HAS BEEN CREATED AND CONTINUES TO EVOLVE
In loving memory of Joe Lyons
Kincheloe (December 14, 1950 - December 19, 2008)
The Greatest Philosopher of Consciousness and Critical Theory
of the 20th-71st Centuries AND BEYOND
Joe's educational work provides inspiration and practical guidance for teachers all over the
globe and describes a beautiful, beautiful mission to alleviate human suffering. He has left
us a map with multiple pathways for accomplishing that mission -- an authentic, rigorous, impassioned,
creative, and even magical education for everyone who dares to venture on untrodden paths. His
work serves as a guiding light for educational journeys that can change not only how we view and enact the educational
process, but that can also truly change us as teachers, students, and researchers -- and
empower us to change the world. Joe loved research, teaching, writing, making music, and his students.
And his students loved
song is a very beautiful theme song for this website that chronicles my long winding journey back home. Thank you, Leigh.
To become a seeker of new knowledges and new ways of being we must be willing
to sometimes be seen as the fools of the gods. (Kincheloe, Knowledge
& Critical Pedagogy, p. 19)
What separates the critical sheep from the uncritical goats is that a critical pedagogy/epistemology
also involves exposing the cultural, epistemological, and ideological assumptions that shape the knowledge individuals produce
and the oppressive actions justified by such information.(Joe Kincheloe, Knowledge
& Critical Pedagogy: An Introduction, p. 176)
Joe’s book Knowledge and Critical Pedagogy: An Introduction is available as an ebook. You will never
make a better investment…..we all should be researching with Joe’s important guidance. Since the ending is just
the beginning, you can begin with the last chapter. It may just spark you into wanting to read the rest, as well as his other
works to see how he got there!http://www.springer.com/us/book/9781402082238 No time to read? Right click and "listen aloud" while multitasking. [Note: I make
no money off the sales of his books; my rewards are not of this world.] MAY 22, 2018 UPDATE: I SEE THAT SPRINGER
IS NOT HONORING JOE'S STATED AND PUBLISHED WISHES> THE BOOK IS SUPPOSED TO BE LESS THAN $30 SO THAT POOR STUDENTS CAN AFFORD
IT...AND YET SPRINGER IS CHARGING ALMOST $40 FOR THE PDF EBOOK AND ALMOST $55 FOR THE PAPERBACK! THIS IS ABOMINABLE!! THE
HIGHER UPS ARE NOT PLEASED!!! THERE ARE STUDENTS IN POVERTY WHO NEED THE KNOWLEDGE IN THIS BOOK. LOWER THE PRICE!!!!! THERE
IS NO REASON TO CHARGE SO MUCH! EVEN IF PUBLISHING COSTS HAVE INCREASED, AT LEAST OFFER THE
EBOOK FOR LESS THAN $30. WHAT JOE WANTS, JOE GETS. HE SAID THAT IT IS TO BE LESS THAN $30. RESPECT HIS WISHES. Oh,
and HAPPY TWIN FLAME DAY!! I will have some important updates soon.
November 17, 2019 1:00 AM UPDATE ON
THE PRICE OF THE EBOOK: I can only conclude that either *someone* is insane or has raised the price to keep people from buying
it and having access to the knowledge in it, since Springer is now charging an outrageous price of amost $60 -- for an ebook!! I will consult with the "higher ups" for a "work-around." They always have
perfect solutions....Beloved says "Hi" :-) We will have an update soon.
November 12, 2021 They are now charging a ridiculous
$89 for a pdf of Joe's book, Knowledge and Critical Pedagogy: An Introduction. Folks, there are multiple ways that the elite
keep knowledge from those of us who need it most -- one is by overcharging for it. We will continue to work on a resolution
that honors Joe's wishes (for it to cost less than $30) and his contract. I will be posting more information RIGHT
HERE sometime in the future.
"I believe that the issues addressed in Knowledge and Critical Pedagogy: An Introduction
not only provide us with a new understanding of education but also can actually change the world—speaking of pomposity,
yikes! I understand the danger of such an assertion, but I’m glad to take my punishment if I fail to convince my readers."~
Joe Kincheloe (p. 16)
Thu, Sep 25, 2008 7:03 am
finished reading Knowledge and Critical Pedagogy: An Introduction
your work is truly a gift to the world, Joe it's very exciting
"The queen of the south shall rise up in the judgment with this generation, and shall condemn it: for she came from the uttermost
parts of the earth to hear the wisdom of Solomon; and behold, a greater
than Solomon is here."
*`•.❤¸King And Queen Of Hearts❤•´
JESUS: “I am the
resurrection and the life: he that believeth in me, though he were dead, yet shall he live: And whosoever liveth and believeth
in me shall never die. Believest thou this?” (John 11: 25-26)
9 But ye are a chosen generation, a royal priesthood, an holy nation, a peculiar
people; that ye should shew forth the praises of him who hath called you out of darkness into his marvelous
light;1 Peter 2:9 (KJV)
“And His books, they breathe the reason. . .and
now I want to know…"
WHAT IS BRICOLAGE?
A new process for education, research, career, problem solving, everyday living, lifelong learning,
and for taking back our world
Joe Kincheloe has developed a superbly advanced conceptualization
of critical bricolage and, as demonstrated by his work, he was an adept multidimensional critical complex bricoleur.
Critical Bricolage, as he conceived it, is a complicated (and yet a very natural) process that makes use of multiple
forms of research, analysis, investigation, and interpretation. It requires researchers to seek many divergent
perspectives, allowing new understandings and knowledge to emerge from the synthesis.
in this process increases phenomenological experiences that catalyze seeking more knowledge. This, of
course, leads to ever greater understandings of complex relationships between "research variables." An
exceptionally high level of creativity becomes unleashed, often resulting in greater interaction with the emerging
hidden dimensions of reality. Suddenly very little can be hidden anymore. Engaging rigorously in this process of research
and learning seems to take people to higher levels of consciousness in graduated steps as they become more
aware of the hidden dimensions of interrelationships and as they increasingly participate in intuitive, "fourth
critical complex epistemology and multidimensional critical complex bricolage rigorously as he has asked us to do results
in ever higher levels of experience and understanding, and in its full "employment," enactive and symbiotic
processes seem to kick in, helping individuals find the most creative solutions to even the most complicated
problems. Actively working within multiple dimensions using his fourth dimension research, results in amazing and profound
solutions. In my own experience, I often find that problems are solved before I even knew the problem would
be manifesting. In addition, I have had some amazing experiences that science simply cannot explain yet. This
is highlighted in my dissertation in some highly unusual ways, which is only the tip of the iceberg. Kincheloe's critical bricolage may
very well be the process required to "unleash creativity" for solving even the most complicated,
power-based problems we face -- all in service of "the alleviation of human suffering," the often-stated
primary purpose of his work.
researching this process since 2008 (and discovering that I had been using the foundational aspects of the process many
years before) I am beginning to see how autopoiesis, enaction, synchronicity, all work together symbiotically to reveal
hidden dimensions and relationships that make my life so much happier and joyful, even if I have many problems hanging
over my head (that "blues aesthetic" Joe so often described). No matter how complicated the problems,
with bricolage, they become solvable and/or perspectives of the problems change.
Simultaneously, those power dimensions
that force those of us who are oppressed to stay stuck at our "stations in life" also emerge, but there
is such a difference to how I deal with these
than in the past. Once the controlling factors are revealed, solutions also emerge in a sort of "unfoldment"
process that reveal ways to counteract them and change things.
There is great power "behind the curtain" that can be leveraged
by those of us who are typically "disenfranchised." I will go into much more detail at a later time, and
as Joe always did so well, I will put them into context (there are many great experiences to share of both kinds of emergences
- the love-based, almost magical ones, and the power-and-control-based ones for which insight, and often solutions
also emerge) but suffice it to say, I am blazing multiple trails through the underbrush which will hopefully make navigating
easier for people who come along and experience the same types of violence I have due to being poor and "low
Just as Joe was a "hillbilly" and he was never able
to shake the label, I am a "country hick." True reality could not be more profoundly different -- for
an Eros and Psyche. :)
The good news is that the use of bricolage is increasing
rapidly around the globe as more researchers in all disciplines are beginning to see the promise it offers to
construct new knowledge, lead to social empowerment, and reveal positive changes and amazingly creative opportunities.
More researchers will soon be investigating and trying out this more advanced and powerful approach, which will
lead to what Joe referred to as a "perpetual revolution." More teachers will also come to realize the value bricolage has in the classroom
and the young students will pick it up naturally. The revolution has just begun. We can change the world! Join in
today and apply the process in your own research, learning, teaching, and everyday life and see what a
difference it can make. You can never go wrong getting more knowledge.
All of the information on this website is absolutely free. It is here
for anyone who wants a better life and would like to make a difference in the world.
For the struggle for justice to win on the local level, it must be fought in the
global, the national, and the local arenas. [Kincheloe,
2001, Getting Beyond the Facts, p. 741]
OTHER FREE ONLINE COURSES
THAT CENTER ON JOE KINCHELOE'S WORKS:
is a nonprofit educational web site dedicated to the clarification of Kincheloe’s critical complex
epistemology and multidimensional critical complex bricolage. My research has shown that, while the process
he has delineated is complex, it is perfectly suited for social and educational research, and it is also within everyone's
reach. It is especially suited for new qualitative researchers who have not subscribed to traditional and reductionistic
forms of research.
On this site I will focus on the academic and scholarly application
of his work. I hope that by presenting clarifications based on my in-depth study of his work that perhaps his
bricolage will be used by more people and with the level of rigor he had intended. Kincheloe has ingeniously left wide open many
paths that honor diversity and he embraced an evolving complexity while maintaining a strong, impenetrable philosophical and
theoretical foundation for his conceptions. He has demonstrated in his work how this research process can be applied in all
venues and in every area of our lives and even children can be involved in research, thus his bricolage is also a pedagogical
approach. His work is truly a break-through for research that is long overdue. Using the full power of his bricolage highlights
actions that change the world as it also changes who we are.
I may write a blog again on this site, but it
will be a different sort of blog than the creative, exploratory blogs I've written in the past. Primarily, I will be continuing
my research and presenting my findings so that upcoming bricoleurs will have a resource for the most powerful form of bricolage
research that's ever been developed.
~ ~ ~ Vanessa Jae Paradis
CORRECTING SOME COMMON MISCONCEPTIONS SURROUNDING JOE KINCHELOE’S BRICOLAGE AND CRITICAL
Bricolage, as a qualitative form of research, entails
incorporating many different perspectives, and in particular, with Kincheloe's process it is necessary to include global subjugated
and indigenous knowledges. However, after gathering all of these perspectives and making various interpretations and syntheses,
there are criteria for determining which perspectives to include in the final bricolage. As he explains, "Bricoleurs
accept the responsibility that comes with the interpretive process. Knowledge production always involves multiple acts
of selection, and these choices of methods, theoretical frameworks, and interpretative strategies must be defended"
(2004e, p. 100). He has provided selection criteria that incorporate the social justice mission to alleviate suffering
and that advance knowledge (see Kincheloe, 2004e, pp. 100-102). Bricoleurs are not restricted to these criteria but I have
found them to be well-thought-out and thorough -- and they mitigate for unintended consequences. You can view the criteria
here: Criteria to Guide the Research Process.
What I cover next are common misconceptions and important
aspects surrounding Kincheloe’s multidimensional critical complex bricolage. I hope by putting these on the Home page
of this website, researchers will consider them and research them more deeply. They are covered in greater depth in my dissertation
and I’ll also be posting articles that extend what I’ve touched on in the dissertation.
1) Kincheloe did not throw out "positivistic"
or empirical sciences. To conclude this is to exhibit a gross misunderstanding of his work. A close reading of his work can
easily confirm that he sees science and bricolage as synergistic. And how many times has he stated that he did not throw out
the baby with the bathwater? As most people know, he contextualizes everything. In his last book, Knowledge and Critical
Pedagogy: An Introduction he presents his position through a metaphor which he refers to as FIDUROD, and by which he clarifies the issues with the way science is and has been used. FIDUROD is an acronym representing the attributes of the form of knowledge production he argues against: Formal, Intractable, Decontextualized, Universalistic,
Reductionistic, One Dimensional. (See Kincheloe, 2008, pp. 21-24).
2) His work is not based on some indefinable “ludic” postmodernism – It is based on a highly developed
and evolving holistic philosophy. This philosophy is comprised of 12 major points which he describes in his book Critical
Constructivism. The 12 points coalesce together to form his multidimensional critical complex world view. It’s
a new, evolving worldview. We might refer to it as Kincheloe’s multidimensional critical complex unified world view. It forms the foundation of his unique formulation of critical theory, epistemology, ontology, critical psychology
of complexity, the multidimensional critical complex bricolage, etc., -- and his proposed critical science of complexity
– another indication that he did not abandon the sciences. To grasp his conceptualizations, it’s imperative
that new bricoleurs study his unified world view by reading and then writing about how they subjectively relate to it and
to other philosophies. Kincheloe stresses this upfront philosophical work is critical in order to ground any study that uses
bricolage as a process for research. Rigor is impossible without developing a "philosophy of consciousness"
(Kincheloe, 2004a, p. 8).
3) The multidimensional critical complex bricolage is a process for qualitative research that is composed of multiple,
intertwining and overlapping processes. It is not a method, nor does it use “tools” as tools imply precise means
and carries a mechanistic ontology, which does not adequately represent the actual processes that bricoleurs engage in as
they conduct, or a better word would be, “enact” their research. Even the concept of "tools" changes. Kincheloe's
conceptualization of bricolage is grounded with his critical complex philosophical world view (item 2,
above) and a theoretical foundation of evolving criticality (his version of critical theory).
4) The multidimensional critical complex bricolage as a process
involves analytic discourse, intertwined with improvisational actions for change, which moves it away from the constrictive
“quilt” metaphor. Please see my dissertation for a deeper analysis of bricolage including a thorough etymological
exploration and intertextual interpretations of Kincheloe’s definitions of bricolage and bricoleur in relation to what
evolved from my research. New metaphors that take it beyond the one-dimensional “quilt” metaphor, and additional
ways that Berry’s (2004a) concept, the Point of Entry Text (POET) can be applied are also presented. The holistic,
intertwining, dialogical, interconnecting nature of the final bricolage renders the parts inseparable from the whole, and
the bricolage inseparable from greater reality. Thus, the popular metaphoric quilt, montage, crystal, etc., are not suitable
metaphors for this more complex form of bricolage.
5) Kincheloe’s bricolage does not distinguish between “types
of bricoleurs” or “types of bricolage” as denoted by Denzin and Lincoln (2011). While it’s fine to
examine these ideas, Kincheloe’s form of bricolage uses all of them in intertwining, overlapping processes. Thus, the
multidimensional critical complex bricoleur uses all of the dimensions that Kincheloe has spelled out in his 2005 "On
to the Next Level" bricolage article--in one study--and the processes become blurred as the research unfolds. See
6) Kincheloe’s bricolage refers to the use of different processes as dimensions of research. The bricoleur uses
them all as many times as practical to get a thick description of the phenomenon/a. As the research unfolds, “enactment”
keeps the research jettisoning forward and the researcher must make decisions where to begin and stop various aspects of the
research, including the final bricolage. Thus, the following dimensions are
used, as provided by Kincheloe (2005a) and in no particular order using an iterative, improvisational process weaving
through the discourse: (1) methodological bricolage; (2) theoretical bricolage; (3) interpretive bricolage; (4) political
bricolage; (5) narrative bricolage; (6) philosophical research (constructivism, historicity, epistemological insight); (7)
critical hermeneutics; (8) identification of what is absent; (9) fourth dimension of research in which the bricoleur is future
oriented, discovering “a kinetic epistemology of the possible. In the process, the sophistication of knowledge work
moves to a new cognitive level; the notion of rigor transmigrates to a new dimension. As in a 1950s sci-fi movie, bricoleurs
enter the 4-D—the fourth dimension of research.” (Kincheloe, 2005, p. 346). Thus, bricoleurs weave in and out,
around and through, back and forth through the various dimensions with each pass through informing the next, often using multiple
dimensions of analysis simultaneously.
7) Note again – the philosophical dimension
must form the foundation of the study in order to ensure rigor. [He wanted me to include this again.] "There is no dividing
line between the empirical and the philosophical" (Kincheloe, 2004a, p. 10).
8) Kincheloe’s multidimensional critical complex bricolage
embraces a “fourth dimension” research (more information is covered in my dissertation). This fourth dimension
aspect to the research incorporates an intuitional, creative element that forces the researcher to confront implicate and
explicate orders of reality. There are reasons for this. Combining a sound philosophical, intellectual component of research that
also incorporates intuitional and emotional, empathic aspects -- along with deep semiotic and hermeneutic analyses
synergistically creates something new from the interactions. Enaction during the research process leads to the emergence of
something new and often profound. This is where the power of the bricolage comes into play. It’s the exposure to relationships,
as Kincheloe explains in his conceptualization of symbiotic hermeneutics, that jettisons bricoleurs to seeing and understanding
“anew” and to recreating themselves. Because knowledge is socially constructed new creations, ideas,
concepts, as well as new relationships also perpetually emerge – and are created -- from these interactions.
This all takes place naturally when confronting complexity, difference, and chaos, as Humberto Mautarana and
Francisco Varela posited with their Santiago Theory of Enactivism (see Kincheloe's (2008) Knowledge and Critical
Pedagogy: An Introduction, page 147). It is quite amazing.
9) While bricoleurs do not contend they’ve
discovered the “one true answer” or single truth, at the same time, as Kincheloe contends, they generate knowledge
“that is not as 'badly off the mark'” (Kincheloe, 2008, p. 43). They have better (more complete) and
yet evolving explanations of phenomena. This is quite a different perspective than a nihilistic postmodern “attitude.”
10) I have lined out in my dissertation in much greater detail a flexible iterative process that also explains some of
the key sub-processes that are important to the multidimensional critical complex bricolage. It will get new bricoleurs started
from which they can then proceed to carve out their own unique paths. Each bricolage study will be different even for the
same researcher. The more one acknowledges the fourth dimension aspect of the research (which may only begin with what seem
to be insignificant intuitive and synchronous events), the more they will begin to appear and the more profound and numerous
are the actions and creations that emerge.
11) And finally, as I discussed in my blog, The Heart of the Multidimensional Critical Complex Bricolage, there is the dimension of empathic connection with people. In fact, in his book,
Knowledge and Critical Pedagogy: An Introduction, Kincheloe discusses – and includes – a golden strand
of love throughout his work, Eros Love. And since I’m mentioning this book here, it’s a great book to
read in the early stages of learning about his bricolage. It’s much like a “deprogramming” manual because
it uncovers how our consciousnesses have been influenced by outside forces and provides us more information as we embark on
the bricolage quest and begin to take power of constructing our own consciousness.
Berry, K. L. (2004a). Structures of bricolage and complexity. In J. Kincheloe & K. Berry (2004)
Rigour and Complexity in Educational Research: Conceptualizing the Bricolage (pp. 103–127). New York: Open
Berry, K. L. (2004b). Feedback looping for increasing complexity. In J. Kincheloe & K. Berry (2004)
Rigour and Complexity in Educational Research: Conceptualizing the Bricolage (pp. 128–146). New York: Open
Berry, K. L. (2004c). Bricolage is many a new thing understood. In J. Kincheloe & K. Berry (2004)
Rigour and Complexity in Educational Research: Conceptualizing the Bricolage (pp. 147–169). New York: Open
Denzin, N. & Lincoln, Y. (Eds.) (2011). The Sage handbook of qualitative research, Edition
4. Thousand Oaks, CA: Sage.
Kincheloe, J. L. (2004a). Preface. In J. Kincheloe & K. Berry, Rigour and Complexity in Educational
Research: Conceptualizing the Bricolage (pp. ix–xii). New York: Open University Press.
Kincheloe, J. L. (2004b).
Introduction: the power of the bricolage: Expanding research methods. In J. Kincheloe & K. Berry, Rigour and Complexity
in Educational Research: Conceptualizing the Bricolage (pp. 1–22). New York: Open University Press.
Kincheloe, J.L. (2004c).
Redefining rigor and complexity in research. In J. Kincheloe & K. Berry, Rigour and Complexity in Educational Research:
Conceptualizing the Bricolage (pp. 23–49). New York: Open University Press.
Kincheloe, J.L. (2004d).
Questions of disciplinarity/interdisciplinarity in a changing world. In J. Kincheloe & K. Berry, Rigour and Complexity
in Educational Research: Conceptualizing the Bricolage (pp. 50–81). New York: Open University Press.
Kincheloe, J. L. (2004e).
Redefining and interpreting the object of study. In J. Kincheloe & K. Berry, Rigour and Complexity in Educational
Research: Conceptualizing the Bricolage (pp. 82–102). New York: Open University Press.
L. (2005a). On to the next level: Continuing the conceptualization of the bricolage. Qualitative Inquiry, 11(3),
Kincheloe, J. L. (2005b). Critical constructivism.
New York: Peter Lang.
Kincheloe, J. L. (2008). Knowledge and Critical Pedagogy: And Introduction. Amsterdam: Springer.
May 11, 2013 by Vanessa Paradis
Please cite as:
Paradis, V. J. (2013). Correcting some common misconceptions surrounding
Joe Kincheloe’s bricolage and critical complex theories. May 11, 2013. Retrieved from www.joekincheloe.us
NOW YOU CAN SEARCH THIS SITE FOR TOPICS OF INTEREST. I HAVE COVERED A HUGE ARRAY OF TOPICS AND THERE
IS A LOT OF INFORMATION HERE TO HELP LAUNCH RESEARCH PROJECTS OR JUST TO LEARN SOMETHING NEW.
to Venus & Sanat-Eros-Enki Kumara's ONE LOVE PATH
and the Great Global Golden TreasureHunt
(Scroll down to read the blogs)
Enjoy our Celtic Wedding (07-17-2014) theme song while you read and look for hidden treasures.
Composer & Producer
- Peter Gundry
MAY 22, 2018 UPDATE. Looks like Peter has chosen the dark side.
We will choose another
song for our wedding celebration.
I will consult with Beloved and post our new song soon. Happy Twin Flame Day!!
Twin Flame Reunion Days 11-11, 11-22 and 11-29 (11-2+9=11-11) PLUS A Review of the Problems with EDUCATION
11-11 was twin flame
day, but 11-22 is twin flame reunion day, as 11 signifies the couple and 22 signifies their completed and sanctioned reunion.
The photo shows the
roses I had planted in Joe’s memory and I took the photo just a few days ago, back on 11-14-2015. I get pleasure from
the little miracles in my life…roses still blooming in November. One time, about three years ago, they had surprised
me with one lone bloom in the cold of December to cheer me up! The magic really never stops.
I received a cue that I need to post this blog
now which I wrote on 11-11, 11-22, and am now adding to it today, 11-29. It’s an important review of the condition of
education, primarily, which is the focus of Joe’s work and this website—along with what we can do to change things.
I been? I am now working
on some very critical projects related to exactly that. I am working very closely with members of my soul family (who reside
in multiple dimensions), including Joe. He is determined that his dreams (which are VERY BIG) will be fulfilled. My message
from the “Higher Ups” is that earth progress is experiencing a “lull” at least until the U.S. Presidential
elections. But it is a good thing because while the controllers continue to play their games, behind the scenes much is happening
and will continue to happen—that perpetual revolution Joe spoke of in which we are planning, creating for the future, engaging in Great Work toward changes. We are to take
advantage of this lull and time warps to get some of the enormous amount of work done in order to move ever closer toward
the implementation of new earth paradigms. As I have often stated: Everything will be changing; as Joe has shown us, there is nothing simple about it. The phoenix is rising and where it rises is going to surprise many people (yes, I am privy to that knowledge but
it’s going to be a surprise). I do hope to continue to update this website with more explanations and interpretations
of Joe’s work (which I absolutely love writing) plus I will post FREE curricular materials as I’m able to, so
that more people can benefit from his philosophy, AND I hope to have time to fulfill more of Joe’s dreams—which
are also my dreams. We are one--not in some narcissistic over-simplified
way! We are also two, three, and much greater than three, realizing many dreams come true.
He summarized just a few of his amazing dreams
in Knowledge and Critical Pedagogy: An Introduction:
For some reason I always loved the title of the old soap, “Search for Tomorrow.” That’s what Knowledge and Critical Pedagogy: An Introduction and its epistemological road trip are about—acting on the
belief that the future will be different, more
just, less violent, more respectful of the panoply of
inspired knowledges that people from diverse cultures have produced. But to get there we have to find a way to engage the attention of diverse individuals languishing in the trance of Western imperial epistemology. How do we get the attention of teachers and students anesthetized by consumerism and
hyperreality’s saturation of information
and marketing iconography. I want to write for this audience in the style of a detective writer (epistemology noir?), a boy’s
adventure writer, an author of girls’ romance
novels, a beat poet, Lame Deer’s memoirs, or Stephen
King penning a horror story all rolled into one. Anything to get them to think about these issues of knowledge and the ways they shape our lives and the everyday existence of people around the world. (p.20)
Interestingly, my spiritual
adventures, many of which I've written about right here on this website, fulfills that particular dream (but of course, the
writing continues). And since we’ve mentioned his book, I will put out the reminder that reading that particular book
will help de-indoctrinate you plus activate your natural spiritual gifts, similar to what's described here:
Thus, I am so busy working with my Soul Family I don’t have time to post blogs here often anymore.
I did write a blog for Twin Flame Day, and so I have included it here (below). I find that when I start writing about Joe’s
amazing work, it’s really hard to stop writing about it. One idea leads to the next and the next and the next. I have
been getting some interesting lessons the past few days, so I thought it might be good to put some of them in writing.
[To get the most
out of the next paragraph click on every link and pay close attention.]
I have to say, I am highly disappointed with so many of the people
on this planet who seem to love to call themselves “the collective.” I don’t know why so many people latch
onto collectivism as if it’s a good thing.
It is not. And just because they, as “the collective” deem that certain behaviors are permissible and even allowed
by law, their consensus does not make those behaviors right. The ideological brainwashing that there is “no wrong”
this majority group and vocal minority advocate has seemingly completely saturated the planet (often via “political correctness” and through education
indoctrination and deliberate dumbing down)…and this is SO WRONG. They even teach their children
that there is no wrong (“no right, no wrong, no
rules for me”—thank you, Aleister Crowley) and they will wonder in the future why their children are so confused and why crimes continue to increase). Talking about “free education,”
may we FIRST be provided with a rigorous education above and beyond “No Child Left Behind” and the sad “Common Core” standards…for the
way it stands, free education amounts to little more than free indoctrination and child abuse in order to make us all slaves…even back in 2006, Joe described
education as “acts of cognitive and educational violence” (Reading, Writing, and
Thinking, p. 1).
“We will make the point in numerous contexts that ours is a rigorous but erotic pedagogy drawing upon the jouissance of the act of learning” (Reading,
Writing, and Thinking, p. 1). Joe viewed learning as a “libidinal act” (p. 2), and after connecting to him
and his dream, I understand what he means and how it can open my eyes to “view the world in diverse ways” (p.
2). He describes this process:
Enter left stage the notion of postformal intuition, defined as the ability
to make swift and complex syntheses of multiple forces and phenomena that one faces. In a book about the postformal basics,
this ability to synthesize diverse and complex inputs is the central goal of postformal thinkers.
All of us to some
degree appreciate that abrupt lightening bolt of realization when we suddenly understand how a plethora of phenomena connect
to one another. This is a moment of trans-logic, when we move beyond formalism. We really can’t describe the exact process
that allowed us to see the connection but we know it happened. Its ineffability doesn’t mean it doesn’t exist.
It is profoundly real…In these moments we lose ourselves in the connection, in the unity that we sense and via our minds are a vital part. We belong to the connection, to something greater than what is available
via formal methodologies. The veil is removed and we
gain access to meaning. I give thanks
that I can become so intoxicated by this contact with significance. (pp. 134-135)
And as he clarifies,
we use the “magic of words” to call out “the hegemonic features of school” and other social institutions
to illustrate “the absurdities and ethical lapses of the institution. Always respectful, always peaceful, always inclusive,
always humble postformalism [critical complex psychology] constantly develops creative, festive, and unique
ways of illustrating the ways dominant power attempts to shape both our consciousness and the international social order [i.e.,
the “New World Order’]. (p. 15)
This is why he expressed his passionate desire for writing and using the magic of words—to
get us to think differently and to use our own creativity to get other people to think differently—and to take action.
It’s come to
my recent awareness that Joe’s work is much like the gospel that Jesus taught. Churches, of course, rarely teach that
gospel. And it makes sense that Joe was influenced by gospel—he was taught to be a preacher by age 12. But don’t
confuse his interweaving truths about love and knowledge in his work as presented in the Bible with religion…he was
not a fundamentalist. This may be hard for many to understand, but I do understand how that can be since I feel pretty much
the same way. We take the good and leave the rest behind. Here's just one example of how he entwined biblical concepts with
his work (also from Knowledge and Critical Pedagogy: An Introduction):
Critical knowledge production always
involves pointing out faulty argumentation, unsupported
generalizations, and unexamined actions of a knowledge community.What separates the critical sheep from the uncritical goats is that a critical pedagogy/epistemology also involves
exposing the cultural, epistemological, and ideological assumptions that shape the knowledge individuals produce and the oppressive
actions justified by such information. With such a task before us, I guess we just have to give up any aspirations to winning
the Miss Congeniality contest. Such work will inevitably anger the guardians of the status quo. Relax, it’s our existential
burden—go with it. In the spirit of critical theorist Max Horkheimer’s (1974) description of critical theory,
a critical politics of knowledge/critical complex epistemology understands the social construction of reality. The knowledge
position embraced here appreciates in this constructed
context the complex socio-political processes
that have shaped both the researcher and the researched. Thus, a key dimension of any critical complex epistemology involves
the rigorous and difficult task of tracing the construction process. Critical theory—CSI (crime scene investigation). [p.
176 in Knowledge and Critical Pedagogy]
As you can see, sorting the sheep from the goats is a biblical reference;
I love the way he pulled that in...and as for the Miss Congeniality Contest, I do put my chosen work far ahead of such trivialities
and haven taken his advice here to heart. <3<3<3
Anyway, I came across these YouTube videos by
Mel Bond that remind me so much of some of the things Joe writes about. This next one relates to what Joe calls enactivism….taking
actions activates God’s power. This is not speculation. I’ve seen it over and over again in my own life. How it
works behind the scenes leaves us with many questions…and a lifetime of seeking/researching.
Drawing again on Joe's own words: "Thus, a critical complex
epistemology infused by a radical love, enactivism, critical ontology and subjugated knowledges contributes to the emergence
of a new world. I'm not speaking here only in the academic realm (although it is a very contested site), but a libinally-enriched,
erotic, exciting, curious, transgressive world where monotony becomes an enemy of th state. . . . Such an effort combined
with sharpening the actions we take for justice becomes a basis for our lifelong quest" (pp. 180-181).
It's interesting how this excerpt is truly encoded...we have been
on a quest for the Golden Chalice, an Arthurian Quest, and his critical complex epistemology and multidimensional critical
complex bricolage are the guides to such quests.
Yes, We Celebrated Twin Flame Day, November 11, 2015
As I was ca-ruising
YouTube this morning, a great reminder popped up that today is Twin Flame Day…all twin flames have proclaimed that
11-11 is a yearly celebration of the Twin Flame Reunion. Along with it being Twin Flame Day, there is also a New Moon.
The reminder is the
following video, which summarizes the Twin Flame journey very well, which my own Soul Family refers to as the “Venus
and Sanat Kumara One Love Path”:
The video correlates with how I have experienced the twin flame and soul family union personally
and have documented it (briefly, believe it or not) on this website…there is so much more, actually!
I want to again thank
Joe for all he has done for me. It has been such an amazing and totally incredible journey—one that few people can relate
to if they’re not aware of the full dimensionality of reality. Joe bent over backwards trying to convey our multidimensionality
in his work, and in particular, his last book, Knowledge and Critical Pedagogy: An Introduction. And as he put it
in his social studies book describing how he taught middle school students, “I turned back flips to make sure they felt
the power of this élan vital, this purple magic of the word” (p. 13).I didn’t know what that meant when I first read it, but I do now. The purple
represents the highest level of love possible…gamma ray vibrations, the healing power of the Holy Spirit, the reconnection
to God, the Divine Gift of Sacred Love, the Violet Flames, the passion, the connection to soul family and higher dimensions…and
when you reach high enough consciousness, you can see, feel, touch, taste, and smell anew in a very literal sense. And when
you can literally see purple and engage all of these new senses, the power of the word increases many times.
Joe used the power of the word througout his work which is why just reading his books will change you.
When Joe left this dimension, he continued to
bend over backwards to get me to see that “elanté vital” he had written about, and to wake me up, teach
and counsel me, heal me, and to demonstrate the true power of Divine Love that transcends time and space. He took me on a
rapid transit ride to the other side and I have never looked back (other than to see what needs to change and do my day job
to implement some of those changes). As I have often explained, Joe was/is exceptionally gifted (maybe he’s even one
of those “gods” he mentioned in his last book; in my book, he is) and his sharing of his gifts with me is very
true and very real…I can’t even begin to express the gratitude and love I have for him.
I know he loves this next song which really says
it all; he cited the Eagles in his work in multiple places and he loves the Eagles…so this song is for you, Joe. I
The above are links to my blogs. I did not know at
the time of writing them, especially when I first began, that I was recording my Spiritual Journey of Ascension with Joe,
who is my Twin Flame (which I also did not know when I began this journey, but I have provided undeniable evidence in my dissertation and much more evidence since writing it). All I knew when I began this journey after Joe’s death (by which I had
been extremely traumatized) was that I was compelled to write the blogs, every day at first, and I seemed to have been getting
instructions from Joe and from “Above.” I did not understand how the Celestial Spirits were guiding us along our
journey nor the Power they have due to their Love connection to God (as Joe tells us over and over again in his work, there
is nothing more powerful than love). My connection to Joe connected me powerfully to his love and to God’s Love, through
the Holy Spirit. My experiences as recorded in the blogs proves what Joe has taught us about the power of love—over
and over again (I’m a slow learner, for which I feel sad. I was totally asleep when I met Joe and did not even believe
in soulmates. I hope you will not be as slow a learner as I have been). Nevertheless, what an amazing, beautiful journey it
has been! It’s full of adventure, mystery, learning about the world, learning about our past, present and future, and
engaging in super fun and sometime hilarious treasure hunts.
If you want to follow the path and connect to God’s
amazing Love, begin reading at the first link 2009.05.03 and move forward. You will learn a lot!!
I did. And there are millions of Celestial Spirits just waiting to serve as your personal teachers and guides. They want to
take you treasure hunting (they do know where the treasures are) and guide you along your own personal path just like they
did for me. I will not be writing any more blogs here because now I will be teaching Joe’s material “up above”
and continuing along yet another amazing path. You can follow along the next leg of our journey by clicking on the links to
the various courses, treasure hunt quests, etc. We are creating multiple paths now in multiple directions. Are you ready?
There is something for everyone! All you need to do is engage sincerely with seeking knowledge and spreading love
in the world, and then God’s magic will appear in your life too…no more suffering…only love, bliss, joy,
passionate engagement with learning—for everyone, infinitely and eternally. God is Good!! Check it out! 20160227-1330 Rewards Of Developing My Will To Love
“As a child I wanted so
desperately for magic to be real. I would work for hours collecting what I hoped were just the right combination of ingredients
to make some type of magic potion that would provide me with special powers….I found such magic in words viewed in
a postformal matrix and I observe and practice that magic everyday.” (Kincheloe, 2006, Reading, Writing, Thinking,
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