learning

There has been a question open for some years regarding the timing of when people come to apithology?

Unlike other new ideas that seek or demand our attention as a hopeful solution to a known or prompted problem, apithology was designed as discipline of inquiry to allow the discovery of personal knowings from a vast category of questions.

Those with the questions apithology answers, usually find themselves at the doorway to its learning pathways eventually.

What happens next is really a function of three enabling dynamics in conditions, motivations and aptitudes. The guidance is that people find themselves being ‘able, ready and willing’ to begin their apithology learning.

To understand this unique apithology formulation is easy:

some may be able when conditions allow, when other work has been completed, space has been made, and deficiency needs have been satisfied. For some the timing is perfect, some plan for years for this and some are still hoping for that time of arriving.
others are ready when priorities change, work that was requested departs, or new questions appear. Mostly, an idea or hope they had held and needed to prove to themselves first has now resolved itself clearly. Having spoken answers to others and gathered vast information, we may become ready to learn what apithology allows to be newly discovered.
those who are willing often have ability, and opportunity, but also a curiosity that is not satiated by a glib or momentary familiarity. Those willing to learn apithology well arrive with a discernible humility, knowing the inquiry is greater than their present capacity.

While the moment of prompt is always personal, there does seem to be an in common place of commencement in the ‘when’ of apithology.

This appears as each person’s recognition of their membership of humanity and an in-common desire to serve all others in enablement.

Because this is the focus that founded the necessity for the discipline it is often said: “If you hold apithology’s questions, you may as well have, all of its answers.”

The informed path of generative contribution once available, is then wide open and available.

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”.

When can I learn apithology?

Who can learn apithology?