Like…,
Born during Eisenhower’s last months of office to parents who were teachers, the father a textbook writer and veteran of WW2, with an endearing set of grandparents the male of which was a newspaper editor, it was more example and assumption, the long dinner table conversations with colleagues and political meetings where I was in the background, that conferred a form of Traditional Knowledge: respect for and expectation of higher learning. This traditional knowledge came with certain assumptions that did not prove to be safe ones regarding the esteem that knowledge and reading skills enjoy in our society, but, when I was turned over to Pittsburgh Public Schools, I submitted gladly on the illusion of being safe in the care of those whose chore was to communicate Authoritative Knowledge as to the best form that life preparation and cultural development would take. At this time, during a protest era causes of which ranged from bussing to Vietnam, a mainstream counterculture was in vogue as well. Within this situation came a conflict of form regarding the merits and meaning of Experiential Knowledge including fraudulent interpretations from within the offices of Authoritative charge.
To govern this mayhem within the guidelines of our assignment takes work and invention, but I found a source or sources for each of these fields and their special context in peer-reviewed journals by which to navigate a narrative about what may be useful to glean from an unorthodox conflict of socially acceptable forms that took place and the issues arising, most conspicuously the right of those who failed in their charge to conscript into silence. This leads to a concluding category which regards Integrative Knowledge by which I define this text in a summarizing peer-reviewed journal.
Like…,
Don’t say Derrida
Very useful to this purpose were sources outside the mandate of the assignment in simple Google domains. This internet plumbing differentiates it from mediums past in that the presumption of access to internet sources which places the writing in a context often in digital disconnect from the era in which the events described took place, and this confers a moderate obligation to use such introductory sources creatively to moderate a recapitulation of the era addressed. The Assembly of First Nations website on Traditional Knowledge begins with the plank: “there is no universally accepted definition of “traditional knowledge.” My father’s book Humanizing the School dramatically announces in its onset, “a school cannot afford to be witless about its purposes.” He goes on to point out that in trying to foster intelligent, decision-making talents in a modern industrial society with comprehensive background in the factors at work in Our Commonwealth requires educators to take heed of the consequences involved in what they are teaching, particularly when it comes to science. A survivor of the atomic war zone, stationed off Northern Japan, the issues of nuclear science, the topic of his first post-war textbooks, haunted him to his deathbed. I was expected to understand all this, and the Kennedy assassination, before I turned eight. But, an encourager of reform, he stressed with great emphasis that not all creative excitement need be uncontrollable and destructive. To the contrary, he hoped that teachers would look for greater involvement in the concerns of the young and less detachment as authority figures.
From Iowa, I think my father was under some misapprehensions regarding the City of Pittsburgh’s Public School system that allowed a vivisection experiment behind his back authored by counterculture antagonists from within the deep parochial atmosphere of the private lobby. His thoughts were good ones, I suspect, that the school system was in the process of reform and simply needed to adjust to the times in order to serve the upbringing of the children. He simply, gravely and tragically underestimated Andy Warhol. Scholastically and professionally there was no reason to doubt that his high hopes were legitimate. He was a friend of one of the most committed and prominent black Principals of a huge high school I eventually attended as well, Wm. A.G. Fisher, a fantastic individual.
Although many of my father Ryland Crary’s books discuss the evolution of schools, from normal schools to the rise of the Bismarckian super high school, I enlisted this article from a proquest search both for its timeline and for its focus on the expectations that seem worthy of a Public School as a Traditional expectation. Even if the educated parents had known of the trouble ahead in East Liberty District of Pittsburgh they may have put their faith in the school system anyway. Speaking of a 60’s inspired inner-city project to reduce the tension caused by troubled youth, Doyle (2018) “In hopes of preventing local children from becoming delinquents, the Project aimed to redirect the locus of their emotional maturation away from emotionally damaging homes and into the school as the community’s new center”. Although my experience was bitter at the hands of white racists who resented me, the project Doyle refers to was hoping to address and relieve a black neighborhood. A complex reading of the situation would be required to understand how the white juvenile subculture enjoyed the idea of black hoodlums being painted for victims of poverty as a license for themselves, in turn being applauded for that cynicism by black beneficiaries of the liberal faith. Doyle (2018) “This historical examination of mid-century crime prevention and mental care expansion in Harlem intervenes in two historiographies: psychology and its relationship to the urban crisis,and psychiatry and its engagement with African Americans”. (Doyle, p.2, 2018)
Unsavory traditions towards American black students in the time of Martin Luther King’s influence weighing in on social change are clear, particularly in the time frame immediately following his death in which I was brutally waylaid and nearly killed by policeman’s children in the area KKK as a traitor to my race (although on one occasion I was rescued by total strangers who were young black men, the Pittsburgh NAACP scorns the idea of any sort of martyrdom in the matter, exclusively because I am white and that inhibits their idiom, a point I will not return to, but which lends hardship to my every waking hour.)
Like…;
Don’t say like Anne Frank!
My explorations of Authoritative Knowledge also initially developed on simple Google based searches, providing a unique access point in an article comparing recorded dialogue between a control tower for aircraft and a delivery room for birth in a hospital recording labor and delivery. This is a document about Authoritative decision-making in critical care normative environments giving weight to the notion: In Man We Trust.
(Jordan, 1992) writes, “parallel knowledge systems exist and people move easily between them, using them sequentially in parallel fashion for particular purposes,” much as popular magazines might be used for psychology writing or academic journals. “But frequently one kind of knowledge gains ascendance. The legitimation of one way of knowing as authoritative dismisses all other ways of knowing.” Her purpose is to describe how decision making in computer oriented workplaces has become an occupational standard, much as our new age of internet research at school. “The devaluation of non-authoritative systems is one mechanism by which hierarchical structures are generated, maintained and displayed.”
Into this discourse was inserted the libel of truancy.
Dislocation was part of the experimental treat the tricky school Administration offered. The deafened student was sent to the office having bitten its fingernails bloody with terror and tears. Asked why, he cried, “they are going to kill me.” When, after trying to get help from the church across the street the occupants threw him out into an armed gang, the child disappeared for months (years later the church in question confiscated his fiance to help the University researchers, announcing that the child now having been subject to what Hitler called, “the final polish,” by chemical castration was an unfit husband). The school, noting the absence in freezing snow of the crying child, disappeared into stolen cars at the demand of armed child traffickers, the school never reported the absence or called home. Aided by Law Enforcement and the Pennsylvania Bar, they found ways with Labor to gobble up decades of time in disability slave labors as revenge for seeking help. Far from reporting the outrage, they slandered the child as “bringing it upon himself in order to learn from it.” (Mervis, Post-Gazette) When a deaf woman finally taught the golem sign language she was raped.
The purpose of the Experiential Knowledge “impinged on the persona’s experience” (Karl) such as the “persona being subjected to successive degradations,” (Karl) was certified in the direction of the voice-overs, to generate a personality by fusion of experience and a nerve agent, “in jest” (Burstyn) that would result in a diametrical opposite of the intention behind education: tragedy, dysfunction, dislocation, blame, seizures, and hysteria, while overloading the living corpse with slander that it lacked the sense, due to deafness, to discern, while indoctrinating the golem with acceptance, depicting all forms of dissent as heresy and invitation to deadly reprisal. Admittedly this is abridged as the situation got darker with the AIDS attack, the voice-overs taking the tone of moralizers about “the nature of reality.” Thus, in the course of the University of Pittsburgh’s malicious concocting, the object lesson was announced as in faithful to its purpose, becoming grudging, but they failed to provoke the necessary act of self-defense to obscure their insidious depravity under counter-allegation, and so in spiteful disregard of the opposite being true, a jealous lover of my former fiance had his contacts lure me to Seattle for further study by medical malpractice enthusiasts. No explanation was bothered with concerning the attending voice-overs, loud and clear in the public domain where the golem was jeered by name in letters of note, of the golem being “naive” and “idealist” a “pussyball” and “having invited blindside attack upon itself in order to learn from it” (Mervis). Seattle Central Community College was so brave as to declare that the golem did not belong in school, and was a troublemaker for trying to stop the gang that went on to ripper murder Shannon Harps.
This quandary is perhaps best address by the roadkill dumbzine The Atlantic Monthly in an article they surrendered concerning the evolution of the word: like. “We miss that the hedge is is just plain nice, something that has further implications for how we place this like in a linguistic sense. This is, like, the only way to make it work, does not mean, “Duhhh, I guess this seems like the way to make it work … an equivalent is “Let’s take our pill now,” said by someone who is not, themselves, about to take the pill along with the poor sick person.”
Arriving at the condition of the golem in the post-operative transom, one is taken to the problem of dissent in oppressive administration. While the likelihood of outright failure and expulsion is rather limited in Tacoma Community College, where people know me well, the prospect of ongoing deadly harassment, allowed from within the community by persons whose status is preferred, is a recognizable hazard known in other fields of repression, notably occupied Czechoslovakia where the ability to circulate views at all was heavily policed. Ironically, it is those social forces watchful and punitive towards reporting this arrangement, for Vaclav Havel was well disposed towards Warhol’s charade. The reason I thought there was hope is that I thought they were hiding what they were doing and persons of self-respect would respond to the evidence. I was wrong on both counts.
The Integration of Knowledge that occurs during an occupation is a form of conscription to self-destruction that plays out against the desire to warn and create conditions whereby survival of authenticity is possible. This work testifies to the criminally insane, but just as eloquently to the slave escaping a prison of stone. Karel Kovanda in an article about Charter 77 in Czechoslovakia refers to the tendency to regard dissent as a defective inherited trait, indicating a certain logical progression towards targeting a liberal’s child. A good deal of dogma used this incidence for a dumping ground by Warhol. (Smith, 2013), wrote of a historical development in childhood development theory, “Values clarification rejected obligatory moral values and encouraged students to decide for themselves what they believed to be right or wrong. Character education through values clarification often involved providing students with opportunities to increase their self awareness and help them determine their own values. Teachers were encouraged to be neutral and take the role of facilitators rather than instructors or indoctrinators. This values clarification approach to character education was also strongly criticized for what many saw as the promotion of moral relativism. Criticism was particularly strong from people who believed in a brand of morality that took a strong stand on the importance of children being directly taught what was right and wrong.” Characteristically of the sophistication accorded Authoritarian counter-attacks this translated into the view that the adults attending could do no wrong.
Works Cited
Jordan, Brigitte, (1992) Technology and Social Interaction: Notes on the Achievement of
Authoritative Knowledge in Complex Settings, Institute for Research on Learning, Palo Alto Research Center, p. 7.
Smith, B. H. (2013). School-based character education in the united states. Childhood
Education, 89(6), 350-355.
Rhodes, Matthew. "National Identity and Minority Rights in the Constitutions of the Czech
Republic and Slovakia." East European Quarterly, vol. 29, no. 3, 1995. History Study Center.
Doyle, D. (2018). Slums, race and mental health in new york (1938–1965). Palgrave
Communications, 4(1) doi:http://dx.doi.org.tacomacc.idm.oclc.org/10.1057/s41599-018-0068-x
Burstyn, G., Story of the Bird, Bryn Mawr College.
Karl, G., Structuralist Approach to Music and Fable Analysis.