What Underlies Our Creativity? The Infinite and the Finite are Two Hands that Clap the World into Existence

When I was teaching secondary school, students often asked: Where does creativity come from? Does it come from me? Is it a gift we are born with? Does it arise from how we relate to our lives? Is it from the universe itself speaking?

 

In a similar way, I sometimes wonder how I can keep writing blogs. I try to write one a week, but sometimes don’t succeed and can barely say a word. I worry that I’ve run out of ideas. Other weeks, I write three or four blogs and it seems everything I see or hear has hidden treasure in it.

 

Sometimes, even if I have something to say for myself, I wonder if I have anything helpful to say to anyone else. When I was in college, and about to go out on a date, I feared I would run out of topics for conversation. Or if I had a paper to write, I wondered if I could come up with anything original or real to write about.

 

Right now, I’m looking out of my window and see the edge of the forest. At first, I see the forest, a whole grouping of trees, grass, the dried stalks of flowers⎼ all at once. Then I notice a rhododendron bush, with green leaves that shine even though it is very gray right now, and rain or snow seems about to burst from the air. Or just beyond it, the naked, old branches of a lilac ⎼ thin fingers reaching out to heaven.

 

Even in this seemingly simple setting, there is a vast universe of unrecognized details. At first, an unverbalized, un-languaged sensing, a taking everything in. Then, words arise, individual details, singular things are born, but the vision of the whole obscured.

 

To make sense of all of this, my mind utilizes patterns of thinking I’ve found useful in the past, theories about reality, memories of recent as well as distant events. Everything I have ever thought or felt is alive in this scene that stares back at me as I stare at it. But I’m only conscious of one bush, one tree, one Buddha statue covered with shades of green moss, one memory of feeling as gray as the air now looks.

 

And yet, every once and awhile, if I’m attentive⎼ if I take a moment to just breathe; to take a walk or meditate⎼ then the normal noise of rushing from one concern to the next is paused, juxtaposed against a blank screen. I get quiet enough to hear what before was hidden. Maybe feel that original, pre-language sensing. The pattern of my thoughts or assumptions pops out in my mind. And when I do read a word or hear someone speak, I have a much better chance of perceiving not only the words but the feeling and reality beyond the words.

 

Author Robert Pirsig, in Part II of his novel, Zen and the Art of Motorcycle Maintenance: An Inquiry into Ethics, talks about how, in science, the more you look, the more you see. This sounds simple until you get to his conclusions. Pirsig, speaking of his main character, says:

 

“He coined a law.… ‘The number of rational hypotheses that can explain any given phenomenon is infinite.’ It pleased him never to run out of hypotheses. Even when his experimental work seemed to dead-end in every conceivable way, he knew that if he just sat down and muddled about it long enough, sure enough, another hypothesis would come along….

 

If the purpose of scientific method is to select from among a multitude of hypotheses, and if the number of hypotheses grows faster than experimental method can handle, then it is clear that all hypotheses can never be tested. If all hypotheses cannot be tested, then the results of any experiment are inconclusive and the entire scientific method falls short of its goal of establishing proven knowledge.” “[A]s you try to move toward unchanging truth through the application of scientific method, you actually do not move toward it at all. You move away from it!”

 

Substitute logic for scientific method and a hypothesis jumps out at us. Reason and science increase our understanding. They allow humans to develop and survive. But reality far exceeds any rational thought about it—and the value of the world, of reality, far exceeds anything we can imagine, certainly exceeds any use we can imagine for any part of it…..

 

*To read the whole blog post, please click on this link to The Good Men Project.

Teaching With Ethical Questions

Here are three books that I think will help teachers enliven any classroom. The first was published in 2001 and is out of print for the moment but its message desperately needs to be heard. It details how to teach with essential moral questions. The second is a relatively new book (published in 2012) and illustrates how dynamic a course can be that is centered on a moral issue. The third is easily available and gives a Buddhist perspective on morality, and the nature and causes of human suffering.

 

Moral Questions in the Classroom: How to Get Kids to Think Deeply About Real Life and Their Schoolwork by Katherine G. Simon. This book reminds me of what makes teaching real and learning inherently motivating. Morals: we often think of morals as in moralistic. But morals are what guide our behavior. When we think about reality and try to figure out what’s true, we are usually doing this so we can know how to act most appropriately. So the two questions, what is true and what is moral, are tied together. In fact, many of our most important questions have a moral dimension to them. How shall we live our lives? How should I earn a living? Should I go to college? Should we go to war? What is the best business strategy? Does thinking of my own self-interest help or damage society? Should I tell my mother the truth? How shall I relate to my best friend? Should we build the Keystone pipeline? All of these are moral questions and can excite student engagement. They are easily used to teach critical thinking skills. Kathy Simon spells out strategies for discussing, analyzing, gaining clarity on these often emotion packed questions.

 

High Schools, Race, and America’s Future: What Students Can Teach Us About Morality, Diversity, and Community by philosophy professor Lawrence Blum, details a rigorous high school course he taught on race and racism. The book shows us how teachers can lead students deeply, sensitively and meaningfully into a burning issue of our time. After reading the book, you can no longer harbor the illusion that racism does not affect you. Classroom discussions are included so the reader is drawn into the class and can actually hear authentic student voices. We often think about how society should educate students. This book illustrates how students can educate society.

 

Money Sex War Karma: Notes for a Buddhist Revolution, by Buddhist teacher and philosopher David Loy. Why behave and think ethically? What makes an action ethical? What is the tie between ethics and clarity of mind, or unethical behavior and suffering? What are the traps society conditions in us that lead to suffering? For our own health and happiness, we need to understand these traps and free ourselves from them. In Buddhism, ethical understanding and action is tied to mental and emotional freedom. Without such freedom, the very continuance of human life on earth might be threatened. In a very clear and comprehensive manner, David Loy spells out the nature and causes of suffering and the Buddhist path for ending that suffering.

 

At a time when schools are often criticized for being boring, educationally deficient or just irrelevant, these books show how to change all of that. Excite students with meaningful learning that gives them insight into themselves, their world, and how to act to better that world.