Journeyism envisions the role of post-secondary education1The expressions, “post-secondary”, “academy”, and “university” are used interchangeably throughout to reflect the level of education to which Journeyism applies. in shaping our global future. With many seemingly hopeless and discouraging challenges during these times, we reach out with optimism and encouragement.2There is our use of the expression “we.” We do not mean this in the old-fashioned sense as though the author(s) know what readers are thinking. It is just that we are two co-authors, and so we invite you, the reader, to join us in various observations and reflections.

We feature a fusion of journalistic and scholarly writing intended to appeal to a wide audience without implying simplification, and to encourage scholars at all levels to work gradually toward the distant goal of “reading on the level of the times.”

Regardless of one’s scholarly experience, you’ll notice our approach is both unconventional and challenging. To get the desired result, we recommend undertaking the readings and exercises one at a time, in the order presented. Complementary footnotes are provided throughout to follow up as needed. Depending on your temperament, tackling the job effectively could take a year (or more)3“But have [you] got that kind of Zen patience? … ‘Master,’ says the disciple, ‘When shall I reach enlightenment?’ ‘Perhaps in ten years.’ ‘But if I try harder!’ exclaims the disciple. ‘Then perhaps in twenty.’ (John Benton, Alessandra Gillis, Philip McShane, Introducing Critical Thinking, Halifax: Axial Publishing, 2005, 26). Hereafter cited as ICT..  

We focus initially on your native wonder, revealing you at your best, in your capacity and need, not only to create, but also to implement, practical solutions. Then you are invited to take a first step to discover a new standard model4We borrow the expression, ‘standard model’ from the realm of physics as a convenient description for “respectable performance” in any field of inquiry. for the academy, why it is needed and how it will work. 

Journeyism 1 describes the purpose and scope of the Journeyism series as well as the “Bent On Futurology” website overall.5We introduce two series: Journeyism, and in two parts, Economics Actually, Part I, “A Very Brief Introduction to Economics’ New Standard Model,” and Part II, “Elements of Economics’ New Standard Model”.

Journeyism 2 to 9 invites you to reflect at your own pace on your formal academic experience of your undergraduate field of study. At the same time, we introduce empirical method6Great scientific discoveries throughout history have reinforced the fact that empirical method is the only method that really works. Moreover, the implementation of empirical method in all fields of human inquiry will be the foundation upon which rests the ongoing fulfillment of the human good. (See ‘The Structure of the Human Good’ in op. cit. Method in Theology, 48.)  in part by inviting you to explore the question, “How do you and I think?” to draw out the hiddenness of your thinking process. 

Journeyism 10 to 17, gives a series of preliminary illustrations of the thinking process culminating in two empirical exercises to reveal, first, the dynamics of knowing (the mode of thinking by which we desire to reach correct understanding), and secondly, the dynamics of doing (the practical mode of thinking by which we desire to make decisions). A successful result reveals how each mode of thinking coalesces to form the core of “new standards of competence” in the academy. 

Journeyism 18 to 23 introduces a new standard model for method that will shape our global stewardship,7An image of Bernard Lonergan’s original “discovery page,” from February of 1965 may be found in Lambert and McShane, Lonergan: His Life and Leading Ideas, Vancouver: Axial Publishing, 2010, 163. redefine “academic discipline” and eventually supplant current academic practice. 

Journeyism 18 reinforces the critical position that ‘reality’ is reached by correctly understanding experience. 

Journeyism 19 to 21 introduces a dynamic and creative organism for an eight-fold division of labour in the academy that will be a concrete, efficient and effective hub for sustainable progress in human living.8We note its emergence on two fronts: first, by its foreshadowing in history, and secondly, by the symmetry between the two modes of thinking (the heuristics of human knowing and doing), and the eight specialized tasks of intellectual labour (the heuristics of genetic method). 

Journeyism 22 features two further up-to-date heuristics that give a controlling power to any front-line scholar engaged in either initial or advanced work, as well as highlight an omnidisciplinary structure operative in the eight-fold division of labour.

Journeyism 23 reviews highlights of the fresh approach to method that have evolved out Journeyism 18 to 22.

Journeyism 24 moves closer to an elementary perspective on correctly understanding experience by inviting you to experience scientific understanding. 

Journeyism 25 draws on Galileo’s Law of Falling Bodies as an elementary illustration of scientific insight.

Journeyism 26 concludes the series by briefly highlighting three enduring benefits of, and challenges related to, empirical method. We end by citing Bernard Lonergan’s discovery of the basic principles of economics, introduced in Economics Actually,9Quinn, T. and Benton, J., Economics Actually. Today and Tomorrow. Sustainable and Inclusive., Toronto: Island House Press, 2019. as a ground-breaking example of the benefits of empirical method.

Links to the Topics


Journeyism 1: What to do about our global future?

Journeyism 2: Meeting you where you stand today

Journeyism 3: How does intellectual labour proceed? (Part 1) Human Knowing

Journeyism 4: How does intellectual labour proceed? (Part 2) Human Knowing

Journeyism 5: How does intellectual labour proceed? (Part 3) Human Knowing

Journeyism 6: You, Me & Helen Keller (Part 1)

Journeyism 7: You, Me & Helen Keller (Part 2)

Journeyism 8: You, Me & Helen Keller (Part 3)

Journeyism 9: General bias in contemporary approaches to knowing

Journeyism 10: Elementary exercise in Dynamics of Knowing (Part 1)

Journeyism 11: Elementary exercise in Dynamics of Knowing (Part 2)

Journeyism 12: How does intellectual labour proceed? (Part 4) Human Decision-making

Journeyism 13: How does intellectual labour proceed? (Part 5) Human Decision-making

Journeyism 14: You, Me & Helen Keller (Part 4)

Journeyism 15: You, Me & Helen Keller (Part 5)

Journeyism 16: Elementary exercise in Dynamics of Doing (Part 1)

Journeyism 17: Elementary exercise in Dynamics of Doing (Part 2)

Journeyism 18: Transforming the Philosophic Tradition (Part 1)

Journeyism 19: Transforming the Philosophic Tradition (Part 2)

Journeyism 20: How does intellectual labour proceed? (Part 6) The Need for A Division of Labour

Journeyism 21: Towards a Genetic Structure for Method

Journeyism 22: Towards Redefining “Academic Discipline” (Part 1)

Journeyism 23: Towards Redefining “Academic Discipline” (Part 2)

Journeyism 24: The Move to Theoretical Understanding

Journeyism 25: An Elementary Illustration of Theoretical Understanding

Journeyism 26: “Follow your spirit…” Here. Now.


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