Educology is What the Earth Needs Now! Statements of Need for and Effect of Educology
Statement of General Need for Educology: What the earth needs now, as a general need of meeting 21st century cultural challenges, is for the democratic countries, developing on it, to possess the knowledge which empowers the hindsight, foresight, and volition of their populace, and their populace’s states-persons, to successfully compete with the autocratic countries and radical terrorist individuals and organizations, also developing on it.
At stake in the competition is the resolution to the problem “Which populace will control the earth, a populace whose culture is being democratized, a populace whose culture is being autocratized, or a populace whose culture is being radically terrorized?” The general need, then, is for the resolution to this problem to be “a populace whose culture is being democratized.”
Statement of Specific Need for Educology: It follows from this general need that what the earth needs now, as a specific need of meeting 21st century cultural challenges, is for the populace in developing democracies, i.e. the populace whose culture is being democratized, on earth: (1) to be more successfully educated, whereby, this success depends on; (i) the reconstruction of the fragmented body of knowledge about; (a) how to effectively educate someone, i.e. (b) how to effectively organize the practice of the educational process, without so much waste of human talent in the process. Click here for an account of the waste of human talent in education by John Dewey in Chapter 3, Waste in Education, in The School and Society, (ii) into a unified body of educological knowledge, i.e. into educology, and; (2) to continue to be successfully protected by strong military and police forces, as democratically organized cultural institutions, whereby, the continuity of this success, also; (i) depends on (1) above, hence, (ii) depends on educology, i.e. (iii) depends on a unified body of knowledge about the organization of the effective practice of the educational process, without so much waste of human talent in the process.
Statements of Effects of Educology
Statement of General Effect of Educology: With educology (with a unified body of knowledge about the organization of the effective practice of the educational process in developing democracies on earth, without so much waste of human talent), generally, the populace in developing democracies: (1) can better understand the nature of democracy as a government, and as a way of life, hence; (2) can better develop the hindsight, foresight, volition, and states-person-ship, to successfully compete with the autocratic countries and radical terrorist organizations on earth.
Statement of Specific Effect of Educology: And, with educology (unified body of knowledge about the organization of the effective practice of the educational process in developing democracies on earth, without so much waste of human talent), specifically, then, the states-person-ship of the populace in developing democratized cultures will be empowered with a body of knowledge required to successfully reorganize the educational process: (1) as a social process practiced in homes, schools, and other community democratized cultural institutions, and; (2) as a social process, practiced in democratized cultural institutions, that presently includes more mis-educative experiences (democratically destructive learning experiences) than educative experiences (democratically constructive learning experiences), hence, includes so much waste of human talent.
John Dewey makes the distinction between mis-educative and educative experiences as they organically inhere in the educational process, hence as they are involved in producing democratically destructive and constructive learning experiences, therefore, in producing so much waste of human talent in the process. Click here, to see Dewey's book Experience and Education, the book in which this distinction is clearly made. Also, click here to see this distinction clarified in Contributing Paper 2 on this website.
Statement of National and International Interests: What the earth needs now, then, is educology, as a unified body of knowledge about the organization of the effective practice of the educational process, without producing so many democratically destructive learning experiences, as mis-educative experiences, hence, without producing so much waste of human talent. Educology is required for the national and international welfare and defense of populaces in cultures in which democracies are developing on earth.
Work Toward Meeting the Specific Need for and Effect of Educology
The Institute: To work toward meeting the specific need of meeting 21st century cultural challenges characterizing developing democracies on earth, Educology Research Associates/USA (ERA/USA) created The Institute of History and Philosophy of Educology for Developing Democracies in the World (The Institute). Click here to see an account of ERA/USA on this website.
Mission of The Institute: Assigned to The Institute is the mission to research and develop a philosophy of educology, i.e. to research and develop a philosophy of a unified body of knowledge about the organization of the effective practice of the educational process, without producing mis-educative experiences as democratically destructive learning experiences, hence, without producing so much waste of human talent: (1) founded in the philosophy of democracy, as a form of government, and; (2) founded in the philosophy of democracy; (i) as a way of life of a populace enculturalizing itself by conducting critically oriented reflective thinking experiences, hence, (ii) as a democratically oriented evolutionary, rather than a democratically oriented devolutionary, way of life on earth.
Philosophical Awareness: The assignment of the mission to The Institute has been made with awareness that it involves resolving two epistemological problems, i.e: (1) resolving the general philosophical problem of what a unified body of knowledge is, in respect to a culture being democratized, after which, then; (2) resolving the specific philosophical problem of what a unified body of knowledge about the organization of the educational process, without so many destructive learning experiences (mis-educative experiences), hence, without so much waste of human talent, is, in respect to a culture being democratized, i.e; (3) resolving the specific philosophical problem of what educology is, in respect to a culture being democratized.
Earth's 21st Century Problematic Cultural Situation Inducing the Above Statements of Need for and Effect of Educology
From the perspective of The Institute, the earth's 21st century problematic cultural situation, inducing the above statements of need for educology, exists within a past antecedent-cultural-fact and its significance to a present consequential-cultural-fact.
The Past Antecedent-Cultural-Fact
From the perspective of The Institute, the past antecedent-cultural-fact was: (1) culturally created on earth during the 16th, 17th, and 18th centuries (1543-1727) Copernican Revolution on earth, (i) involving Copernicus, Brahe, Kepler, Galieo, and Newton as Scientists, click here, (ii) and, involving Descartes, Spinoza, Leibniz, Locke, Berkeley, Hume, Kant, and Hegel as Rationalist and Empiricists Philosophers, (iii) i.e. during a cultural revolution, (iv) creating the Modern Era of Science and Philosophy on earth, and; (2) continuing during, (i) the 19th century (1809-1882) Darwinian Revolution on earth, involving, specifically, Darwin, as a Scientist, click here, and, (ii) the 19th and 20th centuries (1879-1955) Einsteinian Revolution on earth, involving, specifically, Einstein as a Scientist, click here, and, involving Peirce, James, and Dewey as Pragmatist Philosophers, and; (iii) i.e. during a later and another cultural revolution, (iv) creating the Post-Modern Era of Science and Philosophy on earth, and, (3) further continuing into the 21st century, click here. From the perspective of The Institute, then, the antecedent-cultural fact: (1) created on earth in the past, during the 16th, 17th, and 18th centuries, and, (2) continuing into and during, hence, being significant in and during, the 19th and 20th centuries, and; (3) consequentially, continuing into and during, hence, being significant in, and creating, (4) the present 21st century earth's problematic cultural situation inducing the above statements of need for educology;
From the perspective of The Institute, this antecedent-cultural-fact: (1) was created on earth by the pattern of phases of reflective thinking experiences. Click here for an account of this pattern of phases in John Dewey’s Logic: The Theory of Inquiry, specifically, Chapter 2, The Structure of Inquiry and the Construction of Judgment, in section 2.6 The Pattern of Inquiry. Also, click here, on this website for a critique of this pattern of phases from the perspective of The Institute, specifically, Section C: Conduct and Discipline of Educology, in Contributing Paper 1, a paper in History and Philosophy of Educology, under Contributing Papers; (2) being conducted by Persons as Scientists and as Rationalist, Empiricist, and Pragmatist Philosophers, and; (3) as being conduct organically inhering in, hence, to be freely practiced in; (4) the organization of the knowing process as a culturally oriented natural right's social process. Click here, for the complete text of the Declaration of Independence, specifically, the first paragraph of the text, for the confirmation of the knowing process, as a social process, and as a culturally oriented natural right’s practice by the populace being enculturalized by the Constitution of the USA; (5) leading to the present consequential-cultural-fact.
The Present Consequential-Cultural-Fact
From the perspective of The Institute, the present consequential-cultural-fact is: (1) the earth’s 21st century problematic cultural situation; (i) as made significant by the cultural revolutions taking place; (a) during the 16th, 17th, and 18th centuries leading to the Modern Era of Science and Philosophy, and, (b) during the 19th and 20th centuries leading to the Post-Modern Era of Science and Philosophy, and; (2) is characterized by The Philosophical Fallacy, as the fallacy of selectively emphasizing a specific trait. Click here for an account of The Philosophical Fallacy on this website; (i) in the conduct of the pattern of phases of reflective thinking experiences, (ii) organically inhering in the organization of the practice of the knowing process, and; (iii) as the conduct of the pattern of phases of reflective thinking experiences, (iv) serves as a model for, (v) the conduct of educative experiences (democratically constructive experiences), (vi) organically inhering in the organization of the practice of the educational process, without so many democratically destructive learning experiences (mis-educative experiences), hence, without so much waste of human talent, in the process.
The Institute of History and Philosophy of Educology for Developing Democracies in the World (The Institute), an Initiative of Educology Research Associates (ERA/USA)
