Essay 20: Becoming an Education-Processor (Continued)

We have just seen how the notion of going from processee to processor in education can bring some empowerment, shape and form to the educational “welter.”

Let’s give another simple example.

Consider this sentence from the classic work, The Triumph of the Middle Classes:

“In 1890 the stock exchanges of London, Paris, Berlin and New York, controlled the economic progress of the whole world.”

(Prof. Charles Moraze, Triumph of the Middle Classes, Anchor Books, 1966, page 525)

Stand back (i.e., using meta-intelligence) and the statement in this book is at the intersection of geography, financialization of the world, rise of stock markets, Western coerciveness, hegemonial policies, accidents of history, global division of labor and power, and so on.

This implies interrelated “webs of changes,” à la Bronowski, whom we have just seen in the previous essay.

To use this mega-question as a circumnavigatory device in trying to “process the campus” could empower the student and lead to a lifelong quest to understand, part of a full mental life and indeed life itself.