We Just Don’t Know, but We Can Wonder: Is Uncertainty A Blessing, A Curse, Both, or Just Reality?

Every once and awhile, we turn on a radio program, pick up a book or newspaper, get a text, and right there waiting in the headline or title or first line is information relevant to a question or concern we were wrestling with.  This happened to me yesterday.

 

I was reading a book of essays by theoretical physicist Carlo Rovelli called There Are Places in the World Where Rules Are Less Important than Kindness: And Other Thoughts on Physics, Philosophy, and the World. I’ve been reading the book on and off for a month or so, and it keeps sparking insights. I wrote about buying the book as a gift to myself in a previous blog.  The latest chapter I read is called “Bruno de Finetti: Uncertainty Is Not the Enemy.”

 

Bruno de Finetti was a relatively little known Italian probabilistic statistician, college lecturer, and philosopher of science. The chapter discusses the impossibility of having absolute knowledge and certainty. Uncertainty is a critical element of reality.

 

This is not news. We might think we have absolute answers, think we know what’s true. But all we really have, and many of us somewhere know this, is a subjective notion of what might probably be true.

 

We can, says Rovelli and de Finetti, diminish uncertainly. We can develop, through rigorous examination, justified and credible convictions that are shared by others who have rigorously studied the subject. But we can’t make uncertainty disappear. All we can hope for is reliable probability.

 

And uncertainty can be a positive lifelong companion, says Rovelli. If there were no unknowns, there would be no possibilities. It makes life interesting. Yet, how often do we pray for it to be otherwise?

 

Although it can lead to debilitating worry and anxiety, it can also energize us to prepare, and learn more about ourselves and a situation. So much depends on our response. Do we try to hide from any awareness of our feelings and limitations, or study and utilize that awareness? Because we don’t have complete knowledge, we can and need to continuously learn. Adapt. Listen to other beings.

 

At night, the dark makes the borders between almost everything more indeterminate, returning almost everything to the realm of what’s unknown. That realization, and the stories dreams weave in us about our lives, help us wake in the morning to a fresh, new world. Uncertainty can do the same for our time in the light.

 

Yet, we know too well that such intellectual realizations, no matter how insightful, are not enough. The intellect can point out a path but not walk it for us. We need to learn additional skills and a different sort of rigor, one of the body and emotions, to check on our reasoning. We can learn to better self-reflect on our thinking by using a sustained, moment-by-moment, kindly attention, to feelings, sensations, thoughts, and inclinations to act….

 

*To read the whole piece, please go to The Good Men Project.

 

 

The Delphic Belly of the Earth: Listening To the Sounds Of The World As If Listening To An Oracle Speaking

Once upon a time there were places where rulers, politicians, or any person faced with a difficult decision would go for insight, wisdom, and peace. One such place is Delphi, Greece.

 

The story of its founding tells us the Greek god Zeus decided to discover the center of the earth. He sent out two eagles to circle the planet in opposite directions, one from the east and one from the west, and they would come together at the earth’s navel. The eagles met on Mount Parnassus in Central Greece, and there Zeus placed an oval stone to mark the world’s center. The stone was sculptured in the shape of a beehive or egg and was covered with mesh or chains. The egg could signify birth and the chains signify the linking together of all humanity.

 

It was here that a sanctuary and temple was built, first to Gaia, the earth. And later, Apollo, god of light, order, ethics, spring, and prophecy, etc. He resided there in spring and summer. And in winter, Dionysus resided there, god of wine, gladness, indulgence, and transformation, who was linked with Demeter and Persephone, deities of the earth. And the Delphic Oracle, the Pythia, was installed there to answer humankind’s deepest and most troubling questions.

 

The 12 early Greek city-states would stop their fighting to meet and negotiate in the god’s presence. The texts of Greek laws were inscribed there, so the laws would be validated by the authority of the god. Some of those laws included punishments for rulers who abused their authority. Others protected property rights, order, but also relative equality under the law⎼ for male citizens. And there the people and their leaders would ask their questions. Responding to and interpreting the oracle’s answers was, however, a puzzle in-itself. Scholars conjecture that her pronouncements, if not from her own intuition, were the result of inhaling hallucinogenic vapors found rising from the earth at the site.

 

In 480 BCE, when the Persian invaders led by Xerxes threatened Athens and the city sent its representatives to consult the oracle, the oracle first told them to flee. Unhappy with that prophecy, they asked for a second. The second prophecy was closer to what they wanted but interpreting what it meant created controversy. “Though all else be taken, Zeus, the all-seeing, grants that the wooden wall only shall not fail.” What was the wooden wall?

 

Many argued it meant they needed to build a physical wall around the city. But the Athenian General and politician Themistocles argued that the wall was a fleet of wood ships that could outmaneuver the Persian vessels and protect the city. He succeeded in building the fleet and defeating the Persians.

 

The Roman Emperor Nero traveled to the oracle in search of answers and was told to “Beware the age 73.” He thought this meant he would live to be 73. What happened was a Roman general age 73 rebelled against him.

 

Delphi is incredibly beautiful. I visited Greece when I was on sabbatical from teaching secondary school to write a guide to teaching with philosophic questions.

 

The road we took to Delphi winds between two old forts, through Medieval sized streets, and then up the mountain on a twisting road. The road overlooked the Corinthian Sea in the distance and was surrounded by olive orchards, pine, and cypress trees….

 

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

 

How Can You Begin The School Year, Or Anything, As Skillfully As Possible?

There is nothing like a beginning. Just think of different beginnings. First meeting someone. Building your own home. Starting on a vacation. Of course, it’s not always clear where any event begins, is it? But let’s start with the sense of a beginning. What is its essence? Something new, unknown, exciting, scary yet filled with promise. You don’t know what will happen and are hopefully open to that. To begin something, you end or let go of something else.

 

To start the year off well, understand what beginning the year means to you. What do you need to be open with students? What do the students need? You can’t answer such questions solely with thought. You must also be aware of your feelings. Many of us, if we don’t train our awareness of feeling, will plan our classes or vacations so tightly that the realm of what is possible is reduced to what seems safe and already known. It’s not a beginning if you emotionally pretend you’ve already done it.

 

To train your awareness, I recommend two practices. The first involves how you plan your courses. The second involves your mental state when you enter the classroom. …

 

This blog was just published by BATS (Bad Ass Teachers) Blogspot. If you’d like to read the whole piece, please click on this link to go to their site.

How Can You Begin The School Year, Or Anything, As Skillfully As Possible?

There is nothing like a beginning. Just think of different beginnings. First meeting someone. Building your own home. Starting on a vacation. Of course, it’s not always clear where any event begins, is it? But let’s start with the sense of a beginning. What is its essence? Something new, unknown, exciting, scary yet filled with promise. You don’t know what will happen and are hopefully open to that. To begin something, you end or let go of something else.

 

To start the year off well, understand what beginning the year means to you. What do you need to be open? What do the students need? You can’t do it solely with thought. You must also be aware of your feelings. Many of us, if we don’t train our awareness, will plan our classes or vacations so tightly that the realm of what is possible is reduced to what seems safe and already known. It’s not a beginning if you emotionally pretend that you’ve already done it.

 

To train your awareness, I recommend two practices. The first involves how you plan your courses. The second involves your mental state when you enter the classroom.

 

First, to plan any trip, you need to know where you’re going. To begin, you need to know where you want to end. To teach students, you need to know what you want students to know, understand and be able to do. I often used what is called the backwards design strategy, and I highly recommend it.

 

The energy behind backwards design comes from using essential questions. They are big questions, philosophical, existential, even ethical. These questions are open-ended with no simple answers to them. They evoke the controversies and insights at the heart of a discipline. They naturally engage student interest because they connect the real lives of students to the curriculum. The classroom becomes a place where mysteries are revealed and possibly solved, where meaning is created. In working with questions, teachers don’t dictate answers but direct, model and coach active inquiry. Especially with secondary students whose lives are entwined with questions, essential questions are the DNA of learning. They are intrinsically motivating. Students look forward to coming to class.

 

Education, to a large degree, is about uncovering questions.  Let’s say you like sports or are teaching PE. Underlying your interest in sports might be questions about your potential: What are my physical capabilities? About competition: Which is more important, to compete against others or myself? What role do other people play in my life and in developing my strengths? And in ancient history you can ask: What can the Greeks show me about what it means to be human? Where in my life can I find the remnants of Athens? Young people can easily get so caught up in their social relationships that they can’t see their lives with any perspective. What does history reveal about what I could possibly do with my life? What are the cultural and historical pressures that operate on me? How am I history? If you’re teaching biology, you are teaching the essence of life on a physical level. How does life sustain itself? What does it mean to be alive? To die? Such questions can challenge assumptions and reveal the depths that students crave but which are often hidden away. The Greek philosopher, Plato, said: “Philosophy begins in wonder,” the wonder from which real questions arise and which they evoke. This, right now, is my life. These other people—they’re alive, just like me. Can wonder be allowed into the classroom?

 

And an added set of questions: after summers like this one, filled with violence, political upheavals, and environmental disasters, student’s fears, anxieties and questions must be acknowledged and, if possible, brought into the curriculum. They need to know that their real life concerns and thus their real selves do not need to be hidden away in this classroom. How do you face the violence in the news and the anxieties it can produce? What social conditions contribute to violence? What is anxiety? How can it be met in a healthy way and utilized for deeper understanding?

 

Second, begin by shattering any fears or expectations that your students might hold that you will hurt or distrust them. Create a supportive environment in your classroom, so students know, “this is a place of safety.” Enter the class as a fellow human being, not hidden behind a role. Mention your excitement and nervousness. When you trust students in this way, you yourself will be trusted. You model awareness, both of your own inner state as well as of the importance of the other people there with you. This is compassion. You care and show that care. To be a teacher, be a student of your students. Recognize there’s more you don’t know than you do know. And one of the things you don’t know and want to learn is who these other people are. When you enter with this compassionate awareness, you will be relaxed and confident. When you enter hidden behind a role with a schedule to keep, you will be stiff and nervous. This is the ultimate end you want to teach from the beginning, being a compassionate human being.

 

What stressed me out when I began a school year was the idea of a whole year to lesson plan, with so many students whose educational needs I would have to meet. All that work, all that time. But if I planned from the end, so I was clear about what I was doing and why; and I developed my awareness with mindfulness and compassion practice, then, instead of facing the idea of a whole year of work, I faced only an individual moment. I was prepared, alive with questions; I could trust myself and be spontaneous. One moment at a time, I could do that. And this changed the whole quality of my teaching and of my life. My teaching and my life were one.

The Good, The True, and The Beautiful

I love studying ancient civilizations. It takes me back to the roots of being human, when we were a younger species discovering our powers. And maybe it’s easier to see truths about ourselves when there were fewer of us and we lived in smaller groups.

 

The Golden Age Athenians certainly taught us a great deal, about abuses of power and colonial aggression as well as the love of wisdom and the creation of beauty. The philosopher Plato, for example, talked about possible links between the good, the true, and the beautiful. I find this fascinating. I certainly think the link offers great material for teachers. Howard Gardner pointed out, in a book from 2011, teaching the good, the true, and the beautiful is a wonderful framework for an education. Here’s my position on these three virtues.

 

The good: what does ‘good’ mean? There are so many meanings of ‘good.’ There’s a “good sandwich,” or “a good feeling.”  There are ethical “goods” like a “good person” or a “good act” and maybe “a good life.” ‘Good’ has to do with value. Inquiring into what we value and why, and what is ethical and why, makes for exciting teaching.

 

The true: Most of our teaching in schools is about defining or hopefully having students uncover what is true, uncover what ‘true’ means. Is a truth eternal or for the moment? Universally applicable or situational? Can we ever fully state all the conditions that make a truth true? It is true, for example, that this rose I hold in my hand is red, now. But is it red to a colorblind person? Or at night? Even in this relatively simple case, the question is more complex than it seems.

 

And what link, if any, is there between the good and the true? Does the argument, competition is ‘good’ or morally benevolent because humans are (supposedly) naturally competitive, a ‘good’ or sound argument if the supposed facts are true?

 

And the beautiful: What makes something beautiful? Is beauty all in the eyes of the “beholder?” And if so, what does that mean? Beauty is not just for the artist, English major, or fashion designer. Formulas or proofs in math can be beautiful. A relationship can be beautiful.

 

Viewing natural beauty can be healing. Sarah Warber and Katherine N. Irvine have researched how people recovering in hospital rooms with a view heal quicker. Workers in a room with windows to a natural scene report higher work satisfaction. Is this equally true with created beauty? Do humans suffer when deprived of beauty? If so, do we call it an illness, or a lack of skill? Can people be taught to see beauty?

 

I think we can be taught to better perceive beauty. One way to do it is by developing sensitivity through immersion.  The philosopher and Ph.D. in psychology, Jean Huston, said, in a workshop I attended, something like immersing yourself in poetry, for example, makes beauty readily available to you. Beauty will then percolate through the unconscious and emerge in one’s speech and writing. This is one reason why eliminating poetry from the Common Core or cutting back on the arts in schools is detrimental to education.

 

The second way to teach beauty is to teach mindfulness and empathy. To feel empathy is to feel kinship, relationship. It is to recognize that another being senses, feels, thinks in some way like you do. It readies us for the beautiful as well as for anything else. The ability to open one’s heart and mind and clearly observe what’s happening in a situation or a relationship helps us to do the same with a work of art or scene in nature.

 

One year, my wife and I visited Greece. We had a cave-room in a hotel on the island of Santorini looking down on the caldera, an area that almost 3600 years ago was a live volcano and now is mostly filled by the Mediterranean. A large sailboat was making its way from the caldera to the larger sea. It was nearing sunset, and the view was so beautiful, I felt like I was in a movie. I felt each moment was eternal, as complete in-itself as could be imagined. The beautiful calls forth in us a sense of life being full and meaningful, maybe good and true. Maybe, whole. The Navajo, if I understand it correctly, have a word ‘Ho’zho,’ meaning beauty, also “harmony, happiness, health, and balance.” To “walk in beauty” is to walk in balance and peace.

 

I think that it would be a worthy achievement to graduate students who have this sensitivity to beauty or the whole of life, to what is good, ethical, and true. To “walk in beauty.”

 

 

*Photo: By Klearchos Kapoutsis from Santorini, Greece (View from Fira  Uploaded by Yarl) [CC BY 2.0 (http://creativecommons.org/licenses/by/2.0)], via Wikimedia Commons