Our Journeyism series focuses on the state of post-secondary education and implications for its role in shaping our society and culture. You are invited to take a first step toward discovering a new standard model1We 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 works. Our journey begins with a (self-) appreciation of your native wonder, revealing you at your best, in your capacity and need, not only to create, but also to implement, practical solutions. With so many urgent challenges during these times2See Journeyism 1., we hope you will find our exercises well worth the time and effort.3There 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 warmly welcome all readers, particularly young scholars, as well as experienced scholars who are young at heart. Regardless of one’s scholarly experience, our approach is not only unconventional, but also challenging. To get the desired result, we recommend undertaking the readings and exercises one at a time, in the order presented. Depending on your temperament and how earnestly you desire to tackle the job, the series could take anywhere from a few weeks to a year (or more) to complete. Complementary footnotes have been provided throughout for follow up as you see fit.

Journeyism 1 (“What To Do About Our Global Future?”) describes the overall purpose and scope of the “Bent On Futurology” website.4Here 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 by inviting 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 method5Great 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 core of “new standards of competence” in the academy.

Journeyism 18 to 23 introduces the new standard model for method to put our global minding in order6An 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.7We 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 looking forward to our online series in economics, Economics Actually, featuring Bernard Lonergan’s discovery of the basic principles of economics 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 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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