Lessedra 2018/2019

My three pieces for the Lessedra Exhibition 2018:  This Bomb....It's Not My Fault....It's Business.

Somewhere in the life that is mine I came to the conclusion that if I had any hope of reaching the end knowing more than when I started...that my basic premise should be not to build myself up by putting others down. I should own my failures and my successes and I should be open to both. Learning more important than knowing under the premise that change, which is constant, requires new knowledge - you have to fail as you learn to succeed - and as there will always be knew challenges there will always be new failures and successes. Owning your failures and successes ensures acceptance that you are part of the process and the system. You have responsibility. Appreciate what you have learned and then keep learning.

You might indeed be smarter, slimmer, richer, fatter, better-looking, nicer, uglier, more business-oriented, more creative, more saavy, slicker, meaner, sexier, softer, more athletic, more religiously-right/pious, more honest, more sly, more popular, more whatever you are trying to prove you are, than everyone else. But if you can only prove this by degrading and ditzing others and using bully-tactics to push them down so that you look elevated....you don't own it. You are not honest. You are a cheat.

If we destroy all of our enemies will we have any friends left?

If we prefer peace why do we manufacture weapons of destruction and then sell them to others for a profit?

Learning theory (education)
From Wikipedia, the free encyclopedia

Learning theories are conceptual frameworks that describe how students absorb, process, and retain knowledge during learning.[1] Cognitive, emotional, and environmental influences, as well as prior experience, all play a part in how understanding, or a world view, is acquired or changed and knowledge and skills retained.[2][3]

Behaviorists look at learning as an aspect of conditioning and advocate a system of rewards and targets in education. Educators who embrace cognitive theory believe that the definition of learning as a change in behavior is too narrow, and study the learner rather than their environment—and in particular the complexities of human memory. Those who advocate constructivism believe that a learner's ability to learn relies largely on what they already know and understand, and the acquisition of knowledge should be an individually tailored process of construction. Transformative learning theory focuses on the often-necessary change required in a learner's preconceptions and world view. Geographical learning theory focuses on the ways that contexts and environments shape the learning process.[1][4][5]