Tag: painting

Songs as Another Kind of Parallel University

Meta Intelligence is a heterodox view of education where formal education (courses, diplomas, universities, fields) are incomplete and limited without adding informal education which is part of your life such as movies, songs, conversations and images (paintings, posters, etc). Your “lifeworld” (Edmund Husserl’s apt coinage) fuses all the kinds of education where the word education means thought-provoking and illuminating. Even personal experience counts such as illnesses or bad marriages! Only via this Meta Intelligence will you achieve a glimpsed “holism.” (Meta Intelligence is that meta-field outside fields, borders and boundaries.)

Take songs.

Think back to Jim Morrison’s classic tune, “Riders on the Storm” which begins:

“Riders on the storm
Riders on the storm
Into this house, we’re born
Into this world, we’re thrown
Like a dog without a bone
An actor out on loan
Riders on the storm”

This song (by the Doors), expresses in a simple way Heidegger’s notion of human existence as partly governed by “Geworfenheit” which derives from “werfen,” to throw. “Geworfenheit” means “thrownness.” Jim Morrison and his band the Doors are song–philosophers without (probably) being Heidegger’s acolytes. Max Weber, one of the fathers of modern sociology, uses the word “disenchantment” to describe the modern world, “Entzauberung” in German, where “zauber” means “magicality” and “ent” means “removal of,” and “ung” means “condition of being.” The magic here does not mean something like a card trick but rather sacred mysteries, perhaps like the feeling a medieval European felt on entering a cathedral.

Enchantment in the West survived in our notions of romantic love and was associated with the songs and outlook of the medieval troubadours. Such romantic enchantment which is fading from our culture in favor of sex is still celebrated in the classic Rogers and Hammerstein song, “Some Enchanted Evening” from the forties musical and fifties movie, South Pacific.

The song lyrics give you the philosophy of romantic love as the last stand of enchantment:

“Some enchanted evening, you may see a stranger,
You may see a stranger across a crowded room,
And somehow you know, you know even then,
That somehow you’ll see here again and again.
Some enchanted evening, someone may be laughing,
You may hear her laughing across a crowded room,
And night after night, as strange as it seems,
The sound of her laughter will sing in your dreams.

“Who can explain it, who can tell you why?
Fools give you reasons, wise men never try.

“Some enchanted evening, when you find your true love,
When you hear her call you across a crowded room,
Then fly to her side and make her your own,
Or all through your life you may dream all alone.

“Once you have found her, never let her go,
Once you have found her, never let her go.”

Notice that “chant” is a component of enchantment.

One could say that conventional enchantment has been transferred to the world of science and mathematics where a deep beauty is intuited. Professor Frank Wilczek of MIT (Nobel Prize) wrote several books on this intersection of science and the quest for beauty whereas Sabine Hossenfelder of Germany has argued, per contra, that this will be a “bum steer.”

You should sense that like movies, songs give you a “side window” or back door into thinking and knowledge, which should be center stage and not depreciated.

Essay 66: Education and the Question of Fecklessness

We propose in Meta Intelligence an education that is completely global and cosmopolitan from Day 1.

The problem with education as a confusing area of activity is revealed to us in an episode of the great Japanese novel, The Makioka Sisters.

The Makioka Sisters (細雪 [Sasameyuki], “Light Snow”) is a novel by Japanese writer Jun’ichirō Tanizaki (died in 1965) that was serialized from 1943 to 1948. It follows the lives of the wealthy Makioka family of Osaka from the autumn of 1936 to April 1941, focusing on the family’s attempts to find a husband for the third sister, Yukiko.

In the novel, there’s a description of a “failed educational odyssey:”

“Mimaki was an old court family. The present viscount, the son, was well along in years. Mimaki Minoru, son by a concubine, was a graduate of the Peers School and had studied physics at the Imperial University, which he left to go to France.  In Paris he studied painting for a time, and French cooking for a time, and numerous other things, none for very long.

“Going on to America, he studied aeronautics in a not-too-famous state university, and he did finally take a degree, it seemed.

“After graduation, he continued to wander about the United States, and on to Mexico and South America. With his allowance from home cut off in the course of these wanderings, he made a living as a cook and even as a bellboy. He also returned to painting and even tried his hand at architecture.

“Following his whims and relying on his undeniable cleverness, he tried everything. He abandoned aeronautics when he left school.”

(The Makioka Sisters, Vintage Books, 1985, Seidensticker translation, page 473-474)

This person winds up dabbling in architecture after his return to Japan.

This episode in Tanizaki’s great novel gives us a “flashlight” or “searchlight” into the whole problem of educational confusion.  Is this simply a case of one person’s “fecklessness?”  Is this just a case of what’s called “failure to launch” (see the movie by this name)?

Or is it partly perhaps that education as a “lockstep system” of schools, exams, courses, semesters, quizzes and grades is very “inhospitable” to “searchers?”

If we call everyone who “stumbles around” a dilettante and a feckless failure, we might be unnecessarily “binary,” exclusionary and unaware of the problem of “cold educational ecosystems” which punish exploring for those who are not “born specialists.”  Winners and losers are too polarized as an educational judgment, perhaps.

The classic German novel about youthful confusions is Fontane’s classic Irrungen, Wirrungen (Trials and Tribulations, 1888) and perhaps an argument could be made that the coldly “binary view” of “successes” versus “the feckless” causes the loss of many young people who had various kinds of emotional resistance to education as an “Olympics” of sorts, with “winners and losers.”  This might be seen as a kind of overly narrow kind of “edu-brutality” which is intolerant of more difficult adjustment stories for young people, which are not uncommon.