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Debate v Dialogue, and the Hidden Curriculum

Based loosely on Zohar D & Marshall I (1993)
The Quantum Society; Mind, Physics and a New Social Vision;
Flamingo; ISBN 0006547931

The hidden curriculum is hidden to both teachers and students. It has its roots in the philosophical and scientific models which historically have come to shape the 'common sense' of a culture in a given place at a given time.

The model which shaped Western Civilization through much of the 19th and 20th centuries was that of Classical Newtonian Physics. This model was carried to the 'colonies' where it found expression in (a) bureaucracies and (b) debating clubs in schools.

The new philosophical/scientific model which is emerging with contributions from scientists from all over the world is based on the new Holistic Quantum Physics. When it enters the hidden curriculum (although it demands to be unhidden) it will replace debating societies with dialogue sessions (colloquia?).

The difference between the two patterns of communication are indicated below. How long must we wait?

 

Attributes

Debating Society

Dialogue Session
Social Purpose prove points and defend positions explore new possibilities
win or lose share uncertainties and points of view
use power to defeat the other respect the other's point of view
inequality - one right, one wrong equality - both right in their own way
Approach to truth oppose answers raise questions
one way to the truth many ways to the truth
the final solution continuous discovery
Cognitive and communicative purpose thinking thinking about thinking
speaking listening
devious, tricky straightforward, honest
confrontation, suspicion cooperation, trust
I win, you lose we grow through interaction
Philosophical/ Scientific model Mechanistic, classical physics Holistic, quantum physics
either particles or waves both particles and waves
fragmentation unity
Spiritual implications I am my brother's keeper I am my brother

 

 

 

 

 

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