Talk:Sublimation (psychology)
From Wikipedia, the free encyclopedia
Besides the current page, there is another aspect of Sublimation in the field of education and learning readers might need to be aware of. Example is found in this URL: http://zulenet.com/VladimirDimitrov/pages/sublimelearning.html
6. Bootstrapping Effect of Sublime Learning
When learning to understand an unknown object (a phenomenon, a process, an experiential event), we try to move beyond the fuzziness (uncertainty, vagueness, ignorance) of what we know (or do not know) about this object using the findings of other researchers and our own exploration.
If we explore ourselves, we rely on our own knowledge about ourselves to move beyond the fuzziness imbedded in this knowledge. And there is no other way to move beyond the fuzziness, except by using our own knowledge, that is, the knowledge characterized by the same degree of fuzziness. So the process of understanding ourselves, which is at the core of sublime learning, is a process of realisation of a self-referential procedure - a 'bootstrapping' of fuzziness, that is, pulling of fuzziness from one's knowledge by its own bootstraps and moving from one level of one's understanding and knowing to another level (presumably, higher than the level from where the fuzziness moves). The challenge is to create conditions, which facilitate this bootstrapping.
The ability of learners to create conditions for fuzziness 'to pull itself by its own bootstraps' mirrors the degree up to which they have succeeded in subliming their knowledge into wisdom. The higher this degree, that is, the deeper and broader one's understanding (knowing, experiencing, thinking, feeling) the more 'energetic', active and flexible is the fuzziness and it is easier for the learner to make it move and change - shrink or expand, accelerate or slow, 'harden' or 'soften', transform and transcend (Dimitrov and Hodge, 2002). By exploring the fuzziness - its sources, causes and factors affecting its resilience, one is able to find out how to activate its bootstrapping.
When we say that fuzziness of our knowkedge has moved to another level, this means that our understanding has moved to another level also, and what seemed fuzzy and incomprehensible for us at the level, from where fuzziness has pulled itself, has become clear and comprehensible. Of course, this does not mean that there is no more fuzziness, that we have won the battle with it and succeeded in extinguishing it once and for all from our consciousness. Fuzziness is still 'alive' at each new level of our understanding: full of vigour and potential to become denser or expand wider. One can call the new level 'higher' or 'deeper', it does not matter; what matters is that in the process of learning one's understanding has become deeper, that the limitations imposed by fuzziness at one stage of the process of learning have been transcended. The learner will soon encounter the limitations that another kind of fuzziness imposes. These limitations challenge us to persist in our learning: to continue exploring fuzziness further and testing the degree of development of our wisdom, while trying to make fuzziness 'bootstrap' again.
For a pretty straightforward topic, it is amazing how this Wikipedia entry says so little, and in such a confusing way! —Preceding unsigned comment added by 200.162.214.42 (talk) 13:12, 19 May 2008 (UTC)
