Finally, this effort is feeling conclusive, which I hoped for from the outset 2+ yrs ago. With the discovery of the socialist emergence from the "Jewish settlements in the Pale," the pure negativity of academic oligarchy the possibility of scientific rehabilitation in an aboriginal context. Cultural "fleshing" will continue with reprints of currently-relevant recently-historical experiences, often gangster, while "the Pale" experience is solidified upto present revolutionary efforts. The hope is to create a hinge with which to restore revolution as evolution after the excessively long period of oligarchic occupation -since 500BC.

Then, probably, the entire blog will be consolidated and "put to rest" with the first wikified writing about the occupy dialectic two years ago.

The Dialectic is not necessarily metacognitive: Dialectic experience in chruch

Note: this extends an earlier "Dialectic in church" article.

The relationship of dialectic to metacognition is a given, but the two are different, perhaps on different levels. As the dialectic is a component of education, you can find it in nearly every one who has experienced academic introjected education (from Carl Rogers, as opposed to experiential or constructive learning).

I experienced an example of the dialectic happening without metacognition in my favorite church near New Paltz, NY.  It is a "church of prayer" where any attending have the opportunity to voice concerns so that the pastor can organize prayer around those concerns, which is highly empathic (and unusual for churches).  

The most common concerns in these prayers are for sick or troubled family members, or those whom parishioners hear about in the community.  Prayer also goes out to those in danger elsewhere such as soldiers, victims of war or natural disaster, and others in danger or the "line of fire," demonstrating the church's "distance" empathy.

Often I attempt to stretch the empathy to needs that go across society rather than people.  Recently I learned of the power of music in education from studies that can directly correlate musical activity to higher brain functioning.  Thus I formed a request to preserve or restore music in education. I knew this would be accepted as many parishoners are teachers, but the prayer request was altered dialectically in a way that shows the dialectic in those who are not metacognitive (that is to say living in a synthetic mind within their real mind).

When I introduced the request, I was certain to cite the study that inspired the request.  However, Science is often suspect to the religious, and the pastor seemed to struggle a little when I mentioned the study, which I expected.  However, unexpected was a change in the prayer context by the teaching members of the parish who started voicing personal concerns about education, most of which affected them directly.

Some where the burden of paperwork designed to offset benign corruption, others were about paychecks, firings, etc.  Music was completely eliminated from the prayer format, and the prayer when towards the educational system, as an institution -- something I am personally opposed to as it is didactic and increasingly dialectical (through the introduction of metacognitive education).

Thus we see an example of Hegel's thesis-antithesis-synthesis tripartite.   The abstract concept, or thesis, that I introduced --that music empowers students apparently beyond any other "discipline"-- was not just reduced to a struggle for survival, but effectively "killed-off" in the antithetical phase.  The synthesis that resulted from the antithesis was typical of synthesis: it revolved entirely around personal resource gain (from my empathy model), and then moved towards the enhancement of the very system that is causing the problems in the first place.  That is to say the dialectic/didactic institution that is killing off music for the youth (in many ways besides this particular one).

Suffice to say that the actual described problem is trivial; I really don't care what the church prays about because my "worldview" is that it is the prayer itself, and especially in the group context (as Christ said it should be) that is so effective, and is supportable by neurological understanding.  Further, the church group is in no way metacognitive -- they are founded in the current reality, support modern Science (and related teaching methods), and are decidedly anti-reactionary despite being conservative in many (rural) ways.

The important thing here is that the "incident" shows that the dialect and metacognition are decidedly different, and from the experience I am beginning to abstractly sketch out (or hypothesize) that metacognition is on a more neurological level and the dialectic is on an interactive level.  This is to say that metacognition (as a personal construct) can infect social interactions, especially if it is the "method" of state, which the dialect most certainly is--for 2500 years.  It is certain, also, that the dialectic put Christ on the cross, and it may not have been a specifically Roman (and colonial) dialectic, but possibly the ancient Hebrew dialectic that we see in the death of Christ's own pastor, John the Baptist.  Further, there is evidence that the Roman Centurions protected the early Christians (who where Jews, as was Christ) from the very angry Zealots, who were violently opposed to opening Judaism to the so-called gentile Greeks and Romans by removing the requirement for circumcision and by reducing the nearly 1K Hebrew religious laws to merely a handful focusing on loving self, others, and God.


Cognitive Control in Auditory Working Memory Is Enhanced in Musicians by Karen Johanne Pallesen, Elvira Brattico, Christopher J. Bailey, Antti Korvenoja, Juha Koivisto1 and Albert Gjedde Synno¨ve Carlson

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