Communication Processes at the Seam of Life
Chapter Six: Ecolinguistic applications: an extended educational paradigm
Education is a sphere of human activities where we urgently need to implement the new paradigm. While the young generation of pupils and students seem to be more multimodal than the adult generations, the social framework designed for a left-brain focused and material forms-oriented human has remained. Young people, when not acknowledged or taught how to relate to the multimodal potential they have active in them, experience chaos in themselves and in their relations with the environment. They have difficulty with relating to any content in their mental representations as there is no knowledge imprinted there of what they experience. As a result, young people find it hard to relate their experiences to anything, neither within themselves, nor outside.
In addition, what is beyond the current world model and is yet to be conceptualised – being but pre-registered through the effects observed – is labelled as ‘a dysfunction’ or ‘a problem’ by the community. In other words, if some yet unrecognised factor distorts the socially creditied pattern, then the problem is announced. Many young children today, while experiencing a variety of open communicational/relational modalities and stimulation overload resulting from it, are treated as dysfunctional, i.e. ADHD or ADD have been classified as diseases in mainstream education and western medical models. We do not intend to take this road and initiate at this point the analysis of new profiles of contemporary children. The commonsensical reason is that, again, this type of analysis would be theoretical...
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