that at first
judicious review and timely action are hampered, until we get used to a more
powerful form of literacy.
Those who witnessed the first atom bomb go off were overwhelmed by the power
from controlling lower levels of detail in the building blocks of existence. So
too, when I first saw the detail in Eugene's dialog map that was pretty eye
opening. There is a tendency to feel that it would take too much time, that I
would never be to get all that done, so it is fast and easy to rationalize and
say its overkill, then press the Reply button in email, as Jack worried on
010908.
Perhaps though events on 010911 have helped crystallize the new reality that, if
Eugene, or somebody, doesn't do the work that enables a future of continual
learning by growing new knowledge from connecting the bits and pieces of
information in the microcosm of daily life, then we will have a much greater
task solving recession and war due to lack of intelligence.
Many wonder why must intelligence be a special effort now, when before it was
good enough to just press the Reply button, just show up for a meeting, or pick
up the phone and start talking. Why do we need all this planning, organizing,
alignment, summary and feedback in order to get things done? Who cares, as long
as money is coming in?
Clearly, our friends in education have a great contribution to make by advancing
Doug Engelbart's call for educating young and old alike about new realities that
require a new role, new tools and a new way of thinking about continual learning
to meet the exigencies of a new world order. Our only choice is to harness the
power of the microcosm or be weighed down. As in the fable, having unleashed
the power of the genie, we must not shrink from the challenge of using it
wisely. Fortunately, experience over many years shows that with a few simple
steps, we can grow a garden of knowledge that makes learning to keep up in the
21st century fast, easy and fun.
Rod
Jack Park wrote:
>
> It is my firm belief that one of the most important use cases for OHS/DKR
> technology resides in the vast expanses of human activity called
> learning. Parker Rossman posted some comments to the Global Brain list
> that included a URL that led to the following site:
> http://ecolecon.missouri.edu/globalresearch/index.html
>
> This is a 3-volume (I've not looked at the entire manuscript yet!) online
> manuscript entitled _The Future of Higher Education: For All Worldwide, a
> Holistic View_.
>
> On that page, we read:
> "THESE PAGES ARE UNDER CONTINUING CONSTRUCTION. SUGGESTIONS ARE WELCOME,
> ESPECIALLY LINKS TO WEB PAGES WITH UPDATED INFORMATION ON ANY OF THESE
> TOPICS. Especially corrections of errors."
>
> which leads me to believe that this manuscript is intended to be a *living
> document*. I suppose that were it to be contained in a DKR implemented
> with NODAL, the document would include version control.
>
> In any case, we read:
> "Volume One begins with institutional forms and structures and focuses on
> preservation and transmission of the knowledge and wisdom of the past.
> Volume Two is on the future of research. Volume Three focuses on the
> individual: learning and teaching. They should be seen as an 'outline' to
> which web page addresses will be added."
>
> I cannot make any concrete value judgements on the manuscript; I have just
> begun to probe its depths (and download it for further study). But, Volume
> 1, Chapter 2 begins with the following George Gilder quotation:
>
> "The force of microelectronics will blow apart all the monopolies,
> hierarchies, pyramids and power grids of established. . . society. --George
> Gilder"
>
> I confess: that quote mirrors my own sentiments.
>
> The manuscript merits the following:
> review by all who take an interest in education
> discussion, perhaps here, perhaps in some *real soon now* OHS
> environment
> possible collaboration with Parker Rossman to further meld the
> boundaries between our interests and those expressed in the manuscript.
>
> Cheers,
> Jack
>
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