The Global Noetic Repertoire
The Global Noetic RepertoireThe Global Noetic
Repertoire
cultivates multiple insights from across cultures,
disciplines and worldviews throughout history. It particularly includes
those
that can be called holistic,
nondualistic, nonreductionistic, systemic,
processual, integral or in some cases mystical. In the
complementarity among
their indigenous, ancient, and contemporary scientific or
philosophical-hermeneutic forms, these insights engender sustaining,
life-enhancing meanings, values and practices. The ecology of
understanding they
afford thus conduces to the extreme-long-term
sustainability of our shared
coworlding and ecohumane well-being.
The themes of the Global Noetic Repertoire include:
Interdisciplinary, Transdisciplinary and Intercultural Interpretation & Communication•Symbolic, Philosophical & Biocultural Anthropology•Shamanism•Philosophy of Science• History, Evolution & Future of Consciousness•World Literature & Mythopoeia•Theory of Literature• Interdisciplinary & Intercultural Liberal Studies & Humanities•Intercultural Religious Studies•Philosophical Hermeneutics & Hermeneutic Ontology•Interpretive & Axiological Cosmology•Ecophilosophy & Ecohumanism•Ecology & Religion•Ecopoiesis•Globalization & Pluralism•Social Justice•Holism & Nondualism•Nature of Language•Analytical and Archetypal Psychology•Hua-yen, rDzogs-chen, Daoist, Chan, Confucian, Neo-Confucian, Continental & Comparative Philosophy•Zhuangzi•Kongzi•Jean Gebser•Pierre Teilhard de Chardin•Postmodernism•Deconstructionism•Critical Theory•William Blake•Theory of Self-Organizing Systems•Interpretation of Religion•Intercultural Noetics•Permaculture Design• Ecovillage Design•Contemplative & Learning Community
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“Modern physics has taught us that the nature of any system cannot be discovered by dividing it into its component parts and studying each part by itself....We must keep our attention fixed on the whole and on the interconnection between the parts. The same is true of our intellectual life. It is impossible to make a clear cut between science, religion, and art. The whole is never equal simply to the sum of its various parts.” Max Planck
“Heaven is my father and earth is my mother, and even such a small being as I am finds an intimate place in their midst. Therefore, that which fills the universe I regard as my body and that which directs the universe I regard as my nature. All people are my brothers and sisters, and all things are my companions.” Chang Tsai
“The premise of
interest here is that genuinely
interdisciplinary learning
involves not only a multidisciplinary navigation among the facts and
concepts
of different academic fields, but also a penetratingly transdisciplinary
exploration of their, and of our culture’s, respective
epistemic orientations.
Such an exploration inevitably leads, further, to questions of how
other
cultures than one’s own experience and organize
“reality” and knowledge; and
these, in turn, open onto the questions of noetic or consciousness
structures
that may be, unlike the prevailing mental/rational one, aconceptual,
nondualistic, or non-reductionist in nature. Such education, in the
sage précis
of Thomas Berry’s The Dream of the Earth
(1988) is a ‘continuation,
at
the human level, of the self-education processes of the earth itself:
universe
education, earth education, and human education are stages in
development in a
single unbroken process’ (89). As he later
avers, ‘Human
education is primarily
the activation of the possibilities of the planet in a way that could
not be
achieved apart from human intelligence and the entire range of human
activities. In this sense human education is part of the larger
evolutionary
process’ (92). And this process, following