The extraordinary patience of things!
This beautiful place defaced with a crop of surburban houses-
How beautiful when we first beheld it,
Unbroken field of poppy and lupin walled with clean cliffs;
No intrusion but two or three horses pasturing,
Or a few milch cows rubbing their flanks on the outcrop rockheads-
Now the spoiler has come: does it care?
Not faintly. It has all time. It knows the people are a tide
That swells and in time will ebb, and all
Their works dissolve. Meanwhile the image of the pristine beauty
Lives in the very grain of the granite,
Safe as the endless ocean that climbs our cliff.-As for us:
We must uncenter our minds from ourselves;
We must unhumanize our views a little, and become confident
As the rock and ocean that we were made from.
Robinson Jeffers, Carmel Point.
There is no nature, only Nature – an imaginary state of man’s own invention, a realm of concept and language. That is man’s place and it is nowhere except inside his head; a mirror image of a distorted fantasy he calls Mankind. A distortion of a distortion, exponentially phantasmagorical. Nature is a conceit: a man-made garden in which we wander to relax and preen, as we nod to one another in passing, and congratulate ourselves on being us. We created Nature so that we might take pride in how far we have ventured beyond it.
Man has no place in nature because there is no nature: only what he makes. He is therefore beyond nothing. He is merely self-deceived. Forever trapped inside his self-inflated dream of what he is. A pathetic child imagining himself in the world, when, in reality, he is confined by the four walls of his playroom. His ‘world’ being nothing more than the arrangement of his diminutive models and playthings.
Man is exiled from the real world, from nature, by language. He is the willing prisoner of words. All his high-mindedness, his ideals, morality, stemming merely from the necessity of language. True nature cares for nothing, neither life nor death. It is simply in a perpetual motion of growth and decay, beyond value or morality. Lacking the curse of consciousness and the petty ethics that entails, the natural world lives and dies blindly, without intention, regenerates or doesn’t. There is no system, only a multiplicity of life cycles; parts that remain seperate, that never add up to a whole. Nature does not do arithmetic. Man is one of a myriad of dissociated parts, not outside observer of an illusory unity.
If he tears down the forests or fights for their preservation, he does it for himself. It is of no consequence to nature, whose disparate parts survive or don’t, without sensibility. The ‘ecosystem’ is man’s vision of where he is and, in reality, no system at all. The environment is his own orderly invention, his realm, but the environment cares neither for its own death nor man’s. Nor does it care for man’s care for it. Man makes a lapdog of a planet in which he is merely a passing formulation of life: the current arrangement of molecules. His continued existence, and that of the planet itself, is of no importance to anything other than a few temporary particles that are our species.
Jenny Diski, Rainforest.
Unfortunately, catastrophes or scandalous disclosures always have to happen before humanity realises that it is only its own mistakes that have led it into misfortune. These are all the more difficult to rectify, because in the main they have been made by the authorities, who will not commit suicide themselves, but in order to save their own skins, they would rather that all Life should perish before they acknowledge their errors.
I think it would have been very much better, had Newton contemplated how the apple got up there in the first place.
Everything flows, floats and moves. There is no state of equilibrium – there is no state of rest.
We are living through bewildering times where the conduct of education is concerned. There are deep problems that stem from many origins – principally from a changing society whose future shape we cannot foresee and for which it is difficult to prepare a new generation. My topic, the language of education, may seem remote from the bewildering problems that rapid and turbulent change in our society have produced. But I shall try to show before I am done that it is not really so, that it is not so much scholarly fiddling while Rome burns to try to find a key to this crisis in the language of education. For at the heart of any social change one often finds fundamental changes in regard to our conceptions of knowledge and thought and learning, changes whose fulfillment is impeded and distorted by the way in which we talk about the world and think about it in the coin of that talk. My hope is that we may uncover some vexing issues of immediate and practical concern.
I shall begin with a premise that is already familiar: that the medium of exchange in which education is conducted – language – can never be neutral, that it imposes a point of view not only about the world to which it refers but toward the use of mind in respect of this world. Language necessarily imposes a perspective in which things are viewed and a stance toward what we view. It is not just, in the shopworn phrase, that the medium is the message. The message itself may create the reality that the message embodies and predispose those who hear it to think about it in a particular mode. If I had to choose a motto for what I have to say, it would be that one from Francis Bacon, used by Vygotsky, proclaiming that neither mind alone nor hand alone can accomplish much without the aids and tools that perfect them. And principal among those aids and tools are language and the canons of its use.
Most of our encounters with the world are not, as we have seen, direct encounters. Even our direct experiences, so called, are assigned for interpretation to ideas about cause and consequence, and the world that emerges for us is a conceptual world. When we are puzzled about what we encounter, we renegotiate its meaning in a manner that is concordant with what those around us believe.
If this is the basis for our understanding of the physical and biological worlds, how milch truer it is of the social world in which we live. For, to sound another familiar theme, the “realities” of the society and of social life are themselves most often products of linguistic use as represented in such speech acts as promising, abjuring, legitimizing, christening, and so on. Once one takes the view that a culture itself comprises an ambiguous text that is constantly in need of interpretation by those who participate in it, then the constitutive role of language in creating social reality becomes a topic of practical concern.
So if one asks the question, where is the meaning of social concepts – in the world, in the meaner’s head, or in interpersonal negotiation – one is compelled to answer that it is the last of these. Meaning is what we can agree upon or at least accept as a working basis for seeking agreement about the concept at hand. If one is arguing about social “realities” like democracy or equity or even gross national product, the reality is not the thing, not in the head, but in the act of arguing and negotiating about the meaning of such concepts. Social realities are not bricks that we trip over or bruise ourselves on when we kick at them, but the meanings that we achieve by the sharing of human cognitions.
Jerome Bruner, Actual Minds, Possible Worlds.
So many problems, however infinitely varied they first appear, turn out to be matters of money. I can’t tell you how much this offends me. The value of money is a scam perpetrated by those who have it over those who don’t; It’s the Emperor’s New Clothes gone global. If chimps used money and we didn’t, we wouldn’t admire it. We’d find it irrational and primitive. Delusional. And why gold? Chimps barter with meat. The value of meat is self-evident.
The world runs on the fuel of this endless, fathomless misery. People know it, but they don’t mind that they don’t see. Make them look and they mind, but you’re the one they hate, because you’re the one that made them look.
Karen Joy Fowler, We Are All Completely Beside Ourselves.
I have recently been reading a most enjoyable novel called The Dream Illuminati by Wayne Saalman (Falcon Press, Santa Monica, 1988). Mr. Saalman has found an epic theme – dreams of flight, and the achievement of flight.
Historically, dreams of flying appeared in the collective unconscious before the reality of flight existed in technology, and it seems plausible that if we understood our dreams better we would use our technology more wisely. Our machines manifest our dreams in matter crafted to coherence, and a psychoanalysis of our culture could easily derive from an examination of how we use science to materialize our fantasies and nightmares.
Mr. Saalman’s science-fantasy made me wonder: Why have we always dreamed of flying, and why have we built flying machines? This question seems “eminently” worth pondering in a world where 200,000,000 people pass through Kennedy International Airport every year, flying the Atlantic in one direction or the other.
To understand the profound, it often appears helpful to begin with clues that seem trivial. I suggest that we contemplate what our children look at every Saturday morning on TV. One of the most popular jokes in animated cartoons shows the protagonist walking off a cliff, without noticing what he has done. Sublimely ignorant, he continues to walk-on air-until he notices that he has been doing the “impossible,” and then he falls. I doubt very much that there will be any reader of Magical Blend who has not seen that routine at least onec; most of us have seen it a few hundred times.
It might seem pretentious to see a Jungian archetype adumbrated in crude form in this Hollywood cliché, but follow me for a moment.
When Hollywood wishes to offer us the overtly mythic, it presents Superman, who can “leap over tall buildings in a single bound,” and a more recent hero named Luke Skywalker. Continue reading