LX In section LIX of Part Eleven we gave a brief presentation of the necessary conditions for successful alienation: * Social...

LV The question we asked at the end of Part Ten was: Can the teaching of the Arts & Sciences contribute to the creation of a kind of...

L Culture is Directions for Performance and a Social Institution is a Performance in Response to Directions . However, it could also be...

XLV We began our look into High Culture by defining it as high-level problem solving and significant innovation . By now it should be...

XL To summarize what was said in Part Seven , We can turn our social institutions into learning organizations by cultivating a radical...

XXXII Can we do it? That’s the question we’re asking ourselves here. And, if we can do it, how? Well, if we’re going to answer these two questions it might be good to make it as clear as possible exactly what we mean by it . Can we do it? Can we do what ? What does the it in the above question refer to? Well, in the first place, words don’t refer , people do . So, the right question to ask would be: What are you referring to in that question? For an answer let’s go back t

XXV At the end of Part Five we talked about setting up a program devoted to developing the attributes of wisdom. Why would we want to do that? Because the attributes of wisdom are central to the activities that we’ve subsumed under the term High Culture. So? One might ask, What do we need High Culture for? The answer is that without both the attributes of wisdom and the values and activities of High Culture mankind won’t make it. Meaning, culture in general will lapse into b

XX Picking up where we left off at the end of Part Four , there is another kind of directions best referred to as meta-directions . These are directions not for performance but for generating directions for performance. An explanation will help clarify this. When we look up the hierarchical regress of explanation, we see theory emerging from specific directions (or exemplary statements ). But, when we look down from the top, we see specific directions emerging from theory;

XVI To understand the symbiosis of the Corporation and University, we need to give Culture a more precise definition, and also spell out the term aristocratic culture and its relation to wisdom , which we will do in Part Five . For now, however, a word on Culture . To repeat somewhat differently what was said earlier, Human Behavior may be seen from two aspects, or it can be understood as a general category subsuming two further categories. One aspect or category is Cultur

X At the end of Part Two I said that the University is vital to the existence and persistence of the Corporation, and the interest of the Corporation in the University is obvious. How is it obvious? Just look at the Board of Trustees, whether of public or private universities and colleges (if there are any of those still left). The simple facts are that the corporations of the United States own the universities and that the University is primarily an instrument of the Corpo

VI At the end of Part One section V our discussion turned to the connection between Social Management, Social Institutions, Social Interaction, Explanation, Cultural Impoverishment, etc. Now we need to relate them to the three social institutions that we’ll focus on in this entry. That way we can show the relation of all of them to our subject of High Culture and offer some answers to the questions put in our problem-solving formula: Situation - People - Problem - Tools . S

Introduction Let’s dive right in and start off with an obvious question and a straightforward answer. What is meant by High Culture ? High Culture = high level problem-solving and significant innovation. Both of which require the attributes of wisdom . Which brings us to our next question. What is meant by the phrase high level problem-solving ? Well, certainly one answer would be that a high level problem is a problem people start revolutions about. That’d be one answer. Bu