It is my job, my duty and responsibility, to help youth remember the experiments of past generations of liberationist youth. My hope is that by these means, students may gain a fuller understanding of seeds planted, potentials as yet unrealized. Let us learn all that was learned before, and somehow try again. My friend’s father — a kind of shaman, one who initiated me into a secret universe — once starred in a grand movie production, a collective 3-day performance of peace, love, and music known as Woodstock. “Climb close, listen here,” he told me a few nights ago over dinner. “The conditions were terrible,” he began, “yet love prevailed.” Grace Slick navigated her way to stage and announced, “Alright, friends, you have seen the heavy groups, now you will see morning maniac music. Believe me, yeah — it’s a new dawn.” Soon they’ve launched into “Won’t You Try / Saturday Afternoon,” the band’s homage to the Summer of Love. When John Sebastian takes the stage in beautifully tie-dyed denim, he reflects back to the community of 300,000 its image of itself as an impromptu city, a temporarily autonomous global village. The lyrics to Sebastian’s “Younger Generation” speak sounds of accord into my present moment. Country Joe rouses the entire city to its feet in opposition to the War in Vietnam. Sly & The Family Stone arrive like angels and take the crowd heavenward, peace signs in the sky, voices raised in song. By the time of Hendrix’s performance, one realizes one is in the presence of peaceful visitation by starmen of the future. Enough! Let’s get ourselves back to the garden, as Crosby, Stills & Nash instruct in the film’s finale, “Woodstock.”
I should breathe and meditate and practice a yoga of writing, I tell myself. Work on centering. Like M.C. Richards, I should try in the first meetings of my classes this semester to develop with students “a sense of fellowship and mutual service” (Centering, p. 108). How do I encourage these strangers to speak directly to one another? Help them recognize the interrelation of each other’s temperaments. Richards captures this sense of interrelation through an “ecosystem” metaphor. “A class with different levels of aptitude and many kinds of response may bloom like a garden, full of color and texture. Every one has something to give the others. Every one may learn to receive from others. An atmosphere of helpfulness and realism may flourish” (108). Above all, I need to approach education as a craft. Be warm and trusting. Behave with loving kindness. Practice metamorphosis. Learn to serve the world. Richards’s book is the best statement on pedagogy I’ve ever read. “Let us teach in our classes,” she recommends, “the connection between who we think man is on the inside and what the atmosphere is like on the outside” (113). What do all of these slogans equate to, however, in terms of technique? Let us be supple enough to yield to the invasion of a new reality, and let us grow. Let there be dialogue. Let students share in the labors of community. As Richards notes, this is the demonstration of the value of the mode of pedagogy explored and practiced during her time teaching at Black Mountain College: “After attending such a school, no young adult is surprised to learn that food has to be provided, dishes done, sheets laundered, cows milked, milk skimmed and cooled, floors mopped, roads maintained, roofs repaired, children loved, guests housed, crises met, books mended, windows caulked, solitude respected, differences enjoyed, cooperation required, spontaneity used, judgments made and revised, help given by all to all, patience won” (121). I have to build into my course opportunities for students to engage in acts of making. “In making,” Richards writes, “we develop a feel for materials, for the play between purpose and accident and inspiration, for gestalt, for instrument, for becoming, for death as physical process essential to creation; and we are filled with wonder” (122).
Taut on the road, palms pressed, wheeling frankly. Where I grew up, it’s all boardwalks and water parks. Like our baby nephews, we dip! we dip! Just so long as there’s some lime and vodka to counteract the sounds and ideas of the cranberries. Let pawtips be pawtips, trusting the divinity and compassion of the whole person. Understanding goes without saying, beyond words, daily life reverberating with metaphor enough to crowd out the voice that says, “Fix it.” Education leads me to minding after Rudolph Steiner and curricula informed by the Waldorf method. M.C. Richards describes this method in her book Centering as one where “The teacher works in a certain state of mind, with certain knowledge and aims, primarily listening to what the child is telling him through its body and its behavior and its fantasies and its play and speech. He does not try to apply to a situation a form conceived in advance” (101). I take note of some of Richards’s suggestions, in hopes that her book will help me connect the dots for my course on Hippie Modernism. “Certain tendencies we should try to cure, others to strengthen,” she writes. “We should not neglect the child’s relation to hero worship and ceremony and ritual. He lives naturally in a world of myth and poetry and invisible beings. He loves sound and movement and color and drama. He loves to laugh and to cry. […]. As he grows older and learns to think abstractly, he will do so as a person in whose organism is rooted the wisdom of fairy tales, and saints’ legends, and cultural mythology” (Centering, p. 103). Hippie modernism produced what was and remains a revolutionary literature. It evokes, it exhorts, it grants permission to imagine radical creative transformation of social reality, beginning with exercises of individual freedom, particularly at the level of speech and intercourse with citizens in a loving global community. Authorly life coincides with experiments in communication and lived practice amid networks of revolutionary literary-artistic peers. No need to venture so far, though. We don’t want to write the introduction before having read the books. Why do I feel like I’m plotting a prison-break? Is it wrong to want to teach hope and possibility? It’s no naive hope; Charles Olson contemplates both ruin and survival as pertinent facts of our condition in his poem “The Kingfishers.” But into history’s mixed message, Olson introduces a message of hope, a factor to induce a change of state, only to then announce to his readers, “This very thing you are.”
Like a squirrel pausing on a high branch to admire a nut retrieved from below, I return home from office hours savoring a day well-spent in joyful, growth-oriented dialogue with students. Work in such moments seems capable of being harmonized with utopianism and individual and collective jubilation. My approach to reality coincides with my approach to students: infinite wonder, infinite passion, infinite forgiveness, infinite care. I can do this. I can bring spirited delight to conversations about consciousness, history, reality, and being, and still have time afterwards to recline and reflect. Students and I through study seed each other’s minds with new language sequences, new hopes, new possibilities. “What about plants?” a student and I wonder. Do they, too, possess consciousness? How do I eat with minimal undue suffering, minimal deconstruction of the order of the Oikos? A version of me tells another version of me across a distance of years to compare the “sacred river” referenced in Samuel Taylor Coleridge’s opium-induced poem “Kubla Khan” with the “stream” metaphor employed in the poem’s preface. Consciousness appears in the work as both non-reflecting pool and mirror. Or more precisely, as Coleridge writes, “The pool becomes a mirror” (emphasis mine). But which the surface, which the depth? I grow frightened of the implications. Suddenly I worry that the poem carries within it a warning about drug use as a sinful act of hubris, God’s creation (the mind, the soul, consciousness) purposed, put to use, instrumentalized, enslaved, the eternal Adam damning himself out of Eden by trying to “finish for himself what had been originally, as it were, given to him” — living for an augmentation, a “more,” a heavenly end of time that is always and forever “yet to come.” The infinite deferment or postponement appears mysterious in its implications in the final lines of the poem’s preface — made all the more complicated by annotations about modifications of the text made by Coleridge at different stages in his career — and thus different stages in the evolution of the author’s political sympathies and related worldview. The poem, wistful and tragic in its unreconstitutable, permanently fragmentary form, gestures toward its parent texts, Paradise Lost and the Book of Genesis. I hope students write papers comparing garden imagery in “Kubla Khan” and Pearl. “Kubla Khan” appears equally in this light as ultimate psychedelic metatext and prophetic anamnesis of the destiny of humankind. Gardens and enclosures, experience-bounding laws and hedonistic transgression. Plenty and the desire for more. Drug use is disruption of the stream of consciousness, the sacred river Alph — language, alphabetic reality. The Symbolic. Coleridge likens the altered state of consciousness to “images on the surface of a stream into which a stone has been cast,” whereas in Pearl, the dreaming narrator imagines himself as the cast stone, trying to cross the uncrossable stream dividing Earth from Heaven, only to find himself awakened from his dream and returned to the site of his misfortune.
Westworld’s second season serves as a staging ground for consideration of the VR / neural net escape plan. The show pursues one flight of fancy, my thoughts another. “If we want to be heroes,” the show says, “we mustn’t sacrifice ourselves for the merchandise.” Hear in that word “merchandise” a term of contempt for the lackluster NPCs (golf management bros, exercise scientists, arbitragers-in-waiting) outputted yearly by the neoliberal academy. “Sacrificial toil” versus “whatever happens happens”: these are the sides in the conflict I stage each semester in my classes. “Why the grotesqueries of capitalism,” I thunder, “why this miserable global monoculture, US military bases and McDonald’s franchises loosed like a plague across the whole of creation?” At the very least, I offer them tools with which they may think if they so choose along their journey.
Old traditions, habits — in a word, reflexes — can be restructured, re-programmed, self-creation aided by sacred herb. No more body stuffed with cotton, head empty, life terrible. Life becomes now the more proper “Lab for New Systems.” Self-organization of consciousness through introduction of arbitrary information. What would it mean to place great stock in one’s high school years as one’s model social community? Reality would seem to confirm or disprove a particular story, a particular morality, wouldn’t it? A little bit darker. Not so luminescent a day as last. A wary faith, newly discovered, fresh hatched. I take to fretting. I fret about children receiving neoliberal upbringings, deprived of space for wilding. To “correct” — or in other words, to employ education as a counter-power — I stage in my classroom an implosion for demonstration purposes of inherited capitalist thought systems, after which point I open and make available to students doorways onto more sensitive forms of personhood. Distractions removed, we get down to the doing of what persons do: we read books together. While reading, though, we remind ourselves that we cohabit with squirrels and birds. Like them, we enjoy sunlight, moderate temperatures, food and water. We’d all rather eat than go hungry. They, too, in other words, are persons. Capitalism’s worship of individualism, meanwhile, coincides with its indifference to persons. It mass produces the former, while eradicating the latter. We ride around, the sky gray all day, opaque both to ourselves and to others. Ecosystems are met with wanton acts of destruction; persons are starved and incarcerated and killed. Yet those who attain personhood behave in an opposite manner. This is why we must do away with capitalism. Let us become, finally, a beloved community of persons, one that personalizes the world around it, recognizing persons in others where before it seemed there were none.
Can words get ahead of themselves? “Yes, they can, if one is ‘charged,'” mutters a fiction who another fiction says has no authority here. What about this universalizing thought about the universalization of consciousness? Can one migrate through portals? Is that what we’re reduced to? Is that what we lived through — a mere reality show? You show up in a place, you perform your part. They’ve turned us into mere functional selves — so it’s in our interests to resist. On a short run yesterday, I encountered white arrows painted onto street tops, symbols of unknown purpose left by aliens. Squirrels met me along my way. All, pausing to study me, found me nonthreatening enough to resume foraging for nuts amid piles of leaves. Kaitlyn Aurelia Smith provided welcome accompaniment with tracks from her new album The Kid.
Daphne’s orange body appears as an icon, trailing my every move. In “dogged” pursuit — get it? How will I maneuver myself through the remainder of my days? I feel tapped out, emptied of ideas. Capitalism nullifies. It numbs my senses and desires. I have to seek out alternative sources of intensity, like Amon Düül II’s Phallus Dei, or Aase Berg’s Hackers. I become obsessed for a time with Astra Taylor’s ideas about unschooling. I ponder ways to promote student-directed learning in my classes, despite the grade-oriented confines of today’s corporate academy. The problem, of course, is that by the time students reach me, they’ve already spoiled. It would be like offering fresh fruit to a bunch of rotting vegetables: what would be the point?