Sunday August 25, 2019

How might the insights of West Coast humanistic psychologists of the 60s and 70s inform our work today as educators? How do we grow together? How do we help each other self-actualize? By that term, the humanists of the 60s and 70s meant a variety of things: realizing hopes and aspirations, exercising full potential, living joyfully, gratefully, lovingly, practicing therapy, repairing the traumas we carry with us as personal and collective bodies, finding happiness, living well. Those who report having achieved peak-experiences, those who seem to have begun to self-actualize, don’t shrivel up into themselves, claimed theorists like Maslow. Rather, they become better adjusted, less begrudging comrades. They join together with companions, forming co-evolving communities committed to giving and receiving care. Look at the support networks that form among mothers. Friends and acquaintances near and far have come to our aid of late, passing along boxloads of hand-me-downs: maternity wear, baby gear, short-sleeve onesies, long-sleeve onesies, pajamas, burp cloths, the works. We feel like characters from the Equals song, “Michael and the Slipper Tree,” or Olu Dara’s “Okra.”

Let us hold this experience near to us as we return to our classrooms. Carl Rogers suggested one model for applying the principles of humanistic psychology to education in his 1969 essay “Freedom to Learn.” And some of these principles informed experiments with encounter groups and sensitivity training sessions at places like Kresge College at the University of California, Santa Cruz. I sit on the top step of my front stoop after dark, diffusing momentarily into imaginative union with the sounds of the night, a lush chorus of locusts and crickets. Afterwards I feel recharged, replenished, senses open, receptive. I thumb through Ali Smith’s introduction to Leonora Carrington’s The Hearing Trumpet astounded. Hardt and Negri’s Assembly takes shape soon thereafter, pages propped open, their words released into consciousness with another sturdy thumbs up.

Monday February 25, 2019

Time to help people live creatively. Help them change the game. Something’s happening, something wonderful and unprecedented. The reddest rose unfolds. I’ve somehow through practice manifested in my students’ lives opportunities to live collectively and spontaneously, with minimal script or plan, but for the fact that our study of literature has been training us for this performance since our first days of class, however little we may have been conscious of that collective purpose at the time. A certain set of desires to live differently have intersected and begun to fructuate.

Monday February 4, 2019

I love when neighborhood cats approach me on the sidewalk and show me love, rub against me. I tap trees, I observe grass. And when teaching, I perform a narrative to help students test — in the classroom, in lived practice — the prescriptions of the texts that serve as our objects of study. “What would it mean to live out, here and now,” I ask them, “the utopian teachings of our authors?” The classroom as “safe space,” the classroom as “floating zendo.” Wish well all things. Intuit a way toward collective emancipation and equality — Person and Nature balanced and centered. Through discussion and interpretation, we arrive at a shared, contemplative way of being. Hippie modernist literature guides readers toward precisely this end: “seeing the systems we live by,” and then centering. Beginning with self-study so as to set things right in the fullness of each of our collective spheres of influence. By studying this literature, we bring a child’s innocence and trust and enthusiasm. We birth a child: a new person, a new society! In so doing, we “lay the ground,” as M.C. Richards says, “for the ordeals of self-examination and transformation that lie ahead” (Centering, p. 124).

Tuesday January 29, 2019

What do Fred Moten and Stefano Harney call that act of “calling to order” performed by instructors each day in classrooms? What if I were to introduce into this act a degree of self-consciousness by discussing the theory with students? Perhaps it’s as simple as noticing things along the way. Refunctioning the space we hold together, structuring conversation differently. Freeing one another to speak. Perhaps it’s a matter of organizing improvised collective speech into story, as would a dungeon master, but with the dungeon reformed into a zendo. This is what Kerouac models for us in The Dharma Bums: space to be crazy and free in life and speech. Perhaps I can’t recreate that space in our classroom. Perhaps I need to advance further in my study of Buddhism. Perhaps a class is just a class, and it needn’t be a democracy. But then the same would be true of our lives. No, my sense is that the conversation is developing, people are finding one another as voices in the classroom. I prepare as they do: by coming to class having read and annotated the material, with questions for discussion.

Saturday January 26, 2019

I miss living in neighborhoods where people sit around together outdoors talking and listening to music. It happens sometimes — but so much of the current era’s technology is too small for sound to be shared by random parties, large gatherings, our bodies all wiggling on the dance floor to the same felt vibrations. What this allows, however, is silent, adoring contemplation of the magical languages of birds. A wonderful loud one with a high-pitched cry in a branch a mere few feet above me. The hippie modernists tried to communicate to us, in however fragmentary a way, a genuinely new, experimental, loving way of being, each psychedelic head of the General Intellect projecting in works of art back to others diamond-dimensioned reflections of the total picture. Classrooms should be spaces where we learn to hang out with others. Announce straightforwardly that we’re sifting through the artifactual rubble of the last period of revolution in American history, looking for keys to unlock the Age of Aquarius. (For those who wish to enlist in this cause, check out Vera W. Reid’s Towards Aquarius. Weird, interesting mythological thinking, at the very least. But also quite possibly a clue. Then again, maybe just New Age fantasy. My sense is that the astrology is gibberish, meant only as a means of transmitting a poetic sentiment: humanity’s great wish, the wish for a New Age.) Was there not always some revolutionary promise there? For those of us born after the 1960s, in the age of postmodernity, ours has been “a time when faith in modern science’s founding sacraments — its claims to unimpeachable objectivity, axiomatic certitude, and autonomy from the prejudices of power — is rapidly disintegrating,” as Andrew Ross notes, “under the pressure not only of demythologizing critics and activists within the priesthood, but also from the thoroughgoing historical critiques of scientism waged by feminists and ecologists with one foot in the door, and from public disaffection with science’s starring role in the grisly drama of global degradation” (Strange Weather, p. 22). I am an Acid Communist, a Dharma Revolutionary. I subscribe to a cosmology in which consciousness interacts with what appears to consciousness: a 3-D immersive parallelogram of dynamic bodies, forces, and energies. And consciousness is no fixed vantage-point, no mere camera-eye; like the world it reflects, it’s always growing and changing. I’m willing to organize around whatever helps us go on ahead.

Why is so much of the Nuggets anthology mired in thwarted romance, love unrequited? What role did that trope occupy in the 60s zeitgeist? Garage rockers were teens on hormonal and drug-induced bad trips, not yet woke to psychedelic love. The group situated on the precipice of these two modes was The Chocolate Watchband, particularly on their classic, “I’m Not Like Everybody Else.”

Dudes who elsewhere in their discography display the genre’s signature: an unhealthy relationship to booze, to women, and to sexuality, away from which the band retreats into beautiful reverb- and distortion-drenched sonic floating zendos like their glorious track, “Dark Side of the Mushroom.”

What we find throughout the era of hippie modernism are works that cultivate a keen sense of group identity — youth as members of a shared Age. Take the collective “we” in the following timeline of the Beat Generation as proposed by Allen Ginsberg: “We’d already had, by ’48,” he told an interviewer, “some sort of alteration of our own private consciousness; by ’55 we had made some kind of public articulation of it; by ’58 it had spread sufficiently so that the mass media were coming around for information.” And as Leerom Medovoi notes, the Beats utilized this attention from the mass media “to wage an impressively successful campaign affirming their own version of what a ‘beat generation’ of young Americans meant” — the group thus building for itself “a reputation as the legitimate representatives of the young” (Rebels, p. 221).