Our Journeyism series addresses the current dysfunctional1Over the centuries, the effect of this dysfunction has rendered the academy an “ivory tower,” and severely constricted its capacity to enrich the pulse of life in the “real world.” Until the source of that dysfunction can be identified, then effective first steps to invite its reversal will continue to elude us. state of post-secondary education2Our immediate focus is on all fields of study at the post-secondary level. However, the process we bring to light will have a future impact on all levels of education, from kindergarten to advanced post-doctoral research. by introducing you3Although we warmly welcome all readers, this series is intended, primarily, for young scholars. However, we also invite all experienced scholars who are young at heart. Regardless of one’s scholarly experience, you will probably notice straight away that the approach taken in this series is not only challenging, but also unconventional. Also, please note that the articles in the series are organized sequentially, and so, to get the desired result, we recommend fulfilling the readings and exercises of each before moving on to the next. Depending on your temperament and how earnestly you would wish to tackle the job, the series could take either a few days or a year and more to complete. Considering what is at stake for the human community (please see Journeyism 1), we hope you will feel it is worth the time and effort. You’ll see that we have added footnotes throughout, with strategic pointing to complementary leads to follow up as you see fit. to an elementary description of the process by which it will be remedied in the future. We4There 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. invite you to take a critical first step toward a luminous and practical grasp of our native wonder to reveal you at your best, in your capacity and need, not only to create, but also to implement, the best available solutions to meet the most pressing problems of the day.

Participation in that first step sheds light on a critical foundation for a new standard model5We borrow the expression, ‘standard model’ from the realm of physics as a convenient description for “respectable performance” in any field of inquiry. for method,6“When culture is conceived empirically, [any modern field of inquiry is] known to be an ongoing process, and then one writes on its method.” Bernard Lonergan, Op. cit., Method in Theology, xi. how it works and why it is needed. The standard model rests upon two up-to-date heuristics,7Our clean break from the conventional philosophic tradition refreshes the meaning of the misused term, metaphysicsMetaphysics applies a logic to an investigation of any area to help keep the search open. It picks up on the spontaneity of our thinking and spells out anticipatorily what that spontaneity should be attending to. Instead of the clumsy word anticipatorily we normally use the word heuristicallyHeuristic means ‘helping to discover;’ it is from the verb in Greek, heuriskein, to invent, to discover. the implementation of which would ensure any modern field of inquiry gets the job done properly “from data to results.”8Op. cit. Method in Theology, 126.

Journeyism 1 (“What To Do About Our Global Future?”) describes the overall purpose and scope of the “Bent On Futurology” website.9Here we introduce three upcoming series: “Journeyism,” “A Brief Introduction to Economics’ New Standard Model,” and “Economics for the Positive Anthropocene”.

Journeyism 2 to 9 establishes plausibility to our purpose by inviting you to reflect honestly and at your own pace on your formal academic experience of your undergraduate field of study. At the same time, we introduce empirical method10Great 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 process culminating in two empirical exercises to reveal, first, the dynamics of knowing (the mode of thinking by which we desire to solve problems), and secondly, the dynamics of doing (the practical mode of thinking by which we desire to make decisions). A successful result in the exercises reveals how each mode of thinking coalesces to form the ultimate core of “new standards of competence” in the future academy.

Journeyism 18 to 23 introduces the new standard model for method to put our global minding in order11An 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, 163. that will, at once, redefine “academic discipline,” and 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.12We 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 concludes a brief summary of the previous five articles with an elementary exercise to reinforce the chasm that exists between current academic practice and how it will operate in the future.

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 anticipating our next series in economics featuring Bernard Lonergan’s discovery of the basic principles of economics as a ground-breaking example of the benefits and challenges of empirical method.

Links to the Topics


Journeyism 1: What to do about our global future?

Journeyism 2: Meeting you where you are at today

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

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

Journeyism 5: An empirical approach to 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 3)

Journeyism 13: An empirical approach to 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 4)

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: Towards Redefining “Academic Discipline” (Part 3)

Journeyism 25: Towards Redefining “Academic Discipline” (Part 4)

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

References   [ + ]

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