Here I am, new to parenting, preparing a talk on pedagogy. What do I take as lessons from the one for the other? Both involve sound and space and movement. I dance around the room, whether it be the classroom or the living room, encouraging recognition of conditions of experience held in common, resummoning along the way history as an epic poem recited anew at every moment. In the classroom, there’s some of what Gregory Bateson discusses in Steps To an Ecology of Mind (though it’s there, too, perhaps, in my work as a parent). Spread across the early pages of Bateson’s book are a series of “metalogues”: metaphysical dialogues between a daughter and her father. Bateson defined the metalogue as “a conversation about some problematic subject” (1), though he stipulates that the conversation reflect as well on itself and its structure, hence the “meta.” That, I think, is akin to what I do as a teacher. It’s akin, as well, to what M.C. Richards does in her book Centering. Like Bateson, Richards introduces Centering as “interdisciplinary” — though Bateson says his book earns this description not just by exchanging information between and across pairs of disciplines “but in discovering patterns common to many.” The worlds rendered by the disciplines fall short of the one known by holists like Richards and Bateson.
I meet with former students for fun earnest honest conversation over drafts of beer. I trust and believe in them to do what is right. I sense them growing and awakening, having taught them several semesters prior. They are fellows, I think, in a shared story of transformation: what M.C. Richards calls “education as lived life” (Centering, p. 5). We build bridges to pick up from where last left off. We recognize each other as kindred spirits, shared in our plight despite differences of circumstance. Land, money-power — how to enter into right relations with the former amid the latter. Back home I feel sort of useless, unable to help parent due to a head cold, drowsiness and sinus pain, alas and alack. What is one to do? Too cold to walk the streets but for a few minutes spent gazing at the stars, the half moon above my head.
Resting on a branch in the air above me, a majestic hawk. It flies between trees as if to accompany me as I walk with my daughter. From an awakened sense of Indigenous history let us renew our course. Where are we? What are we doing here, people? Feeling a bit spread out, hardly able to blow words, chowing down on sesame seeds, life multi-tasked into some as yet unrecognizable new genre. Realtime literary beat poetry spontaneous prose free association folk tale jam fest, alongside critiques of Orientalism and a cardinal there on the wire, dropping in for a visit as I write. Sarah walks by, leans the baby in for a kiss. Next stop, Skip Hop Vibrant Village. Kerouac writes in his book The Dharma Bums about his summer in Washington’s Cascade Mountains, serving as a fire lookout, living in a small, wooden, one room cabin atop Desolation Peak. I hold space for a moment like Kerouac, a sitting Buddha atop Desolation Peak, mountainous there beside the Vibrant Village.
The backs of my hands above my knuckles are chapped from the cool winter air, so I apply lotion. Can self-care of that sort act by law of correspondence upon the circle, the cosmos, the whole? Is that what was meant by books like Getting It Together and Centering? Is that what M.C. Richards sought at Black Mountain College? How does one “center”? Can it mean gifting oneself and the others with which one lives one’s attention and love through dance and play? I picture myself and my daughter as Luke and Yoda, the one carrying the other. Time to teach, time to practice pedagogy, each teaching each. I imagine my Moby as the garb of a Jedi. What do I say to F. to help her find her way? Perhaps I should read aloud to her the passage from Walt Whitman’s Democratic Vistas quoted at the start of Allen Ginsberg’s The Fall of America. Show her the “half-hid warp,” the threads of friendship, intense and loving comradeship, the milk of human kindness. Read Ginsberg’s “Beginning of a Poem of These States” in light of the Black Snake or Zuzeca Sapa prophecy of the Oceti Sakowin. Note for the sake of remembrance via time capsule the lovely sounds F. makes at four weeks of age (or there about) while breastfeeding: lip-smacking exhalations, small gasps of pleasure, relieved sighs.
Fall foliage fills the day with color. Rich reds and yellows appear all around me as I drive around town collecting tools and parts, a would-be repairman. Maria Montessori’s been on my mind lately. I’ve been reading a handbook she wrote for American parents and teachers, originally published in 1914. Her approach to teaching, the famous Montessori Method, involved introduction of didactic material into children’s playhouses. Good to a point, I suppose — but I’d rather be playing multi-dimensional chess. Fredric Jameson likens our present reality to the latter in his new book Allegory and Ideology. The game is one where “a number of distinct chessboards coexist simultaneously with distinct configurations of forces on each, so that a move on any one of these boards has distinct but unforeseeable consequences for the configurations and the relative power-relations on the others” (191). Similar games appear in Sun Ra’s Space is the Place and Brian C. Short’s novel New People of the Flat Earth. “We live in just such a world,” Jameson writes, “just such a totality” (191).
My students seem less televisual than they were in the past — though perhaps we’ve just steered conversation elsewhere, constructing through our shared readings a shared grammar. Reading allegory trains us to think allegorically. Texts assemble into vast systems of meaning. We become acquainted with what’s happening. A world pregnant with hope and possibility.
A kid interrupts my wondering about my relationship to Language Poetry. Leaning over a low fence as I sweep leaves from my back deck, he hails me with a “Working hard or hardly working?” or some such commodified, scripted banter, then tries to sell me an alternative media provider. My response is “No thanks, capitalist roleplayer. You bore me,” thus in no uncertain terms sending him on his way. Back to L=A=N=G=U=A=G=E. Why have I never taught any of that material, venturing only so far as poets with whom they conversed? Ginsberg, Olson, Mackey, et al. I suppose I’ve lacked courage — though opportunities to do so also never materialized, really, until this past year or so. Perhaps it just felt a bit too rarefied. Work that makes demands, with comparatively little gain. When does one have time enough to keep up with contemporary poetry? Apparently I did, if only for a brief moment, during my first years out of college, during my stint as a “text editor.” Back when I used to sit at a computer all day listening to early recordings from PennSound and the Kelly Writers House.
Students and I discussed Allen Ginsberg’s “America” today. What if instead we had taken the poem’s use of apostrophe — America addressed as though it were a person — and performed it together as a class? What might we have said to one another? Would any of us have dared to be as candid as Ginsberg?
The drug experience enters cultural memory, becomes an object of philosophical investigation from the Romantic period onward — though perhaps it was already informing the thinking of the Ancient Greeks by way of the festival of Eleusis. Walter Burkert writes of these famed “experiences of ecstasy and wonder” in his book Ancient Mystery Cults, a work of “comparative phenomenology.” I think of it as a form of listening across time for psychedelic travel narratives, trip reports from wonderland written by heads possessed by a shared, singular-but-multiple “voice of experience,” a “general equivalent” allowing Being to relate to itself across time. By reading literary history as a continuous dialogue, something like a holy ghost emerges, self-consistent despite change, urging us toward happiness and freedom. Ernst Bloch called it the “Utopian impulse” or the “principle of Hope.” Jung imagined it as a “collective unconscious.” Teaching a course this way is a bit like saying, “You, too, can live allegorically. The way to do so is by reading.”
Throughout a day of rich, heady conversations, students waking up section by section, the parts of my course finally begin to click. Texts and lives start to resonate into lightly held rhymes and refrains, an allegorical epic poem of many dimensions, a song of consciousness across time, conjuring the universe within. I celebrate, too, throughout the evening, walking outdoors, ears attentive to the system of systems, joyful, knowing that we read tales of beatnik glory in the weeks ahead. Of course, there’s a lot of work to be done, papers to grade, learning and growth on my end as well as theirs. Shared labor, shared power — that’s how we make space for change.