This question is an extension and an attempt join the following papers:
Preprint The Eudaimonia of Identity & Self-Motivation: How Relevant a...
Preprint Transfer From & Between Worlds: A Cross-Comparison between S...
It also aims to advance a decade long effort to formulate and articulate a new theory of learning as initiated by this visual essay/ research report:
Preprint The Experiential Grammar of Liquid Technology: Towards the F...
Commonalities Between Aristotle's Eudaimonia & Zhuangzi´s Dao
Eudaimonia in ancient Greek philosophy and the Dao (Tao) in Chinese philosophy, particularly in Daoism (Taoism), share some similarities in their overarching themes and perspectives on living a meaningful and fulfilling life.
However, they arise from distinct cultural, philosophical, and historical contexts. Here are some comparisons between Eudaimonia and the Dao:
Harmony with Nature:
Eudaimonia: In Greek philosophy, living in harmony with nature is associated with the idea of aligning one's life with the order of the cosmos and with reason. It involves recognizing and fulfilling one's potential as a rational being.
Dao: Daoism emphasizes harmony with the Dao, which is often described as the fundamental principle or force that underlies and unifies the universe. Living in accordance with the Dao involves attuning oneself to the natural order and rhythms of existence.
Virtue and Conduct:
Eudaimonia: Virtue is a central component of Eudaimonia, and philosophers like Aristotle identified specific virtues (e.g., courage, wisdom, justice) as essential for a flourishing life.
Dao: Daoism also values virtues, but it often emphasizes a more spontaneous and natural expression of virtue. Virtuous conduct is seen as flowing from being in harmony with the Dao rather than being rigidly prescribed.
Non-Striving and Wu Wei:
Eudaimonia: While Greek philosophy emphasizes the importance of virtuous action and the development of one's potential, it doesn't explicitly advocate a concept similar to Daoism's wu wei (non-action or non-striving).
Dao: Wu wei is a central concept in Daoism, suggesting that one should act in accordance with the natural flow of the Dao, without unnecessary effort or force. It involves spontaneous and effortless action, aligning with the Dao's inherent order.
Individual vs. Cosmic Perspective:
Eudaimonia: The focus in Greek philosophy is often on individual flourishing and the development of personal virtues within the context of the polis (city-state) and social life.
Dao: Daoism often takes a more cosmic and holistic perspective, emphasizing the interconnectedness of all things. The Dao is not just a personal path to follow but a universal principle that permeates everything.
Ethics and Morality:
Eudaimonia: Greek philosophy, particularly in the ethical teachings of philosophers like Aristotle, provides a systematic framework for moral reasoning and the cultivation of virtues.
Dao: Daoism, while valuing moral conduct, tends to approach ethics in a more intuitive and context-dependent manner, with an emphasis on spontaneity and responsiveness to the situation.
The Holobiont through the Worldviews of Aristotle & Zhuangzi
The holobiont is a biological concept that refers to a host organism and its associated community of symbiotic microorganisms, collectively known as the microbiota. This concept challenges the traditional view of an organism as an individual and emphasizes the interconnectedness between a host and its microbial inhabitants. Let's explore how the holobiont concept might relate to the synthesis of Eudaimonia and Dao:
In essence, the holobiont concept provides a biological metaphor that can be extended to philosophical and ethical considerations. It encourages a more interconnected and holistic perspective, aligning well with the synthesis of Eudaimonia and Dao that seeks to integrate individual virtues with a broader understanding of cosmic harmony and balance.
The Liquid (Holobiont) Learner in a Holistic Learning Theory: The Symbiotic Path to Flourishing Wisdom
To integrate insights from Eudaimonia, Dao, and the holobiont concept to propose a holistic theory of learning that goes beyond traditional educational paradigms. This theory posits that learning is not merely an individual cognitive process but a symbiotic relationship between the learner, their virtues, the cosmic order (Dao), and the broader learning ecosystem.
Thus the Liquid (Holobiont) Learner theory envisions a symbiotic relationship between the learner, virtues, cosmic harmony, and the learning ecosystem. It embraces diversity, spontaneity, and adaptability, fostering not just the accumulation of knowledge but the development of virtuous individuals who contribute to the flourishing of the broader learning community and the cosmic order.
Please see also:
https://www.researchgate.net/post/What_is_a_Liquid_Holobiont_Learner2
Image Source: https://www.frontiersin.org/articles/10.3389/fphys.2020.566968/full
André Valério Sales I can most certainly do what you suggest. For now, you might want to look more closely into
Preprint The Experiential Grammar of Liquid Technology: Towards the F...
What's missing in this "visual essay" is Zhuangzi. Since this research report is 10 years old, I have gradually filled in the gaps via Zhuangzi.
Over the years, through asking (largely myself) the following questions, I can finally consciously articulate what my unconscious intuition senses.
André Valério Sales
Here are some questions I raised in relation to understanding TECHNOLOGY & TURBULENCE, perhaps these inquiries can help you trace back from where my lines of enquiries originated and how they developed in the past decade.
https://www.researchgate.net/topics
https://www.researchgate.net/post/Why_ACCELERATION_GAMES_are_NOT_the_SAME_as_SPEED_GAMES_hint_BASIC_PHYSICS_Why_the_tortoise_won_in_THE_END3
https://www.researchgate.net/post/I_think_therefore_I_am_not_why_how_does_Schizophrenia_challenges_the_MIND_OVER_BODY_How_might_we_conceive_AI_as_bodies_without_organs
https://www.researchgate.net/post/Why_how_do_Artificial_Selves_via_Western_Medicine_butcher_operate_on_human_parts_organs_What_is_the_TCM_antidote_to_MIND_BODY_SEPARATION
https://www.researchgate.net/post/What_who_is_organising_Organisational_Change_changing_Change_Management
https://www.researchgate.net/post/Why_should_Artificial_Intelligence_be_defined_according_to_machine_deception_of_people_How_do_people_learn_to_deceive_Machine_Learning
https://www.researchgate.net/post/How_do_people_become_obsolete_Do_fast_people_share_the_same_fate_as_everything_built_on_acceleration_of_speed
https://www.researchgate.net/post/FAST_or_and_SLOW_EDUCATION_How_disposable_is_redundancy
https://www.researchgate.net/post/Do_you_think_Elvis_is_still_alive_How_might_we_move_away_from_mind_body_constitutions_to_water_based_states_of_solids_liquids_gas_and_crystals
https://www.researchgate.net/post/Who_what_is_actually_DOING_the_LEARNING_in_DISCOURSES_on_21st_CENTURY_SKILLS_Why_OLD_SCHOOL_TEACHING_matters_all_the_more_in_NEW_SCHOOL_LEARNING
https://www.researchgate.net/post/Why_conceiving_the_self_beyond_body-mind_dichotomies_is_an_impossibility_within_Western_Metaphysics_What_are_the_implications_for_eLearning
https://www.researchgate.net/post/Why_WESTERN_CULTURE_values_COGNITION_and_CHINESE_CULTURE_values_INTUITION_What_are_the_implications_for_MACHINE_HUMAN_LEARNING
https://www.researchgate.net/post/Why_WE_SHOULDNT_TRUST_ANYTHING_we_CANT_DELETE_OR_MODIFY
https://www.researchgate.net/post/What_we_can_learn_about_learning_via_Chinese_Metaphysics_Beyond_Mind_Body_Dichotomy
https://www.researchgate.net/post/What_Technological_Disruptions_are_disrupting_Public_Universities_How_Why_Chinese_Metaphysics_of_the_Relational_Selves_counter_such_Disruptions
https://www.researchgate.net/post/Will_Essay_Writing_disappear_with_Public_Universities_Will_it_lead_to_collapse_of_Tertiary_Education_save_for_a_few_Sandstones
https://www.researchgate.net/post/Why_and_how_HOLISTIC_LEARNING_DE-SIGNS_MATTER_to_EVERYONE
https://www.researchgate.net/post/How_do_Eastern_in_particular_Chinese_Metaphysics_conceive_the_self_How_might_Eastern_Traditions_Philosphy_supplement_Learning_theories
https://www.researchgate.net/post/How_do_traditional_Western_metaphysics_of_the_mind-body_binary_infuse_the_ontologies_of_the_self_by_privileging_mind_over_body_matter
https://www.researchgate.net/post/Why_must_Zynmut_Baumans_concept_of_Late_Capitalism_as_Liquid_Modernity_be_central_to_the_theorisations_of_the_Learning_Arts_and_Sciences
https://www.researchgate.net/post/What_are_the_design_affordances_of_real_and_live_classrooms
https://www.researchgate.net/post/Why_AI_and_online_learning_can_and_should_never_replace_the_good_teachers2
https://www.researchgate.net/post/What_are_eMemory_States_Solid_Liquid_Gas_Crystal_Who_has_the_rights_to_our_memories2
https://www.researchgate.net/post/Learning_Designs_Evaluations_Epistemologies_Why_do_Game_Engineers_Care_more_about_Game_Philosophy_and_Players_Autonomy_than_Educationists
https://www.researchgate.net/post/How_to_Supplement_Behaviouralism_Cognitivism_Constructivism_and_Connectivism_with_Sustainable_Humanism_and_Mindfulness_in_Learning_Theories
https://www.researchgate.net/post/Are-we-heading-towards-human-redundancy-and-intellectual-waste-as-the-tragedy-of-the-commons-Why-are-there-blind-spots-in-university-rankings
https://www.researchgate.net/post/Why_do_Burnout_and_Work_Addiction_groups_have_to_go_underground_How_might_we_understand_the_nature_of_todays_work_workforce_and_workplaces
https://www.researchgate.net/post/Tracking_and_Pricing_Values_in_eLearning_What_are_the_Risks_and_Ethics_of_Precision_and_Imprecision_and_Visibility_and_Invisibility
https://www.researchgate.net/post/How_might_the_3_Key_Ontologies_Mindsets_and_Govermentalities_of_Learning_Technologies_in_CoCo_be_supplemented_with_a_Zen_Approach_to_Turbulence2
https://www.researchgate.net/post/The_Self_of_Technological_Cults_The_Son_The_Father_and_the_Holy_Jobs-Why_Not_All_Electronic_Waste_Makes_It_to_Heaven
https://www.researchgate.net/post/Ontologies_of_Learning_Institutions_Church_Monastery_Temple_Factory_Kitchen_Cafe_Supermarket_Boutique_Hospital_Prison_Sewage_or_Compost
https://www.researchgate.net/post/What_do_we_need_to_learn_in_a_world_of_information_and_material_glut_but_with_endemic_attention_deficit2
https://www.researchgate.net/post/Stillful_Learning_Is_this_the_way_to_combat_human_redundancy
https://www.researchgate.net/post/As_technological_evangelists_have_we_fully_evaluated_the_risks_of_disposing_one_regime_Victorian_school_model_for_another_21st_Century_model
https://www.researchgate.net/post/If-the-knowledge-worker-is-being-displaced-by-technology-what-then-is-left-for-technology-in-education
André Valério Sales
I am also interested how TECHNOLOGICAL TURBULENCE is connected to HUMAN AND MACHINE REDUNDANCIES
Please forgive any overlapping questions.
https://www.researchgate.net/post/What_Is_The_Sextuary_Sector_How_It_Follows_The_Primary_Secondary_Tertiary_Quarternary_Quinary_Sectors
https://www.researchgate.net/post/What_Is_The_Sextuary_Sector_How_It_Follows_The_Primary_Secondary_Tertiary_Quarternary_Quinary_Sectors
https://www.researchgate.net/post/Why_ACCELERATION_GAMES_are_NOT_the_SAME_as_SPEED_GAMES_hint_BASIC_PHYSICS_Why_the_tortoise_won_in_THE_END3
https://www.researchgate.net/post/Why_how_do_Artificial_Selves_via_Western_Medicine_butcher_operate_on_human_parts_organs_What_is_the_TCM_antidote_to_MIND_BODY_SEPARATION
https://www.researchgate.net/post/What_who_is_organising_Organisational_Change_changing_Change_Management
https://www.researchgate.net/post/Why_should_Artificial_Intelligence_be_defined_according_to_machine_deception_of_people_How_do_people_learn_to_deceive_Machine_Learning
https://www.researchgate.net/post/Why_IS_LEARNING_all_about_ONES_AUTOBIOGRAPHY_ones_recollection_of_ones_LEARNING_JOURNEY_What_is_my_learning_journey
https://www.researchgate.net/post/Why_ACCELERATION_GAMES_are_NOT_the_SAME_as_SPEED_GAMES_hint_BASIC_PHYSICS_Why_the_tortoise_won_in_THE_END
https://www.researchgate.net/post/In_the_time-space_space-time_of_turbo_flux_why_must_the_Learning_Organisation_be_governed_not_by_the_CEO_but_the_Chief_Learning_Officer_the_CTO
https://www.researchgate.net/post/Good_GRIEF_are_people_ready_to_MOURN_the_passing_of_what_they_cherish_but_took_for_granted_in_the_NEW_AGE_of_INFINITE_TURBO_DISRUPTIONS
https://www.researchgate.net/post/Who_what_is_IMMERSED_LIQUID_LEARNER_in_VIRTUAL_REALITY
https://www.researchgate.net/post/What_who_is_organising_Organisational_Change_changing_Change_Management
https://www.researchgate.net/post/FAST_or_and_SLOW_EDUCATION_How_disposable_is_redundancy
https://www.researchgate.net/post/Are_we_all_increasingly_becoming_the_self_aka_digital_nomad_in_mechanical_turks_What_working_from_home_really_mean_entail
https://www.researchgate.net/post/Can_AI_BECOME_SOCRATES_Can_AI_fool_ALAN_TURING_schooled_in_CAMBRIDGES_SOCRATIC_METHOD_that_he_is_indeed_being_engaged_in_a_SOCRATIC_DIALOGUE
https://www.researchgate.net/post/Why_conceiving_the_self_beyond_body-mind_dichotomies_is_an_impossibility_within_Western_Metaphysics_What_are_the_implications_for_eLearning
https://www.researchgate.net/post/What_Is_The_Sextuary_Sector_How_It_Follows_The_Primary_Secondary_Tertiary_Quarternary_Quinary_Sectors
André Valério Sales actually I should put just intuition which more a Chinese concept. I threw in " unconscious" to highlight that's somehow connected with each other. You might say that it's my way of combining Eastern & Western Approaches to what SENSES could mean. You ask great questions, keep them coming!
André Valério Sales your question has prompted me to think more about this question:
https://www.researchgate.net/post/Why_is_learning_more_than_just_encoding_and_decoding_information_What_does_learning_has_to_do_with_our_senses
André Valério Sales thanks for pointing that out to me, will definitely more into it.
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