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Your Fact-Value Map

All you need to know is that there are just four kinds of people in the world. There are those who live as close as possible to what their own senses validate as real; we’ll call them Skeptics (from Greek skopeîn, to examine). They have their opposite in the Agnostics who keep reminding themselves how much, really, is unknown. Third are the Pessimists, who tend to focus on finding and solving problems. Fourth and opposite of them are the Optimists, with their lofty aspiration after ideals.

Okay, so there aren’t only four kinds of people in the world – there are lots more than just four. And yet, I will make a case in this post that each of us stands somewhere in the matrix of these four positions.

I call this matrix the fact-value map (or fact-and-value map). One axis of the matrix orients us to facts, and the other to values. As you probably know, the war of “facts” and “values” – or the hard sciences versus the humanities; e.g., engineering versus art – is one of the enduring scuffles that have shaped the Western mind in recent centuries.

But I don’t agree that they are warring opposites – unless we jump to extremes and define one against the other. Facts and values are not opposites in that sense; they are not diametrical, but rather complementary. Both are necessary elements in our construction of meaning.

Each alone is insufficient, like trying to build a house with boards but no nails, or with nails only and no boards.

So let me start again. All you need to know is that YOU stand somewhere between the obvious and the unknown, between problems and ideals. Where exactly you stand will determine what kind of house you build – that is to say, the particular construction style of the world you inhabit. Standing between these poles places you on a continuum: closer to their balancing center, farther on one side or the other, or perhaps out toward either extreme.

You do your best to blend the elements, like a careful alchemist or winemaker. But once in a while, whether precipitated by something going on around you or within, you can flip out of balance and become a dogmatic Skeptic or Agnostic, Pessimist or Optimist. So let’s pretend that, for right now at least, you are somewhere inside the fact-value map and not pegged at the extremes.

Now let my two-dimensional map tip through the third dimension, falling away from you to become a grid you can walk on. Step out and take your position at the intersection of the Fact and Value axes. (As a reminder, the Fact axis stretches between what is obvious to your sense experience and what is unknown – not merely beyond your senses but perhaps unknowable. Crossing through this is the Value axis, with problems to solve on one side and ideals to cherish on the other.)

From where you stand now, you can rotate 360° and look across the four quadrants of the matrix.

Next, plot two points on each axis, reflecting where you see the balance of its elements in your life and worldview at the present time. Less of one will place a point closer to you at the center; more of the other will put a second point farther in the other direction along the same axis. If you started with the Fact axis, do the same with the Value axis.

With four points plotted on the map, two somewhere on either side of center on each axis, your final instruction is to draw an ellipse that intersects all four points on the map. Most likely your ellipse will overlap all quadrants of the fact-value map, but skewed more or less to represent your unique balance among the four elements.

Let’s think of the elliptical boundary as your personal ‘world horizon’, inside of which are found the raw materials – the “boards and nails” – that you use to construct meaning and build your world.

In my illustration, an individual is standing at the intersection of the fact-value map with his world horizon skewed into the quadrant of “unknown problems.” This tells us that he is oriented in his life as an Agnostic Pessimist (or a Pessimistic Agnostic): his mind is open to what he doesn’t know, but he tends to regard it as something requiring his vigilance and preparedness since so much of what is unknown can be danger lurking in the shadow of the obvious.

This person is likely a plan-for-the-worst type who has learned that bracing for unknown problems is his best way of handling them once they present themselves. True enough, he can get overwhelmed at times by imagining troubles that aren’t really there and never materialize. But at least he’s ready for them, and that feels better than the prospect of being unpleasantly surprised and broad-sided.

Inside his world horizon you can see something lying on the ground that looks like a token with the letter ‘A’ imprinted on it. ‘A’ stands for archetype, which refers to a “first form” (Greek arche+typos) or primary image that represents many things – in this case all things, aka what’s going on or the way things really are.

I’m making a case that each of us lives inside a unique world horizon, and that we carry in our nervous system an imprint which, insofar as we entertain its image in our dreams and daytime reflections, is also a mental idea that symbolizes our world and what life is all about.

So, back to you.

As you survey your world horizon on the fact-value map, what token image serves to represent what it all means to you? Whether you happen to be an Agnostic Pessimist/Pessimistic Agnostic, a Pessimistic Skeptic/Skeptical Pessimist, a Skeptical Optimist/Optimistic Skeptic (that’s me, by the way), or an Optimistic Agnostic/Agnostic Optimist – there is something that summarizes the whole shebang for you in a single image, metaphor, or idea.

Maybe life is a beach, or rather a bitch. Perhaps an open door, or a brick wall. A bubbling spring, or a sucking drain. An undeserved blessing, or a deadly curse. What is it for you?

This is a good time to ask, “So what?”

Well, if each of us lives inside a world of our own making, and the world we happen to inhabit is actually making us sick with anxiety, tense with frustration, or stuck in depression, then we should be able to remodel our world into one that supports our happiness, fulfillment, and wellbeing.

Where to start? I suggest choosing a different archetype, tossing it into the quadrant you want to relocate to, and let it begin attracting and forming in you a new mindset. It will take time and consistent practice, but you can do it. Hell, look at what you’ve already done.

Once you can change your mind, a new world will come along shortly.

 
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Posted by on January 16, 2019 in Philosophical Underpinnings

 

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How Schools Make The Problem Worse

In the field of higher education where I work as a manager of instructional support, a priority has been placed on “critical thinking” as the skill-set graduates most need in order to be productive at work. Consequently, it is the one thing that instructors are expected to teach and test for in their students. Just as graduates who can’t think critically presumably won’t be successful in the world, students who can’t demonstrate this ability on standardized assessments aren’t allowed to succeed in school.

Yes, I do mean to say that they aren’t allowed to succeed, since the system either penalizes creative thinking outright or else refuses to recognize it as a legitimate pathway of intellectual development.

My concern here is not over the institutional prejudice in our schools against creative thinking, but rather over the damage that our methods of teaching and testing for critical thinking are actually causing. Despite our stepped-up efforts at inculcating these skills in students, they just aren’t getting it.

The tactic up to this point has been to push even harder: test more frequently, set up interventions and accommodations that will improve test outcomes, and pressure instructors to stay up on new techniques as student academic performance continues to slide in the wrong direction. Everyone is more anxious, and the desired results keep eluding us.

This is what I’m calling “the problem.” It includes not only the fact that success and graduation rates are falling, but the way schools are actually making it worse in their attempts to stop the leak and improve outcomes.

Briefly stated, it is the combined assault of assessment pressures on students and institutional pressures on teachers, along with an increase in accommodations to help students pass and interventions to keep them from failing, that is making the problem worse.

In the bigger picture, which I’ll try to develop here, it is all fueled by a fundamental misunderstanding of critical thinking by the schools themselves, and the various ways they actively undermine the very thing they are demanding from students.

I should say that this misunderstanding is not really about which skills comprise the skill-set of critical thinking, but rather how the skill-set itself depends on a deeper system of other skills not directly addressed in formal education. Schools simply assume that students come to the task with this deeper support in place, and it is this assumption – along with many of the methods, strategies and tactics employed to make critical thinking stronger – that is making the problem worse.

What is this deeper system? My diagram illustrates its components and their relationships in the model of a pyramid. Each layer or stage of the pyramid depends on those underneath, as it provides the necessary support to stages higher up. Critical thinking is indeed at the apex of skills that students need to learn in school, but ignoring and jumping past the other skills on which it depends, in the effort to make it stronger, is predictably having the opposite effect.

With a general understanding of this structural dynamic among the cognitive skills now in place, let’s begin at the base and work our way up.

We’ll start with what should be obvious: Students are more successful at the academic challenge of higher learning when their brains are optimized (i.e., functioning optimally). Of all the body’s organs, this one is most profoundly implicated in the process of learning new skills and building knowledge. And yet, just as we can’t treat critical thinking in isolation from the other cognitive skills, we can’t ignore the fact that a healthy and optimized brain depends on a healthy body.

If students come to the challenge of learning when they are tired, hungry, in pain or stressed-out, their brains can’t perform well. They won’t be able to concentrate attention and sustain focus. They won’t be able to bundle information and store it in memory for retrieval later when they need it. They won’t be able to discriminate between highly similar concepts or solve complex problems.

A brain that can’t focus, remember, or make judgments is a brain that won’t be able to think critically – no matter how hard we push it. In fact, the harder such a brain is pushed, the more degraded these cognitive abilities become.

The most important thing for students and schools to realize, then, is that the entire business of higher learning is an enterprise scheduled for failure if students – but let’s also include school teachers and administrators! – are not committed to getting the rest, nutrition, exercise, and meditation their bodies and brains require to successfully meet the challenges they face.

Are we teaching this in our schools, from the beginning grades and throughout students’ educational careers? The answer is decidedly “No.”

Students who are tired, hungry, in pain or stressed-out simply cannot learn, or will have difficulty learning. Which begs the question: If they can’t learn and end up getting poor grades on assignments and assessments, what exactly are those grades measuring?

Neuroscience has discovered that a majority of the skills required in learning are located in a highly specialized brain region called the prefrontal cortex (PFC) – behind the forehead and between the eyes. A fully functioning PFC, then, is the virtue of an optimized brain, which in turn is the virtue of a healthy body. Health is the foundation of everything else.

It will help to imagine a student about to engage the work of critical thinking while sitting at a desk in a study with a door. When she first sits down to her work, the door to the study is open to the noise and activity in the hallway outside. Inevitably – and with scientific certainty we can say, predictably – her focus will be attracted away (or distracted) from the work in front of her.

What she needs to do is get up from her desk, walk over to the study door, and close it. That way, she will minimize the risk of getting distracted from her work.

One of the more basic executive functions of the PFC is named impulse inhibition. As a cognitive skill it can be strengthened with practice, just like every other skill. If we think of the student’s study room on the analogy of her brain, then this all-important function serves to suppress or screen out nerve impulses coming to the brain from her body and its environment, in order that attention can be focused where it needs to be.

When the skill of impulse inhibition is strong, the student is able to maintain mental focus, our second (and higher) executive function of the PFC. In addition to her commitment to nurturing a healthy body and brain, her consistent practice of “closing the door” and protecting the mental space of her study will dramatically elevate the likelihood of her success in learning. By directing and holding focus on what needs her attention, the student will be able to engage the work of critical thinking.

As we advance our reflections from the door (impulse inhibition) and the study room itself (mental focus), we come to the “desk” where critical thinking will need to happen. Among the cognitive skills and executive functions of the prefrontal cortex, this is what neuroscience names short-term memory, or more commonly working memory. Think of this as the workspace (hence a desk) where the student collects and manipulates bits of data in her progress towards understanding.

Working memory enables her to hold on average seven bits of information for somewhere between 20 and 30 seconds – just long enough to perform the requisite logical operations involved in critical thinking.

Just as impulse inhibition and mental focus are reciprocally related (each strengthening the other), so are the cognitive skills of concept formation and critical thinking similarly related. A simple way of distinguishing these higher executive functions is to define critical thinking as the performance of logical operations on the concepts it is forming. And so, each skill strengthens the other as concepts are formed, factored, and reconstructed in the process of understanding.

The eight logical operations of critical thinking are:

  1. Analysis: from whole to parts
  2. Synthesis: from parts to whole
  3. Induction: from specific to general
  4. Deduction: from general to specific
  5. Abstraction: from example to idea
  6. Concretion: from idea to example
  7. Inference: from premise to conclusion
  8. Prediction: from cause to outcome

It’s important for students to distinguish these logical operations from the concepts they are trying to learn. Critical thinking is thus “how” their minds work on “what” they are learning. Mastering the eight operations of critical thinking is to possess the ability for constructing meaning at higher levels of complexity. This shows us that critical thinking and creative thinking are not independent of each other after all, but intimately connected and complementary.

Stepping back for the bigger picture again, we can see that critical thinking is not something we can treat in isolation, but is rather nested in a deeper system of cognitive skills. And because cognitive skills correlate directly to the executive functions of the prefrontal cortex, we must eventually return our conversation to the crucial responsibility of schools in helping students appreciate how healthy bodies and brains translate into academic success.

As long as they keep pushing on the problem, schools will just keep making it worse.

 
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Posted by on December 17, 2018 in Education

 

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What We Really Want, and Why We Settle for Less

For many millenniums humans have been trying to figure out the secret to wellbeing. Various philosophies and numerous religions have arisen with answers, methods, and sophisticated programs said to be “the way” to this elusive goal.

Before we get too far, we need to put some definition around the term “wellbeing.” What does it mean to be well? Word-roots of wellness include nuances of wholeness, health, and self-actualization (i.e., fullness and fulfillment).

And when we add “being” to wellness, we seem to be contemplating a holistic mode of existence that is fully functional, multidimensional, and all-encompassing.

We have a tendency to confuse wellbeing with other, also positive, experiences or conditions that humans desire. Pleasure, happiness, and prosperity serve as powerful lures that advertisers use to attract prospective costumers.

The most effective commercials lace all three together in their product placement. A video of successful, sexy, and smiling fashion models in a new sports car is offering us the ‘vehicle’ to what we really want in life.

But it doesn’t bring us wellbeing. It can’t, for the simple reason that wellbeing has nothing to do with how wealthy, good-looking, or cheerful we happen to be. It’s not about what we own, how others see us, whether we can manage a positive outlook on things, or are fortunate to live a long life.

Although wellbeing is multidimensional and all-encompassing, I believe it can be defined, which I will attempt to do in this post.


My diagram depicts an organic (growing up from the ground) schedule of what humans really want – we can legitimately say, what we need in order to enjoy wellbeing. As is the case with all growing and developing lifeforms, earlier stages correspond to more basic needs, critical functions, and essential structures of our nature. As these needs are satisfied in some sufficient degree, the stage is set for the emergence of more complex traits and capabilities ‘higher up’.

In an ironic twist of fate, the exceptional complexity and unique capabilities of human beings are dependent for their timely emergence on those earliest conditions of life when we are utterly helpless and vulnerable.

Our vulnerability puts us at risk of distracted, inept, abusive, or inconsistent parenting, resulting in a nervous state of chronic anxiety instead of one where we are more calm, centered, and open to our surroundings. In my diagram I distinguish these two states as insecurity and security, respectively (written as ‘in/security’). In what follows, we will track the two alternative paths: one leading in the healthy direction of wellbeing, and the other in a neurotic direction to something else.

So, in addition to giving positive definition to what we really want, I will also explain why so many of us settle for something less.

Security

This term refers not only to the external conditions of life, but even more critically to the internal sense we have of reality as safe, supportive, and provident. When we were helpless newborns and very young children, our nervous system picked up on environmental cues to determine whether or not “the universe is friendly” (what Albert Einstein considered to be the most important question).

Besides regulating our body’s internal state, another of our brain’s primary functions is to match our internal state to the external conditions of our environment.

If we got the message that reality wasn’t provident, our nervous state was calibrated so as to maximize our chances of survival in an inhospitable universe. Hypervigilance, reactivity, and wariness over novelty or change were among the adaptive traits that would have improved our chances of survival.

Unfortunately, if this baseline anxious state was set early in life by chronic or traumatic exposure to harm, neglect, or deprivation, it is difficult to change later on, even when the threatening conditions are in the distant past and our present environment is actually benign and supportive.

Connection

When we have the assurance of a provident reality and are secure within ourselves, we are enabled to satisfy our need for connection. Humans are a social species, which means that by nature we thrive on intimacy and touch, empathy and trust, companionship and community. A calm and coherent nervous system grounded in a provident reality allows for the openness and creative freedom that healthy relationships require. Individuals connect out of their respective centers of identity, joining in mutual exchange and forging bonds of a common faith and shared understanding.

On the other hand, if we happen to carry within ourselves a deep insecurity regarding the nature of reality, our way of relating to others is very different. In early life we found therapy for our skittish nervous system by clinging to mother; she calmed us down and helped us feel safe. As the years went on and we eventually left home for the larger world, other individuals would fill her role in our life.

Because our sense of security – as well as our sense of identity – got wired into the presence and personality of someone else, we were unable to ‘stand on our own center’, but had to lean on (or cling to) them for the assurance we needed.

In Western psychology this is known as neurotic attachment; in Buddhism, just attachment (upādāna).

Significance

Meaning is not something we find in reality apart from human beings. We make meaning; or to use the more technical term, we construct it. And the context in which we construct meaning is known as culture. A flower, the moon, or even an historical event are intrinsically meaningless until our mind spins stories around them. In the social settings of culture, the process by which we engage in this co-construction of meaning is dialogue.

When we are secure within ourselves and feel the support of a provident reality, our connections with others are more healthy and stable. The meaning we construct together – which at the largest level constitutes our shared world – serves to reflect our curiosity and aspirations, clarify our values and beliefs, as well as orient us within the turning mystery of the Universe itself.

My single word for all of this is significance.

The root-word sign in ‘significance’ is suggestive of reference, of referring out to deeper, higher, larger, and farther-reaching horizons of being and time. Even if reality is perfectly meaningless (or indescribably perfect) in itself, human beings are possessed of the need to make it meaningful, and to make our lives meaningful by linking them (as signs) to our local, cultural, planetary, and cosmic settings.

And what if we are deeply insecure and neurotically attached? Well, then our mind is not lifted by curiosity into the profound and expansive wonder of it all, but instead collapses into certainty around a few ‘absolute truths’ that anchor our perspective in life and protect our attachments. As I see it, conviction – this condition where our mind is boxed and held hostage inside our beliefs – is the neurotic opposite of an intellectual curiosity that characterizes our species at its best.

The problem with such boxes of conviction, of course, is that they don’t let in the air or light our mind needs to grow.

Our beliefs quickly lose relevance and realism, which means that we must try all the harder to convince ourselves and others that they really matter. In other posts I have qualified conviction as the most destructive power in the Universe, seeing as how much death and damage have been committed in its name over the millenniums.

If we take an evolutionary view of things and regard human self-consciousness as the penultimate stage (just before the transpersonal leap into creative authority, higher wholeness, and genuine community), then the phenomenon of conviction – where we feel compelled to reject, excommunicate, or destroy whomever doesn’t agree with us – is a point where the Universe has turned suicidally upon itself.

In the full picture we have been developing here, wellbeing is a mode of existence where we are securely grounded in a provident reality, empathically connected to each other, and mutually engaged in creating a meaningful world that is big enough for all of us.

Be well.

 

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Science, Spirituality, and The World To Come

I probably spend too much time defending the role of religion in our lives, especially in the opinion of those who identify themselves as nonreligious or atheist. While they tend to define religion as a belief system oriented on the supernatural, driven by superstition, stuck in the past, prone to fanaticism, and utterly irrelevant to the real challenges of our postmodern experience, I don’t regard any of those components as essential to religion.

It’s not the components – these or any others – that properly define religion, but its function in  connecting and holding them together as a coherent worldview and way of life.

Properly understood, religion is the world-building enterprise that has preoccupied humans since our evolutionary arrival to the scene. Its principal task has always been to nurture and refresh the connection between an objective realm of observable facts (around us) and a subjective realm of intuitive feelings (within us). Just in case my reader is about to resurrect the overworked dualism that pits facts against feelings, where facts are reliable data about reality and feelings are … well, only feelings and nothing we should count on, we need to be reminded that facts are still constructions in the mind and not simply what is ‘out there’.


If you point at something in the objective realm and say, “That is a fact,” I will have to ask, “What, exactly?”

“That, over there,” you’ll reply, and proceed to describe what you’re looking at. But of course, over there only makes sense as a proximal location from our shared point of reference (here), and the words you use will carry connotations from the echo chamber of language – assumptions, for instance, regarding how properties adhere to substances, how single objects are distinguished from their surroundings, how entities are different from events, what associations inform your concept of it, the degree in which my concepts and assumptions match yours, and so on.

In other words, whereas the objective realm of facts appears as if it is separate from the mind, our perceptions, assumptions, and representations of it hold space nowhere but inside the mind. At the same time, our mind is registering a subjective realm of internal feelings – or as we should more properly name them, ‘intuitions’. These are no less real than the facts we observe, just real in a different way. The bias of Western epistemology favoring empirical knowledge of the objective realm has preferred to throw intuition under the bus when it comes to providing information we can count on.


A tricky question has to do with what, exactly, intuition reveals – and that word is chosen carefully as well, since the concept of withdrawing a veil is so prominent in religion. What it reveals is not an object, but, in keeping with the subject-object duality of consciousness, something that has been metaphorically represented in subjective terms as the Supreme Subject, the creative source and essential ground of being itself, or God – not in the sense of a supernatural or metaphysical entity, but the grounding mystery of all things.

The ground of being cannot be observed as separate from us, for it is the deepest truth of what we are – as human manifestations of Being.

Religion, then, speaking more historically perhaps than to its present forms, has the task of keeping the self-conscious center of personal identity (my “I,” your “I”) oriented outwardly to the objective realm by way of a relevant model of reality (or cosmology) and simultaneously oriented inwardly to the grounding mystery within. Over its many millenniums – except in the present day for many believers – religion has worked to align the outer and inner, the universe as we know it and the ground of being, thereby supporting a sense of our existence as grounded in a provident reality.

As our conscious engagement with these two realms has evolved, we’ve come to regard them by the terms ‘science’ (engaged with reality external to the mind) and ‘spirituality’ (engaged with reality internal to the mind).

A shorthand definition of religion, therefore, conceives it as a dynamic system of symbols, metaphors, stories, and sacred performances (i.e., rituals) that maintains a relevant conspiracy of science and spirituality. The stories it tells are a braid of theory (explaining the objective realm) and myth (revealing the subjective realm), which until very recently were complementary narrative strands in our self-conscious engagement with reality.

The product of these two strands working together is what constructivism calls our ‘world’, which exists entirely inside our mind, or in what I have named in this context the imaginarium of belief. As suggested in my diagram, our world opens outwardly to the objective realm and inwardly to the subjective realm, situating us meaningfully within the present mystery of reality. When all is working well, our knowledge of the universe (out and beyond) is relevantly aligned with our intuition of communion (down and within). Religion is relevant and effective and doing its job.

But things do fall out of alignment. Science can move so fast and far ahead in its discoveries that the myths of religion can’t keep up. This is what happened in the West. The myths of creation, providence, and salvation were composed on a cosmological framework arranged vertically in three levels (Heaven, Earth, and Hades or hell). For our salvation Jesus came down from heaven, lived and taught and was killed, at which point he went farther down, but then came up again, and a little later went still higher up, back to heaven where he is currently preparing for his final descent at the end of time.

All that up-and-down business made perfect sense against the backdrop of a three-story universe. Not so much in one that is expanding radially and has no absolute vertical orientation.

Another kind of disorientation happens when our inward sense of grounding is lost. Trauma, tragedy, and chronic stress can sever the anchor-line of faith in a provident reality, motivating us instead to latch onto something we can control, which the Buddha called attachment and the Hebrew prophets idolatry. Idols can range from physical statues, orthodox doctrines, and mental concepts of God, to anything we believe will make us happy and secure (e.g., wealth, possessions, status, glory, or even a utopian “no place” like heaven).

We can’t get close enough to, or get enough of, what we hope will make us happy and secure because nothing can. The more desperate we become and the harder we try, the farther we get from our true center.

When such anxiety overtakes an entire culture and historical era, a consequence can be that individual development is compromised – particularly in regard to the critical achievement of ego strength. This term shouldn’t be confused with ego-centrism, where an individual can’t consider any reality beyond his or her own urgencies, ambitions, and convictions. Ego strength is the goal of individuation, of becoming an individual with a unique center of personal identity and creative authority.

Because anxiety motivates attachment and attachment interferes with individuation, such individuals lack a stable center and have a neurotic need for their world to stay the same. They refuse to accept the new scientific model of reality, and they can’t drop their attachments for a deeper (transpersonal) spirituality. Their religion tends to be oriented on the supernatural, driven by superstition, stuck in the past, prone to fanaticism, and utterly irrelevant to the real challenges of our postmodern experience.

Their religion, not religion itself. The world to come might be more of the same, which is bad news for everybody. Or it might be different, but that’s up to you and me.

 

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The Price of Ignórance

We know for a fact that the pesticides we spray on our crops end up in our grocery stores. We know that rampant consumerism is unraveling the delicate web of life on our planet. We know that collateral losses of civilian casualties make wars criminally unjust. We know that teaching students what to think and not how to think is sterilizing their innate curiosity and creativity. And we know that exploiting the time and labor of our working class is eroding society from within.

But we do these things anyway.

When we go ahead and do something that we know is damaging the living systems we depend on for health, happiness, and a better future, we are demonstrating a willful disregard for the greater good. Alan Watts called it ignórance – where the accent signifies a deliberate intent to act (or not act) when we are fully aware that the consequences are (or will be) detrimental to the well-being of others and even of ourselves.

Genuine ignorance is when we don’t know what we need to know. Ignórance is knowing what we need to know but acting as if we don’t.

And yet, it must also be that something essential – some critical degree of understanding – is absent from the active knowledge set informing our way of life. Maybe this missing element is less about a comprehension of facts than an intuition of something else. I’m using intuition here as referring to understanding gained by direct insight rather than through a discursive process of logical reasoning or drawing inferences from available facts. To see into something means to grasp its inner essence or its place in some greater whole. Such intuition is spontaneous, and the insight it brings typically changes how we see everything else as well.

Our age is unprecedented for the amount of knowledge we possess – or at least for the amount of information we have access to. We can get facts on just about anything by searching the cloud with a smart phone. Whereas not long ago our questions would have stirred curiosity and wonder, maybe inspiring us to imagine what the answer might be or do some research ourselves, today we can get 160,000,000 search results in less than a second. 160,000,000! Who really needs to think anymore?

We’re at a place, however, where our ignórance is sending us, together with the entire planet, to the brink of disaster. Toxic chemicals in our food are switching the genetic code of our bodies and programming them to self-destruct. Byproducts of consumerism are choking the atmosphere, poisoning rivers and oceans, burning rich topsoil into sand, melting the ice caps, swamping seashores, and disrupting global weather patterns. Standardized testing and the industry of turning students into graduates has turned many students into depressed failures instead.

We haven’t been doing these things forever, but it’s as if we can’t not do them now since the landslide of consequences is moving too fast to jump off.

Behind our ignórance are convictions, beliefs about ourselves, others, and the nature of reality that are so closed and rigid as to hold our minds hostage. Something inside us knows that these cramped quarters are far too limited to contain the whole truth, not to mention what can’t even be rendered in language because it’s too fluid, dynamic, and impossible to pin down. But we’ve already made the agreement to trade away our access to reality for the security that convictions promise. The problem is that they can’t deliver on this promise, and no matter how tight and small our convictions become, the insecurity persists.

My diagram illustrates the four strands of human intelligence, what I name our Quadratic Intelligence. These strands come online during distinct critical periods, with physical (VQ) development leading the way, followed closely by the awakening of emotional (EQ) and then, later on, intellectual intelligence (RQ). A fourth strand of spiritual intelligence (SQ) is held open as a possibility, but depending on how things go at earlier stages, many of us may never enjoy the inner peace, creative freedom, and higher wisdom it makes possible. The reason for this will help us get beneath our convictions – which, remember, lie (sic) behind our ignórance.

The first challenge of existence was for our nervous system to match our external conditions with an internal state. A safe, stimulating, and resource-rich environment was matched with an internal state of security, confidence, and curiosity. Conversely, a harmful or resource-deprived environment was matched with an internal state of anxiety, which made our nervous system reactive and hypervigilant. This match of internal state to external conditions is all about calibrating sensitivity and motivating behavior that is adaptive. Anxiety motivates avoidance behavior, reducing exposure to danger and risk, which is nature’s way of helping us stay alive.

When the nervous system is set at higher levels of insecurity (i.e., anxiety) we tend to be overly sensitive to signs of threat. What might otherwise be a display of normal behavior in another individual is misperceived as guile, pretense, or aggression. An adaptive response in this case would be mistrust and suspicion, keeping distance and always ready to head for the exit.

For obvious reasons, an anxious nervous state severely affects the early development of emotional intelligence. We tried to manage our insecurity by clinging to things and people that made us feel safe, pushing away what was unfamiliar and different.

The above diagram depicts an in-turning spiral between the physical nervous system and our emotional intelligence, sucking the psychic energy of consciousness off its intended upward path and into a strangling vortex of insecurity. In some cases the anxiety can be so intense that we are sure our extinction is imminent. But most of us are just insecure enough to work hard at keeping our attachments close by.

So what happens when a large portion of our energy and attention is tied up in the things, people, and life arrangements that help us manage our deeper insecurity? The answer is that we form strong beliefs around them. Beliefs so strong, in fact, as to prevent us from thinking outside the box. Thinking is concrete, binary (either/or), and inflexible, crimping down on latent abilities for abstraction, paradoxical (both/and), and inclusive thought.

But then, in order to carry on with our mind in its box of convictions, we have to learn how to willfully disregard all evidence, logic, and common sense which suggests that what we’re doing is causing harm, or at least is counterproductive to what, deepest down, we really want for ourselves, our children, and the human future.

That’s the price of ignórance.

 

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What’s Holding You Back?

security_self-esteem_fulfillmentIn recent decades there has been a great deal of emphasis placed on the importance of self-esteem. Our children will grow into unhappy adults unless we can build up their sense of specialness and unique importance. Young people should believe in themselves, that anything is possible, and that nobody has a right to get in their way. What this self-esteem campaign has produced is a generation of entitled and self-absorbed consumers. Whining, deserving, litigious little brats.

Okay, not all young people are this way, and it’s not just young people who are stuck on themselves. To some degree I am stuck as well, and so are you.

What might be an unimpeded path to the actualization of our true potential as human beings becomes instead an obstacle course where our time and energy are tied up with something much smaller, and much, much less important. As with all living things that develop according to a genetic ideal encoded in their DNA, human beings are destined to grow into maturity and express the essential nature of our species.

This developmental achievement is what I call fulfillment, which is not exactly the same as happiness or positive self-esteem, although these are highly correlated. When our progress to maturity is frustrated – blocked, undermined, or snagged – a fixation on being happy (or less unhappy) and admired (or at least respected) can drive us deeper into suffering. Critics of the term fulfillment tend to confuse it with a self-focused aim in life where the only outcome that matters is personal pleasure, success, and glory. But that’s not how I’m using it.

Again, our fulfillment as human beings is what comes about when our individual talents, creative intelligence, and deeper potential are actualized – discovered, expressed, and allowed to flourish.

To understand why so many of us don’t make it there, and what might be personally holding us back, we need to move our attention to where it all starts. At the other end of this developmental and evolutionary time-line is our primal need to know that reality is provident. This knowledge is not a conceptual understanding but instead plants itself in the basic workings of our nervous system.

From even before we were born, our brain and nervous system were picking up critical information from the environment and matching these with our body’s internal state. Survival was the primary concern, which meant that our baseline internal state needed to match those conditions so as to optimize our chances to live.

An impoverished, unstable, or hostile environment triggered our nervous system to assume a more vigilant baseline state, which turned up our sensitivity and decreased our reaction time to any sign of threat or danger. For some of us, this sensitivity was set so high as to keep us in a chronic state of anxiety. Most of us, however, were fortunate enough to have gotten what we needed not only to survive but to be fairly healthy and well-adjusted. But none of us came through the gauntlet of those prenatal, neonatal, and early childhood stages of life without some insecurity – not one of us.

It was this universal human anxiety that motivated our attachment: first to mother and other caregivers, then to pacifiers and favorite toys; later to friends, romantic interests, material possessions and titles of social influence. 

These attachments served to calm us down by giving us something to cling to, and we identified with them so closely that they became part of who we are. As we grew older, we simply ‘traded up’ from infantile attachments to juvenile attachments to adolescent attachments to adult attachments, but their value as anchors of security and extensions of our identity remained functionally unchanged.

The process of ego development, then, is deeply entangled with this dynamic of insecurity pacified by attachment, and the gradual construction of identity through our identification with whatever helps us feel better about ourselves. The self-esteem movement arose at a time when cultural change and uncertainty compelled many parents, teachers, coaches, and therapists to pacify us with whatever toys, accommodations, trophies, or pharmaceuticals we needed. We were the center of their attention, the consumer of all their best efforts.

We didn’t mind at all having these treasures laid at our feet, and it wasn’t long before we came to feel that we deserved it – and more!

As I said, attachment is inherent to the process of identity-formation. All of us have some insecurity over whether reality is sufficient to our needs. Is there enough of this? Will there be enough of that? Am I good enough to be loved? Will you leave me if I’m not enough for you? What if this new partner isn’t a perfect match, the next prize is less satisfying, or your promise to me doesn’t come true?

Our obsession with security, self-esteem, and looking for happiness in something, someone, or somewhere else, has us trapped in the rocks of our own altar. Each stone in our altar is an attachment we feel we can’t live without. Without it we wouldn’t be who we are. Worse yet, without this or that attachment in the construct of our identity we would succumb to meaninglessness and anxiety.

Because identity is the product of identifying with something or someone else, and because the ego looking out from this unique composition of attachments is so idolized in society and popular religion, we are entombed inside the altar of self-esteem.

Ego is everything. Or at least it’s the only thing that really matters.

Breaking free is a matter of getting over ourselves, finally realizing that our identity is nothing more than a confabulation of attachments and the outlook on reality we have from here. Everything is reduced to the frame of our convictions, filtered according to the prejudices and ambitions that define us. Once we see that, the moment when our disillusionment really sets in, is the breaking of a spell, the apocalyptic end of our world as we knew it.

Inevitably we find ourselves on the near edge of a depression, a deep hole that threatens to pull us in. If we should struggle to throw the covers back over our head and return to the trance of who we were, we likely will fall into profound anhedonia – the inability to find any pleasure, happiness, or meaning in life. We are hopeless, and helpless to do anything about it.

Wait! Maybe ______ can save me. I deserve to be saved, don’t I?

The spiritual wisdom teachings across higher cultures invite us to take a second look at this dreaded depression, whereupon we will notice that it is actually filled with water. We don’t have to fall helplessly to the bottom of a hole, for this water will bear us up and deliver us to the far shore. All we need to do is let go of who we think we are, release all attachments, and simply trust the process – or as we say, go with the flow.

In that instant we will be on the farther shore, now the starting point of a new beginning – apocalypse, resurrection, and genesis all in one.

Finally free of attachments, our relationships can become healthy; or maybe we accept the fact that we need to leave some of them behind. We take creative authority and start making choices with a much bigger picture in mind. We become more fully human as we relax into being. The deeper truth of what we are comes through, and we live it out with honesty, courage, and loving-kindness.

“The glory of God,” wrote Irenaeus, “is a human being, fully alive.”

 
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Posted by on January 21, 2017 in The Creative Life

 

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Life Outside the Consensus Trance

QI and Trance

The psychologist Charles Tart coined the term consensus trance in reference to the shared assumptions and agreements that hold social organizations inside the rules of groupthink (Irving Janus, 1972). As an aspect of what he named a consensus reality orientation (CRO), it reflects the tendency we all have in adjusting our perspective and aspirations to what ‘the rest of us’ believe is valid or plausible.

Why do we so quickly dismiss insights and ideals that others in our relational webs don’t understand or approve? Granted, there is an obvious benefit to all involved (including us) when some of our harebrained ideas and odd inclinations are not adopted by the group. What a very strange world it would be if everything we conjured up in our daydreams and private thoughts automatically became coin of the realm.

But in this case I’m thinking more about those times when a truly winning notion dawns in our minds or a genuine discovery with transformative potential turns up in meditation – and we get punished, scolded, or shushed. It might even be something so noble as a desire to engage our relationships with greater mindfulness and honest love, but our different energy disturbs the routine and upsets expectations.

Individuals who are caught inside a consensus trance prefer the predictability of those routines. The definition of reality that everyone accepts, albeit unthinkingly, provides an enclosure where they feel secure. Even if (mind you) those routines actually perpetuate conflict and suffering, this familiarity makes them preferable to the insecurity of not knowing what to expect.

A quick review of what I presented in my most recent post will help us better understand how consensus trances get to be such compelling forces in our lives. We come into existence as infants kept alive by virtue of a visceral intelligence (VQ) operating autonomically below conscious awareness or control. This particular strand of our quadratic intelligence has but one overriding mandate: to keep our body alive. It manages the metabolic process of converting external resources (e.g., oxygen, food and water) into its own animal energy, and then converting this energy by an aerobic process into adaptive behavior. Key words in identifying our VQ’s driving preoccupation are security and control.

Our early years are really at the mercy of the family system into which we are born. Since no family or single caretaker is perfect – and can’t be expected to be, nor faulted for not being so – we all carry a bit of anxiety in our nervous system (the special province of VQ). This is simply because our survival and safety needs could not be promptly satisfied the instant their urgency declared itself. Such anxiety is another name for insecurity, registered as the default setting of our resting mood and positioned somewhere between mild apprehension and frazzled hypervigilance. In the emergence of religion, our insecurity is likely what motivated those earliest ritual petitions to a provident reality.

As emotional intelligence takes its cue and starts opening up to our surrounding conditions, this deep insecurity seeks compensation through relationship with what D.W. Winnicott called “transitional objects.” Not only cuddle blankets and pacifiers, but even our primary caregivers were pressed into service. By attaching ourselves to these things we had the inarticulate expectation that they would calm us down by making us feel safe, loved, and perfectly content. Key words in identifying our EQ’s driving preoccupation, then, are attachment and belonging. Mommy and Binky were attachments, and we belonged together.

As time went on, this EQ dynamic of attachment and belonging got translated farther out into the world of peer groups, romantic partners, social classes, political parties, and organized religions.

A bit delayed but coming to play as we acquired a code system of words (e.g., dog), schemas (dog-bone), and stories (the dog buried the bone), rational intelligence (RQ) began constructing a worldview that could orient and connect us to a more complex reality. While we learned many words and heard many stories (even made up some of our own), certain words and stories were weighted with special significance by our taller powers – who, after all, were in control and had authority to decide whether or not to deliver on our emotional need to belong.

Very naturally, our personal worldview became a constructed copy of theirs. Together we looked from inside our tribal system and out upon a reality that we could name, impose with our values, and claim to know. Key words in identifying RQ’s driving preoccupation are meaning and knowledge, making sense of it all by fitting reality into our logical boxes and mental frames. Step into any social system, from nuclear families to global cultures, and pretty soon you’ll start to get a picture of how its members construct meaning and certify knowledge – and, if you pay especially close attention, how they steer the mind away from discrepant views.

From that fairly brief description of the process whereby individuals develop their sense of self and reality, only a slight sideways step will land us deep in the tangle of a consensus trance.

Close-minded worldviews (RQ) envelop and safeguard passionate attachments (EQ), which in turn compensate for a profound and chronic insecurity in the individual nervous systems (VQ) involved. Indeed, a deeper and more severe anxiety (insecurity) corresponds to – we can confidently say it will inevitably produce – absolute convictions which members are willing to defend at all cost. (I say ‘willing’, but the psychological fact is that they lack the freedom and authority to choose otherwise.)

The upward sweeping arc of an orange arrow in my diagram traces our developing sense of self and reality as it comes to pivot around a separate center of personal identity named ego. Ego occupies a central position within the web of relationships that defines its tribe. Instead of regretting its arrival on the scene – which is actually a slow-and-steady construction process – and making ego the source of all our problems in the world today, we need to draw a critical distinction between a healthy ego (possessing the virtues of ego strength) and a neurotic ego. The latter is what conspires in the consensus trance.

A neurotic ego is profoundly insecure, codependently attached, and a fiercely defensive convict of those beliefs (aka convictions) shared in common with its equally neurotic alter (other) egos. In this condition and fully entranced, egos play out the scripts they inherited (codependency scripts are commonly transgenerational) or picked up in the urgency of staying in the game. Thankfully the trance condition that we regard as ‘normal’ or ‘ordinary consciousness’ is not so neurotic and even possesses sufficient strength so as to allow for the possibility of breaking-through, or what is referred to across the wisdom traditions as ‘waking up’ or simply ‘awakening’.

In my diagram this breakthrough is represented at two points, one below (or deeper within) the self, and the other above (or farther beyond) the self. I have elsewhere distinguished these two points and the paths they open up as the ‘mystical turn’ (releasing self to the grounding mystery) and the ‘ethical turn’ (including self in the universal order), respectively. Because the mystical turn (at least as I’m characterizing it) engages in meditation practices that assist awareness in sinking into its visceral center of power, the grounding mystery can be identified as ‘the power within’. At the other end, an ethical turn elevates awareness into its rational center of truth and inspires a radical reconsideration of morality (how we should live) in view of ‘the truth beyond’ our self-serving values.

The benefits of such practice and reconsideration should be obvious. By breaking through to life outside the consensus trance we can free ourselves from the spiritual stupor of ordinary consciousness, going on to enjoy the flow of a fully functioning quadratic intelligence. In short, we can finally become fully human.

But then … we need to go back in there! My next post will be about the challenge of staying awake and living creatively inside the webs of relationship we call our individual worlds.

 

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