This is NOT your practice life!

How To Face Daily Challenges and Harsh Realities To Find Inner Peace through Mental Mapping
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Feeling the Difference

4/28/2022

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In An Enquiry Concerning Human Understanding David Hume writes this advice: “Be a philosopher; but, amidst all your philosophy, be still a man.” Now, for the occasional “woke” person who might stumble across this statement, I need to point out that the tradition in English writing has until recently been to use “mankind” and “man” to represent all humans. Growing up and going through school, I heard no objection to this general use. But in the last five decades, the words man and mankind have become anathema, not so much, I believe, because of a new inclusiveness, but rather because a shift in liberal educators who found some offense in using a single word because of its association with male.


As a result, the old adage that excess verbiage makes for poor writing went into the Lethe, that mythical Hadean River of Forgetfulness, to be replaced by a dictum that sentences with “he or she” or “she or he” are “proper.” And now, those “in charge of language” throw out hundreds of years of linguistic tradition by transforming the number relationship between pronoun and antecedent. What used to be “the boy went to his gym class” or “the girl went to her gym class” is now “the person went to their gym class.” Number agreement between substantive word, phrase, or clause and pronoun has morphed.


Don’t get me wrong here. I don’t mind that language changes. If it did not change, then thee would read as thou might have read in “days of olde.” Language that does not change is a dead language like Latin, Sanskrit, and Anglo-Saxon. But changes in language have long been “organic,” occurring, for example, when teenagers adopt a new “in word.” The word spreads among them, and they carry it into their adulthood and influence older adults to adopt the word. Nineteen fifties “Cool,” isn’t it? Language also changes because of discoveries or events. In an era of hundreds of thousands of new chemicals and tens of thousands of new machines and technologies, a living language changes. In an era of globalization, speakers from one region adopt words from many cultures. As Anglo-Saxon, a language derived from Germanic languages, evolved into Middle and then Modern English, it adopted words from Latin, Greek, the Scandinavian languages, and French. To that rich vocabulary the spread of the global English Empire added terms. So, you rise each morning to practice Tai chi to keep your yin and yang in balance, eat tofu with your Kung pao and Won ton, and practice Kung fu. Maybe you play a didgeridoo in a local band. And as the expression goes with regard to Karma, what goes around comes around like a Boomerang. The addition of words from many cultures has enhanced English. Chemistry and the other sciences have also enriched the language: Irradiated, dissolved, reactive.


The problem I have with objection to “man” and “mankind” stems from the distraction it imposes on understanding language in its historical context and meaning. If Hume were writing today, he might adopt “human being” or “person” for man in his sentence. The modern reader steeped in the distraction might easily miss the message that is applicable to more than “just males.” The modern obsession with seeing all through the lens of the present voids historical views and manners of thinking.


Hume begins his work with a discussion on “manners” by which one can approach the topic of human understanding. The paragraphs that precede his statement briefly explain two such manners: On the one hand there is an approach that sees and interprets humans through their actions and emotions; on the other hand, an approach that interprets humans through reason, this latter manner being somewhat abstract.


Hume cautions those “pure philosophers” who would apply reason alone to explain human nature to remember that there is that other side of humanity, the one that feels and acts on feeling. Both are important. Hume writes, “Man is sociable, no less than a reasonable being.” In short, understanding human nature requires a holistic approach. Hume acknowledges that “artists,” for example, make us “feel the difference between vice and virtue.” Philosophers make us think rather than feel.


I find it interesting that so many academicians, journalists, and editors pain themselves over words rather than over meanings. But I guess in an Orwellian age, I should find the practice uninteresting and rather ordinary. I suppose, also, that I see in this trend a revitalization of Marshall McLuhan’s “the media is the message” message. Today’s media personalities have elevated themselves to be “THE MESSAGE.” I simply call the reader’s attention to pundit shows in which pundits talk no so much about the actions and feelings of “mankind,” but rather about how other pundits have said what they said. It has become an era when a tweet can instigate a cascade of responses because the tweeter used an unacceptable word. Context be damned. The words are more important than the message they carry. Distraction, not clarity of thought, is the focus.


Let me pose an objection you might be thinking right now. “Messages are carried by words, so meanings can’t be separated form the words that convey them.” Good point. But focusing on a word because of matters, such as “inappropriate gender reference” or “inferred racism of the speaker or writer” means that the forest truly can’t be seen because of the trees.


Hume has an analogy that you might find appropriate here. “Astronomers had long contented themselves with proving, from the phaenomena, the true motions, order, and magnitude of the heavenly bodies: Till a philosopher, at last, arose, who seems, from the happiest reasoning, to have also determined the laws and forces, by which the revolutions of the planets are governed and directed.” He writes this as a model in his hope that that “philosophy [read ‘understanding human nature’], if cultivated with care, and encouraged by the attention of the public, may carry its researches still farther, and discover, at least in some degree, the secret springs and principles, by which the human mind is actuated in its operations [‘read behaviors and feelings’].” As I wrote above: Only a holistic approach can lead to understanding human nature.


As a rational species, we apply “science” to achieve understanding. But as we have discovered, humans are often unpredictable, whimsical, focused on desire, desirous of entertainment, and willing to accept feelings as guides to virtue and vice, purpose and chaos, and truth and untruth. We go by our guts as much—or maybe even more so—as we go by our brains, more often by feeling than by reasoning.


When I began to write all of the above, I decided to let it take me where it would. I had no plan to address the fuss over gender words, for example. But the nature of this little essay seems to make my point about understanding human nature. Like language, it is fluid. Sometimes reason is the guide and actually serves to establish the “laws” by which humans operate just as people like Kepler and Newton discovered the laws by which the Solar System operates. And sometimes emotions are the guide leading to unexpected results. We can profess to be more rational than emotional or more scientific than artistic, but to understand ourselves we need both “manners” of approach.


Yet, when I reread Hume’s work, I find his ending in favor of a purely rational approach. He wants, I believe, a discoverer of Laws, some Kepler or Newton. He writes, “If we take in our hand any volume; of divinity or school metaphysics, for instance; let us ask, Does it contain any abstract reasoning concerning quantity or number? No. Does it contain any experimental reasoning concerning matter of fact and existence? No. Commit it then to the flames: for it can contain nothing but sophistry and illusion.” Hume, it appears, would have us abandon any reasoning that is not backed up by experiment and close observation. He would prefer a statistical analysis of “mankind.”


Unfortunately, all experimental attempts to understand mankind run contrast to the “insights” of writers, painters, and poets. We could, for example, say that when the Germans bombed a Basque town that a specific number of people were casualties. We could count injuries of various types and number of people killed. Or, we could try to understand “mankind” in a painting, such as Picasso’s Guernica. The former “manner” relies on Hume’s “experimental reasoning” about a “matter of fact and existence.” The latter “manner” conveys the horror of the tragedy. Picasso’s manner of “understanding mankind” makes us “feel the difference between vice and virtue.”


Now, you’re thinking that I’ve just negated my argument about distraction, that I missed the point that the word mankind just doesn’t give a holistic picture because it excludes females. Yet, in the meaning of “humanity” it is encompassing and has been so since Biblical times. The new distractive way of seeing how something is worded that applies “social appropriateness” will probably enrich the language by adding terms since every human being will be able to choose a new pronoun, a new word, and a new syntax and grammar. That’s all right. As of this writing, the Oxford English Dictionary lists more than 170,000 words to which it adds more every edition. Some estimates suggest that English has, in fact, more than a million words though many in that count are alternate forms, gerunds, for example. The problem for any generation of speakers and writers will lie in how much time they spend in learning which terms are acceptable when their ultimate goal is to communicate effectively some understanding of human nature.


But I could be wrong. A living language changes, and with it or because of it, our understanding of human nature changes. Understanding our human nature has varied as much as psychoanalysis has varied from behavioral psychology and Platonism has varied from existentialism.


I’m going to ask you to recall Hume’s statement on being a philosopher, but still being a man. Caught up in the rules of appropriateness, we have accepted the jargon of the times. Hume writes, “Accurate and just reasoning is the only catholic remedy, fitted for all persons and all dispositions; and is alone able to subvert that abstruse philosophy and metaphysical jargon, which, being mixed up with popular superstition, renders it in a manner impenetrable to careless reasoners, and gives it the air of science and wisdom.” For those whose concern is word over thought, I will point out that catholic means “universal,” not “papist.” But my thinking that I have to point that out for the occasional reader emphasizes what I wrote about focusing on word over thought, on term over holistic meaning. Ironically, we live in the thick of a scientific, experimental era, but we have become “careless reasoners,” giving in our daily communication the mere “air of science and wisdom."
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Aliens Arrive at Vandenberg Space Force Headquarters

4/26/2022

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Alien: “Take me to your leader.”


Human: “Uh. Okay. I guess that would be the Vice President at this time because she is the one sent to speak to the Space Force at Vandenberg.”


Alien: “Okay, whoever. We’ve just traveled more than four light years, and we have to get back, so, we’re kinda inna hurry.”


Human: “Here she is.”


Alien: “Madame Leader, we come from Alpha Centuari, 4.37 light years from your Solar System. The mass of our star is about the same as the mass of your star, but ours is a bit greater in diameter. The size and nature of our home star are just a hint that we might have more in common with you. The trip here was grueling because of the distance, so those of us standing before you are generations removed from those who left our home world. Nevertheless, we carry their message of peace and good will, and we hope to establish a working relationship since we now stand with you at your Space Force Headquarters.”


V.P.: “Space is exciting, and it, it spurs our imagination. I think everyone here recognizes how extraordinary space is.  Whether it is satellites that orbit the Earth, humans that land on the Moon, or telescopes that peer into the furthest reaches of the universe, space is exciting.  It spurs our imaginations, and it forces us to ask big questions.  Space — it affects us all, and it connects us all.”* 


Alien: “Can you tell us the purpose of your Space Force? Will it affect us or other neighboring civilizations?”


V.P.: “There are so many opportunities in space for our country and for all of humanity — from science, to commerce, to national security.”


Alien: “Does this emphasis on security mean you are a hostile race?”


V.P. “Space is exciting. There are so many opportunities in space for our country and for all of humanity — from science, to commerce, to national security. All of you on this base know the importance of the space systems that you use and operate and how important they are for our national security. Our space capabilities provide for global awareness, global connectivity, and global navigation. And, of course, we also know the threats we face in space.”


Alien: “Threats from space? Is that a reference to us? Do you believe we are a threat.”


V.P.: “Our administration has proposed the largest single increase in our military space capability in our nation’s history. And we will continue to invest so… [the Space Force is] able to protect our interests in space which, in turn, protects our interests here on Earth.”


Alien: “This all sounds a bit threatening. We’ve traveled long and far to arrive on your planet. Is this the message you have for us?”


V.P.: “As I said, space is exciting, and it spurs our imaginations. And we can see space with our own eyes (pointing to her eyes). There’s a moon, and well, there are other planets and space… It’s big, as Douglas Adams says, it’s very, very big. But we can see it with our own eyes. I’ve seen the stars with my own eyes (pointing to her eyes). As we all learn, ‘Twinkle, twinkle, little star, how I wonder what you are.’ I don’t know why they twinkle, but I’ve seen them twinkle with my own eyes (pointing to her eyes). We’re going to build rockets and things. Our administration is working to establish new rules and norms for the new challenges of the 21st century — areas like emerging technologies, cybersecurity, and, of course, space. And because space is very big, as the Chair of the Council, I made this issue a point of emphasis.  I believe without clear norms, we face unnecessary risks in space. But let me assure you, we want a responsible and peaceful use of outer space, which, as I said, is very, very, very big.”


Alien: “I think we’ve heard enough.”


Second Alien: “I told you we should have turned around about two light years back.”

*https://www.youtube.com/results?search_query=kamala+harris+on+space
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Climate Talk

4/26/2022

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Overheard at the cafe.


Liam: “Did you see this? A guy set himself on fire outside the Supreme Court Building.”


Olivia: “No. Why?”


Liam: “From what I understand, he was protesting climate change. He was a Buddhist.”


Olivia: “Is that relevant?”


Liam: “I mention it because I remember similar incidents occurred in Viet Nam before and during the war. At least one monk went into a public square and set himself on fire.”


Olivia: “Did it change anything?”


Liam: “Not that I remember.”


Olivia: “So, you say this guy burned himself in D.C. Was this recent?”


Liam: “Earth Day, 2022.”


Olivia: “Hmmmnnn. Climate change, you say? Aren’t human bodies carbon based?”


Liam: “My thoughts, too.”


Olivia: “So, when we burn carbon, we make carbon dioxide.”


Liam: “Yep.”


Olivia: “Seems counterproductive to burn oneself when the product is the very thing that motivates the self-immolation.”


Liam: “Again, my thoughts.”


Olivia: “Who was this guy?”


Liam: “Let me read. Here. Wynn Bruce, 50 years old. According to the story, ‘climate activists’ called him a selfless martyr.”


Olivia: “Was he average height and weight?”


Liam: “Why do you ask? His photo seems to show a thin guy. I’m guessing just by the headshot that he was no more than 68 kilograms, maybe a hundred fifty pounds.”


Olivia: “Interesting. I’ll tell you why I ask. On average, our bodies are about 18 to 19% carbon. So—excuse me for using my watch calculator—that means that the guy was 12 kilograms carbon. Now, carbon dioxide combines two atoms of oxygen with every carbon atom. That makes the weight of what’s his name, oh! Wynn Bruce’s carbon footprint, assuming his body was completely consumed…”


Liam: “No, says here he died in the hospital. Was transported via helicopter.”


Olivia; “Well, for the sake of easy math, I’m going to say he was completely consumed in the conflagration and that instead of a helicopter, he was transported in a dust pan by the people who sweep the steps to the building. If so, if he was consumed completely, then, let’s see, every carbon atom has an atomic mass unit of 12 and every oxygen atom has a mass unit of 16, so, that means 12 + 16 + 16 to simplify. The weight of his carbon dioxide footprint was more than his unburned carbon. If my math is correct, and if I rely on the formula that says to multiply the weight of carbon by 3.66, then Wynn Bruce released about 44 kilograms of carbon dioxide into the atmosphere by the burning. Bruce just added about 96 pounds of carbon dioxide to the atmosphere. If he had buried himself, he would have sequestered the carbon for years. Of course, had Bruce continued to live, he would have exhaled carbon dioxide daily, producing about a kilogram, or 2.2 pounds of the gas, every day. That means he would have had to live 45 additional days to produce the equivalent to his burn product.  So, I guess he figured that in the long run, that is, 46 days or more of life, he would have a larger carbon footprint.”


Liam: “Wow! You’re really into this, aren’t you?”


Olivia: “Well, let me ask you, Liam. Can you name any Buddhist monk who committed suicide during the Viet Nam War era?”


Liam: “No, not at all.”


Olivia: “Can you remember the reason for the suicide?”


Liam: “I’m thinking. Oh! Got it. Something about oppression of Buddhists by the Vietnamese government.” 


Olivia: “How’d that work out?”


Liam: “Don’t know, but I suppose it had little effect at the time. I might be wrong.”


Olivia: “So, this Wynn Bruce Buddhist, burns himself at the Supreme Court. I didn’t even hear about it till you told me. What did he accomplish except to take away his daily contribution—after that 45-day period—of carbon dioxide?”


Liam: “Maybe the Chinese will read about it, stop burning fossil fuels. After all, there are Buddhists in China. And in India, where the country also burns fossil fuels, there are many Buddhists. Maybe they will read about Bruce and stop burning fossil fuels. And maybe the people who traveled to Washington to protest climate change will think about a Zoom protest next Earth Day to reduce their carbon footprint.”


Olivia: “You’re being sarcastic.”


Liam: “How can you tell?”



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The Oldest Person

4/25/2022

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So, a headline to astound: “World’s Oldest Person Dies.” We’re sorry to see Kane Tanaka, born in 1903, leave us this year. As the news reports indicate, she survived two world wars, the 1918 flu, and even COVID. But, sorry to tell the reporters, the world’s oldest person is always alive. Someone younger than Kane Tanaka is now the oldest person.


Because we’re all finite, we’ll all follow Kane. but if anyone asks me what designation I would choose as I age, I would choose “World’s Second Oldest Person” or any place on scale of longevity that isn't "oldest." The oldest never keeps that title for long. I have no pride. Put me way down on the list.


Kane Tanaka’s death reminds us all that this is not our practice life.
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Contradictions All Around

4/25/2022

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Remember Millard Fillmore? Thirteenth President? He stood for limited government and states’ rights. At the same time, he complained after leaving office that “It is a national disgrace that our Presidents…should be cast adrift, and perhaps be compelled to keep a corner grocery for subsistence.” Not anymore, Fillmore.


Nowadays, Presidents don’t have to worry about retirement. They are well cared for by the government pensions they receive and by the private money that inundates them in tsunamis of lucrative opportunities that mostly just require their presence and not their supposed expertise.


Back to Fillmore. I guess you wanted it both ways, Millard. You supported a limited government, but you wanted that government to support you beyond the level of a local grocer’s economic status. How like so many of us you were. We don’t want to pay taxes, but we want the benefit of tax dollars. We want independence, but we, like Millard, don’t want to be “cast adrift.”


I mention this in the context of a rising movement toward socialism. True, trends toward socialism have waxed and waned since the nineteenth century with the pendulum swinging a little more Left than Right, like a plumb bob next to a rising mountain range. I’ve been hard pressed to explain the gravitational pull except to say that the orographic lift is the growing mass of humanity. More people, fewer jobs to go around in an industrialized and technical society where one machine, one robot, can do the work of many. Trust me, I’ve dug some ditches by hand, and I know a backhoe can outwork me.


Even in a service-centered society, machines have replaced humans as self-driving vehicles and package-delivering drones reveal. And that poses a problem for every modern society. What do we do with this mountain of humanity? How do we meet their needs lest they be “compelled to keep a corner grocery for subsistence”?


And the few who by either hard work or luck find themselves relatively independent also find themselves deemed as “unfairly” rich. Ah! “Fairness,” the guiding principle of socialism—if one excludes envy and covetousness.


Storytime: I remember sitting at lunch during a conference at a Left-leaning university and hearing from another table a Canadian say, “Since when did America do anything that is fair?” Keeping the peace, I remained silent because engaging would have probably stirred anger in those who were already inclined to rail against “inequities.” Over the course of four decades, I learned that Ivory Towers tend to close, rather than open, minds, a feature of academia that I see exacerbated today in shout-downs of speakers with “opposing views.” Anyway, the comment about American unfairness made me wonder whether anyone who espouses fairness can truly define what that means, especially since many of those in academia who so proclaim its virtues are seated in chairs of steady tenure with a promise of a lucrative pension that will keep them from a life of subsistence as a local grocer.


It appears to me that those in jobs with steady, protected incomes are ironically drawn to socialism. They do not see themselves as members of a special class. That seems particularly true of elected officials who reap the benefits of steady pay, numerous perks like tax-funded staff and junkets, and promised pensions. They push for equity through redistribution—as long as it isn’t the redistribution of what they personally have. It never seems to occur to those who push socialism and rail against the rich that they are themselves richer than someone else. If redistribution is the cure for unfairness and inequity, why not apply the principle at home: Surely, you have an extra pair of shoes you could give that homeless person. Surely, you have more than one audio device, more than one radio, that is, to give to another. Challenge to socialists: Count the number of duplicates you have. Count the radios, TVs, cars, chairs, sets of dishes, beach homes. Surely, you can give away one of those for the sake of equity and redistribution.


By chance I came across an editorial by a Dr. Bill Cummings this morning. Entitled “Charity vs. Socialism.” The Telegraph opinion piece from November, 2013, ranks those countries by their charitable giving, basically, by their “voluntary redistribution.” Cummings writes that the United States ranks first in charitable giving. He also says that socialist and socialist-leaning countries fall far down the list of charitable givers.


I suppose that were I to meet once again that Canadian who claimed that America did support “fairness,” I might point out the fact of its voluntary charity and government foreign aid. But I won’t be unrealistic. As in the evolution of every place on the planet, groups have contested, often violently, this or that piece of land. From fights to wars, every country has a similar history of development. I also suppose that I could not justify Europeans forcing Native Americans from their traditional lands in what seems now as an act of "unfairness"; yet, I do know that all was not peace and harmony among warring Huron and Iroquois and just about every other contending groups. But I would note that it is demonstrable that Socialist governments killed upwards of 160 million people—many of them their own citizens—during the twentieth and twenty-first centuries. Hitler’s socialist party (Nazis), Stalin’s Soviet Union, Mao’s China, Mussolini’s Italy, and other socialist countries have systematically performed democide and imposed imprisonment and poverty on their citizens. If that is the “fairness” that socialists want to deny, there’s little argumentation that can convince them otherwise.


But, of course, as I and others have mentioned elsewhere, the claim by today’s socialists is that, “No, our socialism is different because we will be in charge.” They say so not realizing that the same statement has been made for more than a century. But the result is always the same. Some dictator or group of oligarchs assumes control. Privileged classes arise. Inequality prevails, and a population suffers, more so, it seems, than in capitalistic societies.


I will grant that the mountain of humanity does make the plumb bob or the pendulum of public opinion vary from the vertical. I will also grant that unequal distribution is a repetitive state in the real world. The people of Bangladesh are not going to mine tungsten or titanium unless they pan for those elements in the waters of the Ganges and Brahmaputra rivers. I will not be able to mine for gold in the coal fields of western Pennsylvania, but I could drill for natural gas that people in other regions cannot find beneath their feet. The planet did not form with some guiding principle of equal distribution. Mineral wealth—the source of most wealth—lies unevenly distributed and is not as ubiquitous as the humans that mine it.


I would be foolish if I thought to envy Cape Cod lobstermen for their catch. I live inland. I would also be foolish if I thought those lobstermen should provide gratis lobsters to western Pennsylvania. All distribution comes at a cost of some kind. Is it fair that New England lobstermen get to eat as much lobster as they wish while the closest critter I have is some tiny crayfish in the stream that runs through my property? Is it fair for me to have royalties from a gas well that a New England lobsterman will not get?


If you remember your history, you’ll recall that Mussolini told his citizens that his form of socialism—Fascism—would make the trains run more efficiently. It didn’t. Like so many other socialist promises, his promises were empty. And like so many other socialists, his Fascism led to the deaths and impoverishment of many Italians as he personally consolidated more power.


I suppose all of us hold some contradictory positions like Millard Fillmore. And among those positions lie the struggle we have between being personally free to fail and wanting to be protected from failing. Maybe life can’t be fair. But maybe, also, we’re lucky that someone serves us as the local grocer.
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Rhapsodists, One and All

4/21/2022

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Clarinets aren’t featured much in contemporary music unless one counts their use in high school and college band performances during football halftimes. True, a clarinet can be heard in “American Pie,” “Beat It,” “Blowin’ in the Wind," “Blue Suede Shoes,” “Bohemian Rhapsody,” and even “Born To Be Wild,” but generally, the instrument doesn’t lend itself to typical rock songs though clarinets have long been a part of jazz and classical music. With regard to the former the clarinetists Benny Goodman, Artie Shaw, and Pete Fountain among many others performed during the thirties, forties, and fifties, many of them associated more with the sounds of Bourbon Street than with those of Motown. Classical compositions like Von Weber’s Caprice Moderne features the ebony woodwind, and pieces by Copland, Brahms, Debussy, and Finzi make it a centerpiece. But no use of a clarinet in music is as unique as that which audiences hear at the beginning of Gershwin’s Rhapsody in Blue. The work opens with a clarinet running up two and a half octaves to a glissando, that rather famous slide of sound. I’ve read that it wasn’t Gershwin, but rather the clarinetist Ross Gorman who converted the composer’s original trill into the glissando that has since been the trademark sound of the concerto.


The clarinet then gives way to the piano though it does resurface not too long after the glissando. But that beginning, that memorable beginning captures the attention of the audience and sets up the nature of the music that follows. That Gershwin called the work “Rhapsody in Blue” supposedly stems from his attempt to combine American culture’s many features in what he called “a sort of musical kaleidoscope of America, of our vast melting pot, of our unduplicated national pep, of our metropolitan madness.” *


The word rhapsody derives from the Greek words for “a verse work, a recitation of an epic poem, and a canto” and from the cognate word for the “reciter of epic poems.” Think of Homer. Even more ancient is the word’s relationship to “the person that stitches a poem together.” Again, think Homer. The Illiad and the Odyssey are works that have many tales within them. A rhapsodos put the individual verse tales together. Gershwin attempted to do the same, not in verse, but rather with American lifestyle as portrayed in music. And he begins the work with that glissando, a perfect way to “stitch” something together. No abrupt stops.


Not to interrupt your train of thought, but I thought it might be a good point here to mention versions of the work that you can hear and watch on YouTube. There’s the scene from the  movie, of course, available on YouTube from the Warner Archive  Collection. The sound is black-and-white 1940s movie-ish, so…not very good, but the glissando is worth hearing. ** Another performance of the work on YouTube features the pianist Khatia Buniatishvili. The sound on this one is superb, the orchestration is equally great, and the second trill by the clarinetist reveals what I might call a great example of “stitching,” as the clarinet gives way to a muted trumpet (at 1:23-1:26).


Sure, I know you’re wondering why I’ve chosen to focus on Rhapsody’s glissando. Two reasons, one having to do with culture and the other with you--and me and everyone else. Have you noticed how culture changes in two ways? There’s the slide, a gradual morphing from one form to the next, hardly noticeable during the change, and there’s the punctuated change. The latter might best be exemplified by the Great Depression and the COVID-19 pandemic. Of course, two world wars had their abrupt and rather instantaneous effect, but even those protracted conflicts led to a cultural glissando.


The second reason for my focus is more personal for all of us. Our own lives are often gliding changes, a slide from one state to another, like going from rather unaware toddler to child, to teen, to young adult, to mature adult, interrupted, as you know, by some staccato of events, moments of change that might be captured in the statements “And then I realized…” or “And then I came to the realization that….”


It might serve each of us to examine our own personality glissandos, but the analysis is difficult because the changes we made were as smooth as the beginning of Gershwin’s Rhapsody. We were “someone” who became “someone else” or “more of the someone we once were,” and we can’t pinpoint the measure, to use the musical term, when the change occurred. Possibly, we can only point to a time, a duration, when we “were changing.”


If you do choose to listen to the version that features Buniatishvili, note what happens at 15:45 in the piece. There’s one of those abrupt changes that I see as an analog to cultural events like the Great Depression and “I came to the realization that….”


You are, as I understand human life, a rhapsodist, stitching together a story that only you can tell. It is episodic at times, and some of the episodes seem to stack one on another without much transition, but generally, you stitch your life in a series of glissandos. At times the work you compose appears to come from different instruments, as in that change from clarinet to muted trumpet at 1:23 in the Khatia Buniatishvili version with the Orchestre National de Lyon conducted by Leonard Slatkin.


I won’t refrain from a refrain here. You can enhance your self-knowledge by looking over the entire composition of your life to see those glissandos you lived through without noticing them at the time. It’s those glissandos that make the abrupt changes noticeable.
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* Goldberg, Isaac. (1958) [1931]. George Gershwin: A Study in American Music. New York: Frederick Ungar Publishing Company.  

**https://www.youtube.com/watch?v=VAuTouBhN5k. As I mentioned above, the sound is not very good. I prefer the version by the Orchestre National de Lyon with Khatia Buniatisvili, but Gershwin himself might have signed off on the movie version had he lived beyond age 38.  

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Khatia Buniatishvili - Rhapsody in Blue

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Khatia Buniatishvili - Rhapsody in Blue

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Knowing in a World of Self and Non-Self

4/18/2022

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If you consider what you have already done, are currently doing, and might do today, even if you are the most committed couch potato, you will see your life’s complexity. There’s the animal part of it, of course, whether to change position in chair or couch, to stand, walk, trot, or run, to get food…all the physical functions that you perform. There’s the emotional part, too. It’s affected by that animal part of you—hunger, fatigue, discomfort, a burst of energy—and by what you are watching or reading, what you hear where you live or through an open window, and in those uncountable encounters with others, from pets to spiders to strangers on the sidewalk. And there’s the complexity of the brain that adds memories to thoughts in a stream of consciousness that makes Joyce’s Finnegan’s Wake seem like an elementary school primer. In the midst of that complexity, you have to choose what is true and what is false, what is real or fake, and what is profound or trivial. In the context of that complexity, you discover that knowing what is worth knowing is akin to spotting a single zebra in a herd of close-packed zebras—in a stampede.


In the search for the true, the real, and the profound, you daily deal with Self and Non-Self. You can, you believe, distinguish between what belongs to or is part of you that makes you unique and what belongs to everyone and everything else that makes you a zebra in a herd. As a member of the herd, you find, at times, that you are almost indistinguishable in knowledge, behavior, and emotion from all those other selves. Sure, you can argue that there’s no question about your individuality simply because you are aware not only of yourself but also of others, but your awareness includes an inescapable recognition that if So-n-So reminds you of So-n-So, a doppelgänger, then you probably make others think that you have a mirror So-n-So. “You look just like…”; “You sound just like…”; “You act just like….”


Method acting reveals human commonality. After immersion in the life of another, the method actor “becomes” the portrayed person, a process that has in some actors lingered for weeks or even months after the performance. Commonality also shows itself in the ability to read facial expressions on total strangers—on Non-Selves—be they person or wolf. That you can both interpret and imitate those expressions shows a fusion; that you sometimes make the same expressions that others use without forethought also reveals that commonality. And because you can frame others as ethical or unethical, effective or ineffective, kind or unkind, or charitable or hateful, you reveal that link between Self and Non-Selves: You understand the nature of the species to which you belong. You have a standard by which you understand, evaluate, and judge. You recognize all that is common within the members of the species.    


Regardless of those aspects of Self that you find mirrored in others, you retain a surety about your uniqueness. Look around. There you are, reading this, a single person in a single body possibly isolated in some room, isolated even if that room is a crowded coffee shop and you sit at a little round table by the window. Your Ego constantly attempts to convince you and others that you are different and have value just by virtue of that difference. Thus, even though Self seems to be intertwined with Non-Self in commonality, the constant quest for self-identity assures you that, yes, indeed, you are truly unique. Often, however, the “quest” is little more than your attempt to discover tiny differences you can use to claim “This is who I am.” You claim a knowledge of your Self, and it’s not, you declare, a mere reflection of Non-Selves, a model of them or a mimicry. The Ego doesn’t fare well when doubt’s about.


Nevertheless, doubt plagues you. It arises because there are so many Non-Selves that also have stripes, black on white or white on black; it doesn’t matter: The vertical patterns aren’t exact, but they are similar enough to camouflage your uniqueness. Surely, you have wondered whether or not your knowledge of everything that is Non-Self is trivial or profound or dubious or true. “I have this wavy stripe on my shoulder. See. Look closely to see that it’s different from other stripes on other shoulders; mine’s thicker at the top than at the bottom and has a circle of background color in the middle.” Oh! To what explanatory lengths we will go to demonstrate uniqueness!


If the most fundamental question you face is centered on identifying Self, then all other knowing is secondary, but not nonessential. After all, you would be hard pressed to survive if you didn’t have knowledge that, for example, fire burns organic material and you are so composed. That is, if you can definitively identify Self, what else can you indisputably identify? “What is there ‘beyond Self’ that is knowable?” you wonder.     


But wondering isn’t where the process of knowing Self and Non-Self stops. Knowing isn’t just a matter that occupies the frontal cortex as our reflexes reveal. The knee jerks when the doctor touches it with that little hammer; it knows what to do just as your neck and shoulders respond turtle-like to an unexpected loud sound. Eventually, you have to accept or reject holistically what lies within and without because both accepting and rejecting bring consequences of shaping the Self in the midst of all those others, all those Non-Selves both inanimate and animate that cross your path frequently or infrequently. Thus, you establish an Ego that you accept while knowing that it varies as it encounters Non-Selves and even as it undergoes the vicissitudes of body, emotions, and perspectives in a world of change.


You have acquired through experience both an awareness and an underlying feeling that life varies because everything is mutable. Scrutiny is therefore inevitable because of ostensible and real changes that force you—and everyone else—to reexamine what is presumed “to be true” and “reliable.” And that mutability that calls for scrutiny of all knowledge can be summed up in a simple question: Where can the Rain Man go to buy underwear when all but three K-Mart locations close this year? What was once a certainty proves to be uncertain.


As the herd of zebras moves, the multitude of stripes wave in seeming chaos. Is there a pattern? Is there something worth knowing in such mutability? Are individual selves easy to identify when so much of any individual lies within a pattern that constantly changes?


If you stare at your fractal screen saver, you will eventually pick out a pattern. Fractals are all about repeated patterns, aren’t they? The ostensible change is merely a matter of scale or reversal, the magnified edges of leaves, for example, reveal them to be models of whole leaves. That complexity of Self intermingled with a world of Non-Selves is like fractals imposed upon fractals, but you don’t want to be considered different merely by a change in scale. You don’t want to be either a larger or smaller version of any of the others. You deem yourself to be significantly different.   


So, you argue that you are different, are unique, because your experience and makeup aren’t part of a pattern. Unrepeatable events, points, not patterns, are isolated, non-flowing events that are the generators of uniqueness. Those “points,” however temporary, work their way into the Self as memories that can alter Self and truth as you see it. Even twins standing side by side experience an event differently.


There’s a landscape filled with zebras. Picking out one is difficult, and you have to choose while undergoing that constant stream of consciousness that mixes memory with present circumstances and with desire, hope, anticipation, and fear. In discovering what is true or real, the Self has a daunting task that it makes more daunting just by its continuation in the midst of Non-Selves. The difficulty of picking out a single zebra is exacerbated because the herd often stampedes. You relish those moments when the herd stops to drink or eat because the stillness grants you time to focus.


In 1970 Oliver Sachs published The Man Who Mistook His Wife for a Hat: And Other Clinical Tales in which he tells the story of “Jimmie,” a middle-aged man who was stuck in time. Jimmie believed it was 1945. He lived in that present and was befuddled by the world around him and by his own inexplicable appearance in mirrors. Now, imagine you are Jimmie and today is all you have. There is no yesterday. It’s always TODAY. Could you identify your Self? Remember that there’s no remembering in this hypothetical. And if you could not see a progression of development that led to your having a “Self,” could you know anything about the world around you, about Non-Selves?


Can knowing be fixed in a world of change? Doesn’t change indicate a need to renew? What if what you know is fixed like Jimmie’s view of the world? What if you eliminate your memory, your development of what you know? In Jimmie’s case, memory was knowing, but the knowledge that was fixed in his brain was, in fact, not the real world that his contemporaries new in 1970. For them, what was knowable had undergone development or change.


“But I know that 2 plus 2 has a fixed answer,” you say. “And that, Mr. Smarty Pants, demonstrates that I can know a truth that is not time dependent. Math is immutable knowledge, and according to your definition of ‘Non-Selves,’ it’s a Non-Self that is ‘fixed.’ Jimmie could easily understand and know that. Two plus two was the same in 1945 as it was in 1970.”


So true. But just remember that math begins with axioms. And that means it begins with assumptions that we accept as “self-evident truths.” Can we apply the same kinds of reliable assumptions to all other “knowing”? Can we think axiomatically about the Self? Or about all other Non-math Non-Selves?


“Certainly,” you say. “Take zebras. They have stripes. That’s been true as long as there have been ”


“Are there no albino zebras or black zebras? Or, do we assume all zebras have stripes because we accept induction as a path to knowing even though, ultimately, induction operates on the basis of indefinite examples that are not infinite examples? And what of all the inductive thinking you do with regard to other Selves?”


Granted that given the axioms about natural numbers, 2 + 2 does equal 4, and it can be demonstrated or proved inductively. Now what? What else “out there” among the Non-Selves can you know inductively with such certainty? What, by contrast, can you know deductively?


“A four-legged horse-like animal with stripes is a zebra. If a horse-like animal has stripes, it’s a zebra. It’s demonstrable through syllogistic thinking.”


Or it’s an okapi.


“Not fair. Okapis just have butt and leg stripes, and they are horizontal lines, not vertical.”


But note what you just did. You had to refine to define. And that’s the task you have all the time to distinguish your Self from all the Non-Selves.
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Always Catching Up

4/14/2022

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One of the literary works C. S. Lewis covers in his 1936 work The Allegory of Love is Edmund Spenser’s 1590 allegorical epic poem The Faerie Queene. His analysis aside, Lewis makes a point that I believe is germane to all platitudes, allegories, and possibly also to insights. Often what we call insight is merely a matter of reflection. As Lewis writes, “His [Spenser’s] chivalrous and allegorical poem was already a little out of date when it first appeared, as great poems not infrequently are” (359). *


Both platitudes and allegories are repositories of truths that derive from experience. Merriam-Webster defines platitude as “a banal, trite, or stale remark,” that last definition making my point about “experience.” We are always playing “catch up.” By the time we get a firm grip on the nature of who we are, we are already becoming someone else, and the same goes for society in general.


So, we have amassed a treasure chest of platitudes, such as “Nobody’s perfect,” “Not everything is what it seems to be,” and “As long as there’s life, there’s hope.” And we have amassed allegorical tales and insights, similarly—all, that is, from experience, either ours or others’. One generation passes on stories to the next generation to teach lessons. Those allegorical tales represent experiences that the preceding generation encapsulates as lessons for the ensuing generation about human affairs and human nature. But they are written too late to be of use for those motivated to write about their "insights." 


Foresight might be possible at times, but our minds are often immersed in hindsight that we hope to pass on to those who follow us. What we discover is that like platitudes, allegories fail to do what their authors intend them to do: Guide or warn. Probably most people have heard that “crime doesn’t pay,” that phrase echoing in the back of even criminals' minds. But the platitude has not stopped criminals from engaging in criminal behavior. Likewise, allegories about wars, revolutions, and domestic conflicts have not prevented generations from making the same mistakes. Think George Orwell’s allegorical Animal Farm. In that work the boar represents Joseph Stalin. Has your generation learned any applicable lessons? Is, for example, Vladimir Putin a reincarnation of Stalin? Is Russia in 2022 with its invasion of Ukraine and its imprisonment of dissenting Russians different from Russia in 1939 when it invaded Finland?


We are always playing catch up. What we learn today does us little good because in learning, we have already experienced. So, we do what all writers of platitudes and allegories do. We tell our tales after the fact and hope that the next generation somehow learns from what we tell.


*Lewis, C. S.  The Allegory of Love, 1936, 1958, 1968. London. Oxford University Press.
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In Loco Parentis

4/12/2022

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When I was a college student, I took a course “on education” though I cannot remember its exact title. I know what you are thinking, “Aren’t all courses in college 'on education?" Or, you might be thinking, “Not unusual, probably a philosophy course, maybe specifically one on epistemology or a psychology course, maybe one devoted to the mechanisms of cognition or human development. Those seem to be reasonable conjectures because theories, philosophies, and psychologies of knowledge and knowing seem germane to ‘education.’” But no, what you are thinking is wrong. It was a course essentially on methodology and laws (or regulations). It included a list of dos and don’ts in the classroom, suggestions for effectiveness, and, if memory serves me, it also included some of the legislative bases for public education in the Commonwealth of Pennsylvania. I remember being somewhat bored by the very person who presented the information without demonstrating the principles he espoused.


With regard to those “legislative bases,” I can note that teachers in Pennsylvania’s public schools stood “in loco parentis,” that is, “in place of the parent(s).” Teachers served as surrogates. Those were the days when paddling was still an acceptable disciplinary action and unruly students had to stay after school in detention hall. Those were also the days before teachers’ unions and the turmoil of the 1970s during which college students, for example, raided and occupied administrators’ offices and lawyers had proliferated to a ratio in which one out of every three people in America was a litigator (my exaggeration).


Over the past five decades, the term in loco parentis has swung on the pendulum of popularism. It has gone from well nigh total acceptance to well nigh total rejection to simultaneous acceptance (in some matters) and rejection (in other matters). The current status of the term reveals an ambivalence in the minds of many (actual) parents and guardians.


Two thoughts occur to me with regard to that course and the nature of teacher education: 1) Education majors were never required to take a course in epistemology and 2) The society assumed that teachers were paragons of virtue and diligence whose first motivation was instilling knowledge in the context of an ethical upbringing of youth. In fact, as I realize from experience, teachers were and still are like other human beings, and “in the old days” there were teachers who were very much like protected tenured teachers today, that is, imbued with the same virtues and shortcomings common to humanity. You can fill in the blanks here and fault me for generalities.


Public education changed since I took that course just as the society itself has changed. One reason for the change has been the rise in new technologies, so that, for example, specialists in numerical control machines now replace the previous generation of “shop teachers”; children see virtual science experiments with chemicals lest something explosive happens in the lab and view virtual dissections lest some frog experience an unjust demise; and the rise of globalism has resulted in a diminution of the Greco-Roman and Judeo-Christian traditions—at least so in the USA. And as education moved away from rote learning and toward what I might term “free expressionism,” the legal ramifications of school discipline and the status of teachers as those who stood in the place of the parents also changed. I assume that a paddle taken into a school today would be seen as a weapon of ass destruction and that a teacher who even reasonably scolds a student would be subjected to discipline, including suspension and even dismissal.


Also, it is not unusual today for a disciplined child’s parents to show up at the principal’s office with accusations and legal threats presented under the logic that a teacher is not, in fact, the parent. That’s been a growing trend for about five decades now. So, with regard to teachers standing in loco parentis as they stood in the 1920s. 30s, 40s, 50s, and early 60s, well, that era seems to be over.  That is, over until recently. It seems that now there is a push for teachers to act as parents with regard to “gender” education, a push that is receiving in many places a counter-push by parents who do not want their young to be subject to “sex education” in grades kindergarten through third grade. That counter-push centers on teachers telling children about having the “body parts” associated with one sex isn’t a significant gender identifier as a New Jersey directive for 2022-2023 school year demands. So, from moving away from in loco parentis the legislature of at least one state has moved back to in loco parentis, at least as far as sex education goes. Ah! The pendulum swings, and now parents are objecting to the schools taking over their role in this one regard.


“What time is it, reader? Well, it’s anecdote time.” Here’s a tale that might put all the foregoing in another perspective. In the state university where I taught, a new administration in the 1990s instituted “character education” as part of the college curriculum, requiring, of course, a Director of Character Education. I remember a senior telling me that he was sitting in class when his professor introduced the new director. When the new director began to talk, the senior told me that he objected. “Look,” he said to the director, “I came here for an education in a particular field and an enhancement of my knowledge so that I can find gainful employment. I already have a religion and parents who instructed me on ‘character’; I don’t need you to come in here and tell me, a person over 21 what I should be doing to ‘develop my character.’” In the context of that story, recognize that the school already had a “code of conduct” and a “code of honor” that were at least a century old. The school’s founders recognized a need for honesty and integrity, so they had adopted those codes. And since human nature has not changed over the course of millennia, what they instituted was, in fact, a response to the potential for unethical conduct and uncivilized, or uncivil, behavior. What, pray tell, could a director of character education do that would influence young adults? Adopt the students; take them into the home; and begin from scratch, from tabula rasa?


It seems that the push for gender education as defined by teachers’ unions and school boards is similar to that “character education” which the college imposed on the students so that the administration would look good nationally at a time when such programs were being introduced. In 2022, gender education is a cause célèbre. After years of trying to dissociate themselves from the principle of in loco parentis, legislatures, school districts, and teachers’ unions have reverted to the principle of in loco parentis. Can you watch a pendulum swing?


Short version: Public education has long been a mess, and it’s getting messier. The role of teacher as a surrogate parent morphed as unions and education departments decided to standardize character, character development, and testing. And, now they’re back! Those surrogates in the schools—but only with regard to sex (sorry, “gender”).


Nothing I have written here gives the complete picture, of course. But some truisms are unavoidable. Namely, with so many education bureaucrats from the federal to state to local level, a rise in conflict between parental rights and bureaucratic regulations seems inevitable. Special interest groups who are either education administrators or influencers, but who do not serve in the classroom, will foist onto school districts whatever trend they latch onto in the name of progress, which is, in fact, not progress, but fashion.


And because in almost every instance of bureaucracy, administrations tend to balloon. Take that character education program I mentioned above. It required a director. That meant another management person in the administration. Every director does whatever she or he can to maintain the program; every director needs a secretary, maybe an assistant, and a faculty devoted to the program. Thus, gender studies will necessitate a burgeoning management staff to write new directives, evaluate results, and keep up the appearance of productivity to justify the initial and subsequent ballooning staff. I can envision gender specialists within gender studies and topics proliferating till they crowd out those traditional staples of education: writing, reading, and arithmetic.


One final anecdote relevant to that last point: When a president of my university retired and the new president took over in the 1990s, the administration had ten managers. By the early 2000s, the subsequent administration had 110 managers, one of them being, of course, the Director of Character Development. And since many institutions operate with the help of tax dollars, there’s little accountability as productivity is immeasurable. How does one measure character education? By the number of graduates who don't go to jail? By the number of graduates who become nuns to serve the poor in India? More and more managers will make more and more regulations that will make them the surrogates who stand in loco parentis.   
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Pods

4/9/2022

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The conversation in the coffee shop:


“So, Brad, what’s going on today?”


“Nothing much; I’m going to the grocery store when I leave here.”


“Nothing much is right. Brad, hate to be the one to tell you, but you live a dull life.”


“Yeah. But what do you do that’s so different, Nick? Going sky diving today? Ice climbing? Taking a trip to see tigers in India? Going to wrestle an alligator? Discovering a new subatomic particle?”


“I see your point. Truthfully, I’m also headed to the grocery store. What are you going for, big shopping or just some things your wife said to pick up?”


“Pods. Yeah. Pods. I ran out of coffee pods today. That’s why I’m at the coffee shop. And she ran out of clothes washer pods and dish washer pods. And now she has that drink pod that supposed to be filled with stuff that’s good for you, you know, electrolytes and vitamins. Actually, that seems pretty handy; goes into a thermos-like container. She says it’s great for her workouts.”


“When I come to think about it, we’ve been trying to put our lives in pods since the beginning of the Industrial Revolution and especially since we realized how convenient miniaturization is. Ever visit the Smithsonian’s original building, Nick? Big machines, really big—before the age of miniaturization began, before the age of convenience. Think about those pods. No mess, premeasured quantities that eliminate guesswork, no disposal process except for dumping the coffee pods into the trash can.”


“I wonder what we will pod-ize next?”


“Well, we’ve already pod-ized education, especially in so many online courses. And with the Web, any online student can simply find the right pod to fit the questions of the day, even online test questions. I guess that means we’re headed to pod-izing our intellects by putting knowledge into convenient packages. And that will spill over into our pod-izing our belief systems, our politics, and even, I suppose, our emotions.”


“Interesting. I’d like to stay and talk longer, but I’m supposed to have the pick up snack packs for the kids before go on their school field trip.”


“Okay, see ya. But one more thing. Where are the kids going?”


“Their bedrooms, I suppose. It’s a virtual field trip to the museum, I think.”
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