Part 1 – The Democratisation of Knowledge

Part 1 – The Democratisation of Knowledge:

Collectively Enlivening what and how we know

 

I had the pleasure to teach a morning session at The ASHA Centre in Gloucestershire last week, as part of a 5 day residential on “Youth in Action for Sustainable Development”. My brief was to introduce the participants to alternative way of knowing the world through using the example of Goethe’s Scientific inquiries. However, as I am re-discovering again and again in my practice of Phenomenology, if we just look at what Goethe did in his scientific explorations of the natural world, such as studies on colour, light, and plants, we are very much missing the dynamic that sets his work so far apart from mechanistic investigations of the same phenomena. What is truly important in his work is not what he did, but how he did it. His studies are the finished product of a certain way of seeing and being with the world that he managed to cultivate within himself and call forth during his investigation – it was a dynamic way of seeing.

Goethe Colour wheel

 I am aware that speaking of ‘ways of seeing’ can seem rather abstract to the listener, so I combined some perceptual exercises with the ideas from Iain McGilchrist’s work on the bi-modal brain, as a framework for interpretation. Through a drawing exercise and some visual exercises I tried to lead the group into a direct living experience of shifts in their cognition and perception. So, together we were able to experience how we respond differently to things in life that we ‘think’ we know, and those that we are knowing for the first time. We were also able to experience how difficult it can be to move beyond the idea of what we ‘think’ we know, and that this can very much get in the way of us being able to presently engage with what is directly in front of us, in its uniqueness and particularity, without constriction or reduction.

magritte-bird

 We did this by using the Face/Vase drawing exercise that I was introduced to at Art School 14 years ago. The exercise came from the book “Drawing on the Right Hand Side of the Brain” by Betty Edwards. I first asked the students to draw a side profile of a face, using a quick, simple line drawing. Whilst drawing this, I asked the participants to carefully pay attention there experience whilst drawing.

face vase first side

Together we experienced how smoothly, and relatively quickly we could manage this. We all ‘knew’ what a face looked like, so it was a quick and easy task. The lines that were used to draw were mostly smooth, bold, solid and certain. Next, we drew two parallel lines at the top and bottom of the ‘face’ profile, and drew a mirror image of the face at the end of the parallel lines.

face_vase

Photo credit: www.todayicreated.com

The experience of the second drawing task felt to us all very different in comparison to the first. The quality of the lines used also looked quite different. As an experience, it was a much more tentative, delicate journey, and we really felt the shift in attention and processing that was required to do it. We realised together that you have to be much more present to newness and uniqueness that is immediately before you. You can no longer copy an idea of something that you already ‘know’, you must instead relate to what is directly in front of you. You must also attend to its context, carefully comparing spatial proportions, as well as the particularities of, and relationships between the space and shapes. The overall of the second face felt quite of the opposite of the first – and I feel it is a great way of concretely exploring the experience of how we attend to the world in two very different ways, depending on whether we already think we know it, or not.

The master and his emissary

 In terms of the work of Iain McGilchrist, you could say that this is a demonstration of how we experience the world using the two different brain hemispheres. The sure, certain, quick, smooth experience being the left hemisphere, and the more present, delicate, context focused, tentative approach being the right hemisphere.

To further explore our lived experience of cognition and perception I showed the picture of the Giraffe to the group, which was created by Henri Bortoft’s wife Jackie to illustrate Henri’s concept of the ‘organising idea’.

giraffe henri

I used this picture to illustrate what McGilchrist calls the ‘sticky’ nature of the left-hemisphere, and the difficulties it presents us with moving beyond the organising idea of something, our mind’s re-presentation of it, and further upstream to the presencing of what is directly in front of us, in its uniqueness. Once you have seen the Giraffe it is almost, if not completely, impossible not to see it! We found as a group that ourselves, as the inquirer, had to dramatically alter our perspective when looking at the picture if we were to see it as anything other than the Giraffe; either by turning the picture sideways, or by going much closer up to it. Only then could we focus on the particular details and relationships that made up the whole picture, beyond what our minds kept trying to organise it into.

duckrabbitold lady young optical illusion

 We also looked at some well-known pictures of what are commonly known as ‘optical illusions’ – the Duck/Rabbit, and the Young/Old lady. The term ‘illusion’ is only really relevant, and presents a paradox, to our rational mind however, as to our experience there is no ‘illusion’ as we see both, just not at the same time. Together we experienced just this, it was never possible to see both organising ideas at once. We observed a kind of ‘flicking’ sensation in our experience, as our perception quickly switched from one image/idea to the other. For me, this is a great experience of how stuck we can become in our knowing and perceiving the world, as one way of seeing something can literally block out the potential for it to be appear in any other way.

And so, you, and the students, may have been wondering how this is all related to Goethe’s scientific inquiries? Well, for Goethe to have produced such comprehensive, relational, dynamic accounts of the life, livingness and process of the things he studied, he must have been able to go beyond what he already thought he knew about things, beyond his organising ideas, to see them relationally, delicately, in context – so that he could attend, in the present moment, to what was directly observable in his lived experience. He offered the thing he was studying his ‘cognitive space’ so to speak, becoming a vessel for receiving the exactness of a thing, rather than projecting his own ideas onto it, and then using instruments and apparatus to prove them. He would have had to allow the thing the space to become other, to be in process, dynamic and in flow, to be a be-ing not just a has been. Goethe managed to cultivate a dynamic way of seeing, beyond the limitations of his rational mind. The result was a series of scientific investigations, rigorous studies of natural phenomena, but carried out with the converse yet complementary capacities of a Poet’s artistic mind.

 

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3 thoughts on “Part 1 – The Democratisation of Knowledge

  1. Pingback: Part 1 – The Democratisation of Knowledge | fred zimny's serve4impact

  2. Pingback: The Democratisation of Knowledge – Part 2: Collectively Enlivening what and how we know | E=ci2* - Sensing Life

  3. Pingback: More Humus, More Humanity | Biodynamics Blog

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