Who can learn apithology?

Apithology as a field of education is available to all members of humanity.

There are children’s books, art installations, physical toys, on-line courses, and complex mathematical and abstract theory papers.

Some of its forms are designed to require simple repetition and others enable learning by pure movement forms without words.

In fact, there is a theory that if everyone was to learn this way of engaging with the world at an early age, different possibilities in thought would come much more easily to us collectively, and this would be so increasingly – generationally.

One limitation currently is because apithology uses precise words as signifiers of meaning, there are only English language forms available at present. Translations, not made by apithology practitioners, are probably more misleading than informative to the new learner.

Presently, it is easier to learn an English vocabulary for apithology thinking, than it is to learn apithology from any translations into a non-English language.

This is because apithology actually has its own lexicon of thought-forms which become inherent in its selection of words and text formats.

We may notice this in the way that apithology sentences and texts are even written differently.

As someone once said: “This may be easier to dance than to talk about”.

How can I learn apithology?

This is a such an interesting question – as it actually defines a significant part of the field of apithology research. The answer to ‘how can I learn apithology’ is: ‘apithologically‘.

This is not a tautology, rather it acknowledges that the field that examines generative dynamics is only accessible, by making the specific dynamics of generative learning observable, as a phenomenon.

The experience gained in doing apithology learning suggests that traditional pedagogy transmits knowledge and methods of knowledge already discovered proficiently. However, the forms of generative learning used in apithology require a different pedagogical premise. This theory of generative learning is called ‘apithagogy‘ and (when done well) reflects apithology theory and practice in its structure and processes.

In essence this is the type of generative learning humans do when initially mastering language skills in infancy and the rapid development of mastery in an unfamiliar skill that can be guided expertly (e.g. mountain climbing, crafting, juggling).

In terms of technical educational theory the learning of apithology requiries a conjunction of coherent foundational concepts, orientation towards the unknown  generative, and integrations in orders of complexity through unfolding domains of relational ontology.

In developmental psychology theory the learning theory for apithology is beyond trans-disciplinary processes or meta-paradigmatic nominalism, using instead forms of humanity-scale para-paradigmatic constructivism.

All this means really is apithology is best learned as a practice of the ’embodied generative’, where each step of the learning pathway, leads to and enables well the next – in expanding orders of complexity, empathy, and personal capacity.

How do I reference apithology theory?

For those looking for a quick reference to the concept, without any further reading, the simplest way is to insert the following (APA Style) citation:

Varey, W. (2008). Apithology: An emergent continuum. Aspects of Apithology: Journal of Apithological Practice, 1(1), 1-7.

This original article is a re-print from a paper published on 16 October, 2004.

Being a short article (in a vast field) your use and understanding of the idea will be readily transparent from your use of this reference.

For the source of the concept (if interested) you can read and download the referenced article (in full) here: http://aspects.apithology.org/Aspects.Vol.1.No.1.pdf

Date: 12.04.2016

Learn Apithology

A Different Horizon of Inquiry

Apithology is a discipline of inquiry that commences from an unfamiliar starting place. Instead of waiting for pathology to arise and then to seek the source of its cause and its elimination, apithology commences from a different horizon of appreciation. It looks at the essential and necessary causes of generative health, ensuring these are present so that pathology is necessarily absent. Its focus is less on problems and finding solutions, and more on enduring benefits and the discovery of paths to generation. This approach requires of practitioners in apithology specific instruction, training and methods of inquiry.

Lead Socially

Guiding New Forms of Practice

The practice of Apithology is a vocation for a special group of people. They have as their motivation a natural sense of caring for humanity. More than a humanitarian compassion for other people, those seeking to learn the work of apithology hold a sense of care for humanity in its entirety. While they may be from many political, ethnic, spiritual and professional fields, the trait they share is a desire to leave an enduring legacy of benefits for all.