RSS

Tag Archives: coherence

The Promise of Consilience

Consilience Terms

One hundred seventy five years ago a term was coined as a name for the phenomenon in science where separate traditions of research and evidence “leap together” in a higher-order theory. The outstanding example of this phenomenon is the grand theory of natural evolution, which came together as an overarching explanation for the adaptation and advancement of life on our planet. Separate research traditions such as paleontology, molecular biology, genetics, and comparative anatomy seemed to resonate with a higher vibration that transcended and included their distinct lines of scientific inquiry.

As time went on, this same word was used to describe a hoped-for reconciliation of sort between the sciences which study facts and measurement, and the humanities which concern themselves with value and meaning. In a 1959 talk entitled “The Two Cultures” and presented to the Senate House in Cambridge, England, C.P. Snow laid out his grim prediction that the irreconcilable differences between these two domains would continue to undermine Western education.

The sociobiologist E.O. Wilson (1998) answered Snow’s prediction with his influential book Consilience: The Unity of Knowledge, wherein he argued that our quest to understand reality, construct meaning, and celebrate beauty are not mutually exclusive, but rather complementary in the mind’s great adventure for knowledge.

And there’s the word I want to reflect on further: Consilience.

In my professional environment of higher education there has been much talk in recent decades about “learning communities,” “integrative learning,” and “creative collaboration.” Educators and school administrators are aware of how the division of academic disciplines, departmental programs, and specialized services for students is shattering the vision of what we once knew as a college education. It’s becoming increasingly difficult to accomplish the traditional objective of education (referring to the art of “leading out” a student’s curiosity and ability to learn) in the face of a growing demand for straightforward instruction and passing performance on assessments.

The question becomes How can we bring together these many pieces which are necessary to education, and go beyond mere instruction and standardized tests so that our schools can become centers of creative innovation, genuine community, and lifelong learning? My proposal takes a different approach to the attempts at throwing a lasso around all the loose pieces and building skywalks between departmental silos. What we need is a deep understanding of consilience and how to foster it in the learning alliance of teachers and students, in every classroom, boardroom, student program, and strategic initiative.

To help in this effort, I will introduce and operationalize six key terms which I see as critical to a deep understanding of, and commitment to, consilience in education.

System

First of all, we need to understand that everything exists in a system. Relationship and its connecting forces are the essence (the true being) of reality. Even though we might look around us and see many separate individual things – and regard ourselves as essentially separate from everything else – the best of science and spirituality has confirmed time and again that there really is no such thing as a separate individual. Nuclear forces, electromagnetism, molecular bonds, gravitation, sexual attraction, emotional affinity, social networks, local cultures, and complex ecosystems are really what we are working with (or against) all the time. Our very existence is their manifestation.

Because reality is a system – or better, a unified system (universe) of many smaller-scale systems – our health and success in anything depends on how conscious and intentional we are as agents of systems. Schools are systems situated in larger social systems, inside still larger cultural systems. And inside every school, on a daily basis, there are numerous “episodes” of interaction in systems known as classrooms. Successful education transpires in classrooms where teachers and students engage one another as agents of a shared (if only temporary) system.

Priming

Every system is characterized by some degree of coherence (discussed below), where the flow of energy and information is smooth and harmonious. But coherence doesn’t just happen; the conditions have to be right. Priming refers to what is done in order to maximize the chances that teachers and students will “jump together” (the literal meaning of consilience) into the higher experience of learning. This involves everything from classroom dialogue, to the use of teaching media, to the way a topic is introduced and presented, to both the nonverbal and spoken signs of mutual respect, to the physical space and furnishings of the classroom itself, to the internal state and personal investment of attention on the part of teacher and students alike.

When it comes down to it, successful education is not something that a teacher “does” to students, and it isn’t something that standardized assessments can measure. When the conditions are right, it happens. This distinguishes education from mere instruction, which reduces the classroom experience to nothing more than transmitting information and organizing data. Consilience in the classroom must be primed.

Synapse

System is a higher-level perspective on those connecting forces mentioned earlier. It all mysteriously works as one harmonious, rhythmic, and integral whole. But as I said, every system is really comprised of deeper systems, which means that a “consilient” classroom is actually a higher-order manifestation of the quality of engagement happening between teachers and students, and among the students themselves. In education the basic “units” are teachers and students, or more specifically, a teacher and each student. This relationship has the promise of becoming what I call an “effective learning alliance,” where both teacher and student are fully present and actively engaged in learning.

Synapse is a term borrowed from neuroscience and names the microscopic gap between nerve cells in the brain. Nerve cells (or neurons) conduct electrical impulses that travel down their axons, activating the release of molecules known as neurotransmitters. These neurotransmitters enter that gap and prompt the cell membrane of the next neuron to either open its gates to the flow of ions which regenerates the impulse of the pre-synaptic neuron, or keep them closed and let it effectively fizzle out. While the electrical impulse is “digital” (either ‘on’ or ‘off’), the amount and mixture of neurotransmitters in the synapse allow for “analog” (‘more’ or ‘less’) changes between cells and across the entire brain.

Current

What I earlier called the connecting forces in relationship are really another way of talking about the energy that flows throughout a system. In the context of consilient education we can see this as the current that flows from teacher to student, from student to teacher, and from student to student. Its different nuances of meaning – something present and ongoing, something that flows (air, water, electricity), something that moves and makes things happen (like currency in an economy), and something of relevant value – enrich our understanding of consilient education.

In this context we cannot force the current that connects individuals and elevates them into a higher experience of community. Community itself is not something that is arrived at by simply adding individuals together; it must be primed. We might speak of current as the life energy, mental force, creative intelligence, and flow of meaning that connects, inspires, and transforms those involved in learning. But in the end it remains only something we can open ourselves to and participate in, never cause to happen.

Arcing

Giving attention and care to priming the system and synapses of education serves this inherently unpredictable event of consilience. When the conditions are right, the current “jumps” across the synapse and engages both teacher and students in a genuinely self-transcending experience. We might think of a spark that jumps across the two poles of a spark plug, and consilience certainly can be regarded as a kind of illumination: a flash of insight, intuition, and greater understanding.

But let’s remember that the neurons in our brains do not actually pass electrical impulses directly to each other. The arc of communication between them isn’t a hard-wired bridge, but rather a potentiated space allowing for countless adjustments to be made to what would otherwise be an all-or-nothing prospect. Similarly, what I’m calling the arcing of consilience will always reflect the unique individualities of those involved. Just as slight changes in the amount and mixture of neurotransmitters will affect (excite or inhibit by degrees) the generation of an electrical impulse in the post-synaptic neuron, so too the current in a system like a classroom will be the dynamic product of unique individuals leaping together in the shared experience of learning.

All of that is to say that each individual, teacher and student, will jump (arc) into consilience as an individual, but everyone involved will go beyond their individual self. In consilient education, learners leap out of themselves and into a communal – or at least an interpersonal – experience. This event of self-transcendence elevates them beyond their present assumption of knowledge, and even beyond the teacher’s lesson plan, into a space of higher resonance.

Coherence

When the nerve cells are effectively communicating in circuits, and when neural circuits are resonating across the specialized networks of our brain, the entire organ will enter a dynamic state of coherence. When our brain as a neural system is coherent, our mood is stable, attention is steady, and our thoughts are clear. An inner composure supports deeper insight, artistic creativity, strategic thinking, and effective action – but also quiet contemplation. A coherent brain just works better. And as the owner of a coherent brain, you can do everything far better than when your brain is confused, irritable, or depressed.

Consilient educational systems such as classrooms demonstrate similar virtues: consilient partners (teachers and students) are calm and attentive, creatively engaged, insatiably curious, and actively involved in the learning opportunity. Oftentimes partners will be able to finish each other’s sentences, playing off each other’s “riffs” like members of a consilient jazz ensemble. They are caught up in the current of an ineffable experience, and when they come back down into their individual centers of consciousness, their minds are more open, their excitement for learning is stronger than ever, and their understanding of the topic of discussion has shifted to a new orientation.

Coherence is the optimal state of any system. It happens when the connecting forces between and among individuals move them to leap out of themselves and into the higher experience of community. By now it should be clear that this doesn’t happen accidentally, but neither can it be manufactured. We do our best to prepare for its emergence, and when it comes, we learn how to “go with the flow.”


Despite the fact that our present education system is failing students at higher rates than ever before, and failing them in both senses of the term, hope is not lost. For as long as human beings come together and open themselves to the transforming spirit of truth and love and beauty and peace, consilience will take them the rest of the way.

 

Tags: , , , , , , , , , , , , , ,

The Possible Human

Anderson: “Contemporary civilization without ball games and movies would be as incomprehensible as medieval civilization without the Church. Our social reality is shaped by those myths and structures, our personal lives informed and sometimes inspired by them.”

In the early flush of modernity, when the codes of the physical universe were being unlocked right and left at a breathtaking pace, many thought that we were finally past the age of superstition and religion. With god no longer needed to explain how things originally came about or presently hold together, our interest in all things spooky and divine could be left behind. We had grown up and were fully enlightened at last.

The sociologist Peter Berger coined the term “plausibility structure” for the tightly bonded system of myths and symbols, rituals and authorities, traditions and morals that support a more or less coherent worldview (what he called a “sacred canopy”). Education for any society involves constructing the mental framework inside young minds that will filter information coming up from within (intuition) and in from outside (sensation) according to what the worldview allows as plausible (likely, logical, conceivable).

Our cultural deliverance from ignorance was widely celebrated as a breakthrough at last, to the direct (unfiltered) grasp of reality itself. Now we had our hands on the “facts,” without the need for childish fictions or an immature dependency on “papacy” – the authority-line connecting papa to the pope to the patron deity calling the shots. Myth gave way to history, superstition to science, a picture-book faith to mathematical reason.

Protestant Christianity came of age during this truth-rush of modernity. In order to save their religion, as the plausibility structure of Catholicism was coming down around them, Protestants turned the Bible into a history book, replaced images (think of icons) with words (think of The Word), and shifted the fulcrum of meaning from ritual ceremonies (sacraments) to orthodox precepts (doctrines).

What had been publicly managed by a complex institution of ordained authorities got pulled apart and repackaged into a variety of denominational identities, each espousing a slightly (or significantly) different set of beliefs necessary to salvation. Less about “us” and more about “me”; less about now and more about later – when my soul gets to heaven and I receive my reward for getting it right.

Back to science, which was boldly going where no one had gone before – deeper and farther out into the mysteries of matter, expanding knowledge and dispelling superstition. It took a while longer (into the twentieth century), but eventually it became apparent that the theories supporting the scientific worldview were also fictions. Even the idea that science was a worldview – a perspective, an angle on reality, a limited vantage-point with its own operating assumptions and not simply “the way things really are” – came as a shock to the system.

The steady rise of this realization is the story of constructivism – understanding and coming to emotional acceptance of the “fact” that we can’t live without “myth,” that human beings construct meaning rather than discover truth out there in reality. By replacing cathedrals with stadiums, popes with commissioners, saints with superstars, and heroes with celebrities, we are not necessarily any more enlightened or advanced.

The “truth” of any plausibility structure may have less to do with how it matches up to reality, than how effective it is in providing inspiration and guidance to the rising arc of our evolution as a species.

I realize that “rising arc” and the very idea of evolution are themselves metaphor and fiction. But that’s really the point. We need to consciously accept that the meaning we construct is what makes our lives meaningful. Our sense of security, of orientation, identity and purpose are the design objectives of the worlds we make up. The more we have of these things, the more meaningful our lives are.

But where does it all lead? I don’t mean far off in the distance, at the end of time, but later today, after we push ourselves away from the computer and step back into our life? What values will we live by? What choices will we make? What ambitions will motivate us to action? How will we behave towards those we meet? Whether we worship world saviors or sports stars, what kind of life does our devotion inspire and justify?

From an evolutionary standpoint, the behavior of an individual organism is where the fate of the species is decided. It’s not about how advanced and sophisticated our philosophy is, but the lifestyle it produces in our choices, sacrifices and commitments. In addition to the forward movement through time (survival, reproduction, prosperity), evolution also opens “upward” (so to speak) into the complexity of consciousness, the capacity for subjective feeling, rational intelligence, a wider compassion and unconditional forgiveness.

This is where the truth of our plausibility structures can be measured, it seems to me. Do they support a life of meaning? Do they inspire us to reach out and connect in ways that are peaceable and benevolent? Do they inspire us to transcend the neurotic limitations of our ego and foster genuine community with our neighbor? Do they help make us more human?

Viewed from the inside, every plausibility structure (from sprawling cultural worldviews to the comic stand-up’s one-liner) makes sense to the degree that its terms mutually reinforce each other in meaningful cross-reference. This is truth as coherence. If language didn’t hold together in this way, nothing would make sense.

Then there’s truth as correspondence – how accurately our plausibility structures match up to and correctly describe/explain external reality. This is where the constructivist suspicion comes into play: that our stories and theories may be more about us (i.e., the author) than the way things really are out there.

Yes, it feels for all the world like we are depicting things as they are, but then again, every portrait assumes a point of view and reflects the author-artist’s perspective (from here, not over there). It’s all an on-going exercise in making meaning.

Finally there’s truth as actualization. As we are able increasingly to let go of the dogmatic assumption that our stories and theories “tell it like it is,” we might become more open to what they reveal about ourselves and the “possible human.”

We tell stories to put our children to sleep at night. Now more than ever, we need stories to help us wake up to a New Day.

 

Tags: , , , , , , , , , , , , , , , , ,