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News ~ From the Centre

The apithology community recently marked a milestone on its extended journey. This was the celebration of the 5000th day of practice since apithology was formed as a discipline. The inquiry that we did surrounding the day caused me to reflect on generative learning within apithology and the differences not obvious to those unfamiliar with this field. While there are so many things we'd like to tell you about this, perhaps five gentle observations from this recent celebration, might give some vivid illustrations of some of apithology's distinctiveness. Reflection #1: Generativity (not Repetition) In human life ordinarily, milestones like birthdays and memorials occur simply

One of the most surprising practices in apithology is the formation of the sufficient question. This month's new Apithoria introduces the idea of what we need to do before we begin in our questing. Those who work in research fields will already know how a good answer is often the result of a remarkable question. It is more commonplace in unstructured research simply to begin and then to discover one's real question, only at the end. Life too can be like this. What would it be to instead know a sufficient question -  and spend adequate time on its one answering? An aphorism (and

When we began looking at the practice of humanity inquiry for the first time one of the great surprises was how rare were the people and places where this was practiced. It was as if we were living in a garden, eating its fruits, and not noticing the flowers. In caring for many things, in many spaces, within many discourses there was something about our membership of humanity that had seemed too vast for us to collectively consider. Moving forward a decade the distance into this question became more proximate. Our connection  with humanity became more intimate. What we came to

This month's new Apithoria introduces the foundation distinction in apithology of the horizon of inquiry. It's often described how the commencement in an apithology activity is not similar to other ways of knowing. Not believing this, we may attempt do what is unfamiliar, from a familiar place. In a way, our frustration when doing so and in getting the same result, helps with the humility needed to commence a different form of inquiry. The commentary on this aphorism is now available for you to read: Apithoria 1|3 The comforting thought about apithology forms (of which there are now many) is that they do

Because the practice of apithology involves studying and understanding generative dynamics knowing what is meant when we use term 'generative' is fundamental to learning apithology. In this new Practice Note the familiar meanings of generative are recognised. The unique way apithology considers humanity's generativity is then distinguished. For many, this represents a vast jump in meaning-making. The idea of the Generative is an essential premise for studying within apitholo. The tag-line "Generative | Humanity | Learning" represents a generative trichotomy that expresses the purpose and process of apitholo's opportunity. The new Practice Note explores the first of these three components. You can now

The Centre for Humanity Learning offers a pathway into apithology practice. The support provided is focussed towards your development of a practice area in apithology. To get the most from involvement at apitholo you will want to have an intention to develop and mature your own form of humanity contribution. However, it is not necessary to begin at the end. There are many entry points from which people commence an engagement with this field and its communities of practice. The learning opportunities at apitholo comprise: Preliminaries - the initial learnings to affirm a resonance with the field. Pre-requisites - the learnings necessary to enable other learnings and

A new Apithoria is now available for you to read. This apithological axiom concerns a threshold concept in apithology. It speaks to the hope we have for a particular outcome, by doing something similar in its general direction. We think what we are doing is apithological, but is it by necessity 'apithology'? The commentary clarifies the cause of generative potentials and the distinctiveness of an apithology inquiry. It is available for download here: Apithoria 1|2 One  great difficulty in reading 'about' apithology theory, is it may be many years before we recognise that the words were familiar, but what the concept pointed to was particular.

This Practice Note (like all Practice Notes) comes from people asking the same question when they come to the same place in their apithology practice. This topic concerns a practical problem of how to share what is outside a person's experience, with them experientially. An added complication is when that experience is outside of known experience, generally. Of even greater concern is how does one do that intimately, remotely (i.e. through digital media). Some guidance is now available: Practice Note 2 - How do I tell others about apithology? Once we have an initial appreciation for apithology we will want to tell others

An interesting form appeared some years ago in apithology practice. This was the use of aphorisms as short statements to illuminate complex areas of instruction. Instead of anecdotal quotes out of context, each apithology aphorism points to an entire topic of inquiry already undertaken. These aphorisms when collected together are called 'Apithoria'. They provide an easy entry into apithology instruction. What is even more interesting, is because they are generated directly from practice inquiries, the use of apithology aphorisms may answer whole categories of in-common questions. The first of these is now available for you to view: Apithoria 1|1. This very first Apithoria

The first Practice Note for apitholo is now available. It introduces an idea central to apithology practice for the first time publicly. We learn how in apithology, learning is done differently. The practice of apithagogy requires integration of many prior forms of learning, with a different orientation. The joy of apithagogy is we learn as does a humanity. For some skilled life-long learners, this change can be a challenge initially. The experience is that, while unfamiliar, this is actually quite natural. It is something we did skilfully as a child. You can access the Practice Note here: Practice Note 1 The use

The purpose of apitholo is to provide pathways into apithology practice. To support your own path there are three valuable resources for the (potential) practitioner: Apithoria - single sentence aphorisms (and their commentary) to support the common understanding of an apithology ethos within the learning community (Learning Reflections). Practice Notes - short summary pieces as explanations of critical distinctions in apithology concepts and methods which will often occur in applied practice (Entry Directions). Aspects Articles - the publication of formal articles in the Journal of Apithological Practice representing the synthesis of learnings by a peer-group of contributors on advanced points of interest (Practice Investigations). These resources are made

Welcome to The Centre for Humanity Learning The opening of the Centre for Humanity Learning represents the culmination of a decade of inquiry by a remarkable group of individuals holding the development of the field of 'apithology'. The field of apithology began on 16 October 2004 with the public release of a foundational peer-discussion paper. This commencement came about from an inquiry begun in 1999 exploring the voice of a future humanity upon our entering the 21st Century. In a way, apithology is a child of this current century's questions and its contemporary contexts. In the decade of dedicated learning and inquiry that followed, we discovered

Generative | Humanity | Learning

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