Vertical/unity and Horizontal/change II

Continuing a series of posts on the development of the Collaborative for Exploration of Scientific and Political Change within the framework of Ben Schwendener’s Seminar on Creativity.

  • June 2
  • ben,
  • the 90 minutes on tuesday has turned something on for me.
  • i hope to participate in the course (quietly so it doesn’t inhibit the students, but enough that i keep up with the unfolding of the 6 weeks). i have found my copy of makiguchi and am getting the other texts. and writing about the vertical/unity of elements and horizontal/change.
  • thanks,
  • peter

wow. I’m really honored it struck a chord with you. I really appreciate you making this all happen, and now being an active member of the class
thank you

2 June 2011
Change and structure
Fritz (Path of Least Resistance, 1989) says identify what it is you really want to change and then the tension with what currently exists will resolve itself in change happening. (Don’t be driven by the structure of reactive-responsive oscillations.) Schwendener, as I understand him, suggest that the elements in the vertical unity can make flow happen readily. So what would the elements be for CESPOC? First, what would be the structure of reactive-responsive oscillations? I need to wait for my copy of Fritz to arrive and revisit his framework. In the meantime, I see that what I really want includes time free of CESPOC for my own critical work, people not seeing my participation simply as that of the teacher, having someone become the producer of CESPOC so I can participate.

3 June 2011
In Education for Creative Living Makiguchi proposed that education should seek the happiness of students now, not deferred gratification (where happiness is to be understood not in terms of hedonistic pleasure, but involves “identification with the social good”). If education is lifelong, as Makiguchi also proposed, then happiness should be sought in all learning experiences. The Collaborative for Exploration of Scientific and Political Change


About Peter J. Taylor
Peter Taylor teaches and directs programs on critical thinking, reflective practice, and science-in-society at the University of Massachusetts Boston. He studies the complexity of environmental and health sciences in their social context as well as innovation in teaching, group process, and interdisciplinary collaboration (see He is especially interested in conversations with others who are, in diverse ways, "troubled by heterogeneity" (

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