“ertyu” wrote: My preferred definition for privilege is, "shit I don't have to deal with."
Yes, or even something like “currently occupying preferable position in current field.” The “currently”s making clear that change in personal and underlying “game” conditions may also occur.
“Ego” wrote: constantly reminding people of their lack of privilege, regardless of how true, is likely to create a self-fulfilling prophecy.
Yes, but it is also true that there can be huge risks or costs associated with belief in agency in a situation where “occupying preferred position in current field at start of play” was more contributive to current position if/when field changes and scaffolding crumbles.
“jacob” wrote: A WL7 could certainly spend their excess time, excess money, ... etc. helping out people at WL0 or WL2 or WLnegative3 or whatever should they so desire. However, and this is the important part, the ERE framework itself is very unlikely to be the best strategy for this kind of help. This is similar to how professorial experience in mathematical analys or differential geometry is not useful for teaching people who struggle with counting or addition. It's not even that it's not useful, it's that it's very well counterproductive.
Well, I certainly agree with this in the sense that I did not mean to imply that WL7s should venture out as if missionaries to impoverished realms with backpacks full of The Book to distribute or read aloud from on soapbox in public square.
However I disagree that achieving Level Yellow perspective is inherently counterproductive in terms of communicating with humans functioning at any other level. In fact, because Level Yellow is inherent of comprehending the existence of different philosophical outlooks, there must be some ways in which it should form a more productive perspective. IOW, I think there are simultaneously ways in which it is better, worse, and essentially equally fitted for approaching tasks at the level of teaching basic arithmetic.
For example, if you are a Level Yellow school administrator dealing with a primarily Level Red student body, you will recognize that you will need staff who able to function at Level Blue OR as if at Level Blue to instill a level of order. Obviously, the only humans who can self-aware behave “as if” Level Blue would be at Level Yellow (or above.) Similarly, if you are multi-tasking as a solo human at Level Yellow, there is no reason why you couldn’t behave “as if” Level Blue when warranted.
IOW, the collection of developmental fields themselves, particularly in applied form, would constitute the Mastery required in addition to the Mastery of ERE or FITB. IOW, “what it is like to not know how to multiply” is something you can learn how to remember, and so on and so forth.
Another exercise would be to consider how you might make decisions under unexpected change that dramatically alters your immediate field. For example, everybody not born in U.S. is now being deported, or your dear wife suddenly goes literally insane, or you have a major house fire. What if all three happened at the same time? This is the kind of field that is informing the philosophy of many poor kids in the U.S. It’s much more difficult to make good long term decisions when you constantly experience a good deal of underlying chaos. So, the first thing a WL7 could provide for a kid in such a position, such as Demon Copperhead, would be a degree of simple stability or consistency. Demon Copperhead is actually a good example of what I am attempting to convey, because at various junctions in his life, adults functioning at various Levels attempted to help him with varying degrees of success, but the lack of consistency at all these levels was the greatest problem.
