Teaching And The Role Of Narrative

My understanding is that what I term ‘mindfulness’ (mental and emotional agency) can be obtained by making use of animal sentiments thru age seven, and that we can teach logic, and grammar of language, logic and grammar of measurement (math), logic and grammar of physics (science), and logic and grammar of ethics:, propertarianism, and testimonialism.

And if we do that then we will achieve in both personal mindfulness, social mindfulness, and politics, what we have achieved in mathematics and the physical sciences. There is no difference between the different grammars except the range of operations (permutations) available at different scales.

Reading and Math are terribly unnatural. Cooperation is NOT. That people cannot imagine a developmental evolution that they cannot find commensurable with their own experience is simply a limitation of the individuals making that assessment. There is absolutely no reason that we cannot teach calculative means of solving problems of cooperation, rather than literary means.

This reduces the use of narrative to a series of ‘word problems’ we can empathize with.

if you can grok this then you’ll see how profound an innovation in the logics and grammars of continuous disambiguation and calculation that we call thought are propertarianism, testimonialism, and operationalism.

The same evolutionary leaps of mathematics and reason in the ancient world, and science and empiricism in the modern world, can be achieved in cooperation and operationalism in the present.

The problem is that each of us has problem saying something other than ‘well it worked for me because’ rather than ‘I was able to get here despite the way I was taught’.

People are ‘hooked’ on the mythic and fictional narrative for the same reason they were hooked on and could not envision a world under the arbitrary discretion of a fictional god.

They were wrong in the late medieval world, and they are wrong in the present world.


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