A Critical Ecohermeneutic Approach to Education
chapter nine—conclusion: a tree of meaning
conclusion: a tree of meaning
Mycelium, constantly on the move, can travel across landscapes up to several inches a day to weave a living network over the land. (Stamets, 2005, p. 1)
…Merleau-Ponty comes in his final writing to affirm that it is first the sensuous, perceptual world that is relational and weblike in character, and hence that the organic, interconnected structure of any language is an extension or echo of the deeply interconnected matrix of sensorial reality itself. Ultimately, it is not human language that is primary, but rather the sensuous, perceptual life-world, whose wild, participatory logic ramifies and elaborates itself in language. (Abram, 1996, p. 84)
I wanted this book to move differently—with some of the wild participatory logic of a mycelial mind—in order that we might come together to recognize the pedagogic significance of the living matrix beneath our thinking and being (and beyond our wanting and doing). Echoes of this polyphonic structure reverberate inside us when we think intensely and beautifully; when it gets into our mouths we call it poetry; when it guides how we walk in the world we call it integrity; when we trace its address as a teaching we call it wisdom; when we eat according to it we feel healthy, good, full of truth.
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