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Thursday, 11 March 2010 13:17

Origin and Meaning of Wholemovement

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Over twenty years ago, from curiosity, I went to my first math educators’ conference to see what people do there. I ended up looking at lot of geometry books to see how the education industry defines geometry. Surprisingly over half the books gave no definition. The others gave ‘earth measure’ and ‘measuring things of the earth.’ Geo means earth and metry meaning measure. So this is why measurement is important to teach; because the word says so. That made no sense to me. Measurement is simply a way of keeping track from one location to another. Geometry had to be more than that.

I thought about how the word is broken down. Geo means earth; the earth is spherical, and the sphere is fundamental to everything we know about this universe. The sphere is
Whole beyond all other know forms. Metry is simply to measure and measuring is about movement from one time in space location to another. That is when it made sense; geometry comprehensively and inclusively means Wholemovement
. The movement of the Whole; complete, self-referencing, revealing through movement everything that is, is not, or yet to be; everything we know and do not know, and all unimaginable potential we shall never know. The movement of the Whole generates endless parts. No amount of parts will ever realize the Wholemovement. Now I had a context from which to better understand geometry, mathematics, and all other patterns of order and organization of the things in our universe.

Geometry is about relationships, dynamic interactions between everything in time and space. It is not as presented in static, isolated, and abstract images. The concept of Wholemovement was so much more interesting, made more sense, without denying anything of what is in all the books. Wholemovement gave a new meaning to geometry and mathematics that I was unable to find in all the overwhelming amount of fragmented and abstracted information in a discipline defined by its own definition.

We talk about unit in math and geometry; isolated facts and functions we are suppose to learn and the isolated unit sections in which we are to learn them. Units are a function of a linear concept from what appears simple to complex. Nowhere do we talk about unity except maybe as a collection of single units brought together to make a bigger unit, usually call sets. Whole numbers are no more whole than whole math, whole language, the whole family, whole systems, the whole planet, or the whole universe, all in an unimaginably large cosmic environment. All are systems of relative size and complexity of parts, bigger and smaller, endlessly forming systems, moving, changing, transforming, all interconnected and inner-dependent to the movement of the Whole. No part or combinations of parts, no system can ever equal or reveal the Whole. Without the absolute of the Whole there is little meaning in the relative relationships between parts. Unity belongs to the Whole; unit is separation.

When we consider the Whole we are looking at origin to all possible locations, relationships and interactions. To know the origin of anything is to better know what you are working with. To know origin is to know what happens first, and what happens first is principle to all that follows. There is no meaning without context and the larger context gives the larger meaning. If we do not start from the Whole we will not get there by constructing, there are an infinite number of parts. Without context we are lost in a confusion of constructing what will eventually fall back onto itself. Starting with movement of the Whole, everything is all in the same place; simply spread out over time and throughout space. Thus, through observation and reflection we learn about this extraordinary existence of being.

Learning to act appropriately within the largest context is the most practical thing we can do to survive locally. We all have in common spherical origin. Individually we come from a spherical egg cell on a spherical planet, in a universe of spherical objects, moving in ways too large or small to see. None of this we understand, it just happens and we create informational stories about it. Our experience is not constructing life one unit at a time; it is more comprehensive and dynamic than that. Wholemovement is much closer to our individual experience of the inner-relatedness and outer interconnections that we experience and observe about all life. All of this gives meaning and value beyond just that of local concern.

When using the word Whole as inclusive I capitalize the “W”, otherwise when using whole referring to a big part or what seems coherent, a lower case “w”is used. Whole used to mean health, unity of parts, and unity without parts. It has recently come to be used as a modifier to give greater meaning to what ever we think is important and want to emphasize. The word Whole has been corrupted and currently holds little meaning.

The word geometry reflects a parts-to-whole process of endless measuring of parts where the Whole is never reached. This has become the direction of formal education in this country. On the other hand Wholemovement is a Whole-to-parts process of modeling that has allowed me to find a way to make sense of the all the bits and pieces of fragmented information that keep us on the unit level of separation. Understanding that the word geometry comprehensively means Wholemovement can help us move towards health, greater clarity, and unity.

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Bradford Hansen-Smith

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