Living Systems and the Value of Opposition

Peter M. Rojcewicz, PhD

A vibrant nation needs communities possessing limiters and inhibitors of concepts, values, structures, and practices in order to sustain themselves as living interdependent entities. There can be neither lasting cultural transformation without inclusiveness nor whole-person development without difference.

Our socio-political views are, in the words of J.S. Mill, but ‘dead dogma’ even if they are true, until we defend them when challenged by someone holding the opposite position as fervently. We witness unhealthy social systems where a single group wields dominant, widespread influence that prevents consideration of divergent possibilities or information from different sources. In such systems, a fragmented part subverts significant difference and thereby traumatizes the community as a whole.

On the other hand, healthy, diverse communities provide historically slighted groups meaningful assurance that ‘community’ is an authentic value of collective membership and ownership with accessible plans for implementation of inclusion and redress of grievances and not code for racism, colonialism, chauvinism, or xenophobia.

When Feedback Brutalizes

Peter M. Rojcewicz, PhD

Master teachers, such as Elliot Eisner and Parker Palmer, have long go pointed to the negative consequences on learning from brutal critique. That said, it should be understood that the version of the Socratic method based on ridicule and fear presented by the character of Dr. Kingsfield in the film “The Paper Chase” is in no way inherent to Socrates’ dialectic of questions and answers.

Rather, Socratic method seeks to reveal the values, biases, and assumptions beneath our beliefs. It does not aim to present irrefutable facts so much as to point out the uncertainty, complexity, and indeterminacy of life. Because students, along with their instructors, raise their own issues and questions, the dialectical process aims to empower them through greater understanding.

Fear of Creativity

Peter M. Rojcewicz, PhD

The ongoing resistance of higher education to creative initiatives is regrettable but understandable. Creativity taps archetypal forces of creation and destruction, death and re-birth. Creativity demands we open to not-knowing, unlearning, and reframing, living the deep questions (Rilke) before solutions arise. In this state of ‘negative capability’, we stand immersed in ‘uncertainty, mystery, and doubt’ (Keats), musing at the threshold of reason without clear direction or conscious purpose. Ordinary awareness cracks, and we enter a novel space-time. In such ways, creativity concusses our academic training; we fear we’re out-of-control. The ideal professional image of ourselves is threatened. And so, we can understand resistance to creativity.

To face and move through the fear requires what I’ve referred to as an ‘existential intimacy of learning’ with intuitive, non-discursive, and tacit awareness currently overlooked in education due to an assumed need to control learning, so as to claim it has occurred and how. What is immediately called for across the Academy is an onto-existential shift toward embracing noetic modalities qualitatively different from conventional problem-solving approaches, processed at different levels of consciousness, and producing qualitatively unique learning outcomes and states of being.

Learning More About Learning

Peter M. Rojcewicz, PhD

The prevention of human wounding inadvertently caused by education is our dire responsibility, every bit as much as the healing of learners so wounded. Failing in that, there exists a ‘sickness unto learning’ wherein education itself needs healing. Whether calculative reason is the only valid way to know or scientific knowledge the only legitimate form of knowledge are important epistemological questions presently challenged by noetic studies, integral theory, holistic educators, artists/teaching-artists, and the neurodiversity movement. School curricula and classroom instruction based on a reductive cognitive bandwidth of what ostensibly constitutes intelligence and being ‘smart’ causes harm to learners. As educators, we must learn more about learning and stop the human damage.

Noetic Literacy and the Arts

Peter M. Rojcewicz, PhD

Beyond number-based and word-based knowledge, it is essential to our well-being to achieve aesthetic literacy. An aesthetically literate person is fluent in alternative modes of knowing and thus capable of learning from life experiences. Possessing aesthetic-literacy, one utilizes images to imaginatively unlock essential wisdom of ancestors and enter into diverse cultural designs and indigenous teachings that form the signposts of many peak artistic and cultural experiences along the human adventure. Without the noetic capacity to ‘read’ images, we remove ourselves from the great conversations of humanity begun in primeval times.

Images are the primary units of awareness giving form and substance to our concepts, feelings – to our very mind. Images are not simply metaphors for ideas. Because images are ultimately related to how we acquire, organize, retrieve, and use information, aesthetic literacy is an authentic mode of learning. Today’s general loss of our image-reading intelligence threatens us with dire consequences. It diminishes an audiences’ ability to find generative, life-enhancing meanings in theaters or concert halls; It deadens citizens’ capacity to perceive veiled messages and truths in political campaigns; it clouds the spiritual seekers’ discrimination among sacred, iconic artifacts; it makes communities vulnerable to manipulation by lobbyists, special interests, or hate groups; it strangles the organic form of our implicate selfhood.

However, reading extensively through the imagistic products of the cognitive imagination offers us a powerful antidote to the literal, reductionist mind, fixated on a hegemonic program of interpretation. We need to discern the rich epistemic value of images in stories, songs, paintings, poems, scientific systems, and more. Since images populate the mind and all the senses, the literacy advocated here envisions integration of somatic with rational understandings. Image literacy means one is fluent in the ‘languages’ of everyday life, discerning integral meanings to help us responsibly engage human and more-than-human others in complex personal, socio-political, aesthetic, and environmental contexts.

A Sickness Unto Learning

Peter M. Rojcewicz, PhD

Our postindustrial information age is acutely aware of the role of method in the critical questioning of assertions of knowledge. “How do we, and how can we know this or that?” “What are the criteria, credentials, and standards that serve as foundations for truthful claims to know something?” While at first blush such questions may seem overly philosophical, our failure to adequately address them can and often does have injurious effects on learners.

Students frequently enter school with a hidden implicate identity, that is to say, a sense of selfhood existing before and beyond educational categorical identification. Their unique identity is largely shaped by unconventional ways of knowing and sense-making of the world. Students, whose core being stems from anomalous epistemologies, are often ridiculed as non-academic, shamed as ‘slow’ learners, or marginalized in tracks for learning-disabilities or transgressive students. Their multi-perspectival consciousness, fashioned from unconscious, instinctual, intuitive, or tacit everyday awareness, is not valued within the narrow cognitive portfolio of acceptable learning, labeled instead as a kind of katabasis, to be understood here as a fall from academic grace.

Consequently, noetic learners are often held back from grade-level progression not because they are not smart, but because their school suffers from a naive reductionism regarding the notion of intelligence. Education today lacks of a pluralistic view of knowing and knowledge and is therefore unable to recognize the value of alternative knowing within a vision of excellence and human wholeness. Neurodiverse learners, who if they lived in other cultural and learning contexts would be considered ‘gifted,’ suffer concussive outcomes in our schools from which many never recover. This is but one aspect of the current ‘sickness unto earning’ that plagues American education.

My noetic education project is a call to members of the Academy to do all they can to instigate shifts toward more integral ways of conceptualizing learning, knowledge, intelligence, and a more fully formed human being, as part of its generative mission. We must do what we can to end educational trauma.

Scientific Judgment and Self-Elimination

Peter M. Rojcewicz, PhD

Objectivity is one of several metaphysical assumptions of the hard sciences. Galileo established the position that only those properties accountable to mathematical measurement are (objectively) real. According to Karl Pearson, “The scientific man has above all things to strive at self-elimination in his judgements.” Subjective qualities like emotions are misapprehensions to be avoided. Every age has its defining depravity. Today, it is a flatland perspective upon the surface of life that – because it rejects interiority – results in forms of thinking that are detached, impersonal, rigid, and abstract. STEM knowledge that fragments the world, separates humanity from nature, splits spirit from the earth, and isolates body from mind must be viewed with an increasing intensity of suspicion.

While scientific method is a considerable system for observing and documenting details of the outer world, its foundational claims to the objective, rational basis of valid knowledge and the scientific mind divorced from personal feelings results in the ‘splitting’ of wholes into parts, including human selfhood and its relation to the planet. The result is a destabilizing retreat from Being and a crisis of rapport with Otherness. One’s existential duty, as articulated in the arts and humanities, is to engage human and more-than-human others with feeling and embodied relationality – and never as disembodied abstractions. Physicist Arthur Zajonc had it right when he opined, “We now truly stand in need, not as scientists but as a civilization, of the artist’s cognitive capacities.”

What Does it Mean to Be ‘Smart’?

Peter M. Rojcewicz, PhD

Our postindustrial information age is acutely aware of the role of method in the critical questioning of assertions of knowledge. “How do we, and how can we know this or that?” “What are the criteria, credentials, and standards that serve as foundations for truthful claims to know something?” While at first blush such questions may seem overly philosophical, our failure to adequately address them can and often does have injurious effects on learners.

Students frequently enter school with a hidden implicate identity, that is to say, a sense of selfhood existing before and beyond educational categorical identification. Their unique identity is largely shaped by unconventional ways of knowing and sense-making of the world. Students, whose core being stems from anomalous epistemologies, are often ridiculed as non-academic, shamed as ‘slow’ learners, or marginalized in tracks for learning-disabilities or transgressive students. Education betrays them. Their multi-perspectival consciousness, fashioned from unconscious, instinctual, intuitive, or tacit everyday awareness, is not valued within the narrow cognitive portfolio of acceptable learning, labeled instead as a kind of katabasis, to be understood here as a fall from academic grace. Consequently, noetic learners are often held back from grade-level progression not because they are not smart, but because their school suffers from a naive reductionism regarding the notion of intelligence.

Education today lacks of a pluralistic view of knowing and knowledge, and is therefore unable to recognize the value of alternative knowing within a vision of excellence and human wholeness. Neurodiverse learners, who if they lived in other cultural and learning contexts would be considered ‘gifted,’ suffer concussive outcomes in our schools from which many never recover. This is but one aspect of the current ‘sickness-unto-learning’ that plagues American education.

My noetic education project is a call to educators to do all they can to instigate shifts away from the status incumbency of scientific positivism and objectivity toward more integral ways of conceptualizing learning, knowledge, intelligence, and a more fully formed human being, as part of its generative mission. We must do what we can to end educational trauma caused by the imposed identity of educational structures upon learners by assuring that alternative knowing and knowledge are provided a respectful seat in the house of learning.

Is Teaching the Latest Scientific Fashion as the Truth the Best Preparation for Life?

Peter M. Rojcewicz, PhD

The notion of a single, determinable objective reality that serves as a foundational idea of scientific materialism has been called into question by scholars, particularly in the disciplines of phenomenology, psychology, and humanities. Galileo proclaimed that only those properties of things accountable to mathematical measurement are objectively real and, consequently, all subjective qualities are misapprehensions. Later, Descartes established the hard and fast division between the thinking mind as subject and the material world as object. Both views forsake the viability of the spontaneous nature of our pre-conceptual and pre-objective world of experience.

Knowledge that splits humanity from nature, spirit from earth, and mind from body must be viewed within the current Anthropocene shadow with great suspicion. For millennia, shamans of indigenous cultures trafficked in wondrous realms, mapping realities between human and more-than-human worlds. Shamans today continue to serve as apprentices to and mediators between tribal members and animal and terrestrial intelligences through their visions, trances, ecstasies, dreams, and psychic journeys, thereby acquiring sensory and embodied knowledge. Shamans’ personal callings on behalf of their communities are marked by a personal illness and they can only realize their calling by first healing themselves.

Unfortunately, civilized humanity has forsaken its heritage of noetic understanding of extra-human realities. Indigenous hunters, healers, and shamans achieved pre-numerical knowledge through altering their everyday consciousness by dance, drumming, chanting, stories, sweat lodges, and wilderness quests. We stand severed from a vital source of our legacy by strict reliance on homogenized standards of thought. Few of us today have a reciprocal, noetic relationship with non-human, terrestrial forms of intelligence. Michael Feyerabend asks, “Is teaching the latest scientific fashion as the truth really the best way of preparing the next generation for life?” The current fashion of STEM dominated curricular narrow learners’ cognitive/perceptual bandwidth; arts and humanities curricula would broaden it.

As a result of my study for more than 30 years of nonconventional learning in folklore, liberal arts, performing arts, and fine arts programs at elementary schools, high schools, conservatories, and universities, I have come to value a spectrum of cognitive/perceptual modalities presented by folk and professionally trained artists. Mynoetic literacy project, expressed in several scholarly articles, online posts, and public presentations (also in a book currently in progress), refutes the notion of intelligence as a single generative cognitive function in favor of a pluralistic model of learning with an embodied, all-sided mind (https://www.linkedin.com/pulse/existential-intimacy-learning-seeking-wholeness-stem-rojcewicz-phd/).

When we attempt today to grasp the world exclusively through calculative reason, we estrange ourselves from intimate participation with the sensuous life-world of direct experience.  We ignore our animated connection with natural landscapes that engage and extend our senses. Our human mind-body-spirit instrument of knowing underperforms, lacking attunement to the world and ourselves. As a counter, noetic literacy argues for the legitimacy of mytho-poetic, intersensory learning modalities, such as used by indigenous healers, artists, and religious intuitives. Noetic knowledge is not ontic knowledge – that is, it’s not made up of easily separable elements – and therefore cannot be fully disclosed by logical exposition. It is a wholeness of the incorporeal intellect that embraces the irrational, spiritual, ethical, and aesthetic substance of life.

The academy’s specialized curriculum focused more on earning than on broad learning lacks a sufficient probing of the interactive field between the number-based sciences and the sensory-based knowledge of everyday experience. Noetic literacies offer us distinct epistemic antidotes to the philosophy of mechanism that, in the words of the poet Samuel Coleridge, “strikes death” upon an all-sided consciousness. By our re-legitimizing and supporting noetic literacies at all levels of school curricula, learners can directly encounter Anima Mundi, i.e., soul in and of the world, thereby shattering illusions of nature as disconnected from humanity and the world lacking sagacious psychic life (https://www.linkedin.com/pulse/imaginalia-folk-wisdom-eclipse-literal-peter-m-rojcewicz-phd/.

The natural and technology-assisted sciences are particular, useful ways of engendering information and engaging the world, but there are other equally viable ways that lead to aesthetic, emotional, spiritual, and ethical satisfaction. While not abandoning the Enlightenment project’s to grasp the world in rational terms, noetic education contributes to knowledge-generation based on other than strictly scientific principles without dismissing science and its essential achievements.

We live in a critical place at an auspicious time requiring our appropriate and just measure of response to the chaos caused by indeterminate, discontinuous change. (https://www.linkedin.com/in/petermrojcewicz/recent-activity/all). We must decide whether to continue to support a numbers-based model of partial growth over human wholeness. We must critically engage the socio-political forces that polarize what should be a healthy bond between inter-sensory, intuitive awareness and number-based knowledge. Unfortunately, the academy’s fundamental commitment to rational cognicentrism makes human fragmentation acceptable, human impairment permissible, and educational trauma inevitable. Preventing further wounding of the integral nature of learners caused by the present educational system is our dire responsibility. Failing in that, education presents, causes, and perpetuates its own pathology.

Imaginalia, Folk Wisdom, and the Eclipse of the Literal

Peter M. Rojcewicz, PhD

In his impactful book, “The Grammar of Science,” philosopher Karl Pearson celebrated the objective basis of valid knowledge and the scientific mind divorced from personal feelings, declaring, “The scientific man has above all things to strive at self-elimination in his judgements.” The objectivism at the core of the sciences rejects the credibility of the spontaneous life of our pre-objective and pre-conceptual lived experiences. Ways of thinking and knowing self and the world that involves human subjectivity are considered false and invalid. With the loss of values comes a loss of purpose and meaning. We live in a pointless universe.

Objectivism is a reduction of the wholeness of reality, separating distinct things and, as such, constitutes what is referred to as ontic knowledge. Depth psychology, arts, humanities, folklore, myths, visions, and dreams, on the other hand, offer, as antidotes to the reductionist mind, various forms of noetic learning that do not break the unity of subjects from objects, or perceivers from what is perceived. Noetic literacy celebrates all encompassing ways of thinking and knowing and leads to intellectual holism and epistemological pluralism. By avoiding naive reductionism, noetic literacy constitutes a cognitive freedom to access multiple realities – physical, spiritual, aesthetic, psychological, imaginal, and eco-sentient.

William James spoke on behalf of cognitive freedom when he challenged the solidity and stability of a totally objective reality by asserting, “The world is … a pluralism of which the unity is not fully experienced as yet. But as fast as verification comes, trains of experience, once separate, run into one another; and this is why … the unity of the world is on the whole undergoing increase.” There is much difficulty, if not outright reluctance, in naming new realities. So much depends upon reality, as we know it. Acknowledging new aspects of the real can cause the breakdown of old thought patterns, emotional constructs, and social attitudes. Transcending the constraints of vernacular objective reality requires use of different thoughts and words.

The novelist Dostoevsky insisted, “Reality is not limited to the familiar, the commonplace, for it consists in huge part of a latent, as yet unspoken future word.” Some folklore, anthropology, and integral scholars have recently referred to extraordinary and supra-personal experiences, that may one day graft themselves to the older mass of our consensus reality, as “deep weird,” high strangeness,” and “exo-studies.” Depth psychologists and folklorists have for some time now referred to uncanny phenomena that carry both mundane and extramundane features and thereby constitute a kind of phenomenological oxymoron, as “imaginalia.”

Islamic scholar Henri Corbin defined the “imaginal” as an intermediate state of reality between the concrete and abstract. For Corbin, the imaginal world is perfectly real and more coherent than the empirical world. Contents of the imaginal realm are multiple-presence phenomena that carry ontological legitimacy across various cultural frames of reference. Encounters with ETs, fairies, angels, demons, Tibetan tulpas (i.e., materialized thought-forms) and yidyams (i.e., meditation-based deities) ghosts, Men in Black, and apparitions are imaginal, para-physical manifestations of the varieties of existence. They stand between fact and fiction. David Abram points to the shamans of traditional tribal and indigenous cultures who traffic in this intermediate reality between human and more-than-human worlds, serving as “the primary strategist and negotiator in any dealings with the Others.”

The discarnate beings of our imaginal cosmologies are autonomous archetypal phenomena, the fundamental ground of mind and nature. C.G. Jung pointed out that although archetypes originate in the mind, they occasionally transgress the psychic realm and appear in the physical world as “psychoid.” The psychoid archetype is a portal to the psychophysical background of existence. Our every idea, perception, and bodily sensation is an imaginal event existing first as an image and incarnating as an action, work product, art piece, relationship, or event in the world.

All realities are inferred from psychic images. Images make up the fundamental stuff of mind and reality. When we say that incorporate beings and worlds recorded in folklore and religious systems, such as Tantra or Vajrayana Buddhism, are archetypal aspects of the psyche, we don’t mean they are aspects of the conventional dualistic mind, or the conventional ego structure. We mean, instead, they are intimately related to something considerably vaster, what Buddhist practitioners call the “awakened mind.”

The paradoxical nature of imaginal phenomena is amply described in folk and religious wisdom traditions and widely known among artists, writers, and poets as the stuff of their creative work. Archetypal images are at the same time immanent and transcendent of us. We can never be sure if we invent them according to patterns they set, or if they invent us. The poet W.H. Auden aptly wrote, “We are lived by powers we pretend to understand.” Any definition of imaginal realities is an approximation at best, a metaphor existing in a realm of “as-if.” Extraordinary encounters with nonmaterial entities, as found in folklore, world religions, and dreams nudge our awareness toward the archetypal image of the One World (i.e., Unus Mundus) that is the ground-zero of the unfathomable soul.

The imaginal content of our dreaming and waking lives can help us recover the vocabulary of the spiritual imagination, the picture language of soul. When we “speak” to the self-originating images of the psyche through the method of active imagination, or when we “see” beneath the surface of images toward realities beyond the literal, we expand soul through extended sentience and aesthetic reason. Such forms of noetic understanding make important contributions to knowledge generation based on principles other than strictly scientific.

It is as if the ego must undergo disarming encounters with unseen but viable beings, or experience “abductions” to other worlds of the unfathomable soul, where we ourselves are images, in order to behold those images as true realities and creative powers. The imaginal content we “create” in turn creates us. As such, our encounters with imaginal figures of the psychic depths point to the warp and woof of a larger whole. C.G. Jung stated, “The psychic depths are nature and nature is creative life.” Paradoxically, the mysterious figures of our depths are also intimations of “death.” 

We die to the illusion of ourselves as a literalism of biology and society when we realize we are multiple personifications of images within us. We die to the mirage of a soulless planet “out there,” disconnected from ourselves. Soul, as described by Robert Sardello, is an expanded self in conjunction with an objective sense of the inner quality of the outer world. By engaging our imaginal source and legitimizing noetic ways of knowing psychic images, we experience the greater portion of soul as outside the body, shattering the illusion of the world as without psychic life, adding increase to the pluralism of realities we live.