Preface to an article on RHPE
(an email from Arthur to Bram Moreinis)
Agreed, an idea for an article isnít publishable; only an article is publishable. I have heard that the entire business of publishing, both books and periodicals, is out of the business of developing content or product. Itís purely distribution. Well-paid writers hire editors as assistants.
Our standard is offering teachers and students in the American public schools an elegant, lively, fun, well-honed tool set for editing their representations in any area of content, while recognizing that their perspectives, language, degree of development, articulation and potential for application with environmental and social reinforcement derive from the state of their self representation.
RHPE has some relation to the journalistic; WHO, WHAT, WHEN, WHERE, and WHY. Itís a checklist for meaningful communication. The mnemonic phonetic function menu accounts the process of selecting and developing representations. The metaphor ROPE implies a standard of relevant results derived from networking an expansion of participation outward from a home base that becomes located, selected and perceived in the context of a progressively broader and finer network of representations.
The delivery of product to the public school setting that accelerates learning the standard curriculum and secondarily as a privately held value develops self identification and expression will validate and edit the product. Any articles are reports on substantial progress of a venture.
In merging the values of the journalistic 5xWs with RHPE we move from the mode of linier list, a good thing, to holographic sampling; probably a better and more integrated thing. A good journalistic story is in effect a rope with a hook to hang it on. It saves us from factoid, rumor, sound byte; full of sound and fury yetÖÖ
There must be no "Elephants drink water through their noses" as a down loaded factoid ex- machina. Itís always a story in short or long form of 5xWs found that out or found not that out. Itís always or at least frequently a glimpse into the moment of discovery and application. Itís always a projection of the self into some level of participation; which may allude to the probability that information about any event is not physiologically/neurologically stored all in one location but in all of the neural and other cells that participate in that event.
The metafuzzical leap to RHPE is a shift from knowledge as thing installed to a physiological effect of participation; from memory as a quantum mechanically dubious dipping backwards in time to the generation of a present mobilization of effects that project forward in time.
These may just be fun ways of saying the obvious, but thatís exactly what it takes to shift functioning into a mode; an artistic elaboration, much music exploring what may be a relatively simple theme. Getting all the possibilities of an orchestra involved involves much composing and arranging. If orchestra is a fair analogy to physiology; then RHPE is an orientation toward expressing information as complex involvements with the irreducible abstract themes arising even more prominently as a reinforcement pattern of the roaring between the lions.
These REAPS through the RHPE hologram at various trajectories are beginning to stabilize a topology; an over view map that defines the territory and suggests the access routes so itís time to generate a concise outline of the thesis, contents and course of exposition.
 All human learning is a development of identity and depends on the acquisition of modes of self representation.
 In student populations, even when testing indicates equivalent capacities, students who have not developed an adequate mode of self representation demonstrate less acquisition of the objective technical, economic curriculum.
 American public schools are quite properly constrained by the US constitution from overly advocating modes of self representation.
 We propose to provide, within constitutional constraints, methods and materials for orienting students toward representing their experiences as geographical, cultural and occupational participations in the American society.
 We propose, for educators, that the sequence of acquisition of representational capacities in students and the sequence of strategies employed by students in particular instances of generating representations are topics worthy of attention because they define the role of educators as facilitators of those processes;
A ; and so we will provide methods and materials which educators may apply to monitoring, recording and facilitating studentsí development of their representations of self and curriculum.