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Sitting here, casting far and wide, searching my innermost mind’s word-generation centers, translated into scratches upon paper – it seems difficult to believe that I often lack words.

Not usually in mornings, but often after a long day’s interactions in intensity, trying to relate the day to spouse or friends or even to myself…I seem to have no words.

Now trying to recall the sense of being word-bereft, I sit here fairly confident, a large orange pen in hand, dictionaries and thesauruses in the next room waiting just in case I need a word.

I am full to brimming with the ordinary, the range of words searching not for words, but for just the right word, the perfect word, that word which says it all.

At other times, though, too intense, too many scenes and persons and interpretations, understandings – feelings flash in and out of mind’s eyes and ears, not stopping to say more than a brief, “Hello,” I cannot seem to find hardly any words at all.

Lacking words, I could not write…and do not try at those times when, lacking words, I have not much to say, nor any way to try.

A set of other characters emerge in hard times, in down times. Some adjust, and do, and wait. Some fight: old battles in new wars. Others over-see; and some reform.

Reform! Re-form? To truly re-form: my mind’s pre-occupation, requires a sense and knowledge and good will and strength and timing… and… and…What is to re-form: to take some image of what there is and how it worked – once – and alter the structure in order to preserve the image? And, to hope that it will work, once more. Will it work – to re-form?  Is that image of the structure which once worked, does that image really depict the form which is to be altered, or was it some story which was good enough to account… as long as it was working?

To re-form is to avoid re-thinking, to place faith in that past when things went right. To re-form is to take the same knights and centurions – now grown old – to grant them some discipleship, some belief still in their own powers, and to send them out on new day’s dawning to assert that it is a new day. Are they convinced? And, we?

Now, years later, she confessed that she had thought, for a long time, that John Berryman was some sort of fake. The great thinker-poet, who used to orate and make pronouncements beyond the reality she felt to be possible, who was actual, turned her off.

He was, she thought, all talk, mostly pretension. He, trying to grapple with life and death and death within life, was trying with all his might to state what he felt he must, pronouncing what he saw. He didn’t like life always or even all that often. Now, years later, she confessed that she only became convinced that he was serious, to be weightily considered, when he actually took his life.

What testimony to a poet’s life that he must commit suicide to convince her that he was real, after all?

(And if he was not real…?)

Winter sunset’s light’s low angles illuminate the land and buildings from the top down. Light, gone from the ground where darkness has settled, staying low, held down by the coldness of the snow always wanting to turn to ice; light directs us upwards towards the tops of things as if heaven were a search[-ing] light.

Angels on the head of a pin. See them multiply – like bacteria in an agar jar, fed on the nutrients they most desire, yet going nowhere, until they eat all there is and die of their own success. The scholars who read and write and multiply words feed upon one another in the arrogance of their self-contained world.

Words, words, like angels; terms, more words, untied to any reality, yet hinting that they know something deep, profound, wise. But the words and angels are not about anything beyond themselves: words, words. It all sounds good, correct…as long as there is no demand to do anything, to apply, to give us some understanding of any experience, of our being. For being is simply, merely assumed, and not relevant, and experience cheapens the theory and ideas; so we are told.

It is all the Glass Bead Game, where the players control the concept of the world, and the concept itself controls the world. But it is not clear, increasingly not relevant, whether there is any world…or any life.

Reality? Muffled by the crowds of angels on the head of the pin, spinning stories, dizzying our thoughts.

[Download the PDF version or read the full text below. Updated from previously published version in Organization, May 2001; vol. 8: pp. 403 - 415.]

Abstract. My vision for the future university acknowledges the facts of rapid change in the world. It attempts to conserve the idea of the university as structures and process by centering the university on a study of changes as they are redefining knowledge. As vision, it asks that faculties join in Centers for the Study of the Present Age to discuss, teach and attempt to shape the futures of Science and Technology and their ramifications. Key words. future university; new vision; re-center the university; study of present age

The vision: when I speak and think of the university, I have in mind the largest institution, the greatest number of students at all levels, professional as much as academic; graduate and postgraduate, as well as undergraduate.

The curriculum is at its maximum: some 150 subjects/disciplines in which one can garner a PhD. I have in mind, then, the largest public research universities, especially those which (also) educate their students to serve their states in the traditions of Land Grant: including agriculture and the mechanical arts.

While there are ample reasons to describe a private (research) university of fame or privilege as the descriptor of the university – say, the top of the pyramid of American universities, an Oxbridge or a Berlin – I think it important for our understanding of the present toward the future to consider the university serving the interests of the widest public or publics. In this setting, I intend to focus on the structure-processes of the institution, but particularly on how the idea of a university will intersect with, even help to define, the nature of the future.

Read the rest of this entry »

“What scientists do when a paradigm fails is, guess what, they carry on as if nothing happened.”

After watching this TED video of Elaine Morgan, updating us about the latest evolutionary research supporting the hypothesis that we evolved from primate ancestors who dwelt in watery habitats and the connection between nakedness and water in mamals, I thought I’d share my unedited essay on Elaine’s other examined ideas about m/other-child interaction from her book “The Descent of the Child: Human Evolution From a New Perspective“. Many paradigms need updating these days!

So, first the TED video updating on how we evolved, followed by my essay updating how we become somebody (interested folks might also like to see my (shorter) post about this.)

 

Seeing Somebody There

Introduction

The broader context of this essay explores the fact that we humans are socially interactive creatures: “bodies-in-interaction.” Our individuality, the development of the self and/or the I, is an “emergent” aspect of the human condition.

Fact is italicized since the history and current thinking about the human and how we are, think, know…has managed to omit this fact. Why so, and what differences it makes in how we think about the human, the world…are at the heart of this discussion.

The human has been characterized as each (physical) individual, essentially separate or independent of others – at least early on in life. The individual has been characterized in terms of knowledge or mind: the individual is taken to be an embodied mind. The mind – how we know or have knowledge – is the factor of our being which is raised to the status of definition of our being.

In my experience, thought, and observations, this is not an accurate characterization of the human. Though it has been the completely dominant idea of the human – particularly in Western thinking – it leads us away from the experience and truth of our being – tends to focus on certain of our (presumed) abilities as definitional – and mis- or under-estimates many others. The facts of our faces being central to our being, for example, has been hardly studied or much considered in thinking about what is the human.

Read the rest of this entry »

Am I on target?

Do I know where I am going? And why am I headed in a particular or certain direction; and not in some others?

Where I am?

I am often confused: between doing what is polite and what is right – and clearing some sense for which is which.

Confused between knowing what my work was and was for, and what is my work, now, in changing times, between being who I am for others, and who I am for myself. Confused about the future and its possible directions.

Living in a world where everyone is presumed to be out for oneself, for success, for power, fame and gain…I am pulled and pushed and yanked around by an aging vanity.

But which sense of self endures; which will I find, and be found?

If I am so smart: “why ain’t I rich,” my neighbors ask; “why am I not at Harvard,” my colleagues whisper; “why am I here,” I ask. “And where am I?”

I am a life-line for some of the people I know, enjoy, and love. Their lives become grim in a central aspect of what they do, or who they are, yet I remain somehow steady for them: not a therapist to tell them it’s all O.K.; not a teacher or an advisor to tell them what to do; more a constant person who wants to engage them in serious (or light) talk about an idea, do some analyses of situations we think about in common, seek each other’s experience or advice or critical thinking-through together.

Each of us occasionally, find ourselves in difficult times; times from which we will probably emerge, yet see no present light emerging. What seemed momentary now tries to fill all of life’s spaces; all thinking thoughts drift like a mud-slide into these moment’s dire straits. We call each other, find one another in such times, and here I am, fairly reliable, knowing what grimness is and how it may travel in the mind’s eye enveloping more and more of your being. I have done such journeys, you see, and know them all too well; as close to the edges of their dirtyness and down-ness as staying being has permitted me.

Now restricted, I practice them each day, much like practicing the violin. I confirm their being, I can confirm your being. And we move on, I a life-line, pushing your thoughts beyond the sun-eclipsings of doom’s concentrations, into some thought development we share. I seek you, I want your advice out of the larger experience of memory’s brighter days, into tomorrow’s openings.

Come on: there is work to do!

Not-talking, not being with, those who breathed life into us, in whose imagination we reside permanently, is a journey which wrenches, threatening full-time to keep us in childhood memories and meanderings. Justifying why we do not talk, trying to redo memories, as if their correcting in today’s thinking will update the actuality, like plastic surgeons uplifting the faces of age and antiquity.

Not-talking because talk is impossible; because the words which would be loving turn too easily into threats; wishes to please, to hold, to be with, fall outside of immediacy into some abyss…where terror resides, lurking; its cheshire-cat leer preparing to pounce upon any momentary weakness perceived.

Not-talking, now the resolve of life weakened into last words. Talk, not-talk, now altered into the what-would-have-been. Talk, the might-have-been, battling at last to come into today, so we can all breathe the same air, unpolluted by the burdens of not-talking…

Monday Aphorism: 1985

The dedication of 1984 to Orwell’s dystopic vision, the commitment to a kind of paranoia of the spirit, to observing all the world’s deliberations from the bleakness of the Ministry of Truth, the prophecy that we would not see 1984 for what it is in totalitarian terms…this dedication must yield.

1985, a new beginning, an awakening. Perhaps the trick is to take the feelings which I called depressed, which moved me to a wariness just outside of skepticism fed by a cynical stoicism acrobatically toughened, and turn them into some sense of can-do; into an energy which drives itself…on, forward…

Nor to deny Orwell, but to rotate and translate his vision into the time of all of time from the perspectives of now, of then, of once-upon-a-time and always will.

The feelings, self-justifying, the bad conscience of our age, need to be grasped for the power they possess to push, and turn to…

What, now is the question I pose, the query I wish almost to dodge in its doing?

1985, it has arrived; almost in spite of itself, a prophecy well-served, a wish to avoid the rebound which 1984 mirrors in its bouncing.

and “move on out”…

The meanings and concepts of our being in the world reduced by language; reduced to a language in which opposites proclaim each other’s territories: War is Peace, and Peace is War, and so it is in the actuality of 1984.

1984 – the novel; 1984 – the year of our being; appear so different.

1984 – the novel, dark, brooding, each day rewritten, revised so there is no longer any sense of tomorrow. Each next moment is promised, then stolen. Time is guaranteed, robbed, promised…a theoretical exercise in “Doublethink.” The concept of time, of history reduced is going, going…gone

1984 – today, this weekend; our experience, not Orwell’s imagination.  Yet here we are pondering what he said, wondering what was warning; what was prophecy. What is this time, 1984, the year of our being, here together? The wars, vague; the blanket upon our lives the darkness and dystopia of nuclear holocaust that each next moment does not rewrite the last moments, but that Life itself may disappear and all our concepts flow down some Divine drain: opposites, metaphors, histories, ironies, concepts, words, gone; all gone.

1984 – the novel, warned us that we would not recognize 1984, the year of our being, for what it would be, and what it is.

1984 – our being cast into a deepening quest and search for meaning, not that words and history reduce, revise, but that the concept of existence is cast in deepening doubt.

…for what I cannot have, sometimes fill me with a sense of incompleteness which almost screams with its intensity.

…for what I do not have, are different. These seem like envy or jealousy for a life which could have gone some other ways, but didn’t.

…creep into my being, a set of feelings which move in their location, sometimes settle-in and set my thinking in the direction of what keeps those yearnings alive and burning. Yearnings are stories I tell myself to heighten and deepen some internal bodily changes which, in their turn, deepen and heighten.

Where do they derive? From youth’s visions of what might be, or might have been? From some sense of moving beyond whose call must be heeded, no matter what? From some sense of fulfillment of a life whose work and worth have been underrated? From a boredom whose life continues to grow beyond my life, no matter what? From a romanticism native to America’s children who were taught the myths of “forever after,” and the “prince-cess on the Great White Horse” who would rescue and deliver me?

What would halt these yearnings’ burnings? Maybe only death. What could control them that they are not so ready to explode, blurring each moment into a wish for magic and miracles?

Yet…yearnings keep life moving, and provide living its own due.

A smirk: a kind of smile whose rising lips tell another story.

A smirk: a sort of sardonic pose which stands outside itself – a double-smile which smiles at itself, smiling.

To smirk: to see the seriousness within a smile which tells itself a story that is so serious, that it must smile at itself, lightening the interpretation and understanding of the story.

Who may smirk? Who has smirking “rights?”

The person who smirks sees a situation through and sees through a situation so one finds a place from which to observe observation.

A smirk: an “Ah-Ha!” expressed as a “Ha-Ha!”

Smirking rights: who has such rights has gone through the paces and trainings and finishings which certify a being, many times over.

Smirking rights: who has seen, “I tell you so,” turn upon itself – “I told you so!”

Smirking rights stand behind, beyond, afterwards, the wisdoms and trepidations of hindsight, watching in advance the process begin again.

Standing, sitting, smile turned to smirk, justifying itself in some sense of internal candidness: the smirk seen as smile knows itself as smirk.

The second night of the weekend was less serious, somehow. A wedding to unite two lives was celebrated in a new, suburban church. Like most other weddings these days, the ceremony was perfunctory: something to be done, to be gotten through, so life could proceed, and the party could begin.

It was a celebration, the people were earnest, but it lacked a seriousness that was electric the previous night.

The first night was an attempt at translation. The Japanese Noh tradition: an actor had come to tell a story cast in ancient days in Japan, had come into modern America, into the modern Midwest.

The Buddhistic sense that life is a cherished illusion, heavy, pregnant with some odd sense that life is us and within us, played upon a stage to be watched by passive lives who, while watching, live suspended in the sense of not-so-sure that we are here.

Life, flowing like the Tai Chi we had been studying, never suspended, but like the rhythms of heart’s beating bump-bump, it told a story of a heroism that life forces against the death which is our destiny.

Flowing, but with a care and expertise of every moment’s yearning, to play upon the eye’s viewing and body’s understanding.

Two celebrations of life, two nights running, yet the second promised a futurity less filled with the love of life that life appreciates.

The universe of available knowledge become too vast for the comprehension of the most knowing. It began to fill books of its own description: an outline of knowledge, descriptions of courses of study, the disappearance of the knowers replaced the books which informed – placed into the memories of magnetic devices, gathered into some sense of an entity which was the curriculum. Read the rest of this entry »

This past year, a Sabbatical: a year away from the ordinary of the past twenty years of teaching and bureaucratic ballyhoo, has been a study in patience.

To conceive of a task which is much larger than usual, too grandiose for conceiving in the ordinary; to prepare, to think out how to do it so it could actually come to be and to be done, requires much patience.

A task, a goal, a doing, a getting done; to begin, to prepare, to gather the task in mind in such a way that it can be broken down into the parts that can be done today before the part which must be done tomorrow; or next.  And the question of the order of the parts is never all that clear or obvious, as they may become aspects of a larger plan. Read the rest of this entry »

It was a purple colored paperback book
I borrowed from my niece,

the selected or collected works of Nietzsche

…which I only read much later,
as I slowly gathered time
and nerve. Read the rest of this entry »

This life, this experience, this day…not enough, somehow. Looking, searching, yearning, is there not more? Why…not? Where is there more; beyond? Other lives, others’ lives, magical beyond proportion, it seems these days that this is not sufficient. I wish, I wish…Some spirit of the Universe, come and lead me, take me to the beyond, beyond being; beyond my being. Do I not…deserve; have I not carried the burden of my life to the furthest edges? Is there not more? Lead me! Take me! Detail? Texture? Density? You say to me that I hear the muted conversations with the self of selves which stretches time and condenses experience? Pay attention, rearrange the bounds of being and the boundaries of the categories which I tell my self are the edges of my being that I wish to go beyond; I tell myself so that they will melt when I arrive. Transcendence?

Tomorrow…is now here. I sit looking down upon the river of life which flows from the end of the land into the oceans of life, of other being. I float upon waters where the gravity of pushing down is borne lightly by the buoyancy of liquid’s deep. Transcend yesterday; tomorrow is now here. The yearning of what was toward what will be, is where I sit looking back, looking out. Where am I that I have arrived?

I’ll be going to NYC this weekend for a conference on “General Semantics” – seems there’s a growing interest in Media Ecology, my former teachers who contributed to the ideas of Marshall McLuhan and Neil Postman – and I’ll be giving a talk exploring my interests and my teachers in the context of a review of Edward T. Hall (buddy of G.L. Trager – my teacher). Meeting with Dan Latorre (especially), a former student of mine continuing in extended conversations about the media, especially.

“The 57th Alfred Korzybski Memorial Lecture & Dinner and 3-Day International Istitute for General Semantics Conference”
Conference Schedule (PDF)

Sitting here, safe from winter’s ravaging, I feel inspired. The nape of my neck, stimulated, tickles my mind; telling me to think bigger: about more than whatever is. Traveling now, words pour out on paper as that inspired feeling invades my hand and fingers, moving into the pen which is my mind’s extension. I want to be inspired. Am I…inspired?

My thoughts, wandering, re-search that feeling of inspiration, concentrating on what is important to say. Are the feelings sufficient? Do they guide this pen? Do they arrange the contrast of blue-black upon white into the realm of the nearly profound?

Reading now what I have just written, I battle to regain the upper hand upon my self. The nape of my neck stretching, seeking; do what you do! Inspire me, stimulate me, drive me to say what you feel, what I must. Ah-h-h, so good!

To see the white of page slowly filling, abandons the editorial self. No longer must I read what I have written, it completes itself. Do I say anything? Is anything said through me?

Where are you, inspiration? Where do you lurk, popping out when I summon you, upon occasion? Writing!? I can write. Words upon words; sentences, paragraphs (the page is filling fast).

But what is there to say, which I have not said before? Am I merely arranging or organizing words? Am I still, was I ever, truly inspired? Do I need to think that I am inspired?

Does the dialogue between what is and might be, help cause me to jump to heights not tried? Yes? Yes. I attempt to reconcentrate the feelings, which are used to refocus the thoughts, translated into writing.

Have I written enough, too much? Does it say anything which seems truly inspired?

Worn. Exhausted. Exhilarated still. Inspired to be inspired.

Occasionally, questions about the meaning of life pop up like toast in my life’s living, and I am forced to face myself with questions of the life worth living, the death worth dying. The whole thing, the business of life – my life – what would it choose to have been, what epitaph would it write for itself?

Here lie I: I the great, the humble, the contrite, the brave, the more than, the not quite…I. Thinking of what I have admired, a force heavy with my lost youth tells me to go out with a large bang. Some reason, some quest requited, some pay back to the gift that is my life. I push away in these moments the thoughts that life has been burdensome, difficult. I seem to want a life-experienced requiem, an ode to my own life.

Perhaps I look forward with awe to some long or short-suffering exit, and seek a way of self-justifying; a way of externalizing, blaming; a way of being sure and positive, that I can tell my self I have been worthy of life. A cause for which to die, a cause for which to have lived, some sense of right and righteousness, a life which was, in sum, deeply moral whether any force outside of life blessed it…or not. A sense for surety in a world in which, I suspect, the concept is not discoverable, much less discernible.

Just in case, I want to be ready when I hear the call; I want to be able, still, to hear the call to martyrdom: for history, for justice, for life.

There is a battle amongst those involved in the trades and markets of the downtowns and uptowns and places where the barters of life are arranged: “I am an idealist,” a number can be heard saying, “but have adjusted successfully to the exigencies and realities of life.” “Ha,” I think. “And I am a realist who tries with whatever sinews and fibers are left, to hold out a daily idealism with which to inform my life.”

The utopists, the what-if people who preach the wonder-fulness of the never-will-be and look past the whatever is, they make me feel…mundane…common. They tell me how the best of all lives would be. And I, grubbing for the roots of today, of the hows of how I got here, want to believe I am no more spoiled than I am; that I can recover, and move beyond who I am today.

Those self-proclaimed idealists, those pains in my reality, want to own idealism, want to look past today to a future which they proclaim as theirs, as if today is not happening, as if all the todays are not the future. And I, left gasping, want to know who will make this fantasy come to be, and why it is not time to begin: right here, right now!

Who are cops…the police? Mostly guys, mostly white. In the past few decades a few women, more and more “ethnic” persons: some African-American, in Minneapolis-St. Paul they reflect the recent immigrations…somewhat…as far as I know. Not too many Hmong persons, a few Latinos from various countries…

Who are we…in thinking about the police – wondering how they think about us, and what they’re “up to?” How many of us would like to be cops? Do police “like” being cops, or filled to various levels of…fear, import, wondering about each next person, in each approaching moment?

How do they get to be cops? I mean what’s inside their heads, their thinking, that we might get to understand in their terms – more than in our reactive minds?

Also important – maybe very important is the fact that they dress in “uniforms.” Uniforms seem to take individual identity and help make them all into police – cops. (Where has their “individuality” gone?)

More signs: their cars, bright flashing lights, rear seats which can be made very separate from the front ones; painted black and white (in lots of places). Quite obvious. (Except that we might forget to notice them when we’re driving a bit too fast: over the speed limit. And they can make really loud siren noises which instill us with fear and the immediate reaction to stop, and pull over.)

All this to say that the police have quite a “presence” in the world: in many/most senses they are all “alike.” Uniform…has several meanings and even more connotations. (The differences between police and the military? – has gotten a bit complicated and confusing especially in these moments driven by war, terror, fear… (Observing the RNC meeting in St. Paul last fall: the police “looked” remarkably like military – faces obscured, wearing odd/different uniforms, carrying threatening looks and clubs. Whatever it takes to “keep the peace” said the mayors!)

Sargeant Crowley and that “Uppity Professor” (from Harvard no less), “Skip” Gates. What were the exact circumstances? Never totally clear: perhaps so “obvious” to many of us, that the moment-to-moment “facts” don’t seem very important to the situation.

A white cop (likely with some ethnic background which might still be “important” – was very important a couple of generations ago – Irish Catholic? Boston, a long history of Irish Catholics bathing in money and power. But we should remember the movie, “Gangs of New York” pitching the Irish immigrants against the (then) white Protestant majority to taste those senses of their history. Tough (mostly) guys? Ethnics, culture: what sorts of culture do the police have? “White ethnicity: gone entirely or some residuals?

And an African American, in many ways “the African-American Professor” in these times when being “Black” is taking on some “new” meanings, especially as Barack Obama is our President. And Harvard: In “spite” of being at Harvard, Gates is probably the most important historian/critic of what is African-American. Read the rest of this entry »

The news this time is that, as Orwell depicted, the thinkers of the right have learned about the power of the idea of history, especially in its rewriting. It is, deeply in our psyches, the idea of how we got here which informs our thinking about each present moment. More importantly, it is the idea of how we got here which virtually makes the reality of experience continuous. Thus the notion of revision of history, its rewriting and recasting, has a powerful effect on how we consider where we are…that we are. The notion of history is of course, rewritten or recast often in various senses.

We effectively lose time in some aspects of our lives, concentrate on particular facts to the detriment of others, forget in some ways and cannot in certain others. But we rely on the belief that it did happen and is theoretically recapturable with the right witness or upon deep reflection or study. When the belief in history is lost, when we are not certain that we were, then the present becomes very negotiable, and charisma or some “fall into belief” becomes powerfully persuasive.

We use history, rather the belief in history, to tell ourselves where we are, who we are and are not, and what meaning is. The “right” whatever else may be, is conservative, is particularly invested in history psychologically, because the conservative mind decides early in life what it is, essentially, and compares each next day with that vision of who one is. When the conservative mind learns revisionism, what measure is there to judge, to measure, to decide?

(Further notes after my first “My Teachers” post.)

Lessons from My Teachers:

Observe, observe, try to see in every moment, context, persons, relationships…I now call myself an “Anthropologist of the Ordinary.” (My sense is that many Anthropologists are more anthropologists of the …Exotic!)

Go to the field – live there for extended periods of time – take a “vacation” and return to the field, and not what (more) I see than I had before.

Went to U. Chicago for PhD – studied with linguist, N. McQuown who was supervisor in Mayan studies. U. of C. became a kind of experiential fieldwork for my own experience examining the University (“the” University). Daughter born in Chicago. Then to Mexico.

Return home (big fieldwork to Mexico was for 2 years – with J. and 5-month-old Amy). Life is a “study” of society, politics, homes, money: rich and poor, and…and…

Return home after 2 years was amazing – arrived just before Bay of Pigs, with no sense that all this was about to occur (living in Chiapas-Mayan Highlands – no newspapers, no TV, hardly any radio,  not much knowing of the world.

Whew! Life is a “whew” – mainly from Birdwhistell. Read the rest of this entry »

(Further notes after my first “My Teachers” post.)

It was at Buffalo where I began to study with George Trager, Ray Birdwhistell, and Henry Lee Smith. They arrived there in the fall of 1956: I was one of their first two students. As Trager was the essential co-author of “The Silent Language,” I include E.T. Hall’s work and thinking in my education (and current re-reading).

I continue to be their student, over 50 years later.

Ray Birdwhistell is probably the one whose ideas and practices continue to shape me most. He was the originator of “Kinesics,” the study of the Body-in-Interaction. He was a trained dancer, the best observer I have ever met: observer of the very wide contexts in which humans…are. He also tried to describe in symbols what he was seeing: arms, faces, always in-interaction. A challenging task. The body…and the mind – who and how we are.)

Teachings: how to see people (always including oneself…seeing, being, and body movements); how to note that “presence” of anyone entails (from his other student, Erving Goffman: “The Presentation of Self in Everyday Life”) the facts that we appear as we do in the company and contexts of others…and ourselves. There is much more to study: behind the scenes, in private alone and with others…Think about other bodies (other species) interacting socially; the power(s) in any/every relationship. And the study of context, in always broadening senses: how we know “when” we are, just to begin. (I wrote about this in the “Foundations Project.”) Different cultures (and subcultures). Read the rest of this entry »

[From Nick Maxwell's current Friends of Wisdom Newsletter No. 5 (PDF)]

TEACHING AS DIALOGUE:
A TEACHER’S STUDY

By Harvey B. Sarles
University Press of America: 1993
ISBN 0-8191-8897-2
REVIEW by Maarten van Schie

I’ll give you my opinion forward and frank: I think this is a good book. What I have been reading the past month has been a book about teaching. I have read a few books on teaching, and most of them are full of theories and techniques to teach effectively, with standard presentation tricks like “Say what you are going to say, say it, and then say what you have said.” These books are usually written in the manner of a college textbook, authorative and impersonal.

The book that I have read and am reviewing now writes about teaching in a very different manner. It is, first and foremost, a very personal book. Harvey B. Sarles has written about his vision on what teaching is and what a teacher does and instead of writing about teaching as a job he writes about the teacher as a human being. From this perspective he explores the role of a Teacher, which is “the person who becomes Teacher to one’s students: entering their spirits in some depth”.

I admit I was at first a little put off by the ambitious metaphors of this kind in the beginning of the book. But Harvey Sarles has in his book distilled from the concept of teaching, which may be muddled up in “The Present Age” (Kierkegaard), the purely human and social aspects. And as he puts it, Teaching is not just about transferring knowledge, it has the potential to shape minds and ideas and to inspire. Read the rest of this entry »

A celebration, a wedding, a joining of the lives of two people, culminates the planning of a year’s concentration. A party: two person’s lives join together into some notion of futurity which is the faith of their ongoingness.

Preparation, the imagination of friends and families somehow getting to the same place at the same time. A kind of public fantasy, the twenty years of youth growing up, growing to be and to become another person, an intellect, a thinker and doer; now, two thinkers, two doers, deciding to be together in the whatever that is a marriage. Still their parents’ children, still children to their parents. Yet a who, a what, a something in its own times and place.

Bread, a feast, wine, dance, the beauty of bridehood fixed upon our memories into tomorrow’s hopes and each new day’s is and was, would and will be.

When will the questions stop, when will I be satisfied with who I am, and why?

Myself? Others? Who am I trying to please? Friends? Mentors from my pasts? Important personages wandering in my thoughts? Who am I trying to please that these questions murmur in my mind’s meanderings, popping out whenever I try to justify myself?

Suppose that I am virtuous, a person who performs what he preaches; a person who preaches a morality of no little substance; neither great paragon nor whatever she is not. Suppose…

Adrift, somehow, somewhere, beyond the history whose knowing shows how I got here; that there are many other ways I might have gone. My self, an accident of some history, some fate; some fate, some destiny with any sense or purpose…or more a mere happening?

What difference, I ask. Seeking perfection, perhaps, but finding it was lost…Trying to be profound in a mundane world, struggling to be honest with my self, leaves virtue having to take care of itself. Perhaps I will discover virtue in the living and doing? Be kind, be good, be strong, treat others as oneself…!

Perhaps…

(Further notes after my first “My Teachers” post, and additional perspective from my prior post on the State Department, Foreign Service Institute, and our Current Ignorance of the World.)

My teachers of Anthropology and Linguistics at SUNYBuffalo, had been working for the U.S State Dept, in the Foreign Service Institute (FSI) during and after WWII. Their work consisted centrally of working (“fieldwork”) in the different Languages and Cultures of the world – advising and teaching State Dept personnel in exploring and understanding the other languages and cultures of the world.

Language and Culture were considered important in understanding and dealing with the world. Different peoples and nations had to be studied in their “own terms,” in order to understand and deal with them “realistically, effectively…” To be an effective statesman, one should speak the native language In these senses: other countries were different from us, but should be studied in their own  terms, toward good and effective foreign politics and policies.

As Sec’y of State to President Eisenhower, John Foster Dulles had a quite “different” picture of the United States and other countries. They were not just “different” from the U.S., but they were considered as somewhat “lesser,” in the contexts of a kind of “hierarchy” of nations. (Dulles was a deeply religious person with a deep sense of “America-First” – America was a kind of “City upon a Hill.”) His picture of America and the world has persisted well into the present.

In any case, all the Anthropologists and Linguists in the FSI were “fired,” in 1955. Read the rest of this entry »

In the June 29 Mpls. Star-Tribune, two extensive editorials debated the notion that many new teachers in our local schools would be sponsored by Teach for America: public schools, charter schools…

The usual routes for teachers trained by Colleges of Education would not be judged by Teach for America, and these new teachers – who primarily have earned very high grades in getting their college or university degrees – would offer much better teaching to our K-12 children. Or they would not – said the other editorial.

his home for 7th grade science, flickr photo by Monkey & Tree

"his home for 7th grade science", flickr photo by Monkey & Tree

What’s going on here? Are our schools failing with the ordinary or usual teachers: how badly or well are they doing – for whom? Who are these new teachers: are they “qualified?” To do what? Will they be better teachers? Or is this so much hype?

Here I’m speaking from the perspective of a Professor at the University of Minnesota, where I have been selected as “Teacher of the Year” in 2001, in the College of Liberal Arts. I also teach a course in Teaching as Dialogue: a book I also wrote. Just this Spring, I’ve been involved in the recently formed “Great Teachers” program.

And during the “money bubble” times we’re currently passing-out-of, there has been a virtual redefinition of students. Like Medicine (capitalized), students and patients have all been “converted” to “Consumers.” There are really no persons in this description which has sold so well during the money-bubble. And so there aren’t really any persons doing the teaching: increasingly removed from teaching…it used to be lectures from “yellowed” ancient lecture notes. Read the rest of this entry »

Right now I feel that my feet are like the Rock of Gibraltar, solid grounded. At the same time, in the same moment, I am loose and flaky as if the rock were thinly-layered shales, moving in any and all directions with the ease of a soft summer evening.

This condition acts itself out in my world, both doing and watching. I have more nerve than before: nerve to try new things, to take new risks, the nerve to be willing…

It is partly that I want to learn, to study what is happening in these times of the revival of religion – especially in the rising concepts of death over life.

It is as if the thinking and fears and hopes of the aged and infirm have gained ownership over life, as it has increasingly, in their own lives. It is as if women – who are the future – have lost the vitality to inspire the future.

I want to know, to understand the ideas of forever, and what then happens to each day. Where and when are the future, when impending death looms so large? Why do the ideas, prophets, and texts of the past overtake the present? Is it a search for certitude, protection from fears, a dispute over reality?

This takes my being in new places, pushing upon the powers that appear to be, to see where they yield, when they are soft or very hard, how they exist and oppose, and against what forces – perceived and real.

I want to help to recreate the idea of meaning, and of life: of living a meaningful life. Right now the urges and surges of nerve want to take on these explorations. Will I, how…can I explore such grand images?

Begin…now!

(Part 1 on my teachers. Part 2 touches on this line of thought, part of how it stalled, and impact on society. Part 3 is on “languaging”. Part 4 summarizes some lessons learned from my teachers.)

Who am I? A deep and developing question. But I did have several teachers who helped me to formulate my thinking and directions.

Above all, Ray Birdwhistell – the originator of “Kinesics,” the study of the human body-in-interaction. He was an Anthropologist who was the best observer of people I’ve ever met – observer in the sense of seeing people in careful and detailed senses. He was trained as a “classical” dancer, and seemed to see all others as performers in life’s dances. And he didn’t only concentrate on each individual. He also/always noted how they interacted: in groups, in life’s varieties of social contexts from infants to older, the ordinary and the exceptional in every sense; richer and poorer, healthy and injured and “odd” and…; ethnic, linguistic. His ways into the world were always expanding. Life is social, interactive: the individual…?

My Teachers - My Teachers - Ray Birdwhistell, George Trager, Henry L. Smith Jr., Norman McQuown, ...

My Teachers (click image to enlarge)

Ray was a student of the Chicago School of Symbolic Interaction – heirs of the American Pragmatist, George Herbert Mead, and the anthropologists who wandered the entire world. His work wandered from American Indians to the average family dynamics, to the sick – physically and, particularly, mentally. And he directed me to the U. of Chicago, Anthropology, where I continued my studies with linguist Norman McQuown – under whose tutelage I (and family: J, and infant daughter Amy) studied a Mayan Language (Tzotzil) and lived in Chiapas, Mexico for two years deeply immersed in both Indian and Ladino (their term) cultures during this time.

Ray was also a student in the line of thought and active fieldwork (life is fieldwork!) of Franz Boas: Margaret Mead (especially), Gregory Bateson, influenced his thought. Read the rest of this entry »

Chasing tail, photo by Ants4pets

Everybody said there was a shortage of leaders, and therefore of leadership. Everybody said there was a shortage of leadership, and therefore of leaders. I tried, at various times, to be a leader. They listened politely, then became quiet; a sole member-leader of my own ventures, there was no one who wanted me to be their leader…or was it leadership they didn’t want?

While they were saying all these things, they were saying also that the world is in trouble, that things cannot change. A mother said that the young people are cynical, have only a fragile hold upon their lives, upon futurity; they are wailing and flailing at the facts of today.

“Do something”, I said; “or I’ll do something.” “No,” she said. “There is nothing which can be done. There are no leaders; there is no leadership.”

Some aspect of my being seems to force me to identify my self with all the less fortunate, the downtrodden, the down and outers. It’s not pity. I feel no more sorry for them than I do for myself. I experience ten minutes of dripping pity once in a while, but I cannot sustain the feelings of weakness which pity arouses in me. I have no right to feel sorry for, to pity…

To feel pity is to have bought a particular vision of their being victims of a world’s madness; to be mourned…while still alive.

To feel pity is to have abandoned compassion, to have steeled my self against the possibility of being the object of pity, by thinking my self into some more exalted position – but still on an axis where pity reigns. Yet I see my self as all those others: maimed, hurt, dying; spurned for what they are or who they are not. I end up feeling bad that I am not one of them, whoever that might be.

Compassion? Perhaps. Maybe a pity gone wrong, I can tell my self that I am no longer alive. Or a sense of humanity, a sense of identity with all that is life, whatever tomorrow will bring. The future will… (Nietzsche’s: Antichrist)

late shadow talking loud, photo by zen

Sitting here: writing, listening to the music of the organ, thinking, believing that I think life’s important thoughts. Teaching: a telling from the erstwhile possessor of knowing what there is of knowledge, to some set of eager students whose self-pleasing is to please or placate me. Reading: all of history’s greatest thinkers who have survived in writing, studying style, criticizing from this today all of the ideas of the all of time. Observing: seeing what others have seen and seeing through what I have been taught to see. All of these: I tell my self how wonderful is knowing, and knowing that I know.

My arrogance untested, my sense of power sails to heights beyond.  Nothing can stop me now! It is as if I have condensed all of life’s experiences into reading what I please and what pleases me…observing my self observing.

Too easy. Self-serving.  Aggrandizing. Suspicious.

That which I do not read is that which I cannot understand: that which I do read is that which I already know.

Wary: of becoming my own self’s teacher, now full circle, life a mere celebration of power’s exaltation.

It came swiftly and with a harshness I have grown to expect. “Don’t you believe in change, in making things better?,” I was asked with a rhetorical twist of lemon so sour it curled upon itself with three dots trailing, dripping some mix of blood and venom.

“Why do you take us to the edges of the issues, purifying them beyond belief and being, beyond any possible doing?,” I was asked. “Do you espouse the way the world is?,” two of them joined in the accusation which a joining of minds heightened to a pitch which humans can barely hear but twitches at the skin’s ends vibrating with a sharpness which cuts.

I replied that I tried to make them think beyond experience, deeper than they had imagined; that if they didn’t want to study with a teacher, why not go their own way and not attack the idea of teaching and of the teacher. Why did they think that when I tried to overdraw a situation, to describe it that they will look at it critically to see if I saw what is there, that they can begin to see beyond their current beliefs, that I do not think that what is, is what should be.

“Qualify what you see and what you say, that we know what you really believe,” I was told.  I replied that my being there, my instancing myself, was the best I could do to exemplify who I am, what I say and do.

To provoke their questions, in or out of passion or anger, was to promote their seeking, their being students of their own worlds. Against teachers, against teaching, they wanted me to tell them just what I thought.  I, reflecting upon how Nietzsche was misunderstood in spite of qualifying, stood my ground as a teacher who would try to get them to think, to study, to inquire…

Some yearning to be beyond the whatever is; an abandonment of my being, of body, of life, to be outside to be the ideal of my own imagination; to take my seeing, hearing, feeling, that which I am and do, and wish them to be my imagination’s creation, that I can go beyond being…and still be. Wishing to be…my own God; that that God be me?

Instead, why not push my being, extend the senses of each sense, rather than abandoning  being to some imagination about it?  A musician’s discipline – each and every day – to begin the study again as if it were new, fresh. Start slowly. Try for an extended evenness beyond the suddenness of everyday life. Faster: see faster, hear faster, just beyond yesterday’s doing, just beyond what (I think) I can do. Softer:  less pressure, less tension, less… Hear: now, first, in my hearing imagination, the clearest, loveliest, fullest, most musical of all sounds; to be matched in the doing. Each sound beyond, above yesterday’s, yet within the senses of my senses.

More, because I am now more, my senses extended and extending the limits of being. What were fanciful wishes are extended and recreated in today’s doing. No longer abandoning doing to something extra-sensory, some wistful wishes that the world were something other; but becoming the self that creates more, in its own being.

From Plato to Toilet Training: I attempt to bridge the gap, says J.

From the removal of the mind from the body…which we are, we have misplaced the senses of our being;

Lost: the directions of life as the bowels only, merely excrete, and the  mind is thought to be the true basis of what and who we are.

Those who seek the light also seek the cleanliest of air so they neither see nor smell what problems and possibilities lurk within the actualities of the bowels’ being and moving our lives each day.

But – I tell my self – neither one without the other: no air, no light, the bowels of life’s chemistry extract the nutrition from what we understand as food and sustenance, leaving what’s left to be deposited, matured, half-rotted and stinking wherever we squat; formed into senses of wholeness that leave us at our pleasure and disposal. What stink, what stench that we ban it from our thinking of our being? So far from the mind’s eye where we now tell us we see and hear and think thoughts, cleansed, smelling good so we may yet taste them and not become ill from our own excretions. The body: what we are, all we are…the mind is some story about the body? (Nietzsche)

What knowledge packed into self-training that I move breath and muscles so they move themselves, extracting nutrition and energy and life’s blood?

What dialogue, what symposium, what theory of being and doing; what view from bowels’ bowels?

Lit by intensity

The energy of being in general and in each instant…of being.

It is perhaps a question about immediacy: a flow of feelings and body’s vibrational presence. Or a dip into fatigue, to be relieved by solid sleep, and the hope that tomorrow will find new…energy.

Why is this problematic? History: perhaps I was trapped by the idea that life would get somehow easier at some point.

But life seemed to become more difficult, more complicated, and I was not prepared – not mentally, not physically, not…Dreams of a fantastic future entered being, everyday.

Remember those days: depression, debilitation. I told my self I was bored. But the fact is I was waiting for something to happen.

Searching for some message, I was lamenting each moment, hoping that there was some life secret, some path of extraordinariness which would…appear, perhaps suddenly.

I was hoping that my actual life was an allegory for the wonderfulness which I felt I had been promised…

Likely to succeed! How many times did others tell me that?

What was I really seeking? Repose – I doubt it. Flattery – certainly. An easy way to become… raised my hopes.

Mainly the senses of being as being vibrant, were in my mind, supinely wishing.

Now this story seems silly, removed, remote; except that I can still find it too easily, and it finds me, in odd moments.

Now, I work to find new energy. I appreciate the rhythms of days and weeks and years, try to find myself who loves being and doing. The energy of each present means being in and remaining in…each present: new and continuing.

If there is success beyond being and doing, I am certain that it means more work, not less. The reward – a now nebulous notion – is to expend in each moment, more than the necessary. I seek energy, a synergism, such that each moment creates more. …and it often does.

Honestly, I’m all for it. Being honest, however, is not always simple or clear. And there is drift, a slow alteration in habitual living whereby it is not always clear, or simple, where honesty resides.

As I grew up, where I grew up, the distinction upon which I danced ranged between knowledge and success. Where I grew up, success ran quite a bit ahead, and there frequently appeared other routes, alternate roads which ran faster or smoother or more easily toward success’ forms and apparitions. And some appeared more certain. And who could we trust to judge…honestly?

Fame, riches…would knowledge get me there? Would knowledge protect me from such a great desire for fame…riches? I did not want to be a failure; honestly!

Now, they say, there is less honesty, because what it is all about is fame, however earned, and the sometimes parallel tracks of knowledge and success are in some state of disrepair, or buried beneath a growth of summer’s vines and weeds or winter’s snow, packed tightly down.

I find honesty a constant struggle; a struggle often, just to locate honesty. The judge in me which watches my self observing must be kept sharp, sharper than each yesterday if I am to judge my judging each today.

These days, we must study with some teachers who combine a sense of excellence in the performance of physical skills, with a depth of conceptual art, helping and enabling us to seek the energy and strength to grapple with the problem of honesty – which has become a necessity in life, and in our lives.

Free to, free from, free for…it all seemed simple, even obvious, but no more. The varieties of what is free, and to what pre-positions it is linked, now seem as mysterious as life itself. Now it is more a question of partials: where to locate freedom, how freeing is the yielding of some aspects of life to some exteriority; imprisonment of body, of mentality, to the logics and thought systems which frame our questions and make us wonder about the boundaries of the illusory.

The rise of strong religion, the self-satisfying temptation to go-it-alone without government, the celebration of fame and money, all signal that we are in times where we-the-people are diminished. Looking for meaning, we tend to grab for easy answers.

To give ourselves over to a belief is to be free because the belief is not totally an investment. And what is left over is free in a way that those who resist belief must keep invested in varieties of resistance.

To have a single logical system for all and sundry occasions is freeing because it takes little energy after a while, and the mind is free to wander on side trips while our logical self is carrying out its program.

To become imprisoned is to yield one’s body to a sphere which is so limited, so determined that little choice, few possibilities are imaginable. The imagination is freed to take whatever paths it may invent.

The paradox: the total freedom of total choice is often its own prison as its chosen path does not always eliminate the others.

The prison of “The Present Age” of bureaucratic efficiency, is boredom: the world practically runs itself. There is nothing to do, and change is resisted. From Kierkegaard, we observe that the only real action is promoted by resisting change.

The most debilitating attack on freedom comes within the context of great freedom where the present is something lesser than we had hoped. Here, we are prisoners of our own disappointments, hoping for something better, while in every instant, we yield hope.

At such points we become vulnerable to the prisons brought upon us by others while we, seeking relief, pray for meaning to be given us…to be thrust upon us…

Sooner or later I have to tell the conductors of the orchestras in which I play to tell me very loudly, and very firmly what they want me to hear; what they want me to do. I will do what they ask, usually without embarrassment.

I am not hard of hearing, but difficult to penetrate. “Why”? I ask my self. Egocentric? Unwilling, uncaring? Perhaps my own meanderings fill every nook and cranny of my interpretive self, and I leave no openings for more.

Perhaps I hear inner voices loudly claiming, clamoring, competing, unwilling to move over, to make room. Perhaps I am blocking, and merely want to keep noise’s excess managed.

“Tell me loudly and I will hear!”

What once seemed obvious now seems less sure.

Sitting upon the edges of knowledge, I see a kind of core to what is common. I also see that common core pulsating like our sun at its circumference; leaping up in odd places and in odd moments. When the common core falls, whatever pushed and pulsed is then recast. The core of common sense, a centralized location of what we all have in common, is as dense as before, still as common, yet…I can tell my self that what is different is me; older, my memory extended by each day’s forgettings and clippings, rearranged to fit today.

Do I see, each day, what is commonly common?
Does my view change each day, as the seasons?
Do I write to extend the is, of what is common?

Solid, stolid they appear. A certain kind of self-assuredness. They seem to be persons who know, promoters of things that are good; well-meaning, liberal. But, with them, I seem to lose energy. Self-doubts enter in, as I find my self doing a self-telling that these particular persons seem not all that bright. But here I am, heavily into self-doubt, finding myself accusing them of what I am experiencing. What is going on? Within this melange of self-doubt, the accusations directed as well toward the others, I become captive to a concentration of ideas and thoughts which aren’t even very interesting.

My own life, full of doubts, full of overcoming, I seek well-motivated criticism. But, here amongst these energy sappers, I have fallen into some trap of banal self-justification; the kind in which I find myself defending the worst in my self by seeking the worst in them. Exhausted, ashamed to rediscover a me I had thought was behind, overcome. Perplexed.

Then, last week, a gathering of the perplexed: in which we discovered that another was dealing with these self-same energy thieves, and reported…exhausted, ashamed…the same internal experiences. And ruling-out coincidence, we decided to justify self and to externalize blame against these masters of the art of self-doubt. The problem is revealed and remains, that we are susceptible to others’ depiction of our selves, in some ways that seem self-destructive.

There are some people I meet who seem, immediately, to be and have been soul-mates. We go to the depths of each other’s characters, knowing the way as if it had been written in the tablets of time.

We move into the premises and promises and premonitions, each barrier sliding aside as the right questions are posed, the answers received positively, each generating a next.

We argue gently, for we disagree and are not each other. And that is O.K., because there are many life journeys, and the world is of a size that no one can go upon them all.

These soul-mates move, immediately, past what I look like to them into the depths of feeling and of thinking, into who I am, really. But I am fearsome, and many who would know me, cannot; and I do not know what to say or think about that.

I am often protective because I have known that many others have neither the means nor the willingness to begin to know me as I know my self. During several years of lessened confidence, I often reacted self-protectively; handled the reactions of others to my semblance, by an inner recitation of Machiavelli’s dictum: “It is better to be feared than to be loved.”

But even so, I am quite fortunate. I fit into several mostly positive stereotypes at this point in life. I look like what I should look like, for many others. They are inclined already toward me: too old to be physically dangerous, old enough to be taken seriously…for others to want to…know me, trust me.

My youthful earnest and self-righteous anger has mellowed and has been cast out from my appearance. Others – do not find many soul-mates because they do not look right…to them.

Already by the time we begin, the barriers erect themselves; the possibilities of hurt and anguish, overweighing the potential of understanding , of being…understood: pride, integrity?

Connecting. Yes, lovely. But not always…possible…or actual.

A nerve, a verve, a…willingness to do and be. A fear, a sense of fear kept in tow, if not exactly conquered. A question of why the issue of being confident should even arise.

A loss…of confidence? – more clearly the issue; the disappearance of nerve, of verve, of the fright of the willingness to do, leaves me almost breathless. Perhaps it is only a feeling, located somewhere in the depths of my bowels, but nonetheless a power in my life which determines much of what I will never think of doing…less of what I might actually do.

Confidence – that when I get up to play the violin (if I have prepared sufficiently), that when I perform or lecture, that I can depend on my knees not shaking so wildly that I will be forced to sit down or sit out; that my voice will not fail, that my mind will not blank, that my thinking will be fast enough, that words will be found in my thinking’s machinations; that whatever happens I will not lose my control, my coolness of mind…that I will be able to smooth over whatever anger or anguish may arise: others and my own.

Confidence in balance with wanting new experiences, to learn from and while doing, so I can move on toward new ideas. Confidence in some balance with the variety of fears which motivate and which obscure, which turn thinking aside, away from, toward the past and gaining ascendance over what I may do or will do in actuality.


The academic counterpart of the query: if you’re so smart, why aren’t you rich? If… why aren’t you at Harvard or Cambridge? That is, if… why are you here? Transpose! The obverse: you are here, thus you are not there, thus you are not so smart; not good enough to… A decline into a distrust of self, the definition of quality sliding into the same distrust. The quality of judgment, gone. Are there others who can help us? We need help! We beseech. “Hello! Will you come here and help us! We are not good enough to judge well. Will you help us? Why are we calling you? Because you are smart and rich… and you are not here. Will you come here and help us? No? You fear that you will become like us, once you are here? No, that is not true. You are there, you are worthy. You ask how we can judge that calling you is good judgment, if we have no good judgment?” A good question! A good question?

The concept of a family is nowhere as obvious as it once seemed. Simple:  parents, siblings, a place to live, where we used to live; where those who still live, live still.

New families, next times, the simplicities gone into sickness and pain and death, and the history of what was once the present, is now simply history, memory. The sisters and brothers and you and me, we all have memories: same, different, passing by each other; reconnect sometimes, mysteriously, into friendships surpassing relationships.  Sometimes these disintegrate into the renewal of the pain of the memories which could not be borne, cannot be borne: talk to my lawyer! Others, siblings, new families, new places which have, by now, grown their own memories, renew often, often enough, who we are that we once were family.  “Let me in!” -  we implore.

And they do, with arms open, and hearts which are pledged to remain open. And we do, trying to make sense, trying to understand, to renew the meaning of meaning, the meaning of being, of a family.

“Like the possibility of knowing, now, the entire earth reduced to jet planes’ speeds and missiles’ trajectories, the sense of what we are became all-too-knowable and ultimately explicable, and the mysteries of the metaphysics which whispered, hushed, in our innards, began to speak a little more hurriedly with an excitation like storm clouds’ beginning gatherings.

Be in process, exist, experience, love life, transcend your history, be moral from strength and self-possession, not from a weakness which is battered, not from a music which escalates but does not elevate. To deserve a deity, is to be a person of character, to be for, to be against, to be what can be…a person is a will, a willing to, and one who can talk to the inner dialogue.”

It began, I guess, several centuries ago, the proclamation of the end of the era of metaphysics.

For a while it was banned: that is, talk about metaphysics, as if banning talk would remove the ideas and thoughts. Metaphysics as talk and term, became a way of spurning the obscure, when all that was needed (they said) was care in observation and in experimentation. In the name of objectivity and rationality, and perhaps of progress, metaphysics was banned and bannered and kept in a closely lidded casket as if it were some hornet’s nest.

Except…except that somewhere in our lives, some of the visions of our own being, lurked a metaphysician telling us what was a question, what was an answer, what we are and sometimes, why.

The lurking thinker carried within a big bag of inner dialogues, a mix of wonderments which were kept mostly quiet. How? By naming the stuff which came up, came out, rose to the surface…

Read the rest of this entry »

Today, close to tears, I mourn my self that life is not the panacea I seem to have had in mind…for today. Little space in which to ply hard-won skills, I am forced to ask for favors, instead of getting fair-market value in a market for which there is no obvious demand.

Favors: bribes upon my character; psychic debt; stinging loss of integrity’s feathers and petals. My man-child’s leg crumpled beneath him: knee bent out of dimension, requiring repair. ‘They know what they’re doing,’ we’re told. ‘Do they know what they’re doing?’ – we ask.

Time will tell. Youth’s aches, temporary, remarkably self-healing, can be rubbed away with an ease that surprises.

Do they know what they’re doing?

We repress the question, but it asks itself in the midst of night’s dreams and wakefulness.

Today, close to tears, sitting here, waiting for…tomorrow?

A couple of years ago, while driving to my place of work with my just grown-up daughter, we were hit from the side and behind by a large truck. Carried along for an interminable hundred feet or yards, she gained control of the small auto and we came to rest beside the freeway, plowing down a road sign upon the way. I found my self, that day and for several days afterward, wanting…needing to confess my surprise and positive pleasure at being there, wherever, and with whomever. Life’s angers, wishes, all seemed vain and very small compared with the fact of our remaining presence.

Strangely, then, the experience of a close-call became cleansing; a moment in time became all of our time. Actual, we felt actual in a way of great completeness. And, in a certain way, life was renewed, a gift to have a future; what, now, to do with it? No longer in debt to my own history, but indebted to futurity. I wonder: must it require that level of experience?

Who I am, who I was and will be, replaced somehow by a what-ness, much due to questions of scale in the cityscapes of life’s living. The bureaucratization of life as I became some cog in others’ imagination – whether it fits me well, or not so well.

Losing some war in which I found my self thrust, between who I was and who I thought they thought me to be, I abandoned thinking about my being. Often I invented a new war between what was left of some notion of myself, and my refusal to be that depiction. And the war became my entire self…or its replacement.

I, growing older, flirting with problems of death and life, became the observer of my living, as I experienced the pains of tension’s tension, and entered also into war with my bodily being. Always a few seconds from pain, it became my enemy, someone to avoid, and I was then two: myself and my pain. As pain became my master and guide, I felt lost.

Recovering, yet recovering, I learned to stretch my muscles and joints and ligaments, and studied the pain which was my guide, until I learned it and it became me. As it did, I could remove my self from the pain or the pain from my self, and gain a distance from it, which I used to locate the character which had disappeared.

Not knowing just exactly what I was for, I found it more direct early in my scholarly life, to be against some ideas, some thinkers…to sense and test who I was not, what I would not do, and where the edges of my ideas or focus reside.

I argued vehemently, strongly, perhaps harshly against what I thought was wrong, was untruthful. I was a critic writing polemics; trying as well to explore new paths which had no particular history, no negatives.

Now, I occasionally discover that much of the thinking I call my own, is directed… against, opposed. So much so, I sometimes think (and am told), that I do not say what I think is correct, except in the terms of some opposition, some polemic.

I wonder if I am anyone, in these times, except some enemy’s enemy, defined less by  personal integrity or by my friends with whom I think, but more by the ideas which I oppose. Where is truth located within these forms of disagreement and battles?

Who am I, positively, on the side of some ideas or thoughts; more than the armored battler always arguing against ideas or thoughts of others?

Sometimes I yell at myself, by spunkinator

The bile backs up its ducts pouring out into the streams of anger and misplaced love. Seeking for an object, seeking a love of self which has been abandoned, the vanity jealousy throws this surge of feeling out into the world’s view, landing upon…

Who I am, at war with who I am-not; the am-not, another person, different from the me I’m supposed to be, yet still me. Push, kick, hurt, kill. And why? But, why? Is it a question of rights, of deserving?

Do I not have enough, what I was promised, what I tell my self I was told? Like the snake or spider or thing of wrong shape, impinging; is it simple, the hate? Kick, stomp, squash, squish, reach out from the fright like falling off into ledge’s abyss?

Having to be part of a situation, unpleasant with little hope for improvement, I feel caught. Caught, partly because it is of my own making; caught, partly because I think of my self as more powerful than I am in this situation; caught, partly because the situation takes energy from my attempts to extricate my self from it; caught, partly because I cannot decide what I contribute to a bad situation and I have no place to take my guilt.

When I was away from here a few years ago, I found my self in a similar situation: it was hateful, spiteful, tense, with little sense of direction but spinning its wheels continuously. But it wasn’t my fault, and I could look at it with no sense of culpability.

I asked myself why it was that way: hateful, spiteful – so familiar to me, but not my doing? How did its participants feel? Poor management had for years driven each person into one’s own little wedge of work, pulling in the boundaries behind to cover and to protect. By now it was difficult to say what there was since everyone dealt with and through the protective devices.

What I think I learned: that each person, seeking a personal measure of fame and importance had created a shell around themselves which was at once transparent and impenetrable. Not her fault, not his fault, not my fault, I was caught.

Now I know more: its causes, its impossibilities; and feel less guilty. What to do, how to get out, how to protect my self without becoming totally like them? Caught!

Knowing, seeing what there is, knowing how it works, in just the right proportions, with the exactitude to make it happen. In order to do, in order to be, there is a…a level of detail, a set of techniques, without which nothing much will occur. The trouble, the complication, the difficulty, is in knowing; in accomplishing technique without dwelling full-time in the how-to’s. Detail can expand to fill the mind’s dwelling just as it contracts to ever-diminishing portions. At one time, knowledge; at another, a comfort to tell my self that I know what I think I know.

The world likes detail because it is trustworthy, and it wants me seduced into being an aspect of its particles. Detail, technique, is praiseworthy, virtuosity. But, at some point in growing, enough is enough and it is there to be used, utilized to do. It is difficult to know always what there is to do, or to trust my self once I have left the realm of detail to enter into…into what?  Detail and the contexts of knowing what there is: at battle.

One of Nietzsche’s challenges, thrown to the few in his posterity who would be his readers and soul-fellows: to be a “bad conscience” for the age (the war we wage against our own instincts as “man’s suffering of himself,” and sees in this struggle the suggestion that one “is not a goal but only a way, an episode, a bridge, a great promise.” (“Genealogy of Morals”)

Searching, still; still searching for some sense of mission in this life, I wonder whether this would fit – me? – this age?

For years, too many years it seems now, I bitched, complained, railed upon the badness of things, the poorness of quality, the unwillingness of people to talk about issues, to discuss, to… I sense it sounded like whining, like a puppy which had lost its mother; a puppy who had strayed away to a place in which it could not place itself. Now, stronger, I want to do whatever needs to be done: to make this age better. If there are problems, where there are problems, it is not enough to make them known, not enough to raise the ire of those who ameliorate this age – those practitioners who keep the world going.

And go on it does.

The trick of power and government in this age: to stay low; quiet? A bad conscience is ineffective in an age where the energy of power is like a banked furnace: a mild glow whose heat, though still great, is diffused. Is there any point, in this age, to be a bad conscience?

Better to read Nietzsche, to study the other ages and places where bad consciences could be heard above the hum and drum of bureaucracy’s banality, to think and walk and talk with those who could and did.

During money bubbles (“Gilded Ages”), there are certain sorts of “mind-sets” toward the world, and (every/any) one’s sense of future. What seems obvious or natural during such times – attitudes toward the world, judgments of what and who are the best and most successful people – flows in the direction of big power and big money being the proper ways of the world.

We are (about to enter 2009), just emerging from a money bubble. The bottom is dropping out of the economy all around the world – interlaced as we have become during the past 50 years or so. This gilded age has been enabled by the great rise in technological innovations, which have refocused much of our experienced world, and opened the entire globe to our thoughts and interactions.

Some aspects of the money bubble sort of mentality, which hover upon our thoughts:

Fame is really good! Money and power direct themselves to the precious few, while the rest of us think this is the natural way of the world as we try to play along with the world and people we see, and often admire or even adore. (I want a BMW to park in front of my mega-mansion!) The people who “run” the risen economy “deserve” all they can siphon from their merged corporations. Students go to college less for an education, more for a credential which will ensure their future success (and a BMW…maybe a Jaguar as they mature). This state is the proper/natural state of the world, and will go on and on…! We are all independent individuals – the government should stay out of our lives. I am motivated to succeed…and will…to. Read the rest of this entry »

Living in a time when the use of drugs has been pushed by the curers of our illnesses, the question of what is an addiction looms large. Some substance, inhaled, injected, ingested to the roots of being, alters experience, perhaps outlook. Sometimes, often, always – some say – the alteration is bodily, real, the experience more desirable than what is usual and seems normal. Others worry less about the power of the drug, more about its use and application: alone; in company; what sense of tomorrow.

What sense of tomorrow?

But there is more. Habits, of body, of mind, of experience and its counter, also seem addicting beyond wish and desire: gambling, power, a sense of activity and action, of performing…athletic doings, jogging, playing musical instruments, writing…all of these may invade life and demand an increasing part of being. Power, some sense of greatness, of control over the world, over others, seems to grow quickest and deepest, finds its own sustenance within itself, addicting.

These all give fabric to life, shape to lives. They energize thought and action, frame hope and a sense of progress and tomorrow…

and tomorrow? The down-side of addiction: that we may not construe tomorrow, any next day, except within the sense of self which that drug or habit shapes. To do, not to do, no longer can be cleansed of the debris of the addiction. Like pain, which grows as it is opposed and made an enemy, addiction may control, possessing us in outlook, plans, and preparation.

Within addiction, freedom binds itself, no longer problematic.

Once we create the gods or transcendental concepts, after a little while they take on lives of their own in ours.  They are, they do, they become this and that; inspire us, threaten us, control us, cajole us. We beseech them, pray to them, fight them, pit them against one another. They reflect us, we reflect them. It is all very confusing.

Where does it all begin, we ask. At the beginning, we answer, no longer admitting, not realizing that the answer begot the question. No longer wanting to explore experience, the senses which are, which reveal and deceive, we decided not to grow in outlook when our bodies decided to halt growing in height.

The gods, the concepts like language and society and economy all become invisible hands, work over us and work us over. God fights Satan, and we are pawns. Capitalism battles socialism, my eyes blink arhythmically. Nature captivates culture which wards-off technology. Books are written which explain all of this: authentic texts, the word of…

Let them all fight, I think to myself, not wanting to be caught in epic wars of too-tall gods inventing intrigues. People, I think, are not all that different in the visible spectrum.

Searching for meaning, we are tempted to believe…it is not within us. The problem is in being large enough to live our lives, neither too diminished nor too enlarged, praying for bits of help or arrogating the graces of our own imagination.

My response: search for ourselves, the character within each of us which may grow to fill the longest life! Toward each of our next places…!

Sometimes I feel that I am in a psychic jail, paying off the debts of my life’s imperfections. I am cast upon a small rock island, a fruitless raft tossed by ocean’s waves, always pushing, always threatening to throw me onto the shore’s cliffs.
I hope for mercy and penance in return for the deep debts I seem to be in.
In debt to life, the burden of each day occasionally seems too much; I am unable to clarify, to state clearly to my self where I am, how I got here, and whom I owe.
My parents, my teachers, family, friends, colleagues, neighbors…who else?
Who else? My own imaginations of how they imagined I could be, would be, should be, sometimes at odds with how I am. How I am, in my own terms to myself? – sometimes whispering, at other times, screeching.
Do I not live a life equal to that which they hoped I could; do I not let them be the persons that they willed and will; did their own debts and pain-filled penances spill over onto me, onto my future, its hopes and would-be’s and would have been’s?
Would I know what to do, where to go, if ever I could satisfy the debts of soul and spirit and life’s accumulations?
Penance! Penance?

Change, Change, Change! Yes, Yes, Yes…

Change, Change, Change – Yeah, but…

In my office at the University where I teach, there is a poster which I look at frequently, but keep mostly hidden from others: “I touch the future: I teach.”

Now older, many years of experience in thought and in teaching, I am even less bashful. “I inspire the future : I teach.”

Change, yes: but towards what? How can we envision the futures of democracy, without probing where we are, how we got here; and where is there to go?

Where are we: emerging from another “gilded age,” a “money bubble” which has so altered the shape of democracy, that it might be powerful enough to shape our very ideas of change. How to see, how to study these so-fragile times?

How we got here? We have been part and partners in the great money bubble: our children, our students go to school less to learn how to think, or grapple with their futures. More they go because that is the “thing to do.” Not to think critically, but to work toward a credential as “efficiently” as possible. Then their futures will be “O.K.”

Envision the future?? It will take care of itself, as long as we do what we do? Think critically? Bah! Do what we’re “supposed” to do, and…

Change, change, change. The mentality of the gilded age has pushed us into ourselves on facebook and U-space. The world in which we reside shapes us so much more than we realize. We have – not thoughtfully – accepted the oligarchies of money and power which shape our very desires. As it is all collapsing – in “crisis” – my students hardly blink, as they hardly realize that the world is always, already changing. Democracy entails awareness.

How to study these so-fragile times? History can be very useful? How did the last “gilded ages” – of the late 19th century and the 1920s collapse? How did the “progressive age” take place? Explore Hofstadter’s “The Progressive Movement,” and Josephson’s “Robber Barons.” How did we move – forward – from the great depression?

How might we envision the future of democracy? Where may our “Next Places” be – both politically and personally? A next progressive era?

Education: said John Dewey – probably the most thoughtful of the progressive thinkers – and do-ers. The very idea of democracy must be rethought, and taught to each new generation. It is the future, their future, in which they need to think and act. Teachers need to be sufficiently thoughtful and “important” to be able to inspire their futures.

The gilded ages have been driven mostly by new technologies: ideas, products, and the new monies generated and then controlled by the very clever, and very selfish and greedy few. How to return the U.S. to “we the people” as we go from boom to…?

Explore where we are, try to foresee various possibilities, then set out visions for the futures of those students whom we inspire to become truly engaged – in these times and their times – toward education and democracy.

The institution where I work is hard to move. Having reached a size, an age, a ponderous entity-ness, it IS. It is so big that everyone talks and meets and writes summaries of discussions, but no one seems to be able to summon the energy to do anything new. Or, there is so much doing already, daily, daily, doing, doing, that any more would be too much. Perhaps, as Kierkegaard claimed (The Present Age), each official, each self, is so well-geared, so successful at doing what is done already, that there springs up great resistance to any change, to any moving which is not what I already do…and do…and do. It is as if in order to move, I, we, have to damn all our pasts which have led to this present; to disqualify ourselves from our own lives. Once we have arrived in this institution, in this present, it is as if we are outside of our own time, outside of our own lives. It is as if we are not very present, only watching. Moving only to resist movement which would affect our selves, we sit watching.

Somebody realized not too long ago that knowledge has its own marketplace. What sells, what people hear and want to hear, what is the truth, and what are the facts, have no clear tests. What constitutes truth is all mixed up with what sells, and there is no totally obvious truth. What is true, the logicians say, is what is not-false. Truth is like geometry: axiomatic, derivable, provable, applicable. Perspectives, contexts, a different set of assumptions, equally true or not, burst that bubble! What is truth, logicians come to say, is what is falsifiable. Hedging, it seemed, but noting at long last what is circular and proves nothing but what was believed already. This realization has set the stage for much wondering.

Many could not stand the tension of wondering what – anything? – is clearly true. Wanting to believe in the truth of their beliefs, they became their own earlier opponents, and declared the end of truth, the impossibility of knowledge. They (we) have become beggars, hanging about the marketplace of ideas, declaring there are none, still eager to eat the shriveled fruits and tired vegetables of yesterday. Appetites shrunken, satisfied with little, they (we) seek nothing…and find it.

In certain times, there is a sense of progress and riches. In such times many of us can ply our trades and offer our wares with youthful panache and virtuosity. There appears to be much work to be done, and we offer to do whatever there is and more, because we want to be in on the doing. There is room for all: the more, the merrier. We expand to the edges, to fill the space of these times, as if they are all of time.

Then, times change. Space contracts, and we have grown older. Now it is difficult to know which is what; where causes lie. Some of us, hurt, strike out in the directions we can still find, and strike inward at the past’s duped selves. We were bought and sold out of our own exuberant innocence. Digging in, we strove to get beyond the times, and beyond our former selves, to do whatever the work we had promised our selves.

Others have made fewer self-promises. No one at home, they sought causes and found them in all directions outside of themselves. The truly skilled found support in continuity: others, flushed and flashed, disappeared from view. The causes, the support, the on-goings and the going on, all exacted certain costs, and demanded certain prices. And the less self-promised paid them, lest they, too, disappear. Stronger, now, in the weaknesses of belonging.

Here we are still, together. Strong…appearing. All of us less innocent. Which of us survive until tomorrow?

Free from, free to…so free that I often fall into the self-caused tar pits of my imaginings. I seem to vacillate between whatever is total freedom to think, to read, to be – and the fervent wish to know exactly what is going on, and what will be.

This freedom business is not so simple as once I thought. I can do just about what I want; as long as I can figure out what I want. I can plan, I can not-do, I can assent or refuse or dissent or argue. And it is often wonderful, following my nose which is hard upon the scent of knowledge.

But there are others; and freedom often gets in the way. My freedom impinges on yours, my dissent treads upon your assent, our noses cross paths as foreheads bump and teeth clash. It is difficult, even, to remain on similar trajectories for those of us who think we have chosen to be all together in freedom; and out of freedom.

And we all have different histories, different senses of how free is free, and how to think out this moment’s freedom in each next moment. Instead, we get into dead ends whose sign was not obvious until we had entered too deeply, and in some frantic thrashings try to extricate ourselves without considering costs. Still invoking the word, we first mutter, eventually scream for the freedom whose definition always needed the next moment’s guarding…

Monday Aphorism: Ironies

The best of times; the worst of times. Right now?

The human condition, almost freed from the necessity to work interminably for the few crumbs to maintain itself, cannot harness that freedom. Our theories of what is leisure, what is work, what is life and death, developed out of time when the human cry was for relief. And now we have relief; (and) know not what to do with it.

So afraid of death that we look for a messianic moment, we diminish life to a sorry story. So afraid of the dynamics of dealing with imbalance and bad possibilities, that we choose the worst we can imagine, not being able to sustain the imagination of what is good or best.

How do we imagine what is good or best? Attacks upon our ability to think, attacks upon knowledge, upon meaning when there is so much knowing available that it expands beyond itself before it barely touches the air.

Where are the so-good-story tellers that our good stories may occur in life? Or have we agreed that it is the anti-virtues, the greed, the hunger for power and money that dominates in some senses inexorably? Have we agreed that we are weak, that we cannot strive? The best of times, the best of minds were, but not are; not right now!

Time to grow ourselves. Time to seek the character within ourselves which will expand to envision a meaningful life. Time to live our expanding visions!

Why discuss the old issues, the perennial questions? If we have no great new insights, no strongly critical views, why ask the why’s and wherefores?

Why? Because our memories are short. We lose – and have lost -questions and how they were handled; and this is important to know if only to see our own seeing, in the present.

Why? Because earlier minds included some of the best and wisest, the ones with whom we would like to walk together in the world and have them, their thinking, share the ideas of today.

Why? Because the places we are now, how we got here was often determined shaped or formed by some of these persons. Knowing what they said and asked and why, will help to inform today’s discussions: noting what is similar, what different; what old, what new.

Why? Because we lose sight, occasionally, of what fundamental issues are, as the current marketplaces of our own lives and experiences may elevate particular issues and obscure others. They may offer hope or drive us to varieties of pessimism, skepticism, cynicism, or nihilism. These we must deal with, fight, combat, and envision other futures.

Why? We much attempt to understand and gain insight into who we are in any moment. In any age, as we mature individually we must strive to attain the wisdom whose primary issue and mission is the quest for what is wisdom.

Why discuss the old issues…? Because each new generation must be taught to see that we are part of the continuity, progresses, hopes, problems, tendencies both to love and to destroy, that have enabled our own lives and wonderment.

Why discuss? – to give us the opportunity to express our voices in the domains of life, now upon an earth whose size makes it urgent that we join together in becoming students of life and of the world.

Why? So we are not sucked-in to destroy out of ignorance or thoughtlessness…or in the name of any apparent purpose.

Why discuss? To explore others…and ourselves.

Here I stand, being, explaining who and that I am, and pleading my case: I am, I need, I want, I will, I will-not, I must; I seek.

The who I talk to, the you, the them…here we all are pleading, each his own case, each her own way, to the judges of days and times. The who I talk to, you, you hear me, hoping I will hear you; and I do, or I do not.

How much do I hear if my own ground is infirm, if I cannot find my judges’ vision? How much – if I need and want, need and want, need and want? Pleading my own case, now shouting, now whining and wheedling, I am homo politicus, and I am nothing beyond what I want and need, want and need.

How much can I hear if my own case, neither firm nor infirm, sits upon a bargain of my being with yours? Gathered together in some small plot of mutual existence, we are tied in some awesomely complicated fashion, into haggling, bargaining for…for myself, for your self; barely separable with boundaries of cottonwool and diffuse airs. Do I plead better when I state your case; or my own?

How to become the judges of our own vision’s progress, the upward looking critic of my judging, a judging of myself that you may judge yourself well, that you can judge me well, that we can be better and stronger in tomorrow’s resolve…and today’s doing.

I hate being taken: being taken for the jerk I occasionally am; taken for a dope, a dupe. I used to get angry, try to wreak revenge, seek retribution, until I heard my beloved say so clearly that I couldn’t avoid hearing: that the only blame that hurts, that really smarts, is the aura of self-destruct and her-destruct; that vengeance hits the air and gets reflected back into one’s self as if the world were a deliberate mirror. I could lie, rant and rave, and threaten, and curse curses, but I would do nothing!
The other day, I read a review written by a dupe. For twenty years or more he had been taken, willingly, I’ll bet. And the winds of time blew time’s ghost from pillar to the post of…a new crowd; a new insight, a next in-crowd, this cynic’s pleasure-displeasure at watching last year’s stars trying to maintain their arc in public view, when the winds change. Now, duped; now, a confessional; now, a new theory from his new camp. What’s new? A new metaphor. You don’t like the old one – try a new one! Before it was the computer as a metaphor for the brain; now it’s the brain as a metaphor for the mind: next it’ll be…
Dupe! Dope! “Should I write a letter? I wrote a letter.” Do I criticize him, his conversion, his recanting, his re-telling his re-thinking? No. I use his plight to attempt to understand my own. I used to be too young, too eager, too much in a hurry. Now, my own dupe, I have too much to confess to my self’s hearing, to worry him about his…

“Let’s define this clearly,” rings and rings in my inner senses as a teacher…but it seems all…wrong.

Say what “it” is: its parts, the whole, relationships; beginnings and the end!

Some sense, resonating still from Plato and ancient times, that clarity in definition is clarity in thinking is clarity into the truth of the world.

I, always a pedant assigning grades to everyone, want to forestall the definitions that seem to set every problem; clearly, certainly – as if we can always state what “it” is.

The world seems more complicated than mere naming or saying or thinking this is always so very clear. My students tempt me, dare me perhaps to say what “it” is. So I ask them broader questions like where we are, who are they, what time in history is this: questions which become unclear the moment they try to define them; defy more than define.

Background, context, is it even clear who their teacher is? Name, yes! Professor, the (as)signer of their syllabus. But, I as their teacher? A study in being…together. Any sense of towardness; toward their futures? Don’t definitions tend to enhance the past at the cost of the importance of the future (and the present)?

So much early effort, arriving at some apparent consensus, too early: before they know one another, too early in thinking, too gullible, too easily attached to remembering the premature definitions. Then…proceeding to bypass understanding through the filter of that definition. Or reject the definition, and adopt what seems to be its opposite. No more talk; except to talk. No more discussion; only mere discussion; surface. No depth, nor any sense that there is much deeper to go, or what paths we might embark on, or the various contexts in which any thing or idea arises.

“But, but,” I sputtered, still sputtering in its rethinking like Jacque Tati’s auto, foundering upon a chosen road, until it sputters off upon some other map of its own resolve. “But, we already agree on a host of things: we are here together, we all got here, we are here sitting with some rules of conduct and mutual treatment of where we are and how we got here and the why’s of our lives. Let’s find out who we are before we

cut life out of our definitions!”

Too easy, too liable to cut-off the paths of thinking which open minds to opening ideas to other minds, to…No, no definitions. Wonder, awe, surprise – out of these we will talk together. Teacher, students, who are we? Argue, debate, scream if we must. Clarity not in definitions, but a pursuit, a striving to be distilled from all the resonances of all the talk; near the end, upon rethinking, toward knowing, toward resolving, toward tomorrow, toward more meaning in our lives.

Definitions: more an end than a beginning.

…he asked me, that you don’t find the kinds of teacher you espouse, for which you are looking?” I looked up at him; quizzically, I thought.

Beyond disappointment, I thought there were some around, of those who taught well and inspired. By now, I understood and understand that teaching is too difficult for very long, except for the strongest to bear. Where, then, to look, to search? How much of my own time to devote to these explorations in the realities of every day? How to deal with the experiences of isolation which the teacher-I-am has to endure?

I found them many of those for whom I was searching in the texts and ideas of all of time: in the books, in the writings, in the history of how we got here. Augustine trained teachers and created the church which has endured for almost two millennia; and I have him, his thoughts and writings, in my house and in my office, and in my mind, and in my being. He is very present in my thoughts, so alive that I can talk and walk with him. And Plato, who thought and talked sitting down, and his student, Aristotle, who talked and thought while walking around; I have them, as well. Confucius, Aesop, the ancients. The seers and oracles and shamans of other cultures, they, too, are now available; at least in books, and in my active thoughts.

And the moderns who have shaped our thinking…? Maybe it is that I have already swallowed whatever the tears of my disappointments, thinking that tears should not be shed upon the ground of life. I wish to meet all the teachers of the world who live still, now that I can attempt to grapple with their concepts and histories, now that I am thoughtful and full of sufficient knowledge. Disappointed?

Disappointment: a concept that middle age cannot sustain and reach its own beyond.

It begins on the first day of teaching, now entering my thoughts as the new school year approaches…so rapidly. The course to come will be splendid, the best ever: I feel so “sharp,” so ready to espouse/spout the truth to come!

I note all the students sitting there, not merely at ease, or with various sorts of questioning appearances. Rather they are mostly staring at me, “their” teacher; rather staring “through me” looking to see…what, who? Am I, can I ever be, who they want somehow to penetrate; to be…?

In those instants, beyond the talk which I talk of the course to come, I wonder who they are, who they see in me. And who am I, runs so rapidly in my being, that I find it difficult – so difficult to grasp my own “presence” – and remain the teacher I would be, even as I am anthropologist to them and to my own being.

Writing in response to Christopher Kelty’s post on Savage Minds about Experimental Philosophy (x-phi), I am pleased, perplexed, pensive… I have lived (still do!) the life of the Anthropologist who would be doing philosophy, and imagine that we might one day find each other. Soon?! Maybe.

Trained principally, to study language and behavior and sociality/culture, I begin by including “myself” in the study of anyone’s language, culture, thought…Who am I, where am I, how did I get here, how to be the “measurer” of all things?

As a self-proclaimed “Anthropologist of the Ordinary,” I understand the temptations to study the “exotic,” but note that the ordinary human is much more exotic than we have noted. The human body which exists in the world with others’ bodies (the Pragmatism of G.H. Mead inserts itself into this approach) is a brilliant and ongoing piece of work, that we seem to want to underestimate as some derivative of the idea of mind.
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A young man, an honor’s student, bright, quick, a kind of smartness which had sought the facts which stood in the place of knowledge, squeezing out wisdom, who said that we were the first teachers he had had whose age and experience seemed important. The world of teaching become technique impresses itself upon the young as some sense of energy, which the teachers possessed in greater abundance.

The older seemed not wiser; just older. The older, tired, worn, their lives as teachers many years beyond the hold on knowledge they had themselves gotten in the schoolings of their youth. Knowledge, itself, older, tired, lacking…We, older, still seeking and searching. Older, we came upon some synergy which hinted of wisdom, of so many year’s experience in dealing with the minds of students that a hint of talk revealed the landscapes of their inner minds, heretofore hidden, even from themselves.

We, older, trying every day in every way to understand the what of what we study, sense the growth and growing lengths of the paths by which we got to here, musing that all of this is not so clear and not so obvious to the young who have no experience with experience.

Finding Your Place by Marmota

Where am I? Where are we? When is now? How did we get here? Where might we be going? How would we know; or think about the paths upon which we have embarked?

The technical mind, looking out at a world which it wants to work, wants to know how…and now. How to do this or that, better, more efficiently, and with the least cost?

I said, read, think. Read the masters, the great minds. They set the problems, framed the questions, the visions which we call common sense. Their believers, followers celebrated and granted continuity to those claims and understandings.

It is a view of a reality which we think is the great reality. The response: lacking history or intellectuality and wanting, instead of ideas, some notion of proof that it will convince, and show us what and how to do…”To do what”, I asked. “Why”, I asked. “The world is not so well,” she replied. “It must be made to work better. I want, how I want, to make it work better; soon, now!”

“Work; better?” I mused. To keep idlers busy? To make us strong, rich? Because there is something so wrong with indolence that its cure must be sought? Are you doomed to be, but not to live? Hungry, desperate…to do?

Lacking history, lacking some sense of why and what, but only how, she accepts uncritically some sense of doing which her experience of the present turns into the ways of the world. Is living in the immediacy sufficient? For what? For whom?

I “told” a friend that he was in serious trouble: “on an edge,” I said. I had tried to “help” him before, to get him to take care of himself, to get some help from a knowledgeable source, to pay some serious attention; all to no avail. Perhaps it all had the opposite result. I had become a kind of conscience for him, I had thought, but really, it seems, for me. Earlier, some years ago, another friend got into trouble with drugs and alcohol, but I didn’t know that in a clear way, and went along with his gradual erosion, taking his word, his interpretation, as if it were factual…knowing better. I said nothing because I had not asked the hard questions, which were not so plainly obvious but not so obscure. I was not his conscience, did not say or ask, and watched him fall into an unsatisfactory death. It lies, still, upon my mind, uneasily like a queasy stomach. So this time, with this fellow whose gluttony is past control and just beyond belief, I tried to say in some penetrating way what I thought. Having said it all before, having talked the sickness unto death, I decided to change tactics, to reverse grounds, to not talk, to become some ultimate conscience, by setting our friendship in the limbo of silence. Now, a little later, having broken that silence, having apologized, having declared that I did what I did out of love, not out of malice, having forgiven both of us to whatever extent that is possible, I wonder where virtue resides between the persons who embody our lives.

When I am tempted to say to my self that it is not so clear what truth is, where truth resides, do I lie; to my self? When I have learned to copy, to read others’ notes and answers, and to appropriate them, and to forget whence they came…When I have accomplished the art of telling others what some part of me wants them to hear, and another part says that is not so…When I can tell others whatever I want them to hear, neither a twitch nor a blink…Do I lie to my self?
The problem is not merely in the promise of punishment, of retribution, of payment for wrongs, but in the deeper wonderments about truth and especially of justice.
If I tell the truth to those who will not hear it…If I tell what some do not want told…If I am not clear about the fine mix of morality and truth…Do I lie? To my self?
Is the problem in finding those parts of my self which still can listen to today?
Is the problem in my self which has found out how to deal better with the smaller self-guilts of lies, than the larger guilts of broken and unfulfilled promises to my life?

I wandered in the world, seeing what there was, guessing what there could be, and wondering. I smelled the new, damp green of spring as it appeared, and wished, each winter, that the days of snow and grey would give way. The wishing turned into meaning as I learned how to brood and to wish away whatever was, for what would be, and what I wished. The world had become stage; the people, actors in my creations; my real leaning toward grotesque, the unreal wanting to become my beauty.
I redid the mirrors to reflect my eyes’ vision. My third ear compared what I wanted with what there was, until reverberations could be refiltered to match. Awful! I learned to watch my doing. As the others saw me, I learned to see myself; what they wanted to see, I sought to be. At one point there was no watching left. I cracked, revealing nothing, no one. I was only what they thought. Now, no wiser; perhaps, wary. I try to see each flake of snow; see it fall, see it down to the snow banks of my life.
I become the painter of the silvering which backs the glass transparencies, now become its own mirror. Trying to locate what is, where I am; while still seeking for illusions. (An existential accounting for the experience of paradox in our lives!)

I was there! – this year’s NCMR was just a block from where we live in downtown Minneapolis, the Conference was exciting and important. It was great: focused on the “mechanics” of regaining a Voice in American (political) life. I have a few areas of criticism, which I’ll get to as someone who thinks that ideas, history, visions for the future of democracy are critical to this discussion.

To begin: more than 3,000 people were there – from all over the country – who agreed that the media are in the hands of the rich, corporate, greedy: thus powerful. Worse, that the rich (Rupert Murdoch comes to mind) are acquiring more and more outlets for journalism as are the politicians who use their money to get more and more power: control most of television, radio, and the faltering newspaper “business.” The only outlets right now are Public Television, NPR, and a very few smaller outlets of public radio –(I do listen to Amy Goodman’s “Democracy Now” most days, as well as the evening daily presentations from the West Coast and weekly Counterspin…and the blogosphere).

Questions of the FCC (two of the Commissioners were present) being tempted to permit unlimited ownership of and in a nervous time, raised questions of journalism, truth, and the very possibility of whether other than the rich and powerful can have and maintain a voice in America and the world.

How to oppose the rich and powerful and their friends: by getting together this past weekend. Bill Moyers was at his brilliant best – exploring the realities of these complicated times – and urging us all to become even more active – each of us. There were also other fine speakers, and many smaller discussions. Bill and others explored the internet and its possibilities for gaining power and voice. Arianna Huffington told her story, and did many others (Amy Goodman, Naomi Klein, David Sirota, John Nichols of the Nation, Lawrence Lessig and many more who told their stories and how they worked and focused on changing or creating new outlets to get everyone’s story into the world: including the poor, ethnic, immigrants… any and all of us who oppose the rich and powerful, and who worry that this country and democracy are at great risk.

Here’s the full video of Moyers’ energizing keynote…

I’m excited, exhausted, feel very fortunate that we were able to hear all these people, gather their excitement and give them our support and best wishes.

My concerns have to do with the concentration (absolute necessary, but…) on the “mechanics” and how-to-do all this. The job has to get done, or else!

What’s not much up for discussion are the times we’re in and the history of how such times were displaced: the Gilded Age of the late 19th century which led to the Progressive Democracy, and the boom times of the 1920’s leading to the Great Depression and Roosevelt’s rethinking toward the New Deal. The current plutocracy and control of money and power is not a new story, and it’s useful to study how the others happened and how; and how they fell.

Also the question of ideas, of PR (public relations) which has gotten us to this moment needs to be studied: the power of TV (especially) and how it works for or against us, happened and got us here – but how it worked, where it might be going, how to re-frame and re-cast it – is a lot about ideas. We are not all innocent in adopting similar ways of thinking and doing – and it’s important to try to gain various perspectives on us, these times…

And last: I think it’s terribly important to think about these times: us, global, how to envision the future of democracy. The rich and powerful have been playing with ideas and visions at least since the early 1970s with think-tanks, and many other directives and ploys. We – who oppose – have been too occupied with opposing the peoples in power, less on questioning the nature of power into possible futures.

Why do I…Because I was chosen, directed, selected by the Fates.

How else to account for the stubborn pride with which I do what I do, and do not what I will not?

How else to account for the hurt and sadness and neglect and……which my work can sustain as it involutes upon itself?

And then it justifies itself – to me – all over again. Why? Ask the Fates!

But right now, it feels very good and requires less justifying – to me.
Guilt, conscience, afraid not to come up to the promise that the others claimed for me?

Or did I take upon my self a certain task? Whatever. Yes…and Yes.

It never seemed very clear, except that I wished to play upon the edges of knowledge, and chose the route that appeared just when I was looking.

Or did I want to appear smart? Profound? This term had no meaning for me, then; maybe begins to, now. But…the Fates!

What a justifying, what a tale to tell my self. A way to tell my self I am humble, a practitioner of the trade I seek to determine, and as arrogant as that humility can sustain.

Not pride; not vanity. I just want it to be right; to see through the masks of fear and terror, past the ugly and the beautiful. Now disciplined, toughened, justified by the sure knowledge that the Fates have sought me as I search for them.

And you? Where are your Fates?

Living in a northern clime where summer’s colors disappear and dissipate into the splendid clarity of stark white and whatever is its darkness opposite for several months every year, is pleasing, even self-justifying to the austere in me. The cool of being is replenished and fed by seeing out into a world which is so clean, clear and offtimes simple.

It remains unclear in all my most conscious efforts to probe my inner selves, what drives this sometimes search for the authentic: whether it is deeply me, or a necessity for which to search; for which to conduct a search. It is not only obvious and easy to relate to, but the austere in me cries out to be heard, to declare: “that’s me!”

What? A search for some sense of purity? of simplicity? of something lost, a thing for which to yearn lest life’s turns turn only upon themselves and the ground on which I rest crumbles to sand and dust?

I look toward the austere, toward the austere in my self, for that strength I need and for the will I will to be.

minneapolis skyline, by maya

It’s the end of the semester. Kysa and I discussed and recorded grades for the large course in Cultural Pluralism this morning. It is now mid-afternoon, and I am somewhat fragile, fragmented, and frustrated.

Playing the violin just now, trying to pay attention especially to intonation – playing pretty much in tune – I feel the need to express thoughts, to reconcile the fragility with the sense that it is time to move ahead. No longer needing to get up early in the morning with the idea of having to teach always and persistently wandering in my mind, I am free. Or sort of…free.

I review the course, fleetingly, with certain moments of contention and towering success (Ha!) vying with my remaining in the present. Wondering what I, what they could have done more or better, or with an energy which might translate into long-terms of growth and grandness for them…and for me. I review…and wonder.

I wander. My mind floats to the other course – Teaching as a Dialogue – which was for more advanced students, people, thinkers, wanting (would-have, should-have thought) to be teachers, themselves, to the worlds of their futures, and to the future of the world. We never reconciled, nor much discussed with much direction, the question of authority. Dialogue, thought an older student, is somehow between equals, or between all people. I tried to state, with some authority of my own, that dialogue between equals might lead somewhere, but might drown into the “Lord of the Flies” in which apparent equality degenerates/develops into tyranny. Without any sense of authority, and some accompanying sense of directedness, there isn’t much left…a nililism, a cynicism, some cunning whose cunning turns where it will, and where it can because everyone else is denying what’s happening.

Back to the fiddle, fiddling with the ideas and with Bach who wants to be played with somewhat more attention than I think I have on the day I am coming off teaching.

Response: Michael Wesch – “Anti-Teaching: Confronting the Crisis of Significance

Michael Wesch is playing; at play with the idea that his form(s) of teaching are actually “anti-teaching.” As he studies and interviews his students, he is pondering the fact that many of them are “struggling to find meaning and significance” in their education.

While they “take” courses, and successfully “complete” them, the information or knowledge that they are given does not much penetrate their thinking. Much of the course material is not very relevant to their lives. “For many (students and teachers alike) education has become a relatively meaningless game of grades and telling rather than an important and meaningful exploration of the world in which we live and co-create.”

I agree. As someone who teaches and shares Michael’s background as an Anthropologist, I also meditate on the varied situations of teaching in the modern university (U. of Minnesota). I find the teaching situation that he describes to be accurate – and unnerving. I have been trying – over my long career – to explore various modes of teaching. Teaching as Dialogue is my attempt to reach students, meaningfully for them and for me.

First, a few questions about context – when we are: about these times. A student from the unconnected 1950’s, I wonder if what is currently going on has much to do with the “times we are in.” We 50’s students were also pretty remote from the happenings of our times, just looking for how to “make it” in the world. I didn’t “wake up” intellectually until I was taking the medical school course in anatomy, dissecting the hand, and “discovered” my own hands and body – with a “wow” that has driven my ideas ever since. But – other than a few still memorable courses – school was fairly boring, and something to do to get work, have a career, vocation…success.

photo by billerickson

Our current students were born and have been raised in a money bubble. As Jane Smiley so poignantly describes in her ethnographic novel, “Moo,” education has become (merely) necessary to gain a credential. School and success have shifted from K-12 to K-16, and is something “everyone who-is-anyone” needs to do. But the actual “doing” of learning, studying, thinking is quite a distance from the experience of putting in time to gain that credential which earns the right to be successful in the world. Read the rest of this entry »

A recent review of Nick Maxwell’s book – founder of Friends of Wisdom – met with them in London last month – and my comments interwoven.

From Knowledge to Wisdom

Nick Maxwell’s recently republished book – “From Knowledge to Wisdom” – may be reaching its time. First published a quarter century ago, it got many good reviews. But its ideas didn’t “go” much of anywhere in terms of thinking or practice; a palliative with little action; a “feel-good” approach which we could ignore until…right now – says Nick.

From Knowledge To Wisdom

Nick asserts that we are heirs of earlier ideas, committed to the exploration of the universe, but without the thoughtful (moral) bases which gives philosophy and life its groundings and meanings. Philosophical knowledge has taken us far and wide, but…leaves the human condition with little more than promises of the ultimate utility of that knowledge. It contributes little to the “best hope of helping us progressively to resolve our most urgent problems of living…a more humane, a more just, a happier, a saner and more cooperative world.”

As the book takes us from several century old ideas of knowledge to the “needs” of the current era, Nick guides us through the history of thought which has dominated (philosophical) knowledge then and endures to the present moment: what is the universe, how do we study it, how do we know, what is truth? We have come far, in many senses, but now seem to be at some impasses.

He urges us to rethink where we are, how we got here, and the deep necessity to broaden our explorations toward (philosophical) wisdom, rather than being bound to particular and narrow historical ideas of what knowledge consists in.

Wisdom is the perspective that how we go about thinking and pursuing knowledge must include its effects on and implications for the human condition. In so many senses, knowledge has “overstepped” itself, and has endangered our very existence: e.g., the blights of the 20th century – holocausts, atomic bomb, GMO’s, and so much more. Read the rest of this entry »

I’ll be part of a roundtable at this weekend’s conference: Rethinking the University: Labor, Knowledge, Value

My roundtable will be: “Radical Pedagogy.”

I’ll talk about Teaching as Dialogue, attempting to put some flesh and experience on Paulo Freire’s hope that teaching can become a dialogue.

The questions: what is dialogue, how to practice this with actual students/people, how to become and be such a teacher who can inspire the students to
seek meaning in their own futures, to learn from the dialogue and move on. These are all complicated practices, needing constant study of the students who are actually present, and the need to maintain one’s own “presence” with them, so that the teacher is not talking from “memory,” but is “right there” to respond to the actual students in the ongoing dialogues.

The politics of dialogue are also complex. Students – after all is said and done – are students of the course, and they are students of “their teacher.” The problems of having “sufficient power” to inspire the future, to help them create meaning for themselves – revolves about portraying/living as one who is thoughtful, moral, loving of subject, of students, and seeking meaning in the teacher’s own life and work.

Dangers include the temptations of the power yielded by students, to tell them how to think and be – to have ready “answers” to all questions – or to overstep one’s power and move from questioning to interrogation modes. So, the study of oneself – and of one’s students – are ongoing tasks. It is helpful, probably vital for teaching as dialogue, to have a couple of good, critical friends who will help keep the teacher grounded.

Here’s a piece I wrote for Nicholas Maxwell’s Friends Of Wisdom Newsletter, No.1 November 2007:

One wonders: what is wisdom? Wisdom may surely be described as states of someone’s being, thinking, and knowing. Wisdom includes the ability or desire to expand one’s thinking beyond the usual or ordinary. The notion of wisdom includes extending one’s knowledge to reframe that knowledge in increasingly wider and deeper contexts.

But wisdom is also a concept depicted in the thoughts and texts of various thinkers who have somehow risen above or beyond the more usual thoughts of those who know, merely. It is surely historical, may be prophetic, and often difficult to portray in any present moment.

Last Converstation Piece by Juan Muñoz photo by Molas

For those of us who might wish to move beyond or transcend the contents of our knowledge, wisdom is also an ongoing personal dialogue. Sometimes clear, often an existential struggle, it is also an attempt to move on, to grow, to place our knowing in new, more complicated, or transcendent contexts. It is an attempt to locate new positions from which to see and to say what grows in meaning, and perhaps how and why.

Here, I will not attempt to frame the widest -deepest meanings of wisdom. Instead, I will attempt to describe some of my personal perorations both to locate and pursue some paths toward wisdom.

Some ponderings in one’s (my) internal dialogue: I have grown beyond some earlier thoughts and thinking. Where do I go next; whom to read or re- read, what next to study? These are hopefully framed within judgments of integrity and self-critical trust.

Other personal dialogues ask to be updated from time to time: Whose ideas in which traditions – ancient, current, “timeless” – inspire me; upset me? Whose works, ideas, thinking are aspects of my thinking – aware or not so aware? I trust myself, usually and mostly, but…

And I am not alone. I have a life- partner and some few others whom I engage-with mutually as critics and mentors: inspiring, tempering, sometimes fomenting. Who else do I trust, use as a critic or respondent? Are they also “growing” in their own quests?

In other contexts, I ask different sorts of questions, or desire some senses of personal growth. These seem to involve forms of “expansion” of my knowing. I want to get beyond, to think more universally; to include all people (pasts, present, and “visions” into the future), grow in aspirations, often searching for “more.”

I am quite certain that some of the foundations which have led to these yearnings, involve various experiences of “amazement” – my first intellectually captivating time was (I still tell myself) when I was dissecting the hand in my course in Gross Anatomy in a brief excursion into Medicine. At that moment, I was also re -taking up the violin after an extended lay-off. Still today, I look at my left hand both as some sort of complicated object, and as a source of knowing and doing which are truly astonishing. Read the rest of this entry »

October 31, 2007
Washoe, a Chimp of Many Words, Dies at 42

Memories of Washoe (the chimp who “spoke” sign language) – but more especially about the attempts to explore the relations and differences between chimps and humans. Let’s give a few minutes to mourn her death, and to think about how her presence especially helped to make deaf persons (especially congenitally deaf persons) into fully human beings.

Child and Chimp at Zoo, photo by César Rincón

A Confession: I only saw Washoe on film – signing with and to people.

But I was a fairly constant discussant of the issues involved by the chief investigators, Allen and Beatrix (Trixie) Gardner. We had first met at a meeting with William Stokoe, the author of American Sign Language, and Professor at Gallaudet College for the Deaf in Washington, D.C. in the 1960s. We continued discussions for a long time.

Some context: Sign Language was not permitted in any American schools for the deaf, until 1972 – and Bill Stokoe was the person who rounded up a number of allies to make all that happen. Deaf persons using sign language now seems commonplace: interpreters are available in many settings; most deaf kids learn and use sign language; there are courses at most universities. But this all happened because of Stokoe – the work of the Gardners with Washoe – and the accurate shifts in our thinking about the deaf. (see Oliver Sacks, “Seeing Voices” for a review.)

I had been deeply engaged with the critical exploration of language as a presumably “unique” aspect of the human, and what makes humans truly human. My own work shares the approach of Darwin’s last book: “The Expression of the Emotions in Man and Animals” and lays out the various subjects to be explored to enter human nature beyond the assumptions of language as defining us. I wrote a book (“After Metaphysics” – republished later as “Language and Human Nature”). I try to take the fact that we are bodies in interaction with others’ bodies, and more fully explore our nature. (Bill Stokoe wrote the Introduction to the second edition.) Read the rest of this entry »

Fully available now is “Who Owns The World?” the keynote I gave at the conference on Multiculturalism, Pluralism, and Globalization. Also linked to on my list of works page.

Note: I’ll be the keynote speaker at LaCrosse, Wisconsin this Friday, Oct. 5. The Conference is on Multiculturalism, Pluralism, and Globalization, sponsored by UW LaCrosse and The Wisconsin Institute for Peace and Conflict Studies.

My framing issues have to do with how to help maintain, educate, develop visions toward a peaceful world – perhaps especially in a current context which seems continually divisive. Is it inevitable that we move toward a totalitarian or theocratic control? I think not, exploring the past century or so – some divisions, but others that have been resolved or “gone away,” surprisingly.

Video from Kare 11 News - U Faculty move classes to support strikers

[Video about the strike, interviewed me and a student after class, from KARE 11 News]

About 1/3 of our secretaries, technical workers, and some others have gone on-strike at the University of Minnesota – seeking higher, more reasonable wages. The administration continues to resist…

I’m a (tenured) Professor of Cultural Studies and Comparative Literature. Given that the secretaries are my co-workers, friends, supports, I (and a number of others – professors and graduate instructors – this all began on the first day of classes this year) have decided to teach our classes nearby, but off-campus. My location is a couple of blocks from the original University classroom site: University Baptist Church in Minneapolis.

This course is “Issues in Cultural Pluralism” and has over 40 students, mostly juniors and seniors; almost all of whom seem pleased to be off-campus (a few dropped the course, for whatever reasons). The church room is quite informal, and helps us to engage in the kind of active dialogues which enrich my teaching style.

With a few comments about the strike – especially noting that the strikers are mostly women – an aspect of the primary questions of Cultural Pluralism: who are we, who “makes” it in America, who doesn’t do so well; history, why, when did women become “citizens?” – answer 1920, with the 19th Amendment to the U.S. Constitution, we have been actively discussing the course subjects.

The course is “framed” by an argument between Aristotle in his “Politics” and Thomas Jefferson in the “Declaration of Independence.” Aristotle claimed that “some men are destined by nature to be kings, and others to be slaves.” - the historical justification for monarchy. Jefferson stated that “all men are created equal” – democracy, not monarchy, for the first time in history. I remind the students that America is framed in slavery – the 13 to 15th Amendments “ended” it the first time; then “Separate-but-Equal” in 1896 until 1954 and Brown vs. the Board of Education, and now the huge numbers of African-American (mostly young males) incarcerated by drug “possession” – What and why? – we ask.

So: ideas from history, who gets/deserves what and why, monarchy vs. democracy…to the Constitution: “We the people…” and its evolution to include most everyone until the complications of today. But Amerindian people, African-Americans, Latinos…some others still are excluded, profiled, etc. We are in a “money-bubble,” a new “Gilded Age.” How to see the present, to locate ourselves, to work toward continuing democracy in a most changing world. Immigration and its history; eugenics, Hitler, many of the ideas were developed right here!

The movement of classes off-campus has been resisted – scolded, even – with the claim that we are not doing our proper jobs. I respond that the U. of Minnesota has been a “Land-Grant” University, and ask if we are abandoning that idea and moving toward whatever buys prestige and big bucks, credentials more than critical thought and ideas. I hope that students in this course learn much, especially toward critical thought of how and where we are…and where they will take us in their futures.

I quote the lovely phase embossed high up on the central meeting ground of campus: Northrup Auditorium – and wonder why it is not included in our current “strategic plan” for the University:

University of Minnesota

 

Founded in the Faith that We are Ennobled by Understanding

 

Dedicated to the Advancement of Learning and the Search for Truth

 

Devoted to the Instruction of Youth and the Welfare of the State

These several extended explorations are attempts to probe basically and deeply – into the underlying frameworks of our thought about the human. Very generally, we have either taken easier or simpler notions of the human to try to account for how we are, think, live.

I’m posting this work in progress to gather comments and feedback, which sections are most interesting today — or not — let me know what you think.

Easy Stepping, photo by Mad Paul

Context, to begin, takes up the continuing questions of how we come to know and live contextually. The usual drill: “leave it to context” – avoids the underlying truths that contexts are aspects of our knowing. Where we are, how we know that, how this shapes or affects our understanding: what is same, what different; when do the same concepts mean differently in various contexts?

As these continue to be works-in-progress, I have not yet begun to address how we, for example, learn, know, and discern the contexts in which we find ourselves; or teach them to each next generation.

Human Nature begins or underlies much of my observations that we have traditionally (and continuing) mis-or under-estimated the human. Especially in the Western philosophical tradition, we continue to play theme-and-variation on the mind-body and the idea that humans are unique “due to language.” We have moved away from observation in deep and subtle ways, as we use the concepts of language on which to focus and organize thinking about the human: Meaning, Reality, the Ideal

Especially in this era of the rise of “strong religion,” we are in the midst of these conflictual ways of thought and being, but are more arguing “politics” than the underlying issues, as cast in the Foundations Project. Morality explores these issues, beginning by questioning whether morality is only or particularly human (NO! it’s a part of the being of all social species). How do we come to be moral: part of our interactions, especially with m/others…

Looking beyond the Western tradition, it has become clearer that questions of Life Paradoxes (just beginning this study) are everywhere, but vary in different traditions. Some traditions want/choose to “resolve” paradoxes on one side or the other, while other traditions find them to be “complementary.” How this happens or “works” seems to underlie much of how we consider our being, reality, etc. In Western thought and religion, whether change or permanence is the real, underlies most other arguments in these days of the rise of strong religion.

Last (up to this moment), the questions surrounding Identity flow in many paths and moments reflecting and refracting the other Foundation Projects.

…in a world, in a time when change swirls about our being: war, globalization, big money, work, technologies (mechanical, electronic, transhuman, genetic engineering…), vast migrations, the rise of strong religions, we merely accept and buy many of the changes.

But what does this mean, what does it “do” to our thinking and our being? What is good or useful, productive, not-harmful? Which changes truly affect our thoughts, maybe twist our thinking into new/old searches for meaning, for new or old grounds which seem to hold steady? Who are we – you and I – in the millions and maelstroms of change? Inside such swirls, it is very hard to note where we are, in any given moment. The power of change, itself, makes it difficult to find our places within the history that we are living through. We tend to look outside ourselves, as if to state who and how we are. In times like these, it is hard to notice that ideas play a great part in our thinking about the world.

We little note that change is (always?) in some deep tensions with permanence – the implicit drive to stop change, moves many of us to become nervous, brittle, or feel that our very senses of meaning and identity are fragile. At such points, we seek solace, move toward ways of thought in which change (thence life), are more dream than reality: i.e., the rise of strong religions. Less about life and living, more about fixed destinies. Reality = life…or death?

“Responses to Change” explores these questions, outlines the ways and means that the search for being and meaning might direct us, and helps provide some groundings. “Toward some senses of purpose, approaching life more through wonders of living than from fear of change…” [Full essay here.]

We’re getting older and older – as a population and each one of us – each day, every day. Our health seems to be pretty good; or not so bad. There is some sense of…well, aging: slower, occasional or frequent pains, not so sharp as we used to be, sometimes Senior Moments, slightly out of balance. Not too bad, most days! We’re “hangin’ in.”

We live longer in a time when we concentrate on how to age well – perhaps, as some people think, to sage more than age. But much of this, so far, is mostly about coming to terms with our dilemmas, adjust as much as we can to the idea of death. Look for answers to life’s dilemmas, mostly outside of ourselves. Good ideas, certainly. But…

But…something seems missing from this description of older people. What’s not much thought about – or practiced – is the idea that we might actually “grow” or “develop” as we age, with some sense of directions our growth might take.

Wisdom Path photo by Vlazygirl

Also missing from this accounting of aging, is the pursuit of who we truly are and can be: paths of growth, toward deepening our “characters,” a quest: toward something like personal “wisdom.”

The very idea of wisdom seems to be virtually absent in our thinking. Other places or traditions in the world seem to think that the older one is, the more knowledge one has: the experiences of each new day, the sense of telling what or how we know, being teacher to others and to the world.

Aging, within “wisdom traditions,” seem to see the aged as gifted and expansive. Each day, every day, one knows more and grows. Noting the world, healing what ails it and us, communing with the spirits of nature and one’s nature: that’s the way of the world. Older age – a great gift, perhaps a blessing. Mostly beyond the urges and rages of youth, we can find places in our being to study and practice anew.

Sages, shamans, pastors, imams, rabbis, priests: many cultures place in us the sense that being and knowledge are in tune, and in tune with the greater world. Character is destiny! – said Heraclitus, the great “puzzler” who thought that all was change. Character is the idea of the longest life: who we would most love to be in this ultimate summation of being: “Have I lived a good life?”

But not much is the idea of destiny here, as we find ourselves getting older. We seek to live long, but to “retire” as early as possible. What, then? Live easy, live well, ease into a life of…ease. Travel, play golf, watch TV, talk, gamble, use medications to ease all that ails us…or might. Get used to it, and do as well as we can; a slow deterioration overtakes and overwhelms.

This leaves very little thought or discussion about how to grow ourselves, to pursue, to fill-out our greatest possibilities: whatever that might mean for each of us. Looking mostly outward, we seem to neglect or dismiss the person we truly mean ourselves to be…Have I lived a pretty good life, a meaningful pursuit, expanding ideas and knowledge?

Walking Together, a hiking photo by BlueOakPhotos

How, then to grow ourselves? Think, reflect, meditate. Pursue our “Next Places“, to examine ourselves, to rethink all the aspects of our selves: the seven, thirteen, twenty year old; the selves others told us to be (or not to be); to reexamine how and who we “make-up,” toward becoming who we would be, and move toward our next and growing senses of self…today, tomorrow, most days.

Work with our bodies: stretch, move – practice Yoga, Alexander technique, Tai chi or other explorations of the aging body. Enter more deeply into the music of our lives, the ways we view the world – our experiences become forms of art. Loving oneself more seems to lead us into loving…others, life, the very ideas about being who we are and will to be each next day.

Tai Chi in Bejing photo by Nagyman

Who are we: at this moment in our lives? Who were we told we were, who did we make others and ourselves to be? Where do we find or develop paths for becoming that person we might be: next, next, with a growing sense of…who I mean to be. Time to pursue our characters, with a growing sense that aging is more gift than burden.

I sent this into the NYT in response to a piece in last Sunday’s World in Review section.

Our obsession with what’s next, Next, Next (Adam Bryant’s “iSee Into The Future, Therefore iAm” – July 1, ‘07) provides insight, critique, and wonderment about how we are and seem to live. “New is an observable fact, to deem something ‘next’ suggests special insight.”

The reference is to our current obsession with the iPhone and every next gadget and next idea, and next Next. The notion of ‘new’ has given way to ‘next in the new movie, “Next” (Nicholas Cage), in Newsweek’s annual “Who’s Next” for who’s hot, and Time magazine’s, “What’s Next,” – extended to New York magazine’s “The Next Next Things. We seem to be neglecting or forgetting the present, as we obsess about the future – but always in some pretty immediate senses.

1964 World's Fair, Peace Through Understanding, photo by Daniel Latorre

This is not all bad, interesting to be looking out and ahead, more than dwelling on every today. Questions of where we are, how we got here, with some vague sense of a longer future, filled-in day by day by looking for what’s next…create a mind-full of nextness.

But we don’t seem to be spending much time in dwelling on ourselves and who we might want to be – next. Maybe this is about the intensity of these times – politics, money and celebrity, a sense that money floats about our heads, a bit like the constantly thickening atmosphere of global warming. Maybe it’s about the impending sense of retirement and living long, long without too much sense of what to do, or how to be.

For ourselves, I suggest it’s about time to think about our own “Next Places” – my book of meditations on “seeing yourself, and seeking your future.” In a time like this, it’s vital to rethink ourselves, to ask who we are, and hope to be – next. In this sense, next is possibly as filling as the idea of the iPhone, and perhaps fulfilling in the contexts of our longest lives. To life!

The State Department, Foreign Service Institute, and our Current Ignorance of the World.

Why are we doing so poorly in understanding those who oppose us: terrorists, enemies?

Are we studying toward understanding their worlds, or engaged principally in inferring from our thinking to how their’s must be?

The Original Ugly American, photo by cote

Several recent journalistic books agree that our ways of studying the Mideast have fallen way short of the actual situation, mind-sets, and thinking of our declared enemies. (E.g., Dennis Ross: “Statecraft: And How to Restore America’s Standing in the World.”)

Studying the 9/11 terrorists, they’re not poor, uneducated, merely “evil” people. They came from middle to upper-middle-class persons in England, Brussels and Germany: had a deep sense of the loss of meaning, sought for direction and help, and dedicated themselves to their mission. They were thoughtful, rather than merely stupid and angry – sought and apparently found mission and meaning in their horrendous (certainly to us) activities.

We have misread the people and factions in Iraq, and seem bent on continuing our ways, irrespective of whatever is happening, and the costs to our soldiers, to the people of Iraq (and elsewhere), but muddle on, apparently content that we “know what we are doing”.

The journalists agree that we have done a poor job of examining our opponents, and I want to report on some fairly personal history of my teachers who had been members of linguistic units during WWII and then part of the newly created Foreign Service Institute right after the war. They were anthropologists and linguists who examined first hand the cultures, languages, thinking.

I was one of their first two students at SUNYBuffalo, where several of these persons were hired as their place in the State Department was terminated. And the then Dean of Arts and Sciences at Buffalo (who my spouse worked for as his child’s care-giver) hired them to begin the Department of Anthropology and Linguistics where I earned my M.A. — Henry Lee Smith, Jr., and George Trager (link to PDF noting his influence on E.T. Hall) were their names. Others went to other universities: Northwest and Pittsburgh – where they lived productive lives as scholars and teachers.

As far as I can tell – I know this through the 1990’s, for sure, and it seems very obvious to this day – that the State Dep’t doesn’t much study others in the world – to explore how they live, talk, think: my training. How did this happen, may reveal a good deal about how our foreign service operatives know and think.

My teachers were canned as John Foster Dulles came into be Secretary of State under President Dwight Eisenhower. Dulles had a particular view of American, and how we are with respect to the rest of the
world: America is the “City upon a Hill.” We are the best country, the example and exemplar for all others: the best, the highest. Never mind how other countries are or think: they are long ago. It was, apparently, Dulles’ way of dealing with the Cold War: to oppose rather than to seek new or other ways of talking to our “opponents.”

And my teachers’ heirs have never gotten back into the State Dept – we do not train or use linguists – almost no one speaks the languages of the mid-east, or studies their cultures, educational modes, religions – they are not students of the world who actually go there, live, study, learn. The State Dept, and our foreign policy persons, are not skilled in the world-views of others, but more stamped by how our more military/religious thinkers tend to label them: e.g., we are good, and they must be evil – if they oppose us. If poor, just become active American-type capitalists, and all will work out, good, right.

So sadly, our understanding of the cultures and languages of the rest of the world is not much part of how we deal with that world. Isn’t it finally time to rethink how our diplomatic world is – just that – diplomatic, rather than from the “best country in the world” whose job it is, apparently, to impose “democracy” on all others.

(Just a few months ago, an Australian anthropologist was actually hired to work in Afghanistan, advising our guys at least in that context. Let us hope!)

Bureaucracy can be very strange…!

Neil Bush’s new work was featured – fairly critically – in a NYT article the other day (5-30-07). A highlight of the article was that one of the Bush boys was actually diagnosed as dyslexic when he was in school!

Neil is head of a company which produces educational videos – and sells them to every school they can. The article is quite critical of this endeavor. For me it raises lots of questions about the times we’re in, as well. Maybe especially in education: and, or, but…

“The (advertising)clips emanate from a purple plastic box, known as a COW, for Curriculum on Wheels. They are the brainchild of Neil Bush, brother of the president, who is president of Ignite! Learning. The company has sold its science and social studies curriculums, aimed mostly at middle school grades, to 2,300 of the nation’s 85,000 public schools, and is seeking to expand its business to China, Japan, South Korea and the Middle East.”

The article wonders if these videos play to the No Child Left Behind federal attempt to control curriculum and learning – special favors for the Bushies. And it questions whether these videos are an active assault on textbooks – videos are more “exciting,” get and hold the kids’ attention, and also on teaching and the teachers’ place in the world of education.

I’m very sympathetic with this particular critique – about which families are in power, and how that plays into control and money over practically everything. But I have some wonderments about where we are in the world, including PowerPoint which has taken over much of higher education “teaching”, and the current directions of and for education.

It’s been just two days since I got a book from the central library at the U. of Minnesota where I teach. It’s between teaching times, so there aren’t all that many students around, but – beyond the computer lab on the main floor which was full of students, the place was essentially empty except for me and some staff. This was also pretty much the case during the semester, but it re-called my attention to the fact that the world – including, perhaps particularly education, has been shifting rapidly, and a great deal.

James Gladman, Instructional Device, 1998, Fiberglass lit from within, 6 ft tall

My first wonder is if there are any “people” in classrooms, or in the worlds of learners. Most of the students, these days ( I think – at all levels) are being geared toward performance, toward getting through, toward getting credentials – and getting out into the real world where they can “succeed” and earn more/lots-of money than if they dropped-out (and the ethnicity of the drop-outs remains a screaming scam!). Education: interesting, fun, toward…?

Entertainment, show-biz: most “live persons” (call them “teachers”) are not all that attractive in current kids’ esthetics, at least much of the time. Much of teaching is about classroom and behavioral “politics” – and this seems to be much of the “training” of persons who teach, these days (at all levels?). What appeals to kids? As Neil Bush – if his videos “sell” – they at least explore what appeals to those who buy them, and likely to kids. Marketing is…all…there is?
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This video is a recording of me doing a reading from my book of meditations on…”Next Places.” It took place at the Coffman Union Bookstore, at my University of Minnesota in Minneapolis, just recently. I truly love reading selections from this book, phrased as they are as kinds of prose-poetry. The book attempts to get each of us who is, likely, at some moment of change in life, to ask oneself who one was, was to be, is now in the various terms of how we think about ourselves – to ponder who we might like to be, in our sense of our longest life. When – as I ask some of my university students – I reach the point in my life when I can imagine looking at myself (age: 70, 80…100), and wondering how to tell myself that I have “lived a pretty good life” – how can I write a “contract” with that idea of my future? How will that contract help to inform my life, my growth, my being each next day? Ideas gleaned from Kierkegaard, to bring into my growing being each next day.Rather than looking outside of oneself – for some sense of cure or solution, or external inspiration – it asks each reader to move back into oneself: who is that 2 or 5 or 13 year-old who wanders still in our imaginations? Who am I that others told me I am: family, teachers, friends, not so good friends? Who am I: others are surely real to me; how can I be as real to myself – an idea from my spouse, Janis. And becoming: directions, hopes, resolves, the idea of character. Can I see how to move on, where, with some sense of moving toward new strength, a search for wisdom…for myself? Then, where is there to go, to grow? What will my Next Places be; who will I be that I am able to tell myself that I want to be? Wanted to be? Ideas, possibilities, thoughts, wonderings and wanderings in the gardens of my being.

“Let me see. What was I supposed to be?
Doctor, lawyer, preacher, teacher, who knew?Who knows? What was I told? What did I hear?
Did they know who I am?

Were they told? Who told them that I am?
What then? What now?

Who am I that I was told to me?
How do I tell myself that I am to be?”

(Video credits: Montana Picard, Video; Daniel Latorre, Editing/Post-Production)

“The heart-stopping thing about the new-born is that, from minute one, there is somebody there. Anyone who bends over the cot and gazes at it is being gazed back at.”

Elaine Morgan, The Descent of the Child: Human Evolution from a New Perspective, p. 99, (1994).

Currently, a revolution in the study of the human: begin by observing others – and oneself…observing. The ancient trap: to extrapolate from us mature thinkers about human nature, directly to all the wonders about how we are…and how we know.

What was ignored, left out in our attempts to describe and understand? Lots! The facts about the newborn – but, perhaps even more so – the facts of the m/other observing her new-born – and the power of her to remain involved with her new-born, and all of what this entails. Most of this part of the human story has been neglected until very recently: now, developing “Attachment Theory.”

We do not survive unless some one who gazes at the newborn: and sees, interprets what she observes as “somebody” (usually the birth mother – but whoever takes responsibility so many moments especially for the first several years of life and development – thus m/other).

We are not individual bodies, but our body in the world with others’
bodies: being observed, observing others. “Somebody” there!? – means that somebody is “looking back” at us looking. We’re not merely body hanging-out in the world, absorbing the world via our senses.

And what does looking-observing entail? This is not very obvious, even though it is “common” experience: it involves looking at an infant’s face, and noting something about the eyes and the areas about the eyes, being held in some “tension.” This tension is pretty much like the tension of others’ faces that the m/other interacts with.Zero Days Old, photo by Matthew Miller

But her face is also being held in the kinds of tensions which involve “looking at” somebody. The infant is “captivated” by m/ other’s face as well.

How do I know this; or think that I do? Primarily from the work of Rynders and Horrobin – who worked with Down Syndrome children and their m/others. Whatever is “different” about such children (mostly muscular – but remaining poorly described), it is very difficult to see “somebody” there. The muscles which move or shape the face of the infant are apparently missing or non-useful. As Rynders explained to me: he asks the m/others of Down children to “hang-in” with them for a few months – they will be able to move, smile, find some muscles to move their eyes which others can “read” as “somebody there.” And this generally works: the first Down Syndrome child to be able to read by age 2 and ½ was reported in our local paper just a few years ago.

The fact that children are deeply, constantly, engaged with m/others – not much in our thinking about the human…until now. Why not? How could this be? – should help us to begin to be more deeply engaged, critically, in what is human nature!

The most usual description – actually more a metaphor – about the human condition tried to address the questions of how we know, are infinite or “symbolic” in our scope, and led us to posit that we are deeply and basically body and mind: two-part creatures…but pretty much alone in the world with respect to how we know, and are.

Instead, Attachment Theory, deriving much from Pragmatist G.H. Mead, suggests that infant “somebody”, joins or virtually becomes the m/ other who sees somebody there. This will radically alter how we understand how the child develops language and knowledge, as we further study the more actual development and experience of each child (us).

Mead – a “symbolic-interactionist – noted that we are essentially social creatures who “emerge” transformed into our individual self – the I that I am, you are. Attachment Theory goes even “further” – suggesting that the infant “joins” or “becomes” the m/other; does not merely study the world, but gains knowledge by studying m/other.

M/other presents the world and knowledge to her infant: in what I dub the “Question-Response” System: the few questions about the world (Who, what, when, where, how many…), are responded to by “open” sets of responses: essentially infinite in number when combined in syntax.
Thus finite and infinite: don’t need to go outside the human condition to explain how we are and how we know.

As the child develops – becomes abler, stronger, faster, dangerous to itself – the m/other needs and wishes the child to emerge into its “self” – an increasingly less dependent, more its-self, eventually the “I” who each of us sees as our-self.

“Somebody” there: a most powerful moment in the human experience – essentially neglected in the depiction and understanding of human nature. Hopefully this insight will enable us to more fully describe the human as-we-are, rather than how our ancient theories have claimed (still claim) that we are.

In yesterday’s class in my course, “Teaching as Dialogue,” there was a clear shift in direction, conversation, and possibilities.

Thus began the 7th week of a 15 week semester course. Almost half way there. We have a good bit of experience in each other’s company.

Much of the discussion – more a “directed” dialogue, rather than a fully participant party with me kind of assisting – has been more about the idea of teaching. We’ve been concentrating especially on the “politics” of teaching so far – reading and reacting to Paulo Friere’s “Pedagogy of the Oppressed.” Why we need to teach somehow as a dialogue, to overcome the tellings and lecturings which are stuffed into students’ heads.

Much about how to study, to know, to deal with, to survive in the various places and institutions where teaching reigns, and students show up to…to do what, we’ve wondered in this era of K-16, and the dominant sense that education is directed toward a credential. Less is education these days about life, about involvement, about the love of subject and of students.

And, in many senses, it’s been fairly abstract and remote from the sense of each student becoming teacher, each in her or his own terms.
Self-Portrait by Nathan Gibbs
So: Calculated Neutral, and why now. Students (and teacher) in class, mostly sitting around a fairly long table, mostly presenting themselves as their faces, expressing…whatever they “express.” And in this Twin Cities domain deriving much from Northern Europeans, especially Scandinavians, whose stoic appearances are legend: forms of not-showing much expression, variations on “neutral.”

Only after several weeks, can I call attention to the ways in which they are presenting themselves, everyone having gotten to “know” everyone else (about 20 students). But now I could claim with a kind of gained knowing, that these were not mere expressions – they are “active,” thoughtful, moving and redoing themselves as the situations and contexts change. Not mere neutral, but calculated neutral. Variations on “poker” faces, but with the game and stakes much less clear.

It was most fascinating to watch this all play out, moving across most of the class, with the realization these expressions were active, involved, changing somewhat in the muscles at work, but reading the setting, and settling anew into some version of neutral which was calculated not-to-reveal their “inner” thoughts and being.

“But I am teacher – your teacher – and you will become teachers, having to deal in your future roles with your own students.” For the first time in the course, the framing of the situation clearly involved its students, themselves as teachers; resituating myself-as-teacher as well. “I am you, you-all are me!”

A moment of “advantage” – a restating of the course, its present and futures – the literal recasting of the students as I move from their teacher, more to coach, from a somewhat removed authority to…themselves having to deal with their students in an extended course. Do I gain more authority? Or might I become some resonant character wandering in their active memories, being useful in thinking how and where they want their own courses to… go.

I promised them on the first day of the course that I, that the course could/would become “clear” only by the end of the course: 15 weeks. A “calculated” conversation, calling attention to everyone’s ways of expression, and opening (I do so hope!) the dimensions of the course in many ways and futures.

Calculated Neutral: a metaphor toward an understanding of oneself-as-teacher.

I ask my students (U. of Minnesota) in a course for junior and senior students, called “Issues in Culturalphoto by Graham I. Pluralism,” to write a brief “contract with your future.” It could be a page or a page and a half. “It won’t be graded. I think it’s a very good thought exercise. Write me in 20 years, and let me know!”

“The contract is with your idea of your longest life. Think about what’s really old for you, say 70, 80, 90…What will it take at that age for you to look back at your life, and tell yourself: I’ve lived a pretty good life?”

The idea of the “contract” is drawn from some Journal comments of Søren Kierkegaard, who contrasted character with virtuosity:

Why is it, I have wondered, that whereas authors, poets, et al in earlier eras produced their most important works in their later years, it is characteristic of our age to begin with the climax, also a distrust of life; thus almost everyone considers quitting early, a professor for a few years, a poet for a few years, an actor a few years, etc – in short, as if the tasks were not enough for a whole life.

I think it can be explained this way, that instead of being character tasks, all tasks have become virtuosity tasks. This is why they are not enough. The ability to express the highest, to understand the highest, to present it, etc., can be achieved before thirty. But to do it – that changes everything and gives one a task large enough for the longest life.

But this is not what they want. They want to scintillate with virtuosity – and sneak away from character. This is why they turn aside…

S. Kierkegaard

Journal #4475 (1851)

The idea of the contract, is that students thinking about their “longest life,” may feed-back to this day and each next day, in contemplating the nature of their own character. (A study in being and becoming.)

Sniff! Sniff? The odor and smells of racist thought – the modernist forms of Social Darwinism – are hangin’ round. And in some of the most interesting and influential places and forms.Recently, the illustrious Wall St. Journal (WSJ) ran three straight days of editorials about who should get to partake of our exalted Higher Education opportunities. Charles Murray – the sometimes extinguished purveyor of IQ (“The Bell Curve” – with R. Herrnstein, ’94) – seems to make the case that half of us are smarter than the other half. Smarter, that is, by our “nature,” born better, born worser; smart-stupid.

Too-tired mothers, not very involved or intellectual families, kids who don’t “appear” like your college stars, cultures of poverty, immigrants? Never mind!

Training for the menial, clean up the slop…not enough. Our schools have gone from not many, no child-labor laws, to universal schooling in less than a century. In that period, a few years of school transformed into high school for most, and college has become almost a necessity: K-16. Education, at least the credential, is now crucial for qualifying for decent paying jobs.

Who deserves…who deserves what? Murray simply assumes that the Bell Curve and IQ portray the human condition both correctly and adequately.

photo by Joe Mehling, Dartmouth CollegeWhen the more mature amongst us were young, IQ was the mantra of once a year. Mensa was the gathering group of those who had the highest IQ’s. But the “Rosenthal effect” showed in 1978 that teacher’s expectations were very powerful in predicting and shaping IQ. And we no longer got “tested” very often. (Who gets to make up IQ tests, anyway?)

The truth? Or are we talking mostly politics, culture, history, class…? Lurking is Social Darwinism, the idea from a century ago and more, that much of life is predetermined. Going back to thinker who is most revealed in Murray’s push to teach the “Great Books” is Aristotle. We find in his politics which preach the necessity of monarchy to maintain the world in peace and politeness that: “some men are destined by nature to be kings, and others to be slaves.”

Don’t the rich deserve to be rich: smarter (and they work “harder”)! The survival of the socially “fittest.” (I don’t think so).

Democracy…under attack? Murray showed up on Bookspan about a year ago when Harvard’s beleagured late president – Larry Summers – played a similar card in claiming that men are a bit “smarter” than women…a very old story as well. This time Summers got fired. But the ideas lurk in these times of political oddness and unrest.

Whose America? Whose world? Who deserves what? Are we born free and equal, or are we “prewired?” The tabula rasa or Blank Slate which began American democracy: or arranged about the depiction which the Bell Curve conveys?

I think Democracy, however complicated and changing, is more human, more “interesting,” more of what schools and teaching are toward. Read Aristotle! – surely, but critically, and with a sense of what his ideas have wrought, and continue to ring in the Wall Street Journal…of all places.

Begin with the idea that we’re all (ALL!) born geniuses, and we’ll be teaching toward a common-good future. Inspire the future: that’s what we teachers try to do, as we try to inspire our kids to grow, and grow beyond today.

With the idea of IQ already having determined the future, we teachers are prone to celebrate those who already appear talented, and to neglect or dismiss those who haven’t already blossomed. This is a bad idea for future Democracy, and a negation of the joys of life…to come.

Pope Benedict XVI has recently said that Western culture is

“unable to undertake a real dialogue with other cultures in which the religious dimension is strongly present. Nor is it able to respond to the fundamental questions about the meaning and direction of life,”

Pope Benedict states that meaning and morality are available only within religion. I respect the fact that most of those who are believers, do find meaning in their lives and act morally, inspired by their faiths.

But I think that religious claims to meaning and morality are as much looks backward, as attempts to understand these rapidly changing times: how to go about inspiring the present and future?

The Pope has much history, texts, philosophy, and prophecy on his “side.” The current rise in the import and power of religion signals a “return” to the past, as much as the desire to live in the present and future.

This tradition – Western thought – takes a narrow view of the human. Differences between our experience and historically informed descriptions and prescriptions for living are bound in ideas of the human, much less than in examining the human. It is now time to examine the human more thoroughly and thoughtfully, to see how we are and how we know.

Pope Benedict claims that only religion provides us with meaning and morality. This claim is an aspect of thinking that the human is a two-part “thing”: part body and part soul. It mostly neglects the body, and doesn’t pay any attention to the fact that we are bodies interacting with others. We live all alone, as it were, in a world in which the problems of knowing others and ourselves are removed from the human experience. Thence meaning and morality are available only through religion.

But this is not an accurate depiction of the human. We are body – and we “become” ourselves as we “emerge” from complex interactions with our m/others (the person who takes on the enormous responsibility for her infant). The born body is not the locus of the mind, soul, or self. Much happens to us: we are “transformed” in becoming our selves, the “I” who “has” a soul or mind.

Meaning develops in these relationships, leading to the further development of the self. Other persons are always “present” in our being and thoughts even as we are and grapple with the complexities of meaning in our ongoing lives.

Developmental psychologists (Alan Fogel: “Developing Through Relationships” and Alan Sroufe : “Emotional Development: The Organization of Emotional Life in the Early Years”) have recently understood that infants are “attached” to their m/others, and that the study of the infant “alone” is an error in illuminating our being: ideas derived from Behavioral Biology/Ethology of Konrad Lorenz – (“Bretherton: The Origins of Attachment Theory: Bowlby and Ainsworth” (PDF)– Developmental Psychology: 1992. 28. 759-775) joined with the insights of Pragmatist Philosopher, G. H. Mead (“Mind,
Self, and Society
”) whom I invoke in these elaborations of meaning, and morality.

Mother and child: photo by http://flickr.com/photos/tim166/

One of my works in progress, “A Meaningful Life”, attempts to frame our thinking in the widest terms, as an introduction to how “religious” or “prophetic” thinking enters many of our lives; or doesn’t. It attempts to frame the sorts of queries and questions which enter our thinking about deep and intense issues as reality, existence, ideas, change – all of which have risen in our thoughts in the past few decades.

The particularities of Western religion – including Christianity and Islam – take us into the thinking of change and permanence: an ancient and continuing battle. Why is this so powerful right now: because the world is changing so quickly that any earlier balance between change and permanence feels frantically like chaos. We seek permanence: and permanence is found in the forms of Platonic thinking which grants meaning only to the soul, only to the notions of the everlasting deity who presides outside of time and of life. Change? Life is but a dream, a chimera?

In this depiction, meaning is to be found primarily outside of our existence; from particular texts, prophets, histories, churchly organizations. And these are amazing histories, as they have become not only contemplative but also highly political in the recent battles for minds and for the concepts of meaning and morality.

What questions do we ask? About death, or about life: in which order? What directions, what solutions, whose authority will certify us; satisfy us; calm or excite us in our quests for meaning?

This will, in turn, take us into the issues surrounding morality. “The Genesis of Morality” is my attempt to note that our self, the “I” who I am, emerges from an attachment with the most moral of all persons in each of our lives: the m/other who dedicates herself to each next moment of our being.

And, as we move toward becoming more like independent selves,
m/other attempts to get us to take care of ourselves – as she would. These moments are the Genesis of Morality in each of our lives. And we move on from here and there to the present – complicated, questioning, especially in changing times, as we continue to grapple with meaning and morality.

The questions surrounding our human “agency” emerge as definitional of the present, and inspirational of the future. We shall embrace life, the present, moving and inspiring the future, even as many political and religious thinkers are looking for prophets, texts, and “truth” in the ideas and philosophers of the past.

So now we have 6 people going into a zoo in Adelaide, Australia. Going, not to look at (other) animals, but to be looked at – as if they are animals. A form of monkey, perhaps, they are there to be seen in all the places, and at all their places. Alone, sort of, with one or more of the others. Privacy…gone. They are on public display (AP video spot via USA Today). These 6 people are the zoo.

This is not all new. In the 1800’s and extending into much of the early 20th century, most aboriginal peoples were considered to be “primitives” or “savages.” And some of them were “placed on display” – as if they were “animals.” Perhaps this current display is a “return” to the old days, as new brain science seems to be raising the question of human nature as more fixed or pre-determined than we have been considered, especially since the rise of human rights.

Maybe it is a way of seeing ourselves – and gaining some new insights into the human – maybe insights into other animals, to our ways of observing other species – maybe commentary on whether we should capture and display any species in places like zoos.

From my perspective as a continuing student of the human condition and human nature, this event raises all sorts of thoughts about how to see and observe ourselves:

First, there is little that will happen with or to these persons, that we haven’t already witnessed: nakedness, in or on the toilet, eating, peeing. Nothing that we all don’t do. Maybe sex, maybe clothed. Perhaps interacting with one another, in two’s or three’s or as six.

This moves me back to the question of how we observe humans (and oneself) – to Erving Goffman’sPresentation of Self in Everyday Life.” Lots of what and who we are is kept out of the public domains: how do we observe the human, when so much of our being remains hidden, at least private. Even more complicated: how do others see us; how do we see ourselves’ seeing?

Much of the study of the human has been done quite narrowly in fairly public domains where even the politics of our being are often masked or not obvious.

Politics are always there, and perhaps clearer or more obvious than they are usually – perhaps quite obscure in the contexts of enclosed spaces. Politics may develop or evolve: an alpha male – or female – might emerge: out of ambition, boredom, wishes to control oneself or others.

Confined to particular space – a kind of prison: a kind of deep freedom since the possibilities of movement and surrounds are so completely determined that they are driven into their own “heads” rather than finding much new or risky to explore as in the ordinary world.

It also reminds me of how I/we observe zoo behavior. I love seeing other animals – except I mourn the fact that they are captives, and in a kind of jail. Then – as an anthropologist-of-the ordinary – I begin to note who’s there (and “who isn’t” – pace Goffman). Kids, kids, kids and their parents of most ages. So much fun to watch them, the politics of different families – different ages of kids, interactions, control…

The Gorilla Viewing Area: photo by John Morton

And there, almost always, there are couples (male and female – in my notings, but then, today might be a different day). And these couples seem to be “into” the kids in a very loving and “hot” way, as if love and procreation are most imminent.

And so the idea of a group of humans (all sort of grown-up from reports so far – and not too far in age from one another, or social class, or ethnicity?) – may help cast new insights into the human condition.

For me, this situation raises many questions: a study of the “zoo,” in its own complicated terms; ways to lead us all to ask ourselves harder questions about observing, beginning with ongoing and historical observations of the observer, namely myself; to ask about the nature of the “zoos” in which all of us live. Why is this happening now: what is the nature of the human condition as it changes in a rapidly changing world?

Most important, it pushes us toward the really tough and historical questions: what ideas are already afloat in our thinking which frame or shape our questions and observations? And, the most difficult: what is the human – nature, behavior, language? The central problems of these times!?

Neo-cons and strong religious thinkers are looking “backward” to ancient prophets, texts, and philosophers. In this climate of thought, it is crucial to be envisioning the future. As change – technological, conceptual, world-spanning – is increasing, we seek for meanings to give us substance and purpose. It is vital that we pursue visions for a democratic future, not the least because if we don’t, others are constructing their own visionings! Educating ourselves and our youth toward thinking and acting in terms of such visions, is crucial to the future, especially for a democratic society.

The human body is an amazing instrument. Not to be merely or simply compared with the bodies of other species, we live “out of balance,” love the faces by which we note and remember others, and are deeply interactive. We have vastly underestimated the human body (Dewey, Nietzsche), and need to appreciate that human language is about our so-complicated tongues and expressive parts. As violin-teacher Suzuki claimed, anyone who can speak language is a genius – speaking is much more complicated than learning the violin. I think we have underestimated the intelligence of other creatures, and by extrapolation to human uniqueness primarily as language, have depreciated the human.

We “emerge” from a deep “attachment” with our m/others, as the self, the “I” develops. (G.H. Mead) Who we are and how we know are not directly from the world, but from our being as and with our m/others. How this happens: the Question-Response System by which our m/others frame questions (who, what, when, where, etc.) to which we learn responses as “open sets.” How a finite being (you and I), comes to be able to phrase all the ideas and syntax: development, not fixed.

The questions of this moment remain: how do we think and know, what is the human?

With Pinker’s recent claims that the brain is all, then Lakoff that our mind and thought are full of metaphors, most recently Goleman that the brain is “wired” for social intelligence, these questions seem to be taking on a sense of urgency. Left out in all cases is the fact that humans “love faces,” that we are social in actuality from the moment of birth to the “emergence” of the self.

It’s time to rethink Dewey and Mead, and extend their ideas to the pursuit and understanding of doing and experience: we interact with others; not just or merely brains full of “stuff.” Life is more interesting than we have been letting on. Let’s take a look, beginning with ourselves, not just “make it all up!” How to go about this? Next posts.

At the Rockridge Institute’s site George Lakoff posted his reply to Steven Pinker’s critique of Lakoff’s new book Whose Freedom.

Lakoff and Pinker, both students of Chomsky, have split deeply over the question of whether the brain determines our abilities to talk, to think, to be.

Lakoff’s critique claims that Pinker (and Chomsky) are stuck in a medieval Cartesian account of the human mind, and that it’s finally time to move more into the human actuality.

To go even further and more critically, I hope it’s finally a time when actually observing humans can begin to be done, and to be heard in this conversation. Children (and their m/others) are much more complicated in interaction, in facial expressions, than these forms of thought have led us to note. Time to begin to observe again!

My new book

My new book Next Places was officially going on sale March 1st, but Amazon already seems to be selling it today! Advanced purchase is available at Barnes and Noble.

Next Places

The English education journal Higher Education Academy Health Sciences & Practice republished my introduction from my now out of print book “Teaching as Dialogue”, which I’m now looking to republish. See page 8 of the PDF newsletter.