Derek Walcott’s colonial schoolhouse bears an interesting relationship to space and place: it is both a Caribbean site, and a site that disavows its locality by valorizing the metropolis and acting as a vital institution in the psychic colonization of the Caribbean peoples. Th e situation of the schoolhouse within the Caribbean landscape, and the presence of the Caribbean body, means that the pedagogical relationship works in two ways, and that the hegemonic/colonial discourses of the schoolhouse are inherently challenged within its walls. While the school was used as a means of colonial subjugation, as a method of privileging the metropolitan centre, and as a way of recreating that centre within the colonies, Walcott’s emphasis on place complicates and ultimately rewrites colonial discourses and practices. While the school attempts to legitimize colonial space, it in fact fosters what Walter Mignolo has termed “border thinking.”, Koloniální škola Dereka Walcotta s sebou nese zajimavý vztah mezi prostorem a místem: je to jak místo v Karibiku, tak i místo, které své locality vzdává tím, že zvyšuje hodnotu metropole a jedná jako nepostradatelná instituce v psychické kolonizaci karibského lidu. Poloha školy v karibské krajině a přítomnost karibského těla znamenají, že pedagogický vztah působí dvěma způsoby a že hegemonické/ koloniální diskursy školy jsou uvnitř jejích zdí z vlastní podstaty zpochybňovány. Přestože škola byla používána jako prostředek koloniálního podmanění, jako metoda pro privilegování metropolitního centra a jako způsob znovuvytváření tohoto centra uvnitř kolonií, Walcottův důraz na místo komplikuje a v konečném důsledku přepisuje koloniální diskursy a praktiky. Zatímco škola usiluje o legitimizaci koloniálního prostoru, ve skutečnosti pěstuje to, co Walter Mignolo nazval “hraničním myšlením”., and Ben Jefferson.
The purpose of this paper is to present a new paradigm and an innovative technology for thinking about the future. The concept of time synchronization is introduced as a technology to improve individual competency for balancing the continuous construciton of reinterpreted pasts, presents and futures in order to cope with the aceleration of change, complexity, and uncertainty. This new paradigm is driven by recognition of three factors: 1. Humans are both conservative and novelty generating. 2. Novelty is a key factor of life and humans address novelty through pattern-evolvign creativity. 3. Reality is defined through the unique ability of humans to anticipate and define experience in terms of pattern and category. This article asserts that rapidly expanding human pluarity and novelty require new models concerning relationships of past, present, and future. Such models should adequately address the rapidly changing and more complex conditions in which they are constructed and deconstructed, including the expanding opportunities that accompany them. and Arthur M. Harkins, George H. Kubik, John Moravec.