Questions to Apitholo #38

Further questions to apitholo, about apithology and humanity inquiry ...

Question #38 – What is the most significant discovery made by the field of apithology?

This question requires some careful consideration. The difficulty in the answering is not in the selection of a discovery, but the explanation of the choice. It is worth following the answer, as it informs the next two questions to be asked, which will be the last in this series.

First, a clarification. In the field of apithology, research involves a three-fold test. This is of 'relevance, significance, and importance'. The words have technical meanings within (what is called) a generativist ontology. They work as one set, conjunctionally. Training is required to know about this and make use of this (Varey, 2017).

Essentially, what is significant to you, may not be of relevance or importance to others. What is of relevance, significance and importance to humanity, may not be of concern to you, at all, in your lifetime (even momentarily).

Apithology considers research questions differently. Its research standards often exceed those asked of researchers ordinarily. In apithology research, 'significance' is a qualitative test of what is relevant to the asker. This is where the answer becomes interesting - because in apithology the asker is humanity.

One significant discovery, which affects all of us equally, was a surprise finding - and immensely inconvenient.

Apithology as a research field looks at the enablement of generative potentials, specifically in relation to generative learning in human systems. We learned a vast amount about this specialist area, as revealed in our recent celebratory 19th Year Event. There are decades of new learnings that are presently accessible, many of which have already been taught.

The discovery relates to the assumption that generative learning, once the distinction of difference is noticed, can be engaged in easily by signalling a different place of commencement.

While this is true for many people, specifically those with an open orientation to the generative, what we had not expected was the barriers to commencement, especially by those who were life-long learning experienced. Openness to the generative, made available universally, was apparently not available to all universally.

About eight years ago we began looking at what we called the requisites and preliminaries to generative humanity learning. We discovered the necessary enabling practices, and the practices preparatory to learning those practices. These enablements are natural, beautiful, elegant and intuitively fathomable.

Along the way, we also found a sequence of unfoldments, which rather than enabling the generative, involved releasing the barriers of the hesitant. There are a number of these barriers. They arise naturally and appear in different learners differently. At one point it appeared that passionate, engaged, interested learners might still find humanity learning problematic. However, we knew the hypothesis for the open accessibility of humanity learning techniques was at the same time valid.

The significant discovery is there is an architecture of limitations for engagement in generative horizons. In apithagogy, being the field of generative pedagogy applied to a humanity, we call these barriers ‘approachings’ and their overcoming 'releasings'. The method of their discernment and overcoming is called (as a modality) the 'Eight Liminals'. This is an exciting inquiry to engage in for those interested in humanity contribution.

Remember, this focus is different to people learning together as they are, reflecting the questions that caused our asking. Generative humanity learning answers questions we cannot answer as inquiring humans together ordinarily. Think about this usual limitation, and what apithology now makes possible.

Remarkably, apithology now has a theory of how humans approach humanity learning, both initially (ineptly) and expertly (exquisitely). The benefit gained is all learnings in the field of humanity learning may now become available to each individual.

The significance of this discovery is that, without this understanding, our efforts will be small, fail to be effective, or be uneventful in continuance, because our narratives will overlook the humanity essentials. Some things may work for some humans, but the wider change sought, will be seemingly unapparent. Some will feel this limitation, others will not notice our collective situation. Others will ask a different question.

We feel that this new learning was worth a few years (and over a thousand discourse inquiries) in its discovering.

Think about the impact, and you will understand this answering.

Which leads to the next question asked ... and the conclusion of this series.

#generative #learning #humanitylearning

Apitholo ~The Centre for Humanity Learning

"Pathways for the Humanity Contributive"

“If you hold some of apithology’s questions, you may as well ask for all of its answers.” - willvarey

Categories: : Questions