Replying to Ignorance is an antonym for learning LO20607--
Dear Organlearners,
AM de Lange" <amdelange@gold.up.ac.za> writes
>You ask "Is it not BECAUSE of my ignorance that I have opportunity to
>learn?" I want to agree with the sentence as such. But the history of
>that ignorance determines very much whether the ignorance is an
>opportunity for learning or not. If that ignorance was the result of
>willful decision, then it is seldom an opportunity to learn. ...
> ...... (MEGA snip)......
>Yes. I see clearly two kinds of ignorance: ignorance as a result of
>willful ignoring and ignorance as a result of no previous learning.
>The former ("ignoring ignorance") is an antonym of learning. The
>latter ("missing ignorance") is an "archeonym" (this word does not
>exist, but the Greek word "arche" means beginning.) You wrote about
>the latter ignorance and I agree. But should your writing refer to the
>former kind of ignorance, very little of it would have been true.
Greetings to you At,
I first need to acknowledge that there was a weightiness to your post that
affected me. What you expressed as the plight of South African youth is
very sad! May there return a joy and delight for learning in the hearts
of the children.
(There seems to be no comfortable way to move from such heavy thoughts
into my post; I'll accept the sense of awkwardness as a sign that I am
becoming alive.)
To the thread:
As a result of what you wrote, I had to carefully consider: What was it
that I meant when I used the word "ignorance". Your post nudged me into
the realm of contemplating not just "ignorance" but the "source" or
"motive" or "history" of the ignorance: "willful ignoring" vs. "no
previous learning". What did I mean?
I think, when I wrote the original post, I meant "not knowing" with no
particular motive attached (this probably would fall under "no previous
knowledge"). But I found when I tried to look at different types of
"ignorance" based on motive I was troubled. As I struggled with what I
was thinking I realized that I had two different "learnings" in mind;
these two "learnings" defined two different kinds of "ignorance" (each
type of ignorance was simply fact, not good, not bad).
Here are the two types of learning I have experienced; my ignorance does
not allow me to indicate whether there are more... (I'm forming these
thoughts as I go):
1) Learning resulting from the maturing and perfecting of my ability to
reason and draw correct conclusions based on carefully gathered "facts".
2) Learning resulting from modifications or substitutions of the models
and assumptions used when applying reasoning skills to carefully gathered
"facts".
For most of my life I have only experienced learning of the first time
(without even knowing that there was a learning of the second type).
Recently, I discovered that the "reality" I had been operating on was
actually based on a set of assumptions and models that I had unconsciously
acquired in the course of my life experiences. I further came to realize
that I was selectively "sorting" reality through a "lens" (i.e., my
assumptions and models defined [sorted] the "important" information from
all the available information). This realization provided opportunity to
"experiment": by setting aside "my lens", for a time, and replacing it
with another "lens" (having different assumptions and models), I was able
to "see" a different "reality". This has led to very exciting learning
for me! It is almost as if a new universe has opened up.
Here is my thinking. I wonder, could what you have called, "ignorance as
a result of willful ignoring" be described in terms of ignorance "of the
second type"? There is an ignorance (the first type) that exists because
of a lack of knowledge ("no previous learning"). But there is another
kind of ignorance (the second type) when, even though you "look at the
facts", you do not learn because you attribute no value to "those facts"
(as defined by your "lens").
So, when one engages in what you have called "willful ignoring", it could
be the result of examining "the facts" (identified as important through
one "lens") and finding them unimportant and to be ignored when "seen"
through a different "lens".
The benefit for me, if this is "true", is that it removes my inclination
to judge. Changing a "lens" is more hopeful to me than thinking I must
change the person. And I believe when a "lens" is changed, the person
will be changed by what they "see".
Learning of the second type is most difficult! The first type of learning
can take place relatively easily by making information/facts available
(provided the assumptions and models line up). The second type of
learning takes place at a much deeper level where beliefs are involved.
It is difficult enough when I consider how to change my own beliefs: How
can I change the beliefs of another? What a challenge!
Again thank you for the opportunity to excercise and grow in becoming
alive.
Warm regards,
Stan
Stanton L. Berberich e-mail: sberberi@uhl.uiowa.edu
University of Iowa
--"Stanton L. Berberich" <sberberi@uhl.uiowa.edu>
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