The Eleventh Meeting of the Mariposa Hunt Club (hunting the wild Unsolved Riddle of Social Justice), recorded this 4th day of June, 2019, took place in blissful oblivion to the fact that since the previous meeting Mariposa has been elevated from a city of conventional location to an aerial floating island somewhat similar to Jonathan Swift’s Laputa. Similar, that is, in geography, not in culture. From the point of view of the inhabitants, Mariposa remains the middling, muddling city it was before. Only from the outside does it appear as an aerial floating island.
It floats above the land of the Sagacities whose dire streets run with Charged Ooze, or “Chooze”, an organic amalgam of the Charged-Charmed Global-Perceptual Membrane-Medium-MemBrain, where a star-nosed mole and a feminequine centaur are busily engaged in stalking the Yottapede of the wild Unsolved Riddle of Social Justice while blowing their version of the Slug-Horn,—see the Stalking (Monday) Blog for clarification, or obfuscation, or whatever lurks there. Right along the edge of the floating island of Mariposa winds a trail wide enough for three to walk abreast, from which can be observed both the Labyrinth being walked by the Mariposan Hunt Club and the Sagacities below. Along this trail Olde Stephen (Stephen Leacock’s ghost), you, and I, are making our slow conversational way. Our progress and findings will from now on be described in the Talking (Wednesday) Blog. This one is the Walking (Tuesday) Blog and so it will remain for quite some time.
The Mariposans have tuned their walking to their own version of the Slug-Horn, which is their Slogan, which came to them when they arrived at the Centre of their Labyrinth:
“DAUNTLESSLY, STEP-BY-STEP, BOTH ONE AT A TIME AND ALL TOGETHER!”
In order to help us understand what it means and how it works, the walkers have condescended to apply it this week to Education, a phenomenon relevant the Unsolved Riddle of Social Justice, well established, well known, and well respected even in the midst of its controversies. In my role as minute-taker I will summarize the conversation as best I can.
First question: Of what importance is Education to the pursuit of Social Justice? Our Answer: Of crucial importance, as being essential to the fundamental goal of Equality of Opportunity. Elaboration unnecessary.
Second question: What does our Slogan mean, when applied to Education. Our Answer: It means exactly what it says, that in order for Education to serve Social Justice it must be conducted dauntlessly, step by step, both one at a time and all together. In other words, it must be led by courageous people, prepared to learn and experiment as they go along and whose judgement is not perverted by ideology into untried, revolutionary, and hence inevitably destructive upheavals, relying both on individual and collective effort. The former is multifarious, the latter embodied in our public institutions of learning, our schools, colleges, universities, and the rest.
Let us assume, for the moment, that it is reasonable to apply the Leacock Tetrad of Knowledge, Imagination, Compassion, and Humour to our analysis of the current state of Education, as seen through a Social Justice lens. All answers are tentative, because we are lay people observing through our own experience, not professional investigators backed by all resources necessary for definitive answers. This begs the question of whether anyone can validly claim the latter kind of authority, valuable as may be their informed contributions to the conversation.
Third Question: Are our students, young or old, being exposed to the kinds of Knowledge they will need to become intelligently aware of the Social Justice realm and all its needs? Our Answer: We sense a great deal of confusion about the kinds of kinds of Knowledge that our institutions ought to teach. How much of the learning we gain from experience as adults can we effectively encapsulate and inject into the minds of the young? Do we want students to emerge from their Education with skills for livelihoods, or with tools that will enable them to become wise with age and experience? Undoubtedly both, but the superficial attractions and short-term benefits of livelihood skills may push the other aside. If our educational tool is the classroom and its teachers, then we ought to use it appropriately, and not in the effort to teach things better learned in other environments with other kinds of people. The best kind of knowledge we can pass on to the young is the knowledge of how to learn.
Fourth Question: Are the minds of our students being developed so that they can imagine a world more socially just than the one we have now, and are encouraged to do so? Our Answer: That kind of mind is bicameral. It must have a “scientific” chamber cultivated to see things as they are and to understand how they work, and a “poetic” chamber cultivated to imagine beyond there into realms of better. These are essential “Both-Ands”, not “Either-Ors”. We fear that “Either-Or” has become entrenched in favour of the “scientific” chamber, not ideologically perhaps, but simply because it is easier both to teach and to explain. Efforts to cultivate the “poetic” chamber by “scientific” methods are fundamentally misguided.
Fifth Question: Are the spirits of our students being developed so that they can feel Compassion for the people around them who are in distress? That’s a tall order these days, because “around” is a big place, and distress takes a bewildering plethora of forms. Our Answer: Compassion is a “Both-And” power of Intellect and Sympathy. It is not merely a feeling. The Intellect required relies heavily on the “poetic” chamber of the bicameral mind. Sympathy of the necessary kind comes from real experience of diverse people, or from indirect experience acquired through the works of inspired artists. Indirect experience acquired from people who are uninspired non-artists may be perverse, almost as bad as what comes from perverts. The rest is clutter.
Sixth Question: When “Humour” shows up in our schools, does it take a form that will balance young minds and enable the kind of perspective that will serve Social Justice? Our Answer: No. From our vantage point, much of what goes on in formal Education at all levels seems singularly humourless. Occasionally teachers may be “funny”, but that is not the same thing. Making Education “fun” is not the same thing. Both these temptations may distract from the real need.
Next week’s walk has been postponed for certain lack of a quorum. The next one will take place on Tuesday, June 18th.