Re: DSM: On Hybrid schools . . . Our Trojon Horse?

From: Martin Wilke (martin.wilke@gmx.net)
Date: Sat May 12 2001 - 14:13:38 EDT


Joe Jackson schrieb:

> therefore, the
> distinction of a hybrid school is not semantic to me. It's either Sudbury
> or it's not.

But there is no exact definition of what makes up a Sudbury School.

Martin Wilke

> > -----Original Message-----
> > From: owner-discuss-sudbury-model@sudval.org
> > [mailto:owner-discuss-sudbury-model@sudval.org]On Behalf Of Ardeshir
> > Mehta, N.D.
> > Sent: Friday, May 11, 2001 12:35 PM
> > To: discuss-sudbury-model@sudval.org
> > Subject: Re: DSM: On Hybrid schools . . . Our Trojon Horse?
> >
> >
> > Hi everyone:
> >
> >
> >
> > Scott David Gray wrote:
> >
> > > ...
> > >
> > > The very thing that has made Sudbury Schools successful is
> > > the fact that the trust and freedom are COMPLETE. ...
> >
> > I wonder to what extent the arguments for and against "hy-
> > brid" schools are merely semantic rather than basic.
> >
> > One of my loves is logic, and I have found that in logic,
> > whenever one employs terms such as "absolute", "total",
> > "infinite", "complete", etc., one gets into absurd situations.
> >
> > Thus, for instance, a hypothetically All-Powerful Being
> > must have the power to ask a question that He Himself
> > cannot possibly answer! This is of course quite absurd.
> >
> > Similarly, if one gives others COMPLETE freedom, that
> > must include the freedom to take away the freedom of oth-
> > ers, and to keep it that way for ever and ever!
> >
> > In that case, freedom cannot really be COMPLETE, now
> > can it. It can only be *nearly* complete. *Totally* com-
> > plete freedom entails also the total *lack* of freedom --
> > which is a paradox.
> >
> > These "paradoxes", however, like the "Liar Paradox" and
> > the "Berry Paradox" -- i.e., the paradoxes of saying "This
> > sentence is false" (which is false even if it is true, and true
> > even if it is false!) and claiming that "The undefinable can be
> > defined as <That which cannot be defined>" (which allows
> > one to actually define the undefinable!) -- are merely seman-
> > tic, and have nothing to do with reality. They come about
> > because of the limitations of language. One can *enunciate*
> > them, but one cannot have them in reality: i.e., one cannot
> > bring them to others "on a platter", as it were.
> >
> > Likewise, I think arguments about "TOTAL freedom", etc.,
> > are also merely semantic, and have nothing to do with real-
> > ity. The human mind, being incomplete and finite, just can-
> > not tackle the concept of completeness and totality. It
> > sometimes *thinks* it can do so, but that's an illusion.
> >
> > Best wishes,
> >
> >
> > Ardeshir
> >
> > Home Page: <http://homepage.mac.com/ardeshir/education.html
> >
> > ************************************************
> >
> > BTW: If anyone is interested in exploring this "paradox
> > problem" further, I have discussed it in detail in my book
> > *Critique of Gödel's Theorem*, available for download
> > from my Home Page.
> >
> > A.
> >
> >
> >
> >
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> >
>
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-- 
http://www.kraetzae.de
http://www.demokratische-schule.de

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