deconstruction (1)

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Of course this is just a preliminary 'thinking field' of potentials, latencies, and polarities--all which animate a larger 'picture' (representing reality)-- and that's about all. I would have to lecture and write a lot of words down to explain these relations and dynamics and how "learning" itself is implicated and conditioned by this arrangement (this 'design') of innate aspects which shape "why humans learn and unlearn" ... etc. That's not even all worked out for me at this point. Later...

p.s. to thank Dr. Deborah Britzman for some of the major parts of this 'thinking field' --came to me from reading her paper "Between Psychoanalysis and Pedagogy: Scenes of Rapproachement and Alienation" (in Curriculum Inquiry, 43(1), 2013.]

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