Hi Roy,
Try not to jump around too much.
As a visual tool, the footprint works fine. The dimensionality removes some of the distortion of change appearing to be so straight / direct and “sudden.” Have to work with the diagram itself but there seems room for all participants. I would add rest or re-consideration benches on the slope down to chaos.
One thing that came to me was my notion of emergence itself was too global. Maybe all the talk of “innovation” (linked to emergent ideas) as an economic driver had me thinking these things are public or openly noticeable when in fact they appear first as personal change. Something “emergent” to me may be entirely new to the whole universe or something new only to myself. I can chew AND blow bubbles with bubble gum. Why did I put what looked like a pencil eraser in my mouth anyway? And why bubbles? Can chew but can’t blow bubbles with broccoli—something in the colour green prevents it:-(
You mentioned dance and that connects to mirror neurons and enactment of the things others are doing. I’ve read Chimps will show their young how to crack nuts by demonstration. After a while the parent will leave a nut on a suitable anvil stone and a suitable hammering rock near by. This kind of intentional structure is suggestive over prescriptive and doesn’t “force” a particular interpretation style. Though this could also be seen as cultural conditioning, I think of it first as a path to personal realization and see ownership in the skill left to the young chimp (Stephen’s “participant” learning something new for themselves).
Understand Peter Rawsthorne’s point about measurement and testing. Doesn’t really show learning. Was thinking about tests for our mechanics’ ability to diagnose a mechanical breakdown. To me diagnosis is proof of interaction with a subject or process that reduces the simple reliance on memory, reveals paths of reasoning and encourages imaginative operations. Not all cases will allow for failure of this process (medical, aeronautical) but it does produce a measureable outcome that itself can be learned from. What I like about this is properly practiced it dishonour the attempt.
Dance:
Emily S Cross academia. Edu page: http://bangor.academia.edu/EmilySCross
Link “Research Interests” lower left of page then “Dance and the Brain”