Communities of learning LO28784

Date: 07/04/02

Replying to LO28763 --

Some 'forms of interaction' appear to have a greater chance of 'locking
in' and producing more interesting effects than some others. I think, this
is what I was writing about.

One example is this: Two schools were started around 1940s in western
India, by two social reformers and visionaries. One of them has grown to
be a significant educational foundation today whereas the other has been
lost even from memory. It seems, the latter school insisted that one can
join the school (as a teacher) as long as one is prepared to give up one's
family, property, position, and everything else, including life itself,
for the sake of the country. In those days (when India's resistance
against the British rule had caught the imagination of the country), there
was no dearth of such people. But the 'supply' of such people came down
drastically over the years and the school was unable to function. The
former school however imposed a 'milder' restriction. It merely said that
one can join as long as one is willing to pursue the objectives stated by
the school, with a sense of duty.

This suggests that there may be something like an 'efficient set of
constraints' to impose on the interactions before starting some collective
enterprise. We may be able to select from several alternative futures of
our enterprise by selecting the constraints we choose to impose from the


Bjoerg wrote:

>Thank you, DP in India. This is very useful for us to think about before
>we start. If you could be more specific, or have any examples (stories)
>I'd be even more grateful.


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