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Welcome to My Brain
Anne Beate Reinertsen Qualitative Inquiry published online 12 July 2013 DOI: 10.1177/1077800413489534 The online version of this article can be found at: http://qix.sagepub.com/content/early/2013/07/11/1077800413489534

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QIXXXX10.1177/1077800413489534Qualitative InquiryReinertsen

Article

Welcome to My Brain
Anne B. Reinertsen1

Qualitative Inquiry XX(X) 112 The Author(s) 2013 Reprints and permissions: sagepub.com/journalsPermissions.nav DOI: 10.1177/1077800413489534 qix.sagepub.com

Abstract This is about developing recursive, intrinsic, self-reflexive as de-and/or resubjective always evolving living research designs. It is about learning and memory cognition and experiment poetic/creative pedagogical science establishing a view of students ultimately me as subjects of will (not) gaining from disorder and noise: Antifragile and antifragility and pedagogy as movements in/through place/space. Further, it is about postconceptual hyperbolic word creation thus a view of using language for thinking not primarily for communication. It is brain research with a twist and becoming, ultimately valuation of knowledges processes: Becoming with data again and again and self-writing theory. I use knitting the Mbius strip and other art/math hyperbolic knitted and crocheted objects to illustrate nonbinary . . . perhaps. Generally; this is about asking how-questions more than what-questions. Keywords experimental research designs, Auto-brain-biography, ethnomethodology, pedagogy, postconceptualism, postcultural conditions, de/re/subjective twisted/ing brain de/re/construction: antifragility

Introduction and the Mbius Strip

So freedom of thought exists when I can have all possible thoughts; but the thoughts become property only by not being able to become masters. In the time of freedom of thought, thoughts (ideas) rule; but, if I attain to property in thought, they stand as my creatures. If the hierarchy had not so penetrated men to the innermost as to take from them all courage to pursue free thoughts, that is, thoughts perhaps displeasing to God, one would have to consider freedom of thought just as empty a word as, say, a freedom of digestion. According to the professionals opinion, the thought is given to me; according to the freethinkers, I seek the thought. There the truth is already found and extant, only I must receive it from its Giver by grace; here the truth is to be sought and is my goal, lying in the future, toward which I have to run. (Stirner, 2012: Kindle locations 5514-5519).

Welcome to my brain. It is plastic, mentally creative, and physically adaptable just like yours if we want to. It is a chaotic noisy place wanting to produce results. I will not let one area dominate however. Also, there are places I do not want to go. Cortex- Hippocampus- learning and memory Cognition, emotional, sensory, bodily, social centers . . . in the brain . . . So first; start with a long rectangle (ABCD) made of

paper. Then give the rectangle a half twist. Third; join the ends so that A is matched with D and B is matched with C. Now you have created a continuous one-sided surface from this rectangular strip only by rotating one end 180 and attaching it to the other end. The brain is/has architecture (The Cortex) and neurons form networks forming larger networks processing information. Networks that for example allow us to recognize and code space, develop tools and navigate thus decide, make matter, and plan ahead. These are processes of orientation in/through space. Navigating and thinking about navigating simultaneously. Movements and moving and words as thinking tools: Complex processes of building complex representations of compass distanceslearning and memorymeasurements. And important: Thinking/planning also without direct sensory impulses: Thus having the ability to generate new ideas and ideas about the future too . . . in the brain. To live such complexity I turn to knitting around Mbius Band Scarves (Zimmerman, 1989) as you will see below. Very easy but not; I had to rehearse. Thus calming but not, product oriented nice and warmcomfortableif I finish but also while doing.
1

Nord-Trndelag University College, Steinkjer, Norway

Corresponding Author: Anne Beate Reinertsen, Nord-Trndelag University College, Postboks 2501, 7729 Steinkjer, Steinkjer, 7729, Norway. Email: Anne.b.reinertsen@hint.no

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2 As you now know, this nonorientable surface is called a Mbius Strip or Mbius Band, named after August F. Mbius, a 19th century German mathematician and astronomer, who was a pioneer in the field of topology. Mbius, along with his contemporaries, Riemann, Lobachevsky, and Bolyai, created a nonEuclidean revolution in geometry. Mbius strips have found a number of applications that exploit a remarkable property they possess: one-sidedness. Joining A to C and B to D (no half twist) would produce a simple belt-shaped loop with two sides and two edgesimpossible to travel from one side to the other without crossing an edge. But, as a result of the half twist, the Mbius Strip has only one side and one edge, and I am the no-one-sided teacher/researcher/professor in education: a nonorientable surface with a boundary architectureCortexand you. Thus I/you/we must/can make choices and make knowledges matter. And sometimes I am forced or I force myself to go places. Qualia: the subjective experience of things, a property of something . . . its feel or appearance perhaps rather than the thing itself . . .: This is about finding the out there in the in here. Here is what another teacher/researcher/professor, and this time in brain research at Center for Biology of Memory, Trondheim, Norway (CBM): www.ntnu.no/cbm, says about what he does, knows and thinks: The Hippocampus is a part of the brain we know is relevant for learning and memory. There are brain structures there that are involved. The brain research area has exploded the recent years but still we are in the beginning of discovering general rules about how the brain processes information. Experimental evidence based science does notmust not/cannotmove too fast. We do not know that much and other so quickly. At least if we speak about evidence. Grounded scientific research is a privilege (Interview, October 28th, 2011). At CBM they started to study memory but ended up in studying sense of place/space: Now we know that this sense is closely linked to memory. It is almost like a human GPS with grid cells in the part of the brain called the Entorhinal Cortex. Grid cells collaborate with other specialized nerve cells with complementary roles in the sense of place/space and direction. Together they build a map in the brain. And the brain uses this map to orient itself in both familiar and unfamiliar environments. Signals create a coordination system in which positions can be registered. They register our movements and are closely linked to our memory. The grid cells do not reflect signals that come in from the outside from any of our senses. The grid patterns are made by the brain itself. Therefore we can use the grid cells as a way of understanding how activity patterns emerge in the brain. The grid is opening up new possibilities to study how the brain stores information (Moser & Moser, in Jacobsen, 2012).

Qualitative Inquiry XX(X) It is very difficult and risky to deduct anything directly between brain research and pedagogy, but one thing that we might say is that if you want to learn something different and other, it might be sensible to shift between places: Learning different things in different places that is (Interview, October 28th, 2011). Ethnomethodology is an approach to sociological inquiry as the study of the everyday methods that people use for the production of social order (Garfinkel, 1967). It is also called bottom-up microsociology and a members methods inquiring into common sense knowledge, self organizing systems, and situated natural language. The aim is to document methods and practices through which societys members make sense of the world. It is in itself however not a method. It does not have a set of formal research methods or procedures. Knitting is a repetitive visual spatial task. These tasks also include e.g. running and folding origami and can put our brain into the state of Theta http://en.wikipedia.org/ wiki/Theta_rhythm (Retrieved Dec.7th. 2012). States of Theta can increase creativity, lower stress/anxiety and increase objectivity in difficult situations. Theta is also that state between falling asleep and waking up when we seem to have all of our best ideas. Because the brain is focusing on (literally) the task at hand, it isnt as judgmental and has lower standards/barriers. Theta is nonjudgmental, more observant . . . objective? No but I try. And as you will see below, I try to hold my brain in my hands.

I and My Research . . . Brain . . . Questions

Some things benefit from chocks; they thrive and grow when exposed to volatility, randomness, disorder, and stressors and love adventure, risk, and uncertainty. Yet in spite of the ubiquity of the phenomenon, there is no word for the exact opposite of fragile. Let us call it antifragile. Antifragility is beyond resilience or robustness. The resilient resist chocks and stays the same; the antifragile gets better (Taleb, 2012, p. 3).

This article is therefore about developing recursive intrinsic self-reflexive as de- and/or resubjective always evolving living research designs. Inquiry perhaps full stopme: An auto-brainbiography and/or a brain theorizing itself; me theorizing my brain. It is thus about theorizing bodily here brain and transcorporeal materialities, in ways that neither push us back into any traps of biological determinism or cultural essentialism, nor make us leave bodily matter and biologies behind. It is an attempt of seeing the real as/through/in its material-discursive coconstitutive complexity and produce research from within an ontology and epistemology where matter and meaning are mutually articulated (Barad 2007, p. 152). It is about learning and memory cognition and experiment poetic and/or creative pedagogical science; learning ultimately pedagogy as movements in/through space.

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Reinertsen It is brain research with a twist and becoming, ultimately valuation of knowledges process; a personal antifragile will born from knowledge. I use knitting and other, as you will see, to illustrate or rather live nonbinary. First, I will write more about research designing, second, about knitting Mbius bands. Third, I will philosophize a bit with Socrates, Meno and Plato: Menos Paradox, or The Paradox of Inquiry (Meno 80d-e) and Max Stirner (1806-1856) over learning and memory, one-sidedness, antifragility research, pedagogy, and will only to end in wonder. Eventually, this is a philosophical brain journey in which the question how do you know is more difficult but vital to ask than the what do you know question we traditionally have asked both ourselves and our students through years. I treat theory, transcribed interview notes, pieces of art, creating knitting Mbius band scarves and myself as data (text). Data shapes and negotiate. Data are shaped and negotiated. There are data dilemmasparadoxes. I am at hearing of the data; text and textuality. Thus I am (my own) data but as a montage in which several different images are superimposed onto one another (Denzin and Lincoln, 2003, p. 6). Several different texts: My brain. My knowledge of my ordinary affairs, of my own organized enterprises, as part of the same setting that makes it orderable. It is broad and multifaceted and with open-ended references to any kind of sense-making procedure, a domain of uncharted dimensions my auto- brain- biography - ethnomethodology attempt. I turn knitting, art into data and tool to see other and beget thinking; activate brain cellscircuitsinquiring minds; experimentpoeticcreativepedagogical scienceand language . . . making, de/re/constructing the world? I told you this was chaotic and noisy and my own moving sensations of sound touch taste and smell. And further, my amalgamations of images in order to make a very unique image of my own, and mine. Seeking to describe the common sense methods through which I produce myself as teacher/researcher. A members methods; my methods. It is as if I am in or outside Steve McQueens (2009) filmic portrait of The Statue of Liberty: Static, exploring fundamental, if abstract, concepts embedded in the sculptures name. I am the statue and I look at it from the outside; immobile, but due to an unstable camera combined with jarring jump cuts, lifting off my base, and floating away asking questions about the promises. In the heat of our last years debates on evaluation and how to improve our assessment practices in schools, transparency and accountability, summative and formative assessment focusing on goal orientation and taxonomies, there is one line that haunts me. Not because I disagree in any efforts to improve something ultimately increase quality. On the contrary, but because there is something about it that I sense is valuable, important and I guess ultimately about me too . . . my brain . . . but I do not know. The line,

3 here an utterance from a high school teacher during an interview (Nov. 1st 2010) has forced its way . . . or I force myself:
Taxonomies are logic, clear and helpful but students often start at high levels and as they work themselves down towards definitions, they are stuck. They cannot reproduce the definitions. It is meaningless.

I call himme . . . John. You? And I treat us as virtual nodes in which lines meet opening up all kinds of possible lines and data to see more about us and through this increase our value to being more than just bodies we can see. There are always productive detours in the periphery, working uncertainties and driving only conceptslinesthat might function right now to see more . . . see us. This is about working brains and performing research as deep mappings and/or diffractive readings as spatial or topographical fractural analysis of other objects emerging always and how. And to be precise, and aligned with Garfinkel (1967) the authors and theoretical references cited here do not themselves serve as a rigorous theoretical underpinning for my work in whole or in part. These borrowings are only fragmentary references to practical and theoretical works from which I have appropriated, misread, and/or, respecified, the theoretical ideas of others for the expressed purposes of doing my own auto-brain ethnomethodological investigations. And to give you an example, which has been very influential in the field of pedagogy ultimately, assessment: This is the cognitive area (knowledge goals) of Blooms (1956) taxonomy that hierarchies high and low levels of achievements: Highest level: Evaluation: critique, judge, determine Synthesis: convert, design, revise Analysis: compare, organize Application: solve, use, show Comprehension: describe, explain Knowledge: list, define, recognize

And I need/ed a knitting pause/stop; not from knitting but to knit: Today is Jan.17th 2013. I knew that I was going to write about that line, but not when, how or what. Still dont. Thank you G for saying it/haunting me. And two years have gone by. But this is timeless and again peripheral I guess; a promise of the perhaps (Derrida, 1997, p. 27) only perhaps, something to come, but might prove important for more hopefully; the perhaps being the most just category for the future. And to make sure: This is not about taxonomies and hierarchies or not, rather taxonomies/hierarchies but not: Knowledges but not. Research but not. Taxonomies, knowledges, and research . . . that are helpful but never applicable. Or as we shall see: Taxonomies, knowledges, and research that must die to be resurrected as will in me . . . John.

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4 And therefore I need a language; a language in the particular, singular, universal universe of/with my brain: A postconceptualist language or a language for postconceptualist thinking. A language not necessarily meant for communication therefore but for value increasing something I sense is important. All possible thoughts . . . My question ultimately is how to continuously live, think, build, and re/store justice as will born from knowledge to experiment in educational research and pedagogy? Doing justice to students learning . . . My wish is to develop a language for speaking about what happens in the brain through data which ultimately is everywherethe linesand an opportunity to explore and/ or inquire into learning and memory cognitionself-reflection/thinking/ planning/knowing and/or not. And there are more than these bands. There are hyperbolic spaces, and as we shall see, they can be knitted and even the brain. There must therefore be hyperbolic word creation for thinking knitting research. This is a second orderspacetechnologycybernetics complexbut notmode of self-reflection/thinking/ planning/knowing to create more than copies of natural things (for example artificial body parts which are very important to make) and robotics; copies and robotics but not, definitions and concepts but not. This is ultimately about writing thinking about something I do not know, totally self-reflexive, but not self-reflexive at all . . . no onesidedness: De/re/subjective antifragility. By grasping the mechanisms of antifragility we might build a systematic and broad guide to nonpredictive decision making and knowledge mattering under uncertainty in education and life in general- anywhere the unknown preponderates, any situation in which there is randomness, unpredictability, opacity, and incomplete understanding of things. Like in a Raymond Carver short story almost I/ am/my brain/ perhaps. This is still the introduction. It is long enough. It is time to cast off for now and move on.

Qualitative Inquiry XX(X) phenomenological interactions based on visualization and experience as methodology, to intra-actions through ontoepistemological breaks in which affects, bodies (brains), material, and discursive aspects are given attention and meaning in an expanded relational thinking. Material and human elements (an image, a feeling, a visual speech-act, a color, a sound, echo sensing, a pulse, beat, touch, epiphany, silence, pause, event . . . ) are seen as intraactively shaping each other: Materiality as coconstitutive with discourse in the production of the brain; in the production of research. These are thus constant desubjective/resubjective and/or intrinsic and recursive approaches entwined with becomingsbecoming another researcher that is, constantly asking questions to/with both the research field thus data, theory and oneself packing/unpacking personal lifelong de/ re/constructions of knowledges, thinking, learning, and beliefs ultimately becoming ways of living. De/resubjectivity processes: What I want and what I dont. What I value and make matter and not. Me. A brain related metaphorical conception of this could be connecting the left and right brain hemispheres by means of the Corpus Callosum: Relating analytical thinking with synthetic thinking and/or relating specialized focus with multifocus domains and divergent thinking. I am trying to bridge analytical with synthetically oriented efforts, convergent with divergent thinking. Bringing together specialists with non- or multi-focused generalists like me. As such I am learning pedagogy in a different place and through my own associations too. Every time I pick up my knitting I need to count myself into the patterns again, where I stopped, where I start again: Always remembering the data, theory, the ghost haunting me, the task that I have taken on; that which intrigues me and creates feelings in memy brain. The places I want and do not want to go: logic, clear and helpful but students often start at high levels and as they work themselves down towards definitions, they are stuck. and taxonomies . . . : John, tell me more about how you think about these things and what you know to support your evaluations? To help you I have chosen some sentences from what you have written in the assignment and I want you to tell me more about what you mean by them. Teacher researcher inquiry . . . I write on every morning but spend the afternoons twisting turning polishing the same writing. Having heard something, read something, wanting something else thus again recounting myself into patterns creating new. It is a funny feeling, relaxing, rewarding almost like a game. Not at different levels but always and everywhere: The places I want to go my auto brain biography . . . Mller (2011) identifies three main groups or research approaches according to their different forms of self-relations. What they have in common is that they produce a reentry into their operational domains. A reentry of (a) a

Living Research Designs

Cybernetics and complexity science are based on the same principles (Michlmayr, 2007).

In discursive and material complexity theories, research methodologies and designs material/nonmaterial, human/ nonhuman, body/mind, social/virtual, and the subject/object dichotomies are dissolved through diffractions/defractioning. Notions of science and self ultimately science and brain have moved closer towards one another, generating a multitude of self-reflexive research fields and researchers becoming entangled with our different autobiographical and/or autoethnographic products in a number of new forms and designs. This implies a movement from

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Reinertsen

14. Self-Designing Designs 13. Self-Writing Theories 12. Self-Describing Descriptions 11. Self-Inclusion 10. Self-Modelling 9. Self-Mapping 8. Involvement of Observers

1. Self-Reflective 2. Self-Infective 3. Self-Reflexive 4. Self-Referential concepts 5. SelfReferential Scientific Fields 6. Self-Referential Theories 7. Self-Referential Outputs

Figure 1. The Mbius science band

Note. 1-7 = Re-Entry of Domains, 8-11 = Reentry of Observers. 12-14 = Reentries of Observers and Domains. Source. Based on Mller (2011) but his circle is replaced by a Mbius Strip.

domain D into the domain D, (b) an observer Ob into her or his observations Ob and (c) an observer Ob and a domain D into the observers domain Ob(D). The three approaches further correspond to three clusters of self-reflexive designs with a total number of fourteen different research trajectories (Mller, 2011, p. 79). I have presented the 14 trajectories in some detail earlier (Reinertsen, 2012a, 2013). They are context dependent and find their rhythms dependent on the number and the interaction patterns of observing systems observing systems. Observing perceived in a broad sense. Also I have worked with some of them in two different action research projects in schools in Norway (Reinertsen, in press). Here I have exchanged the circle with a Mbius Strip so as to make it possible to travel without crossing edges and illustrate constant nonbinary decision-makingmatteringmy brain, my will and I (See Figure 1). This way binary, patterns, concepts, knowledges . . . must/can occur again and again not only betweenbut also within every trajectory but only as thinking tools ultimately violating classical demarcations between language and meta-language, meta-meta-language and meta-language, and so forth or of objectivity and the absence of observers from their/our/my domains of observations. A nonbinary and nonhierarchical hyperbolic language: Postconceptualist, mechanisms of antifragility perhaps. More on this below. Here is a task: (a) start midway between the edges of a Mbius Strip and draw a line down its center; continue the line until you return to your starting point. Did you ever cross an edge? (b) Next, hold the edge of a Mbius Strip against the tip of a felt-tipped highlighter pen. Color the edge of the Mbius Strip by holding the highlighter still and

just rotating the Mbius Strip around. Were you able to color the entire edge? (c) Now, with scissors cut the Mbius Strip along the center line that you drew. Then draw a center line around the resulting band, and cut along it. Did you predict what would happen? John? And here is the brain teacher/professor/researcher again: This is about coding for a trajectory. We use what we learn to generate new ideas and ideas about the future. It is easier to learn if you have a knowledge network: A general idea, a schema, construct or concept. Learning is based on expectations and in need of efficient background info or an anchorage point. However, everything we know is just a representation of our current level of thinking. Real educational systems should only teach this is what we think we know. Everything in textbooks might be wrong. Concepts can be wrong, but I do not care as long as they make sense (Interview, 28th October 2011). The third cluster thus trajectories 12, 13, and 14 in which both an observer Ob and a domain D is reentered into the observers domain Ob(D) is my main focus and interest here. Ob = Me. D = theories of learning and taxonomy, becoming (and) experimental research designing: A reentering of me and learning/becoming into my learning and becoming. Mller (2011) refers to trajectory 12 or self-describing descriptions as all kinds of autobiographical accounts and writing about writing within a fixed context. Further; as writing research methods in a self-descriptive mode unfolding different methods as we go along and use them and through these offer descriptions of exact sequences of operations, reactions, surprises, and difficulties. Such self-generative research description must then be organized in a recursive

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6 way in which I/we follow the self-descriptions and report on their effects, problems, and difficulties . . . and these reactions again leading to a revision of the original text, once again in a self-descriptive manner and round and round. Trajectory 13 or self-writing theories can be conceived of as a brain writing the story of a brain. A theory of the brain, constructed by an observer; me, must then emerge in the process of describing the cognitive operations in writing such a theory. Thus, the process of theory construction must be conducted in a very strong self-referential manner where a theory of the brain unfolds in the process of writing about its unfolding (Mller, 2011, p. 106). The last trajectory, that of self-designing designs, arises in the domain of research-designs themselves and can, according to Mller again be characterized as a dual reentry of both domain and observers into the domain of origin, namely into the domain of research designs. This process can be reiterated, in principle, to the point of writing a research design about research. I am not sure what I do here. Something between and within the three simultaneously, I sense. I obviously try no. 13 but I know that the others are there going places. Here is the brain researcher yet another time: We work with concepts we do not understand. For example; we do not know what consciousness is. Is it a spiritual or biological phenomenon? We do not know much about cognition and consciousness connections. We know that consolidation has something to do with memory. But we do not know. We do not know if will is a natural behaviour. In our animal experiments there are however good and bad rats. Some are very goal oriented, even to an extent that they can forget to feed their own puppies. Others are completely sedate. Exploring is doing your own learning but it is strictly embedded in a frame (Interview, 28th 2011). The workings of my brain: To practice myself, to perform myself, and to situate myself. To fold in on myself reentering myself in myself. Out of love, creativity, and humor, psychiatrist Dr. Karen Norberg, of the National Bureau of Economic Research in Cambridge, Massachusetts, spent a year knitting an anatomically correct replica of the human woolly brain. The frontal cortex is cream and pale green, the visual cortex a mix of blue, purple and turquoise while the hippocampus is made up of baby pink wool. The two sides of the nine inch (22.86 cm) brainone and a half times life sizeare joined together by a zip with the cerebellum knitted in blue and spinal cord trailing off in white strands of wool: The wool lent itself to creating the right rippling effect for parts of the brain and was easier to manipulate than other materials. The process of construction was much more similar to the actual growth of a real brain than it would have been if I'd been using a material such as clay or metal. You can see very naturally how the rippling effect of the cerebral cortex emerges from properties that probably have to do with nerve cell growth(Nordberg in Gammell, 2009) The woolly brain

Qualitative Inquiry XX(X)

Figure 2. Dr. Karen Nordbergs knitted replica of the human brain.

Source: Barcroft Media

is now on display at the Boston Museum of Science. And I cannot help myself: My will, woolly, rippling growing/ growth brain that is.

Neuroknitting Mbius Bands Ways In and Out

I can create or knit intrinsic-twist Mbius bands. I knit seamless Mbius bands, and it is difficult to find the center circle, but knitting forces a one-half-stitch glide reflection symmetry across the central circle, so it is not impossible. I normally use seed stitch because it is simple and symmetric, but occasionally I'll use faux garter stitch which creates the illusion of symmetry but then there is a hidden break. While Mbius bands are essentially seamless, they still contain glide-reflection with glide one-half stitch. This is induced by knitting into the loops between the stitches, which is necessary in order to form the intrinsic twist. There are different methods for knitting a Mbius Strip with an intrinsic twist. You can choose knitting either inside out or outside in. If you want patterns go to Sarah-Marie's knitted Mbius bands (see Figure 3). I knit Mbius scarves for the fun of it, the challenge and the beauty. In the winter I use

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Reinertsen

7 side gets the same amount of wear) and as continuous-loop recording tapes (to double the playing time). In the 1960s Mbius Strips were used in the design of versatile electronic resistors. Freestyle skiers have named one of their acrobatic stunts the Mbius Flip. The wear and tear of my efforts. My stunts, enthusiasm knitting. My brain and doubling and John. There is actually knitting and knitters over all. There are high school knitters urged on by teachers who promise that working the needles will exercise the brain. Knitting helps handeye coordination and motor skills. One biophysicist at the University of Washington uses it to help her university students better understand their brain plasticitydescribing how the motor cortex develops as they gain experience and skill. So it may be no surprise that the University of Washingtons College of Education has its own knitting groupor that one of its most innovative program ideas grew out of a session with pretty yarn and the age-old sound of needles clicking and clacking. (Go to: http://education. washington.edu/research/rtm_09/knit_purl.html). One can find parallels between knitting and elements that are required to create a successful game. This includes progress bars, rewards, rapid frequent clear feedback, element(s) of uncertainty, and engagement. It might even become addictive this knitting, gaming, learning in my brain, teaching, researching and John. The taste, the sound, the smell of knowledges, and school. And this is what happens on an EEG (electroencephalogram) while a subject is knitting. EEGs are used to measure brain activity; electrical impulses traveling across the brains surface. Electrodes placed on the scalp transmit those impulses to a computer, where they are recorded as waves which vary in frequency and amplitude depending on the physical and mental state of the subject. For example, someone who is sleeping will have a slow, delta brain wave pattern. Figure 4 is a photo showing a normal EEG of someone who is resting but awake, whereas Figure 5 shows an EEG of someone who is knitting. It is practical neurology. On the top two lines of Figure 5 labeled F7-T3 and T3-AC27, you can see rhythmic peaks where the two lines, touch, something not seen on the normal EEG above. According to the case report, these are artifacts, electrical signals that are produced outside the brain. After ruling out blinking or other gross motor causes for these aberrant signals, the authors conclude that they result from the subject/ knitter transferring a stitch from one needle to another. They hypothesize that the wool used builds up a small static charge, which may be released when rubbing across the needles or tapping the needles together while creating the stitch. So what when we knit with cotton or silk? Explore! I know that when I knit with synthetic yarns it feels different because there in more resistance due to my fingers getting warmer. I do not like it. Materials matter. Finally for now, there is extreme knitting crocheting and extreme art/math/human/nonhuman/countable/uncountable/ useful/unuseful/rational/poetic creations/creators/knitters. I love it, and it might even turn out that knitters hold

Figure 3. Sarah-Maries knitted Mbius bands

Source. www.toroidalsnark.net/mkmb

them. The colors matter and if I regret the choice of color I probably wont finish knitting. It used to be difficult and it might go both ways, this plasticitypositive and negative, but now it is relaxing and rewarding. when working themselves down towards definitions, they are stuck . . . John, how do you feel? What can I do for you? Shall we take a look at those sentences together? Maybe we can turn them upside down? Maybe you can try to say the opposite of what you thought initially or rather subtract instead of adding? What you dont think or like? Start with three words and three words only. Do you remember the task we did? Did you see what happened? What does that mean for you? Three words and then another three words and then perhaps three sentences with three words in them (Richardson, 2012). The sounds, the touch, the smell of X . . . your knowledge networks . . . The brain researcher: Enthusiasm creates feelings but we do not understand it. You remember best when you have felt something. When you feel, the brain can be said to be washed with bodily chemicals. Science has a personal creative component. If you are not personal you cannot be sincere (Interview, October 28th, 2011). John . . . And then there is knitting and the relaxation response: When we are knitting our bodies release chemicals and hormones such as serotonin and dopamine. Our abilities to learn are influenced by our feelings. No knitting read inequality, poverty, injustice . . . in both society and school are having a direct and detectable effect on the brain, on our ability to learn and our achievements (Zull, 2002 in Wilkinson & Pickett, 2011, p. 158). Knitting John, John knitting. Knitting John Mbius. Mbius knitting John. Giant Mbius Strips have been used as conveyor belts (to make them last longer, since each

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Qualitative Inquiry XX(X)

Figure 4. Normal EEG

Source. www.emedicine.medscape.com

Figure 5. EEG of someone who is knitting.

Source. Papathanasiou et al., 2003

the secrets of the brain, or the universe itself literally in our hands. Daina Taimina and David Henderson are mathematicians at Cornell University. Most people who knit or crochet know what their finished products will look like. But that is not the case with Taimina, and thats also the point: The point of never knowing what is going to come. Holding a convoluted piece that resembles lettuce (See Figure 6) Henderson marvelled: It actually looks like a brain. And I had no idea it was going to look like that until Daina did it. (Gramza, 2006). Taimina creates her strange and beautiful hyperbolic crocheted pieces by constantly increasing the number of stitches in each row. Today they are being put to use in math classes and displayed in art exhibits around the world.

Figure 6. Taimina showing and caring for her art/work, and Henderson displaying his knitted hat/piece of art on his head.
Source: http://www.sciencentral.com/articles/view.php3?type=article &article_id=218392811

Taimina and Henderson study and teach about the strange world of hyperbolic space, in which everything constantly curves away from itself. In hyperbolic space the most basic shapes in regular geometry, like a flat plane (zero curvature), are warped into hard to imagine shapes. In case of a constant positive curvature one gets a sphere. In case of a negative constant curvature one gets a hyperbolic plane. So in some ways it is opposite of a sphere. It is mind-boggling, thus exactly why mathematicians and I need models: There is no equation for a hyperbolic plane, because that is the point of these models. You can have some object which doesn't have an equation (Taimina in Gramza, 2006). But because the models now are handy, they can be played with, wont fall apart and are thus more useful. They can be folded to find straight lines, parallel lines, and intersections, twisting and turning them inside out to discover the relationships between what otherwise would seem like wildly different shapes, or seeing why a structure that looks a lot like lettuce is also a great way for nature to store information in a human brain. And now I help myself: Will woolly rippling growth storage in my brain. John; start walking the lines, fold/unfold, twist and turn, consolidate, associate, play. Create an image of a place you know and place x as you progress. This way you might remember more. No wonder why Taleb (2012, p. 19) finds himself more and more fascinated by something he calls the convexity effects when looking at something from an epistemological, risk-management approachand it looks different from there.

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Reinertsen I had been studying hyperbolic geometry for a long time, but until this actually got crocheted, nobody could describe what it was going to look like. There it isI still can't describe it, I just have to say, Look! (Henderson in Gramza, 2006). It is hard to tell how far apart one point is from another or which direction to go to get somewhere, but all points in the model are no more than 10 inches (25.4 cm) apart. So to get from one place to another one can quickly move back into the center and then back out again. Through these models one can experience what the geometry actually is in the hyperbolic plane. Otherwise it was just abstract things with abstract representations for it, but now its something we can actually feel and see and experience directly. Like a hyperbolic geometry lesson. That wasnt possible until these models(Gramza, 2006). John and I research design designing a model possibilizing more: My stunts my brain to come just do it. Taimina and Henderson point out that hyperbolic geometry is also interesting because it just might hold the secret to the shape of the universe. Other practical applications besides topology, biology, information storage, and computing include understanding how the Internet behaves and improving digital animations for movies and video games. Henderson also (Gramza, 2006) gives another example: Its very difficult to get clothing so it looks naturally draped, and thats because you can't write equations for it. So this is a way of studying how to do it. Taiminas practical applicationa hyperbolic skirt that took her 3 months to crochet using more than a mile and a half of yarnmay not take the fashion industry by storm. Then again, stranger yarns than that have happened, and it sure is twirly. And then I say experimental creative pedagogical research and science: Naturally draped, tailored, inclusive pedagogy, and research poetic creative artistic mathematic twirly inquiry all. Now then John: We can try with another three-word sentence. Can you remember when or why you started to think about this? Was there something that triggered it? Something someone said or did? The brain researcher: Riddles should be included in science. Nothing is beyond science. It is just that science is not ready to tackle it yet (Interview, October 28th, 2011). Knitting, thinking, and writing through sensory, bodily, social, and mental areas/centers of the brain that matter: That I can make matter. Self awareness . . . social, bodily, and mental awareness: Paying attention, being accessible, showing appreciation and affection: Stunts, twirls, and Mbius. Making it/Johnmatter/mattering. Entering troubled spaces sometimes and being willing to do so. John, where are you? It is noisy in this affectivity of motion, meditation, Thetaclicking clacking gaming chemicals knitting/knitted research brain flux stimulus and responses smears and rabbit holes. Around and around, motions, affects, nonorientable, never seen before, contested, undefinable perhaps, twisted, and one-sided, lack of words but

9 handy possibilizing seeing new, more and other crocheted, knitted . . . My will, woolly, rippling, growth, storage, consolidating, recognizing, and twirly brain. John. I am trying taking into account that learning and cognition might develop/happen from movement of knowledges, movement of limbs, from dexterity, and skills (not) associations. Out of activity and movement arise thinking and understanding: creative, living thinking knowledge is movement internalized. The brain having billions of active neural passageways which, when exercised correctly, allow us to make connections and patterns; knitting begetting thinking. Not easy, collisions too, and some places not to go, my will (not). I do not know. The brain researcher: When we experiment with animals, we find that punishment functions better than rewards if we speak of learning in principle ways. But this kind of knowledge cannot of cause be applied directly, but it can tell us something about creating rewarding environments to enhance learning (Interview, October 28th, 2011). I do not spend much time on the simple and normal, and my body takes care of that which is difficult (A very successful engineering entrepreneur, Trondheim, 2011). So John, I will not use or give you simple models and thoughts. Let us move together. It is an invitation.

Learning and Memory Philosophy

Hierarchy is dominion of thoughts, dominion of mind! We are hierarchic to this day, kept down by those who are supported by thoughts. Thoughts are the sacred. But the two are always clashing, now one and now the other giving the offense; and this clash occurs, not only in the collision of two men, but in one and the same man (Stirner, 2012, Kindle locations 1246-1248).

How then can I let myself fall into something chaotic, shocking, unclear, hyperbolic, unexpected, colliding, not knowing the direction of the flows and movements, and what is eventually my responsibility to John? As both pedagogue and researcher the way I see this, I must support his abilities to analyze, apply, comprehend, and use knowledge. So far we have worked primarily with evaluation and synthesizing. And now some practical philosophizing comes in handy because I think we are getting closer to something important and perhaps even related to the general rules and mechanisms brain researchers and I want to find out about and inquiry ultimately learning and research; a theory of the brain. Did I say use not define? Yes, well OK, then the cat is actually out I guess. It actually has been since Socrates and Menos prime days of their dialogues building in ambiguity and dynamics from the start. I am talking about diffusing and diffused knowledge colliding in me always. Thus I am talking about using and/or useful knowledge through me. And then not knowing for sure nonbinary, binary decision making matterings again and again makes sense. Nonbinary knowledge creation and meaning making

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10 and I hold my brain in my hands and I can play with it. No equations, all equations, because I must, because I can. John and his expectations . . . learning, one-sided, antifragile, and will too. Generally speaking Socrates told us how to reject faulty definitions through logics. But did he show or tell us when he succeeded in finding the right definitions? In one dialogue Socrates and Meno get stuck in their inquiry into virtue and Meno ultimately raises an objection to the entire definitional search in the form of what has been called Menos Paradox, or The Paradox of Inquiry (Meno 80d-e). It can be formulated as follows: 1. If you know what youre looking for, inquiry is unnecessary. 2. If you dont know what youre looking for, inquiry is impossible. 3. Therefore, inquiry is either unnecessary or impossible. The implicit premise being: Either you know what youre looking for or you dont know what youre looking for. And this is a logical truth. Or is it? I guess, only if you know what youre looking for is used unambiguously in both disjuncts. And now we need to remember the functioning of the crocheted hyperbolic models again, and to what is the state of (my) mind in a particular moment or occasion. Where to start? What to do? When to find what I do not know? And further; how/when do I know that I have found what I was looking for when I did not know what it was I was looking for in the first place? There might even turn out to be gaps between what I think about what I think and what turns out to be preliminary . . . analyze, apply, comprehend, and use again and again.
The truth is dead, a letter, a word, a material that I can use up. All truth by itself is dead, a corpse; it is alive only in the same way as my lungs are aliveto wit, in the measure of my own vitality. Truths are material, like vegetables and weeds; as to whether vegetable or weed, the decision lies in me (Stirner,2012, Kindle locations 5705-5707).

Qualitative Inquiry XX(X) At this point it is tempting to recall feelings that I often have of not quite remembering and understanding something but that it is just around the corner of my mind. And after further inquiry reaching some sort of personal conviction that this is it or at least this has something to do with it. But then again a personal sense of conviction is not enough but it keeps me going and hyperbolic models and language helps me continue asking because I want to because I must and again I can . . . knit. My will, my desire. Maybe the killer question therefore is neither what do you know, nor how do you know but plainly do you know? That is, deducing the (not previously noticed) consequences of what you previously knew. However and what I try here also deducing consequences of what I previously did not know and still probably dont. Come again Meno and I need words. Everything is colliding in me. I love this game. Yes, Dr. Norberg, why on earth knit a replica of the brain? It is fantastic! John, do you know X? Tell me. Explain to me. There might be many. Can you make one? Through wonderful modern functional MRT scanning possibilities we can find and measure places in the brain for all that we do . . . activity patterns . . . They are lightening up as spots when we experience pleasure, pain, love . . . What if love is reduced to a spot? It is very interesting what we might find under the skull but I think most is much more than spots. Platos (2012) suggestion in his Theory of Recollection was counting in the imperfection of nature and reasoning as a third way. I do not know anything about such imperfections, but what I sense and in that respect knows something about, is some kind of chaos or noise that I have to live and Johnand models knitting words that I need to learnjustice . . . Develop a language for speaking about what happens in the brain. And what happens chaos, the smears and the rabbit holes . . . And to force my/one/self to do X. The brain researcher: There is some kind of noise in the brain. The brain is a noisy place. It is a nonbinary chaotic type of noise we think today. It is inherent. It seems that we need noise in the systems to make them function. Noise is creative. Noise is difficult, but no threat (Interview, October 28th, 2011). Chaos, noise, personal, but not and language: At CASTL (Center for Advanced Study in Theoretical Linguistics, Troms, Norway.), research with small children has shown that language initially is developed for thinking rather than communication. The argument is that all languages are built on the same structure; with verbs and nouns. As linguistic expressions however in different languages they have different meanings and cannot therefore be used for communication directly but for thinking in/within the languages themselves. Already at 18 months of age, children know where to place the verb and the noun. However, they do not start with the overall structures. They start with details and build from these. We are only forced to use verbs and nouns because our brains prefer it to be that way, but

But first: This is of cause implausible for many kinds of empirical inquiry and questions like who is coming for dinner, and how many kids are in the classroom, can of cause be answered. In these cases, there is a recognized method, a standard procedure, for arriving at the correct answer. So one can, indeed, come to know something one did not previously know. But what then about trying to produce answers to nonempirical no equation questions? Here, there may, as we well know, not be a recognized method or a standard procedure for getting answers. John, are you there somewhere? Who are you? How are you? How many are you in you? And our question, which is also Socrates question; what justice is and/or how to re/store justice in educational research is a question of this type.

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Reinertsen language development is primarily for thinking (Svenonius in Jacobsen, 2012). And I want this language development for thinking to continue in the brain. The grid cells that produce patterns, movements and activity that we can study. And that is why knitted/crocheted models; knitting begetting thinking read hyperbolic word creation is important, and what I try. Ultimately I try willdeveloped justice and research and Deleuzian (1990) aions and aion/aionic word creation (Reinertsen, in press) to see/create more. Creating new words, meaningless words, words without content and word-play. I am babbling along trying to create hyperbolic spaces convexity effects. Trying to avoid definitions, genres; perhaps creating new through constantly increasing the number of stitches. And to theorize a bit more: This is linked to Deleuze and Guattaris (1983, p.116) desire not to seek to attain a particular object, but only its own expansion. Working with desire can thus become intellectually mobile says Deleuze, (1995, p. 122), and does not provide blueprints, models, ideals or goals. It experiments; it makes and is fundamentally inventive. Making inventive action vibrating with joy (Reinertsen, 2012b). I try desire will want. I invite you into complexity from the start. So John, as we work ourselves down towards definitions we create: Definitions but not. Invite invent invition? Naturally draped twirly pedagogy no equations . . . invitionpedtwirl . . . convexityped . . . convexfriend . . . bobble babble pedagogy. Stirner (1842) claims, that education is valuable only by teaching students to use knowledge. All knowledge must therefore die to resurrect as will, and freedom exists in abstraction only. The only possible goal is thus a personal will born from knowledge resonating, the way I see this, with a view of the students as self-reflexive one-sided subjects of will re/de subjectively re/de/constructing reality and learning . . . Personal . . . Existential . . . : Students who are narrating or telling themselves and their own stories . . . analyze, apply, comprehend, and use. Existential reflexive teaching and research. Truth thus consists of/in finding your Own in a regained naivety. Such true people do not however create the school. If people still become true, that happens despite school. Becoming reasonable is enough. Not even wisdom is schools intention. Come Plato and all others who mourn (Derrida, 2003). Nothing further distracts Stirner from his pursuit of the exposition of freedom; he is for freedom for everyone, not just himself. All freedom is essentially self-liberation. His concern is with the individual rebel therefore, not the revolution. Personal insurrection rather than general revolution was his message; Do truth, freedom, humanity, justice, desire anything else than that you grow enthusiastic and serve them? (Stirner, 2012-07-31, Kindle locations 203-204). And will you not learn by these brilliant examples that the egoist gets on best? I for my part take a

11 lesson further unselfishly serving those great egoists, rather to be the egoist myself (Stirner, 2012, Kindle locations 211-212). The Statue of Liberty . . . the promises . . . antifragile John and I. Stirner continues: If God, if mankind, as you affirm, have substance enough in themselves to be all in all to themselves, then I feel that I shall still less lack that, and that I shall have no complaint to make of my emptiness. I am not nothing in the sense of emptiness, but I am the creative nothing, the nothing out of which I myself as creator create everything. Away, then, with every concern that is not altogether my concern! You think at least the good cause must be my concern? Whats good, whats bad? Why, I myself am my concern, and I am neither good nor bad. Neither has meaning for me (Stirner, 2012, Kindle locations 215-219). He goes on and I: My concern is neither the divine nor the human, not the true, good, just, free, etc., but solely what is mine, and it is not a general one, but isunique, 24 as I am unique. Nothing is more to me than myself!(Stirner, 2012, Kindle locations 219-221). And I am the noone sided . . . John. Do you know? Experiment poetic research design almost like giving birth on paper. I try to be honest this nonorientable no one-sided teacher/researcher/professor that I am and hyperbolic hyper contextual (in) my brain. Confronting thinking playing entanglements so that the familiar is made strange (Jones, Holmes, & Maclure, 2010, p. 490) and I take direct responsibility for you, John . . . John and I . . . for such is a policy of friendship (Derrida, 1997). Becoming with data. I am data. John is. Becoming with John, a pedagogy pedagogue. It is meaningful.

Wonder is My Only Proper Woolly Brain Pedagogy Getting Better Growth Business
In both cases the truth (the true thought) lies outside me, and I aspire to get it, be it by presentation (grace), be it by earning (merit of my own). Therefore, (1) The truth is a privilege; (2) No, the way to it is patent to all, and neither the Bible nor the holy fathers nor the church nor anyone else is in possession of the truth; but one can come into possession of it byspeculating (Stirner, 2012, Kindle locations 5520-5524).

Clicking clacking . . . and the mechanism of antifragility and getting better. Hyperbolic combinations of safe and speculative rational optionality . Tinkering. Bricolage. Assymmetry: Becoming a rational flneur creating moving pedgogies moving pedagogy. Nonlinearity effects smiles and frowns. Curving outwards always subtraction then addition perhaps. It might thus be a via negativa, negative curvature, focussing on what something is not thus a recipe for what to avoid or what not to do. The propper business being to wonder . . . analyze, apply, comprehend, and use. John it is yours and your patent.

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12 Storing different knowledge in different places/spaces/ centers in the brain. The general rule, the theory of my brain, is making moments matter and re/store justice again and again. Make X happen, activate energy and create a world to see through Mbius hyperbolic knitting word creation. Words affect us. Words create realities. Words can change mind-sets. Words can change bodies/brains. Will woolly, rippling, growing, storing, recognizing, recollecting twirling becoming with data my Own thus me . . . John. Writing about something that I do not know what is. I still cant describe it. I just have to say, Look! Declaration of Conflicting Interests
The author declared no potential conflicts of interest with respect to the research, authorship, and/or publication of this article.

Qualitative Inquiry XX(X)

Jones, L., Holmes, R. & Maclure, M. (2010). Documenting classroom life: how can I write about what I am seeing? Qualitative Research, 10, 479-490. Michlmayr, E. (2007). Ant algorithms for self-organization in social networks (Doctoral thesis, Vienna University of Technology, Faculty of Informatics). Retrieved from http:// wit.tuwien.ac.at/people/michlmayr/publications/dissertation_ elke_michlmayr_FINAL.pdf McQueen, S. (2009). Static. Seen at the Art Institute of Chicago: October, 21, 2012 January 6, 2013. Mller, K. H. (2011). The new science of cybernetics: The evolution of living research designs (vol. 2). Volume 7 of the series: Complexity Design Society. Vienna, Austria: Edition Echoraum. Papathanasiou, E. S., Myrianthopoulou, P., & Papacostas, S. S. (2003). Knitting artifact. Journal of Neurology, Neurosurgery, and Psychiatry, 74, 1501. Plato (2012). MenoPlato. (C. Woods, Trans.). Retrieved from eBooks@Adelaide: Free Web Books Reinertsen, A. (2012a). Second order pedagogy as an example of second order cybernetics. Reconceptualizing Educational Research Methodology, 3(1), 1-24. Reinertsen, A. (2012 b). Do it with joy and you are the solution: practical philosophy as conversations about assessment in school. Policy Futures in Education, 10, 475-486. Retrieved from www.wwwords.co.uk/PFIE Reinertsen, A. (2013). Queer school based self- assessment, inspiraction research and second order cybernetics as thinking tool. International Review of Qualitative Research, 6(1), 79-102. Reinertsen, A. (in press). Becoming with data: Developing self assessing recursive pedagogies in schools and using second order cybernetics as thinking tool. Journal of Policy Futures in Education. Richardson, L. (2012, May). The tree word writing story workshop at the 8th Congress of Qualitative Inquiry, University of Illinois. May 2012. Stirner, M. (2012). The ego and his own. Dover books on Western philosophy. Mineola, NY: Dover Publications. Kindle Edition. Stirner, M. (1842). Das unwahre Prinzip unserer Erziehung (The False principle of education). Retrieved from http:// no.wikipedia.org/wiki/Max_Stirner Taleb, N. N. (2012). Antifragile: Things that gain from disorder. New York, NY: Random House Inc. University of Washington. (2012). Research that matters: Knit one, pearl two. Retrieved from http://faculty.washington.edu/ smcohen/320/menopar.htm Wilkinson, R. G. & Pickett, K. (2011). The spirit level: Why more equal societies almost always do better (Norwegian edition P. H. Poulsen, Trans.). Oslo, Norway: Res Publica. Zimmerman, E. (1989). Knitting around. Pittsville, WI: Schoolhouse Press. ISBN 0-942018-03-6.

Funding
The author received no financial support for the research, authorship, and/or publication of this article.

References
Bloom, B. S. (Ed.). (1956). Taxonomy of educational objectives. The classification of educational goals. Handbook I: Cognitive domain. New York, NY: Longman. Denzin, N. K., & Lincoln, Y. S. (2003) The landscape of qualitative research. London, UK: SAGE. Deleuze, G. (1990). The logic of sense. (M. Lester & C. Stivale, Trans., C. V. Boundas, Ed.). New York, NY: Columbia University Press. Deleuze, G. (1995). Negotiations 1972-1990 (M. Joughin, Trans.), New York, NY: Columbia University Press. Deleuze, G., & Guattari, F. (1983). On the line: Rhizome. Semiotext(e). New York, NY: Columbia University Press. Derrida, J. (1997) Politics of friendship. London, UK: Verso Books. Derrida, J. (2003). The work of mourning. Chicago, IL: The University of Chicago Press. Gammell, C. (2009). Psychiatrist knits anatomically correct woolly brain. The Telegraph. Retrieved from http://www .telegraph.co.uk/news/newstopics/howaboutthat/4245919/ Psychiatrist-knits-anatomically-correct-woolly-brain.html Garfinkel, H. (1967). Studies in ethnomethodology (Social & political theory). Upper Saddle River, NJ: Prentice-Hall. Gramza, J. (2006). Ekstreme knitting. Retrieved from http://www. sciencentral.com/articles/view.php3?type=article&article_ id=218392811 Jacobsen, S. E. (2012a). Sprk er noko tenke med (Language is something to think with). Fagbladet Forskning (The Research Magazine). Norges forskningsrd. November, no. 4 (Norways Research Council, November, no. 4). http://www. forskningsradet.no/prognett-bladetforskning/Nyheter/Sprak_ er_noko_a_tenkje_med/1253981584651 Jacobsen, S. E. (2012b). Fann hjernens GPS (Found the brains GPS). Fagbladet Forskning (The Research Magazine). Norges forskningsrd: November, no.4 (Norways Research Council, November, no. 4). http://www.forskningsradet. no/prognett-bladetforskning/Nyheter/Fann_hjernens_ GPS/1253981584787?lang=no

Author Biography
Anne Beate Reinertsen, is associate professor and post-doctoral research fellow in the Department of Education at Nord-Trndelag University College, Levanger, Norway. She holds a PhD from the University of Trondheim, NTNU. She has been working several years as a high school teacher and administrator prior to her academic career. She writes mainly about School Reform and Philosophy of Education issues, and is currently preoccupied with experimental research designing, quality, and assessment literacy questions.

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