Our societies conception of itself is abstracted from the actual wo/man.

It satisfies the whole wo/man only in an illusory way.

In academia we have thoughtwhat we haven't done.

an updated version of a quote by Karl Marx

Example of Irrationality a world in which only certain research is really used

DRILL DRILL DRILL DIG BUILD DIG FIGHT – Oil, Gas

BUY BUY BUY CONSUME BUY BUY BUY BUY– Cars, 4x4's

BAILOUT BAILOUT BONUS – failed Banks and Multi-nationals

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Global Warming, Increased Earthquakes, Hurricanes, Tsunami's

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One of many 'rational' efficient choices:

Cost of bailing-out UK, US banks >=

Cost of Lunar ring to power the whole world many times over

Have thought, haven't acted upon?

Bourdieu – Symbolic Violence

Foucault – Disciplinary Society

Fromm - Insane Society

Gramsci – Cultural Hegemony

Marcuse – One-dimensional man

Marx – Class Consciousness

Taussig – Commodity Fetishism

Tried and doesn't work, but still here

Adam Smith – Capitalism

Ayn Rand – Rational Egoism

Friedman – Neo-Liberalism

Hayek – Free Market Economy

Keynes – Regulated Markets

Example of Irrationality a world in which only certain research is really used

DRILL DRILL DRILL DIG BUILD DIG FIGHT – Oil, Gas

BUY BUY BUY CONSUME BUY BUY BUY BUY– Cars, 4x4's

BAILOUT BAILOUT BONUS – failed Banks and Multi-nationals

???????????????????????????????????????????????????

Global Warming, Increased Earthquakes, Hurricanes, Tsunami's

???????????????????????????????????????????????????

One of many 'rational' efficient choices:

Cost of bailing-out UK, US banks >=

Cost of Lunar ring to power the whole world many times over

Points of importance

A feeling of not being able to do much in terms of a concerted effort, in the face of such things. The reason these generally denied or paralysing factors are so important to look at, is simply to outline where we

as conscientious people are usually left. One of the primary reasons is due to our Schooling and consequently the exaggerated detachment between

content of higher education and the society in which we reside. Education only really works when the person being educated takes control. It is what each person takes away and

what they do with it that makes a difference. So in the absence of Support to self-educate it is highly-likely that one will fall for a more Pavlovian situation; of accepting paltry rewards and fail to create ones own.

A pedagogy of box-jumping – jumping into boxes – where we yearn for complete “geometrically” defined solutions to the quandaries we have and see

There are already many solutions to the vastness of problems that induce our paralysis in our awe of them. It is that we do not really question the framework we have been brought up in to deal with them, and so find it hard to incorporate them.

The second key postulate is that the Schooling process has slotted in nicely with the concept of 'Enclosure' that our market-driven society runs on.

Learn to program or be programmed. Be taught and learn how the boxes we jump in are built and how to build them ourselves.

Then the Education process becomes a collective process, stewarded by each of us, for ourselves and others.

If we accept a paltry predefined process of box-jumping it marries nicely with a 'production-line' attitude, a vendor/customer relationship and perhaps worst a producer/product process of the enclosure not only of education but the commodification of students and teachers as products for the consumer market that is employers and society more generally.

Let us teach/learn the process for appreciating the box-jumping methodology and in doing so , sow a Common's (Commoning) attitude for the rest of our post-school life in research or otherwise.