Asa, as always, you pose some most difficult questions, and I have come to expect this.
I once had a calculus teacher that always gave problems on the test, that included material we hadn't been taught. Everyone failed the tests, but he then graded it on a curve, judging by our abilities to use our previously learned information to approach the problems. Nobody got the answers correct, but he was evaluating our insight into the problems, not looking for the answer. In some ways, I find your approach to be similar. It is always interesting.
Regarding your question about "exclusivity as an originating oriention", that is an interesting question, isn't it? Can we be exlusive, or must we be all inclusive, and are they, in fact, the same? I would, of course, say that they are the same, but at different degrees of focus. To relate to your airplane analogy above, the man on the ground is not even seen by the man in the plane,and the ground appears to be almost stationary to the man in the plane. The man on the ground sees the airplane as moving very slow. In both cases, the actual relative speeds are the much higher, but the points-of-view make things appear different. So this is a case of relative point of view, is it not?
And as we know from quantum physics, the relationship of the observer is a factor in the evidential manifestation of the event. Much like Von Schroedinger's cat. Is it still alive in the box, or dead? The current school of thought is, that it exists merely as a probability wave until the observation is made, at which time there is a manifestation of a single point on the probability wave(for that given relative point of view).
As such, we may look at this phenomenon as a continuum, with events manifesting as observation points, or we may look at it as observation points occurring out of a continuum. Like the particle and wave theories. When we view a particle, we know little of its wave behavior. When we view a wave, we know little of its particle behavior.
It's point of view.
So, now that I have prefaced this with some background for my statements, I do say that exclusivity can be taught as an originating orientation, and still not be ignorant of the inclusivity of the overall context.
To put an eastern philosophical slant on this, one cannot take a step without putting his foot down somewhere. While it can be known that all ways are possible, one way must be chosen in order to move from your spot. One hand clapping is a koan, but two hands clapping is an event. The first is an example of the wave, and the second is an example of an observable event. They are not mutually exclusive, but exist in different ways. The all, and the one. The "all" is inclusive, and the "one" is exclusive. Are they apart? Are they separate? No, they are not, but they are used in different ways.
To go back to science for a minute, movement is defined on a vector. When movement is desired(taking a step), it is possible to take a step an all directions, but only one at a time. When the one step is taken, the direction is an event. That is exclusive. Prior to the step, all directions were possible. That is inclusive. The same, yet different.
Now, for teaching to take place, there must be a defined vector, because without it, there is only "all". "All" can also be defined as "nothing" because the probability wave of "all" is continuous until an event is defined along that wave somewhere. When a student needs to move(on a vector) from his current state, to another state(higher learning), a step must be made, thus defining the direction of the vector. His teacher evaluates the direction of the vector, to show him whether his step was closer or further from the teacher's instruction. So, there is a constant interaction of inclusivity(all), and exclusivity(one) in the learning process. The consecutive steps toward the desired goal along a particular vector can be called learning. It is a process of selecting certain points(events) from the changing probability waves(contiunuum), to effect the desired result.
So I do say that exclusivity as an orientation, is consistent with the teaching approach, inasmuch as the exclusivity is an inherent part of the inclusivity that it is "plucked" from. The consecutive selections of these events from the continuum, that can be called the "learning process" is actually forming a wave of its own, with events selected from other waves, and is only possible by a sentient being,that is capable of effecting his own changes on the ultimate continuum of existence/non-existence.
Please don't get out the bamboo stick.
I once had a calculus teacher that always gave problems on the test, that included material we hadn't been taught. Everyone failed the tests, but he then graded it on a curve, judging by our abilities to use our previously learned information to approach the problems. Nobody got the answers correct, but he was evaluating our insight into the problems, not looking for the answer. In some ways, I find your approach to be similar. It is always interesting.
Regarding your question about "exclusivity as an originating oriention", that is an interesting question, isn't it? Can we be exlusive, or must we be all inclusive, and are they, in fact, the same? I would, of course, say that they are the same, but at different degrees of focus. To relate to your airplane analogy above, the man on the ground is not even seen by the man in the plane,and the ground appears to be almost stationary to the man in the plane. The man on the ground sees the airplane as moving very slow. In both cases, the actual relative speeds are the much higher, but the points-of-view make things appear different. So this is a case of relative point of view, is it not?
And as we know from quantum physics, the relationship of the observer is a factor in the evidential manifestation of the event. Much like Von Schroedinger's cat. Is it still alive in the box, or dead? The current school of thought is, that it exists merely as a probability wave until the observation is made, at which time there is a manifestation of a single point on the probability wave(for that given relative point of view).
As such, we may look at this phenomenon as a continuum, with events manifesting as observation points, or we may look at it as observation points occurring out of a continuum. Like the particle and wave theories. When we view a particle, we know little of its wave behavior. When we view a wave, we know little of its particle behavior.
It's point of view.
So, now that I have prefaced this with some background for my statements, I do say that exclusivity can be taught as an originating orientation, and still not be ignorant of the inclusivity of the overall context.
To put an eastern philosophical slant on this, one cannot take a step without putting his foot down somewhere. While it can be known that all ways are possible, one way must be chosen in order to move from your spot. One hand clapping is a koan, but two hands clapping is an event. The first is an example of the wave, and the second is an example of an observable event. They are not mutually exclusive, but exist in different ways. The all, and the one. The "all" is inclusive, and the "one" is exclusive. Are they apart? Are they separate? No, they are not, but they are used in different ways.
To go back to science for a minute, movement is defined on a vector. When movement is desired(taking a step), it is possible to take a step an all directions, but only one at a time. When the one step is taken, the direction is an event. That is exclusive. Prior to the step, all directions were possible. That is inclusive. The same, yet different.
Now, for teaching to take place, there must be a defined vector, because without it, there is only "all". "All" can also be defined as "nothing" because the probability wave of "all" is continuous until an event is defined along that wave somewhere. When a student needs to move(on a vector) from his current state, to another state(higher learning), a step must be made, thus defining the direction of the vector. His teacher evaluates the direction of the vector, to show him whether his step was closer or further from the teacher's instruction. So, there is a constant interaction of inclusivity(all), and exclusivity(one) in the learning process. The consecutive steps toward the desired goal along a particular vector can be called learning. It is a process of selecting certain points(events) from the changing probability waves(contiunuum), to effect the desired result.
So I do say that exclusivity as an orientation, is consistent with the teaching approach, inasmuch as the exclusivity is an inherent part of the inclusivity that it is "plucked" from. The consecutive selections of these events from the continuum, that can be called the "learning process" is actually forming a wave of its own, with events selected from other waves, and is only possible by a sentient being,that is capable of effecting his own changes on the ultimate continuum of existence/non-existence.
Please don't get out the bamboo stick.