plā′wėrk′ings, n. Portions of play matters consideration; draft formations.

Sometimes my writing for this blog comes about by way of thinking on recent media interest around children or their play, and then dropping into that thinking other ideas . . . this week I drop ‘entropy’ into the mix.

Entropy, according to a recent BBC News Science and Environment report, can be explained in terms of ‘the Universe tends, in general, to a more disordered state’.

What’s doing the rounds at the moment is Conservative MP Liz Truss and her condemnation of nurseries (whose children, she says, are ‘running around with no sense of purpose’). This playworker doesn’t think of the ideas of ‘manners’ and ‘discipline’, as Ms Truss seems to think; this playworker thinks of the ideas of ‘disorder’ and ‘entropy’ when he thinks about ‘running around with no sense of purpose’.

That the Universe itself can be seen as something that is inevitably marching headlong into a state of ultimate disorder is reassuring, in a way. The BBC report also adds a side-note (linked to the laws of thermodynamics) that ‘everything, everywhere, is at least a little bit disordered’. Everything heads that way.

A variable in this thinking is the amount of time things might take. Systems go from order to ultimate disorder, eventually or quickly. If we consider that ‘putting energy’ into a system can create order, we should also consider the idea that everything can be affected by something else; therefore, that ‘affecting of the system’ isn’t ordering it at all. Let’s put this into context:

I know full well, from experience of doing and from observing, that a group of children (I’ll use this as an idea of a ‘system’) can be affected both by leaving it to its own devices (hence the inevitable tendency towards disorder) and by imposing too much on it (trying to create some order, but in effect just affecting that march towards disorder in other ways). By ‘disorder’ I don’t mean to colour that word with negative connotations; though, admittedly, the word ‘order’ is more coloured in such ways.

‘Order’, in the context of this thinking, is the word used for the aimed-for state when attempting the action of control. It can also be seen as the dead, lifeless zone. What happens, at a simplistic level, whenever someone wants to impose too much control on someone else? There’s some degree of rebellion, perhaps. It might take years, or it might take a lot less time, but attempts at control are bound to affect individuals. Some people defer completely to being controlled. It’s the easy route, but it’s also the way that’s been imposed on them and they know no different. Being controlled may well result in more attempted controllers. There is a subsequent potential lack in thinking.

To think we need positions or perspectives to think from. The BBC report (which is titled ‘Entropy law linked to intelligence’) suggests the following:

The simplistic model considers a number of examples, such as a pendulum hanging from a moving cart. Simulations of the . . . entropy idea show that the pendulum ends up pointing upward — an unstable situation, but one from which the pendulum can explore a wider variety of positions.

Further simulations showed how the same idea could drive the development of tool use, social network formation, and co-operation . . .

We already know that play functions as a way of finding out, as a way of providing the player with the possibility of more options. Play is fundamentally disordered in process. If we see order as basically static, disorder is dynamic. Everything tends towards disorder and everything, everywhere, is at least a little bit disordered. In this way of thinking, not only is ‘order’ impossible but it’s also pointless trying to impose it (because it’s impossible). The only reason to try to impose it must be in attempting to control, and the only reason for this must be in attempting to create some purpose for the self.

Why do children need manners? Because that’s what society demands; because society is what I have to live in; because if I have to have manners so do others; if others haven’t got manners, and I have, and I have to live in a society that demands manners, then I should instruct others how to have manners; because now I have a purpose; because If I have no purpose, what is the point of me?

I don’t think like this personally, I hasten to add. I have other, different, traits which I won’t bore you with now!

Liz Truss, apparently, does not like children running around without a sense of purpose. Perhaps, with purpose, they would then be ‘useful members’ of society, able to aid that society in its own purpose: the instruction of others in how to act. ‘Order’ would be achieved, and with it a deficit in thinking (because what thought do we need when everything, like morality, is decided for us?), and with it a lack of potential wider variety of positions from which to think from (positions which have, in the past, driven us to explore tool use, social network formation, and co-operation) . . .

The argument could go on and on and round and round (at least this would be a dynamic situation though, one in which ideas and exchanges could flow, rather than a static acceptance: a dead state of being).

In short, and in summary, it is the huge expanse of children’s play ‘disorder’ that should be recognised in our society, of expression and creation, of trial and error and running around without purpose, rather than the aim of ‘order’ by manners and so forth. Ideas such as how to respond to others, right and wrong, and suchlike can be explored through the child’s play (as opposed to being told, and blindly following, these ways of acting by others). Over-zealous attempts at order can create unhealthy minds.

Disorder is the natural tendency.
 
 

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