More from Danny Shine.
Memetics provides a new way of looking at the self. The self is a vast memeplex – perhaps the most insidious and pervasive memeplex of all. I shall call it the ‘selfplex’. The selfplex permeates all our experience and all our thinking so that we are unable to see it clearly for what it is – a bunch of memes. It comes about because our brains provide the ideal machinery on which to construct it, and our society provides the selective environment in which it thrives.
Memeplexes are groups of memes that come together for mutual advantage. The memes inside a memeplex survive better as part of the group than they would on their own. Once they have got together they form a self-organising, self-protecting structure that welcomes and protects other memes that are compatible with the group, and repels memes that are not.
Each of us is a massive memeplex running on the physical machinery of a human body and brain – a meme machine. Crick was wrong. We are not ‘nothing but a pack of neurons’; we are a pack of memes too. And without understanding the pack of memes we can never understand ourselves.
Nature itself will always dwell out of reach. The scientific logos cannot catch what in Nature cannot be turned into logic or mathematics. Nature is like a living body covered with a coat – the scientific logos might one day catch each of the coat’s fibers that form a beautiful and harmonious whole, and find each fiber interwoven with all the others, but nevertheless, the coat is not the body of the person.
The paradox of all this, of science’s unrelenting, progressing, but also infinite journey towards “understanding” Nature is this: Nature is constantly revealing itself to us “naked,” without a coat. It does so in the guise of the sensitive, richly diverse world that all men, of all times and places, can witness. It is as if modern science, heavily influenced by Plato, would in fact blind us in its frantic pursuit from the presence of the infinite Nature.
Marcel Conche, Philosophizing ad Infinitum: Infinite Nature, Infinite Philosophy.
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.
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