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Tag Archives: the human spirit

A Method of Dialogue, Final Step: Resolution

We’ve been digging into my Mentallurgy Method of Dialogue in order to understand its progression of steps or phases.

Preparation addresses the critical importance for each would-be partner to arrive at the table in the most resourceful state possible. Consideration begins to create the space where partners can search for common ground and clarify what they really want. Deliberation takes this desired outcome and weighs it against other factors that serve to refine and amplify its value.

The fourth and final step in creative dialogue is called RESOLUTION, which not only signifies a strategic achievement (i.e., achieving the goal partners set for themselves) but, even more importantly, a crucial breakthrough in their synergy together where they become a genuine community (communitas, together as one).

RESOLUTION isn’t necessarily a ‘last step’ in the sequence, therefore, since such breakthroughs (in higher degrees) are both the effect of earlier/deeper phases of transformation as well as the creative fuse for what’s still to come.

All along the way, then, and not just at the end. In a sense, Preparation, Consideration, and Deliberation each represents a resolution of its own, as it fuels and supports the larger process of community formation. In the back-and-forth, up-and-down flow of dialogue, partners experience a more satisfying and meaningful way of being together.

From the very beginning, as individuals are preparing themselves for creative engagement in the co-construction of meaning, RESOLUTION is already evident.

Becoming 100% present – that is, coming back to a grounded, centered, and open state of consciousness from our ‘normal’ condition of distracted attention – is what we might call existential resolution: the resolution of each individual to be fully present in the here-and-now.

Because creative dialogue and community formation name an organic process and not a mechanical procedure, self-transcendence is inherent to its dynamic. Each phase gathers and incorporates the deeper evolutionary achievement, establishes a new center of higher integrity, and prepares for the leap beyond to what’s next. This taking-up, re-centering, and going-beyond is the very essence of a living thing; we must remember that a community is alive and not merely ‘made up’ of living things.

Still, there is forward direction to the organic process. Each living thing carries within itself the ideal of its own future fulfillment, as the vibrant fruit-bearing apple tree sleeps inside the seed and gradually wakes into fuller self-actualization. In other posts I have argued for the deep equivalence of human fulfillment (or self-actualization) and genuine community, that human beings only come fully into themselves with the rise of community, just as genuine community is the consilient (leaping-together) effect of their fulfillment as individuals.

Creative dialogue is how this happens.

In my Introduction I made the point that creative dialogue is fundamentally different from a mere strategy meeting where committee members define a goal, design their plan, take assignments, and execute the steps to completion. A committee comes together for this purpose, and when its objective has been achieved there is no further reason for it to exist. A community, quite otherwise, may orient engagement around strategic objectives, but its deeper reason for being is as a transformer of consciousness, a convergence of creative intention, and a new way of being together as one.

RESOLUTION can be analyzed on each of these dimensions: consciousness, creativity, and communion. Pragmatically speaking, a committee has no real interest in any of them. According to the Mentallurgy Method of Dialogue we’ve been exploring, the resolution that partners seek necessarily includes them all, for in genuine community it’s never enough just to ‘get the work done’. Partners engage each other in this process with the aim of becoming more fully human and growing together as one.

Community is not just an evolutionary and mystical enterprise, however. In the earlier phases of creative dialogue partners do real pick-and-shovel work as they practice presence, search for common ground, clarify their desired outcome, and work out a strategy.

As an endeavor in the co-construction of meaning, dialogue involves much more than waiting on inspiration and its gratuitous flashes of insight. Identifying mutual interests and shared values, voicing perspectives and reflecting back what partners hear from each other, coming to agreement on a desired outcome and sharpening the signal by weighing the risk, the cost, and the work entailed in making it a reality – none of this is easy, or even fun for that matter.


All of this can seem manageable, and even exciting, unless our challenge has to do with resolving conflict. For partners who start the process of creative dialogue in a spirit of camaraderie, the work of co-constructing meaning and growing into community is more enjoyable, for the obvious reasons. But individuals who step (or perhaps feel dragged) into this process because their differences are not only threatening to undermine what they once had together, but to dissolve their hopes, their family, their property, their dignity, and their sanity along with it – well, they don’t feel very much like ‘partners’ at all.

It’s tempting to jump in where the fire is hottest and try to fix what’s wrong. But especially in such cases, the four steps of creative dialogue need to be taken in order. We don’t jump in to fix the problem; besides, opponents will most likely disagree on where (and with whom) the real problem lies anyway. Instead, each individual begins with PREPARATION by shifting to a more grounded, centered, and open state of being. The issue at the center of the fire can wait just a few minutes.

To become partners, individuals need to release their judgments, the baggage from their past, the storyline of their conflict, and even release the identities they have constructed for themselves around it.

I suspect that most – approaching all – of our disagreements and conflicts, rooted as they are in our differences, are capable of being resolved if only we can bring an inner peace to the table. The human spirit is creative, intelligent, playful, generous … and resilient.

When we take the time to let go of who we think we are and come back to the here-and-now, we will find the wellspring within, providing all we need to work things out.

 

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Education, Refocused

Let’s assume that when students say they are in college “to get a job,” they really are answering honestly – and hopefully. But let’s also leave open the possibility that what students are really hoping for is life direction, an opportunity to discover and develop the creative potential they possess and live it out in a deeply meaningful way. They may not have the insight and vocabulary to articulate their aspiration in these terms, but the yearning is there, along with a willingness to entrust themselves to an education system committed to this same outcome.

And that’s where the process breaks down.

In fact, the education system is not very much interested in students’ self-discovery; they should be taking care of that outside of class. School is a place for gaining knowledge and skills that will one day land the successful graduate in gainful employment – in a job. And while that sounds very similar to what students themselves are saying, my experience in higher education reveals something else. Most students don’t just want a job; they want purpose.

On the left side of my diagram I have arranged five terms often used interchangeably in respect to the nature of work. As is my custom, their arrangement is hierarchical and organic, which means that the distinctions in value are to be read as growing up from the bottom.

The first value distinction in the nature of work is a job, sometimes taken as a humorous acronym for Just Over Broke. A job is a means for getting money, and quite a lot of jobs pay barely enough for us to keep the lights on, gas in the car, and food in the fridge. The principal reason you might go looking for a job is to make the money you need to afford the basic necessities of life. Students don’t go to college to get a job. They want something more.

An occupation is literally work that keeps you busy, or occupies your time. Out in the world of work there are many occupations – many forms of work whereby individuals keep themselves busy day after day. This value distinction represents a slight up-shift from the objective of staying just over broke. You give your time to an occupation in the hope that it will end up being a decent trade. While a job only pays you money in exchange for your labor, an occupation typically offers more in the form of benefits, promotions, and other incentives.

A profession requires specialized training to acquire the knowledge and skills you need. Post-secondary, technical, and trade school programs are designed to teach and qualify students for work in all sorts of professions: manufacturing, engineering, medicine, business management, social services, etc. For each, there is a special set of skills to master, certificates to achieve, and degrees to earn. As a successful graduate, you hope to find work in the profession for which your college degree prepared you. Almost half of college graduates, however, end up finding work in occupations or jobs outside their chosen degree.

In my diagram, a line to the right circles into a spiral to illustrate the current focus of higher education. Colleges recruit students, turn them into graduates, and then release them to join a trained workforce. The prosperity of every society depends on workers who possess the skills and are willing to trade their time in work for the money they need.

As he sat in a university library in London and pondered this situation, Karl Marx realized that many (or most) of these workers were not finding joy in what they were doing. A big part of this discontent, which Marx analyzed as exploitation, oppression, and the alienation of labor, was a function of capitalism and the way it separates work from the human spirit of the worker, all in the interest of increasing the wealth of those who own the technology of production.

This alienation of the human spirit from truly creative and meaningful work is a condition currently fueled by our education system.

Two more terms in my hierarchy of value distinctions can clarify what I mean by this claim. While a career is commonly just another name for a profession, occupation, or job, it refers more specifically to the arc of your lifespan and the evolution of identity. The person you are is itself a product of numerous storylines arcing and weaving together in a complex tapestry of meaning. There never has been someone just like you, and there never will be again. The unique pattern of aspirations and insecurities, of preferences, insights, and concerns that inform who you are is still evolving.

From the time you were very young until this moment, your creative engagement with life through childhood play, backyard adventures, self-discovery, artistic experimentation, formal training, and in various kinds of work has shaped you into the person you are today.

Students – particularly college students – are fully immersed in this work of constructing identity. They long to connect their current stage in life to the developing core of who they are. One day they hope to find their place in the world, where the spirit within them (referring to the innate desire and drive of human beings to connect, create, and contribute) will take wing.

Every culture and spiritual tradition acknowledges this spirit within, this deep and rising need to transcend mere self-interest for the sake of a higher and larger experience of reality. Many have interpreted it quite intuitively as an invitational call of reality to the self, as a calling from beyond ego. This is the literal meaning of our term vocation.

The career of your identity (or the story of who you are) has brought you to numerous thresholds where the calling of a higher purpose invited you to get over yourself, shift perspective to a bigger frame, and devote your energies to what really matters. Many times (perhaps most) you ignored the call, turned down the volume, got distracted, and carried on with life-as-usual.

Vocation is less about where we feel called or what we feel called to do than what we are called to become. Hero myths from around the world have the protagonist going different places and undergoing different challenges, but they share a central fascination with how the hero changes or is transformed in the process. The hero might be killed and rise to life again with new powers, discover a hidden key that unlocks the gate to freedom, overcome his fear and confront the dragon, or find within herself a virtue that had lain dormant until the critical moment – the circumstances are secondary to the peculiar virtue gained or revealed in the hero’s transformation.

It seems clear to me that what is revealed in those mythic heroes is something their storytellers saw as a human potential. Even though European rationalism made a break from ancient mythology, claiming that humans had attained the fulfillment of their nature with the Age of Reason, our current education system – as both product and mechanism of this preference for rational technique over human virtue – is glaring evidence of how truly ignorant we are.

We don’t hold before our students the high ideal of what the human being possesses in potentia, nor does the typical classroom instructor stand before them as any kind of self-conscious model of virtue or its aspiration.

A refocused education system would not only turn out graduates into a trained workforce, but it would work to inspire and support students in their pursuit of enlightenment. Students aren’t in college just to get a job, but to clarify who they are and what their own hero’s journey is all about. What I’m calling an enlightened humanity refers to the actualization of virtues that exemplify our higher nature.

Five rungs of an ascending ladder in my diagram correspond to five existential and ethical virtues (capacities, powers, qualities, or abilities) that have strong recognition across all cultures, not necessarily independent of their different religious traditions but transcending (going beyond) them in a higher post-theistic focus.

An enlightened humanity is humble (or grounded: from humus, ground), compassionate, kind, generous, and forgiving. An intentional pursuit of this ideal aims to embody and live out these virtues in ever-increasing degrees of realization. This is our vocation, or calling, as a species. Our culture and education system need to renew our commitment to them, just as each of us ought to measure our progress and purpose in life according to how well we demonstrate these virtues in action.

As far as our prospect for genuine community, the liberated life, and planetary wellbeing is concerned, refocusing education on an enlightened humanity may be our most urgent task at hand.


For more thoughts on the state of education today, check out the following posts:

 

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