Dreaming, asleep, awake and in LOs LO22938

AM de Lange (amdelange@gold.up.ac.za)
Thu, 21 Oct 1999 13:50:21 +0200

Replying to LO22906 --

Dear Organlearners.

Tricia Lustig <Tricia@lasa.demon.co.uk> writes:

>I've really enjoyed this thread. I find it hard to define what
>I do, or how the day dreaming works for me. But, like
>Harriet, I think it is constant. In background mode, operating
>away there. Sometimes, I actively direct it, sometimes it
>just runs and surprises me with an aha! when I'm not looking...
>or paying attention anyway. It is definitely part of my creativity.

Greetings Tricia,

I am doing it a lot while sometimes staring at the TV or listening to a
lecture, but especially when driving my truck. It seems to me that in my
case there has to be information patterns streaming over my sense organs.
Driving to a desert far away alllows me sufficent time to very complex
day-dreaming. Sometimes the urge for such driving is irresistable.

>If we look at any of the thinking we do, day dreaming has to
>be part of the 'tacit' knowledge, the 'how-to' of creating and
>Which most of us do unconsciously. Making it conscious means
>we might be able to improve upon it.

I do the day-dreaming very abstractly. But I have written before that I
have helped my granddaughter Jessica to talk while day dreaming. She also
uses objects while doing it. It shows how she strives to link what is
happening on the tacit level to what will happen on the formal level.

Many years ago my children also used objects, but seldom talked. They
usually took things belonging to me, not asking me because my things are
their things, although their things are not mine;-) Jessica, for some
very strange reason, always ask me permission to borrow things "to play"
with. In her eyes there is clearly a compelling urgency, almost like a
junkie begging for drugs. Sometimes I pretend not to understand what she
wants to borrow. It is then when her urgency becomes almost touchable in
her explanation.

She will borrow anything from my study. It contains not only books, but
all sorts of gadgets and collections, stashed away in boxes and drawers,
things which delight children to play with. Last night she borrowed the
pieces of chess set -- playing out an incident which she seems to plan for

The afternoon before yesterday, she went with me in my truck to my nursery
as usual on Tuesdays. Here is a list of all the day-dreaming she did while
we drove along and back:

* building a vulture car (she wants to get off the roads)
* making holes in her dress to cool her off (it was vey hot)
* planting seed of tangerines (they are now out of season)
* selling my succulents (to visit my yougest son in the UK)
* breeding tadpoals (food for her mother's and my tropical fishes)
* making a gadget which will make people forget (teacher trouble)
* designing quiet engines for big trucks (frightening noise)
* making a bow and arrow to shoot snakes (for exploring the wilds)
* baking sugar free cakes for people with diabetes (my ailment)

I have made special efforts to memorise the list and especially in the
order in which it happened since it now concerns one of our LO topics.
There are many striking things from the list. For example, it is free of
any gender stereotyping. It connects to her immediate experiences. It is
non-linear thinking all the way. It is improvement on her world. It is
like a cat jumping on a hot tin roof -- chaotic meandering.

An hour later she could not keep her eyes open. She felt asleep with
heavenly peace written all over her face.

Best wishes


At de Lange <amdelange@gold.up.ac.za> Snailmail: A M de Lange Gold Fields Computer Centre Faculty of Science - University of Pretoria Pretoria 0001 - Rep of South Africa

Learning-org -- Hosted by Rick Karash <rkarash@karash.com> Public Dialog on Learning Organizations -- <http://www.learning-org.com>