Good taste is really just a kind of aesthetic vegetarianism.
Good taste is really just a kind of aesthetic vegetarianism.
I think the way to “solve” the problem of procrastination is to let delight pull you instead of making a to-do list push you. Work on an ambitious project you really enjoy, and sail as close to the wind as you can, and you’ll leave the right things undone.
One of the books I read over the Christmas vacation was Writing the Mind Alive, which one Amazon reviewer tags as the book to go to after freewriting has taken you as far it can. I used to write morning pages and still enjoy journaling, but I’m always open to new approaches and methods (the Topics du Jour approach being one that has most impressed me recently). The method was created by two ex-academics, who lead workshops on the method. Their web site is here.
The book is an easy and breezy read, and I appreciated the inclusion of students’ “Writes” (as the authors call them). The method is straightforward and, as some of the Amazon reviewers notes, not all of the ritual surrounding the Write–which includes lighting a candle and playing Baroque music–are really necessary. Also, the book (as one would expect) sings the praises of its “proprioceptive method,” affording it real and affecting emotional benefits to its practitioners.
What most separates the method, for me, is its direction to use what the authors call the “proprioceptive question” or PQ. As one transcribes one’s inner monologue and writes, “I hate it when my mother does that,” the method directs one to listen to the voice and then ask, “What do I mean by ___?” In this case, “what do I mean by hate?” or “what do I mean by that?” And then write out what you mean.
The goal, as the authors explain, is to dig out those details that are glossed over by the wallpaper words we use to not look too closely at the things that bother us. What do I mean by things? Remembered events, memories, assumptions, images, long-buried hurts, and the like.
I usually count a technical book a success if I can get at least one good idea out of it. I consider the PQ a good idea and one I’m going to start using in my own journaling. As I’ve found in my coaching and in monitoring my own self-talk, I will often make a blanket statement as if to say. “Of course, what I’ve said is true and inviolable and not to be questioned.” But as I’ve gotten rid of various blocks and taken risks and experienced successes, I’m seeing more and more the value of exercising some healthy skepticism by making my assumptions explicit and bringing them out into the open where they can be dealt with.
The whole idea of defining one’s terms hove into my view first due to an email newsletter by Laurie Taylor, host of BBC4 Radio’s Thinking Allowed. I admire the way Taylor always attempts to connect that week’s program to a personal anecdote and his lighthearted style is welcome. Here’s his 21-Dec-2008 newsletter:
I had a university tutor in psychology who was popularly known as Doctor Dit. For a couple of terms I assumed along with my fellow students that this was an innocent nickname. But then one day I was told by a postgraduate that it was really an acronym. It was not DIT but DYT and the letters stood for Define Your Terms.
It was a very appropriate designation. Whereas other tutors would positively encourage some debate in their seminars, the man known as DYT would immediately bring any such discussion to a halt by a demand for definitions. It was not unlike being repeatedly hit over the head ‘Right. Taylor, what is value of optical illusions in the study of perception?’ ‘Well,’ one would begin, ‘When your eyes are deceived it could be that the deception is the inappropriate application…’ ‘Not so fast, Taylor. You said ‘deception?’ ‘That’s right’ ‘Define your terms. Define your terms.’
Over coffee in the basement canteen we’d wonder about the nature of Dyt’s home life. We’d construct scenarios in which Mrs Dyt turned to him over breakfast coffee one morning and announced her dissatisfaction with the sexual side of their marriage. ‘We don’t make love any more.’ That would really get Dyt going. ‘Make love? Make love? Define your terms. Define your terms.’
Now that I look back on my time with Doctor Dyt, I feel more sympathetic to his intellectual crusade. What he wanted to do was purge the world of all ambiguity and ambivalences. He envisaged a time when people only used terms with precise definitions, a time when every flower in his intellectual garden would be precisely labelled.
Only when we reached that happy state, when the undergrowth of uncertainty had been cleared away, would we be able to arrive at hard and fast truths about the world.
But, of course, Dr Dyt’s enterprise was doomed to failure. Words simply won’t sit still and have precise definitions hung around their necks. Their meaning slips and slides: it is determined as Wittgenstein maintained by their many uses:
“Think of the tools in a toolbox: there is a hammer, pliers, a saw, a screwdriver, a rule, a glue-pot, glue, nails and screws. The functions of words are as diverse as the functions of these objects. (And in both cases there are similarities.) Of course, what confuses us is the uniform appearance of words when we hear them spoken or meet them in script or print. For their application is not presented to us so clearly.”
I’ve plucked that quotation from the introduction to Key Concepts in Education, a new book by Fred Inglis and Lesley Aers which doesn’t so much offer clear-cut definitions of such familiar educational terms as Assessment, Citizenship, Curriculum, Literacy and Pedagogy, as show how such terms have been variously used by people with different material and philosophical interests. Dr Dyt would not have approved.
I think Taylor heightens his professor’s point of view and his own reaction for comic effect and to make a better point for the newsletter. But as I read about Dr. Dyt’s approach, I was thinking, “Yep, yep, good for you. That’s the way to do it. Don’t lecture. Let the student teach themselves.” When working with my coach or talking with one of my mentors at school, I find I do often have to say my assumptions out loud. I frequently find that the other person has a different assumption or interpretation of the term or concept; because I’m open about what I think I mean, they’re able to either set me straight or give me new information I wasn’t aware of.
A very simple tool, and easily dismissed because of its simplicity. But I think it has great potential, particularly in school, where I’m asking questions to associate new knowledge to old mental structures so as to create new structures. Defining one’s terms also helps thicken those endless essays and papers. And as I prepare to move into a potential role as teacher, I’m wondering how best to deploy this tool for good educational effect.
The key is to not become Dr. Dyt (if he was ever like that). Don’t ask the question endlessly of every word or idea that comes your way. Set boundaries so you don’t distract yourself. In the proprioceptive writing method, the Write is limited to 25 minutes, with specific follow-up questions to help the writer link the new information from the Write into a larger mental frame.
Michael Lewis, in a remarkable article on the end of the Wall Street boom he documented in his book Liar’s Poker, offered up this choice anecdote on the value of getting specific:
Both Daniel and Moses enjoyed, immensely, working with Steve Eisman. He put a fine point on the absurdity they saw everywhere around them. “Steve’s fun to take to any Wall Street meeting,” Daniel says. “Because he’ll say ‘Explain that to me’ 30 different times. Or ‘Could you explain that more, in English?’ Because once you do that, there’s a few things you learn. For a start, you figure out if they even know what they’re talking about. And a lot of times, they don’t!”
This also reminds me of the five whys method, used to find root causes of problems–stop at five. No need to burrow further down the rabbit hole (or your navel) to find the ultimate cause; after a certain point, you have to stop and put that information into action. Otherwise, the questioning becomes an exercise in itself, rather than a means to an end.
There’s a famous story of Confucius from the Analects:
Chi Wen Tzu always thought three times before acting. When Confucius heard of this, he said: “Twice is enough.”
I was not terribly interested in the spring courses being offered, and The Ineluctable Cassidy suggested an independent study might be an option.
I poked around and discovered that another friend, Carolyn, could supervise it. Because Carolyn is a doc student of some years standing in the school’s digital curation discipline, knowledgeable, energetic, and incredibly savvy about making the most of opportunities, this is a tremendous way to jump-start an academic career. I hope to learn as much about how she looks at life and work as I do about digital curation.
Anyway, she is an excellent guide to this strange new world of academe and to this field. We decided to work on a research study and she sent me several links to follow up on, read, and think about; suggested I start a research journal; and asked me to suggest some possible areas of interest where we could do some work. The output will be an article, or paper, or poster, or something that can be put on a CV.
This research was, in fact, another drain on my attention as I tried to finish up my fall assignments. I barfed out some ideas an in email to Carolyn but they struck me as too big, too vague--showing, no doubt, my unfamiliarity with the field. No matter. That’s why I’m doing the research.
When January comes, I’ll be taking the Research Methods course and the independent study. We decided the indie study should count for 3 hours credit, which means about 9 hours/wk of work. Because I’m not having to travel to campus for this extra class, I expect that should fit into my schedule OK.
Update, 11-Jan-2008: All reference letters were submitted. All transcripts have been sent to the gradschool and the SILS office. All over now, but the waiting.
Follow-up to my fall break posting.
Moyra Davey on Random Reading “So how are we to draw up those reading lists finally? I have been fascinated to note how many writers invoke chance and randomness as guiding principles in choosing their books. I am talking about Lynne Sharon Schwartz, who, citing ‘the John Cage-ish principle that if randomness determines the universe it might as well determine my reading too,’ spent a winter reading the Greek tragedies because she happened to find a discounted set in a mail order catalogue. I’m talking about the serendipitous findings of Virginia Woolf, the little pamphlet from a hundred years ago that she comes across in a second-hand bookshop that stops her in her tracks and rivets her to the spot. I am talking about the happenstance of Georges Perec, who, while engaged in the tedious task of arranging his bookshelves, comes upon a book he’d lost sight of and writes: 'putting off until tomorrow what you won’t do today, you finally re-devour [it] lying face down on your bed.’ He further speculates that in our pursuit of knowledge, 'order and disorder are in fact the same word, denoting pure chance.’ And finally, I am talking about the passionate book collector uncrating his treasures after a two-year hiatus, as portrayed by Walter Benjamin in his autobiographical essay 'Unpacking My Library,’ for whom 'chance and fate … are conspicuously present in the accustomed confusion of these book.’
"Just as a bookcase full of read and unread books conjures up a portrait of the owner over time ('joggers of the memory’ Perec calls them), so the books that arrest us in the present constitute a reflection of 'what we are, or what we are becoming or desire’ (Schwartz). There is nothing random about that, or about any of these other seemingly random ways of coming to books, and it is from this notion that the oddly apt idea of books choosing us, rather than the other way around, seems to make sense. The idea of a book choosing the reader has to do with a permission granted. A book gives permission when it uncovers a want or a need, and in doing so asserts itself above all the hundreds of others jockeying to be read. In this way a book can become a sort of uncanny mirror held up to the reader, one that concretizes a desire in the process of becoming.” –Moyra Davey fr. The Problem of Reading A Documents Book, 2003
Lindsay Marshall on serendipity:
We are not, I believe, looking for tools to record our thoughts or to provide them with structure. What we seek is something that leads us to the unforeseen collisions, the copulations that lead to new thoughts, new connections and yet more new meetings.
From Charles Bowden in Blood Orchid:
“We are an exceptional model of the human race. We no longer know how to produce food. We no longer can heal ourselves. We no longer raise our young. We have forgotten the names of the stars, fail to notice the phases of the moon. We do not know the plants and they no longer protect us. We tell ourselves we are the most powerful specimens of our kind who have ever lived. But when the lights are off we are helpless. We cannot move without traffic signals. We must attend classes in order to learn by rote numbered steps toward love or how to breast-feed our baby. We justify anything, anything at all by the need to maintain our way of life. And then we go to the doctor and tell the professionals we have no life. We have a simple test for making decisions: our way of life, which we cleverly call our standard of living, must not change except to grow yet more grand. We have a simple reality we live with each and every day: our way of life is killing us.”
PowerPoint seems to be a way for organizations to turn expensive, expert decision-makers into novice decision-makers.
A strange obsession, mine. But better to be addicted to smartphones and gismos than cocaine or sex, I suppose. Well, I don’t know, the result is the same after all, very little sleep, great expense and horrific mess everywhere.
Think like a man of action, act like a man of thoughts
So which is it: job or calling? You can answer the question directly, or allow time to answer it for you. Either way, I think you’d be happier if you stopped thinking of what the world had to offer you, and started thinking a bit more about what you had to offer the world. Real excitement isn’t just in whatever you happen to be doing, but in what you bring to it.
Client begins first meeting by making a big show of telling you that you are the expert. You are in charge, he says: he will defer to you in all things, because you understand the web and he does not. (Trust your uncle Jeffrey: this man will micromanage every hair on the project’s head.)
If you want to persuade people to act more the way you think they should act, you’ve got to be more genuinely interested in how they actually act, and why they act that way. If you don’t want to persuade, then honestly, don’t expect the world to be other than what it is, and settle for permanent disappointment and isolation as your lot in life.
Highly productive people do not have more time, but they may have more energy, more method and better feedback on their progress.
Graduate school is not education. It is socialization. It is about learning to behave, about mastering a rhetorical and discursive etiquette as mind-blowingly arcane as table manners at a state dinner in 19th Century Western Europe.
Graduate school is cotillion for eggheads.
The trick, then, is to get a job based on work you haven’t done, and stick around until the details of what you did are forgotten. That’s when the true rewards of academia set in.
To the world of rare books Mr. Friedlaender brought a rare commodity: a sense of fun.