On the Soul – or Whatever

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Do you think a school should teach psychology? I believe it should not just as I believe that it should not base its teaching techniques on psychology.

That might sound as mad as everything else I write, so I’d better explain. It’s simple, though. Psychology, as approached today, is false, wrong, in error, harmful, etc.

The foundational idea of modern psychology is positivism, happily combined with materialism. Psychologists spend all of their time determining what can be known about humans “scientifically.”

In order for anything to be know scientifically about human beings, humans would have to be subject to the laws of science. To an extent and in some areas they are. For example, their bodies need energy to move, are subject to gravity, etc.

However, humans have a will and reason. Neither of these are subject to the laws of science and the attempt to study humans as though these are subject to the laws of science is to alter the object studied.

If humans are nothing but appetites, then they can be studied scientifically. Our actions can be controlled through behavioral mechanisms.

But if humans have a will and reason, then to study them scientifically is akin to studying the sun with a sponge and a thermometer, or to study Saturn by climbing on a step-ladder.

Just as the Russian cosmonaut is said to have said something along the lines of “We went out into space and looked around and your god wasn’t there,” so the modern psychologist goes into the human mind with the wrong tools and says, “See, there’s no will there.”

No, if you close your eyes, you won’t be able to see. There’s no getting around that.

So why are private schools, so-called Christian schools, so anxious to ensure they follow the latest discoveries in a field run by Oedipus?

This isn’t a complex issue. The Bible, experience, our conscience, philosophy, ethics, language, literature, music, and the fine arts all tell us about, all show us, a creature made by God that is amazingly different from every other created being and that is morally responsible for all its actions. To teach modern psychology and to implement its so-called discoveries is to cease, while you do so, to believe in your statement of faith.

Let me quote the New Internation Dictionary of New Testament Theology, V3 Page 691:

The Old Testament speaks of man: not clinically, with his human attributes all neatly classified, but concretely, i.e. the writers take a man as they find him and assess what he does, his behavior towards his fellow-men and the attitude he displays toward the law of God.

Or perhaps this from a magazine I stumbled across in a bookstore and failed to record the date. The magazine was The Public Interest:

We produce no assessable outcomes. The shaping of a soul is a simply immeasurable event; moreover, it is sometimes not evident until much time has passed.

Why we think and how we can do it better

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We think to determine three things: whether something is true, whether something should be done, and whether something commands our appreciation. In other words, we think to know truth, goodness, and beauty.

In each case, a judgment is made. A judgment is embodied in a decision and expressed in a proposition.

When we know the truth, we don’t need to think about it so much as to enjoy it. When we know what is good, we need to act, which will arouse a thousand more questions, few of which will reach the conscious mind. When we know what is beautiful, we need to adore.

Thinking begins when we feel a contradiction. This is because thinking, as we generally experience it, is the quest for harmony, that is, a mind without contradictions. Thus Socrates: “Great is the power of contradiction.” It makes us think.

How then does The Lost Tools of Writing teach thinking? Mainly by pushing the responsibility for making decisions back to the students. Every essay involves making a decision – whether so and so should have done such and such, whether X should do Y, etc.

But if you want to undercut thinking in a hurry, give someone a responsibility without the tools to fulfill it. In my view, this is the cause of over 95% of students’ laziness. Therefore, LTW does not drop the task on the student, telling him to bear a burden that his teachers won’t bother carrying, and then walk away. It provides the tools to make decisions.

First, it provides the topics of invention. These are the categories of thought, without which one cannot possibly think about any issue adequately. It provides practice using these categories (topics) in real world issues, but not issues that concern them directly. They have not yet learned how to think based on principles, so I don’t want them getting emotionally involved in issues they cannot understand yet.

Because thinking takes practice.

It also takes order, and that’s what the canon of arrangement teaches. I’m not sure people generally appreciate how important order is to sound thinking. After all, the object of thought is a harmonious solution to a question, and the only way we can know if our solutions are harmonious (i.e. lacking contradictions) is if we see the parts in relation to each other.

Thought also requires judgment or assessment. The thinker needs to know if the form of his thought is sound, if the proportions and emphases match the reality about which he is thinking, if the more important parts are given their due emphasis.

This tends not to come under the Progressive reduction of thought to “critical thinking” but it is an essential element of clear and honest thinking.

In the canon of Elocution, LTW teachers yet another mode of thinking: the quest for the fitting expression, which requires a subtlety of judgment that cannot be gainsaid.

Here’s the thing: we can only appreciate what we can perceive. What we perceive depends on two things: the thing we are perceiving and the eyes with which we perceive it.

Now by “the eyes with which we perceive it” I do not mean only the eyes of the body, but also what Shakespeare called “the mind’s eye.” The mind’s eye perceives what it perceives as it perceives it because of the concepts it possesses while it perceives it.

When I listen to music, I cannot hear what my good friend John Hodges can hear. He is a composer with a tremendous and informed gift for music. But notice that he has an informed gift. He knows music. As a result, his experience of music is very different than mine.

In fact, he once converted me about a piece of music. When first I saw Les Miserables, I thought of it mostly in political terms and judged it to be sentimental claptrap. But when John explained the musical qualities, how characters had their own tunes, how the story put melodies out in one place, then withdrew them, the reinserted them in other places to tell the story through the music, I came to understand why it is regarded by those who can perceive these things as a masterpiece.

I was informed. My mind’s eye could see better. My appreciation grew.

Even so, modern readers (and that means most of us) struggle to read great poetry, while we can watch movies with incredible complexity. Why? Because since we were very little we have gone to the theatres and learned how to watch movies. We understand the art form without even having to think about it very much.

Poetry is not what it used to be, at least not in the classroom. The conventions are regarded as evil, the forms as tyrannical. Consequently, nobody reads Longfellow anymore.

But LTW is a classical curriculum. If that means anything it means that we respect the conventions. 2500 years of artistry gave us quite a remarkable treasure trove of riches. In elocution,  we teach students schemes and tropes so they are capable of appreciating Shakespeare, Chaucer, Milton, and Spenser, and by appreciating their artistry, they can enter into the astounding insights that lie between their paradoxes and dilemmas.

Through LTW students begin or continue to grow toward a perceptive, insightful, and refined mind. Standardized testing and critical thinking become fleas they snap off their shoulders because they are on to important things, like making decisions and acting on them, adoring the beautiful, and knowing truth.

Marks of The Post-Human World

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I might need to add one of those “signs of the apocalypse” features to this blog. It would focus on developments and events that demonstrate the rejection of nature and the impact of that rejection on normal people – who become rapidly abnormal living in the vacuum so abhorred by nature.

This would be the first entry: Dating simulation game.

This is only funny in a limited sense.

Don’t be hasty

I read this from the introduction this morning of Everett Dean Martin’s book The Meaning of a Liberal Education, copywritten 1926.

But something of the shoddiness enters into the minds and hearts of men, when shortcuts are sought in matters of mental growth which are essentially processes of slow maturing.  Education requires time.  The only time wasted is that spent trying to save time.  There should be no haste or crowding or cramming.  Mastery of any subject requires years of familiarity with it.  The formal training one receives in an institution is but the introduction.  Most people never get beyond a mere bowing acquaintance with knowledge.

“Education requires time.  The only time wasted is that spent trying to save time. There should be no haste or crowding or cramming.”  As you go to school today to begin class (whether at home or in a classroom), relax.  Attend to the moment.