Tag Archives: Indigenous Science

Community Development, Healing Practices, Indigenous Science

20 August 1988 Personal Correspondence on Community Culture Healing, Spirit and Science (PDF)

September 11, 2015 Archivist

Aug. 20, ’88.

Dear Pam

I write to you again. For your laugh, I quote a joke.

“A famous physicist worried about Library space projected

that, at the present rate of increase in the number of articles

published in Physical Review, they will soon reach a rate which

will have to fill library shelves with the Speed exceeding that

of Light. However, this does not violate the Principle of

Relativity, for the journals contain no Information.

[Physics Today Aug. ’88. P. 9.]

– – – – – – – – –

I have a proposal to make, and I would like to discuss the

matter. How about writing a paper on European and Native

Community/Culture Healing as a Therapy/Medicine? I know I am

trying to push you to do an Academic thing. But, now that you

moved, there is nothing much I can do anyway. So perhaps it is

safe to make a proposal. Besides, I do not know how “Community/

Culture Healing” would fit with what you do on the job. Please

let me know the situation.

The idea came from reading an article by William K. Powers

“Alternatives To Western Psychotherapy: Modern-Day Medicine Man”

mentioned before [In Beyond The Vision U. of Oklahoma Press 1987.

Psychotherapy has Psychoanalysis as a theoretical part, though

the relation of “Theory” and “Practice” contains problems.

Likewise, Native Medicine has Native Science, though the relation

between them may be different from that in European system. But

the Science ought to be relevant and helpful to practice of the

Medicine. In fact, we have been deciphering Native Science from

the Medicine in the traditional culture, as the Science existed

there to deal with problems in life.

The comparison of the complex of science-therapy in Western

Culture to one in another Culture is interesting enough. But I am

not just proposing to make a comparison. Something new is added.

Native Community/Culture is facing new problems stemming from its

encounter with Western Ideology and Technology. The new problems

require new responses. It means more trouble, but that also means

a new development in Science for both sides. As a “Wisdom”,

Native Science needs not to change, but its expressions have to

reflect the changed environment in order to be helpful to the

people. You have been on that task. But if you wish to elaborate

on Native Science at higher and deeper level of

Native Science, working out “practical applications” is one of

the ways to do that. Comparison is a mere entry device.

As “Spirit” is revealed through manifestations, the Science

is learnable through “working it out” (praxis). Writing a paper

is a way of helping people who face up to the problems and

looking for ways of healing. The paper may look “theoretical”,

but it is (i) a report on experiences, and/or (ii) elaboration of

“strategy”. It is not “Wisdom” itself, but it is an intermediate

“translation” in a sense of being an “approach to”, or a “way

to”. Just as we cannot prescribe “Vision”, we cannot describe

“Wisdom”. We can, however, talk about experiences or the

procedure leading up to it.

And, to the extent the problems are brought by “European”

things, what we write have to contain “European” things. That is

the necessity of the circumstance, and also from the work being

“translation”, “interface”, and “praxis in the present world”.

There is an element of “Beating European Intellect at its

own Game”. We might say “If Europeans brought Guns to Natives,

Native Science can shoot the same guns better”, or “If Christians

talk of Love, Native Science does it better”. It is not that

competition is the aim, but the pains and suffering of the people

under “European Power Science” is real — unfortunately we in

bourgeoisie academy do not immediately experience them — and a

way of Medicine/Therapy must be proposed now.

Actually, for this, it probably matters little if it is

called “Native Science”, “Marxism”, or “Born-Again Christianity”.

There are “Natives” colonized all over the World, even in Europe.

In some degree, I have a special interest in Japanese affairs

which do contain “Native Problems”, and you have “Native

Americans’ in the center of your heart, and in that we are

“Racists”. But I do have something beyond that, which has to do

with “People”, “Humans,”, not “Race”. I am not helping Native

Americans as a Race. It makes me feel sad to think, but I stand

outside “Native American Science” — She is your baby. I adore

her, but that is all I can —. At least, I try to avoid becoming

a “Fake Indian”. [I saw an NFB film on Long Lance: “Chief Buffalo

Child”.]

It does give me a pain of being an “Outsider”, forever

segregated and cast away from the happy community of people whom

I care, but I hope I have a spiritual strength to withstand the

alienation. The danger of the alienation becoming a bitterness

and then intellectua1 arrogance is great. But that is where

devices, strategies such as Participatory Research come in. It is

an intellectual thing to do, and as such, it perhaps is not quite

genuinely

satisfying. If Alcoholism is a problem, Intellectualism is also a

problem.

However, I think that there is a “meaning” in both

Alcoholism and Intellectualism. Rejecting or rather pretending

that one is staying clear out of the problems, with righteous

contempt, is not an answer. I would much rather have you drinking

and suffering than being like an angel. For the pain can also be

source of creative energy. The period of Colonialism is not yet

over, and if we are comfortable in the World as it is today,

there is no reason for us to do anything about it. At least, in

that way I can talk with you.

I said the above, because if you are “Perfect Indian”,

“Noble Savage Philosopher”, you would not play with an academic

game like writing intellectual paper. A Japanese proverb has it

that “Great Man is a Useless Man” — nobody can use him, nor

does he use anybody —. But, I would like to drag you down to a

lesser being who suffers pain like “ordinary” people do and

could, at the best, be “useful” to people as such. If there is no

problem, pain, malaise, there can be no Science. Both

Intellectualism and Alcoholism are product/expression of

suffering. I would dare further to say that Spiritualizing is a

“moral equivalent” of Alcoholism.

Now, that has been my excuse to you to make a proposal. For

you to judge whether it is helpful or not, you would ask what it

involves. So I shall explain.

One important thing Powers missed in the article is that

Native Medicine is done as “Communal Affair”, if not “Ceremony”,

whereas Western Psychotherapy is highly individualistic ritual.

That stems from Psychoanalysis being an analysis (theoretical

construct) about the Individual. Freud’s paradigm is to “adjust”

deviant individuals to the given Civilization (*1). C.G. Jung saw

this defect/limitation in Freud’s works. He went to “Collective

Unconscious” etc. to correct the ignorance/ignoring, and made

“Psychoanalysis” useful in “Social Psychology”, “Anthropology”

and “Linguistics”. Jung’s works were closer to Hegelian Field

Dynamics, as a contrast to Newton-Kantian Mechanics of Freud. And

it opened a way to “Cultural Analysis”, supplementing “Social

Analysis/Criticism” of Marx et al. You might say it is

“Environmental Science” in contrast to Individualistic/Atomistic

Science of a single Tree.

(*1) [To be sure, Freud did write Der Zukunft einer Illusion

1927, Das Unbehagen in der Kultur 1930. It is interesting

to note that the English translation of the second book is

“Civilization and Its Discontents”. Freud knew better than

confusing

Civilization with Culture. But the title was approved by

Freud. The reason become clear if one reads the book. The

“culture” of Europe in the 20th century is nothing but a

“Civilization” — i.e. Technopolis —. Freud, in his zeal

to establish his science to be an Eternal Truth, totally

ignored History of European Social Technology. (Jung failed

in this respect as well.) It is surprising to see this in

an intellectual circle in which Hegel and Marx were well

known. Perhaps, it was Newton-Kantian blindness to History.

Or, it is because European chemistry (Atomism) was A-
Historical (Non-Dynamical).

It is also interesting to note that, the term “Unbehagen”

is equivalent of French “malaise”, that is more like

“disease”. “Discontent” came from the first title Freud

gave, which was “Das Ungluck”. The translation of the title

is not quite right, but from the content of the book the

English title is just right. That is, Freud failed to treat

the “Disease” of the modern European Civilization in which

he was a part. European Science has had this peculiar

posture of as if God was looking at problems from outside.

Scholars talked as if they themselves had no problem of

their own. A.A. made one progress in this respect in that

they talk of “My problem”. What I like to see is a Science

of “Our problem”.]

However, even Jung did not come to think of “Therapy on

Community”. Social Psychology, Anthropology, or for that matter,

Sociology, Economics, did not think of practice of “Therapy” in

relation to them as “Science”. Marx, Keynes were exceptions. It

was not that Social Scientists did not attempt to influence

Social Policies, or Psychologists did not interfere with

Educational Policies. The relation between these Sciences and

Practices were not only obscured by pretended “Scientific

Objectivity”, or “Value Neutrality”, but also ignored, perhaps,

from their “Static-ism” (inactivism), if not incompetence. They

did not have the degree of relation that physics had with

Industrial applications, and Medical Science had with Clinical

Practice.

I imagine “Social Work/Welfare” uses existing Social

Sciences as its theoretical grounds (metaphysical axioms and

Rhetoric-Jargons). Yet, I wonder if the relation is clear at all.

Suppose an Economist proved that in a pluralistic society, “the

Value Maximum does not exist”, what change then social

work/welfare as a discipline of practice would undergo? In fact

the proof was given by Arrow in 1940’s (*2), but I am afraid

Scholars in Social Work/Welfare behave as if they are totally

ignorant of implications of Arrow’s Impossibility Theorem, just

as the

most Natural Scientists are oblivious to Godel’s Incompleteness

Proof. If the Science means anything, one would expect certain

effects from changes in the science to changes in the practice,

at least something comparable to that from Medical Science to

Clinical Practice.

I am not saying every “theory” has to have direct and

immediate effects on practices in therapy/healing. For the case

of Native Communities, even the identification of problems is a

problem for itself , let alone talking of Healing. But then, I

would expect that Native Science is relevant and useful in the

identification (diagnosis/analysis). I also expect the Science to

provide a “Language” by which the problems can be described,

communicated, and efficiently understood, so that people can make

an effective co-operation.

Now, I am quite aware that there are difficulties, say in

the relation between Western Sciences and their therapeutic

practices. There exists no such thing as “Sociotherapy”, so that

I cannot comment on what Social Science does. Incidentally,

Gellner mentioned before [The Psychoanalytic Movement. Paldin

1985.] discussed the problems in Psychoanalysis/therapy.

Gellner, however, took a rhetorical posture of comparing

“Psychoanalysis” to other Sciences, and pretended that other

Sciences, particularly Natural Science, have no such problem. It

is false. There is no “Science” that is free from troubles. Every

one of them has one degree of trouble or another. In fact,

Natural Science escapes the trouble by ignoring — only deals

with simple linearized models —. Even our “Logic” has troubles

when it tries to deal with “dynamics”, beyond its traditional

“static” and “atomistic” territory. [Russell’s Paradox, etc. see

The Mathematical Experience. P.J. Davis, R. Hersh. Penguin 1984

for example.] It appears that Gellner is ignorant about these

problems in Western Science. Unfortunately, this ignorance, or

rather ignoring, about Logical foundation is rather universal

among English speaking “philosophers of science”.

[I picked up from the New book section of our library a

book; Philosophy, Science And Social Inquiry, by D.C.

Philips. It is a neat summary of “British-American

Philosophy Of Science”. There is no mention of the problems

in Logic. It has a chapter on “Neo-Hegelian Critique”, but

there is no discussion of Hegel’s “Logic of Science”.

On the other hand, if we read, say, Paul Ricoeur’s Lectures

On Ideology And Utopia, the whole 19th century German

Philosophy, covered by Marx’s German Ideology, was a

struggle on “Science”. But it is

not recognized by British-American Academia. It appears

that there was an implicit censorship by those who were in

the academic “Empire Building”. They appear to be no

different from Racists and Colonialists.]

What is interesting, however, in Gellner’s book is that

despite his implicit rhetorical assumption, the troubles of

Natural Science come out. His criticisms against Psychoanalysis

being not a science are applicable to Natural Science just as

well. That is why it is worth reading

Of course, Freud failed to achieve his ambitious goal.

Rather, he went back to the level of Newtonian Mechanics, and

treated “Civilization” to be a “State of Technology” in a

society. His therapy was a technology of adapting individuals to

the society dominated by the Technology. It did not come to

Therapy on the Technology itself. Besides, he was a self-centered

S.O.B., of which many books had been written. That was very

common, Ego-Inflating effect of the Competitive Intellectualism

that we are under. I hope efforts such as Participatory Research

would take care of the problem of Intellectual imperialism (or

rather Judeo-Christian Superiority-Persecution Complex) in

Science.

In this respect, it is interesting to note that Powers

reports on “Abdication” (p.137 point 7). European way of seeing

this is “Loss of Power”. But, I suspect rather it means “retiring

from responsibility obligation”. “Power” in Native lingo probably

means “Function”. One who “has” a Power is obliged to perform the

function. I wonder, in this sense, what “power” university

professors have.

I ought to mention here that Marx also failed in reaching a

“Science” — Marx had never come to elaborate what he meant by

his “Science”, though he was very proud of saying “Scientific

Socialism”, “Proletariat shall have Science to Liberate

themselves”, etc. —. Marx failed to do “Philosophy of

Technology”, but did only “Mechanics of Power”, and consequently

failed to help the construction of the “Science” that was

expected for the Oppressed to develop.

What you want to do in the name of Native Science is what

Marx, Freud, Jung et al. failed to achieve. Therefore, if you

make mistakes here and there, you have nothing to be ashamed of.

Mistakes will hurt you, but that is all. The important thing is

that you pointed the direction, a Vision/Dream/Prophecy.

[You might think I am unduly hard on you, but

actually it is you who picked such a difficult task. It is

as if you are saying you like to jump into a volcano. I

push you over the cliff, because you are standing at the

edge. Afterwards, I and friends of yours will erect a

gravestone there, inscribed as “Here once stood a brave

soul”.]

I would go on further to say Native Science is a way to

“Wisdom”, not the “science” of the European sense. And if it is

“Wisdom”, it has to be in a Community/Culture, not property of

one individual, however genius you are. It can only be developed

by “History”. All we can do is the task of Midwife. And you need

co-operation of many people, and communities (Participatory

Research?). What I am proposing you to write is not Native

Science itself , but merely one among many “about Native Science

— something like “Comparison of What Native and European

Sciences would say about Community Healing/Therapy.” —.

Richard Gwyn, writing on the crushed “Prague Spring” 20

years ago, says: “The real cost of that smashing of a mailed fist

into a gentle smiling face has been an intangible one. The

Czechoslovak sickness of today is neither economic nor political

but is psychological; it can only be described as

institutionalized immorality”. [Leth. Herald. Aug 23.] If one

says this about Czechoslovakia, what must one say about The First

Nations of America? Is it Institutionalized Immorality? And if

so, how does one go about Healing it?

Yours

Sam K.

(*2) As to K.J. Arrow’s Impossibility Theorem, see Social Choice

And Individual Value. John Wiley 1951. Cowles Foundation

Monographs vol. 12.

My Economist friend referred me to Q. James, Saposnik, and

Ruben. General Equilibrium And Welfare Economics but I have

not read this.

The main point of Arrow’s Theorem is that “Values” cannot

be ordered in a linear hierarchy (in Boolean Lattice). If a

set of propositions does not form a Boolean Lattice, the

Classical Logic cannot be applied. For Non-Boolean set, the

Probability Calculus becomes unworkable, Quantum Logic is

Non-Boolean. It creates linguistic situations where The

Principle of Exclusion of the Middle breaks down

(Uncertainty

Principle). A Dutch mathematician E. Brouwer talked about

this problem in 1920-30s.

But, as far as I know of, there has been no Social Science

built upon explicit basis of Non-Boolean Logic. There have

been suggestions that Zen philosophy is non-Boolean, but I

have not seen any serious writing about this. There is also

such a thing as “Fuzzy Logic”. But I see no sign of it

applied to Socia1 Sciences.

I would like to ask you, or to Woody, if Quantum Logic

(Non-Boolean Linguistic Structure) can be found in Native

narrations. I am looking for cases where “Either/Or”

propositions get into clear trouble.

As to Quantum Logic, I enclosed some references. But they

perhaps require some more explanations and elaborations to

make it relevant to Cultural talks.

Indigenous Science

Untitled

September 11, 2015 Archivist

Native American Science, I hope, stands on “Will To Love/Grace”.

Actually, Science has all three phases of “Will” (Hope, Aspiration, Desire, Value, Ideal, Idea, Purpose, Theory, Achievement, etc.), “Becoming” (Process, Means, Technology, Know-How, Manipulation, Practice, etc.), and “Being” (Fact, What is, What is given, Existence, Condition, Environment, etc.) But in the Western sense, the “Will” part in Science has been hidden or even denied in the name of “Value Neutrality”, or “Objectivity”. Only guys like Husserl, Heidegger (Phenomenologists) took issue with this aspect of Science.

To be sure, if you equate “Reason”, “Rationality”, “Intelligence” with “Science”, then the story is different in contexts like “Reason and History”, “Theory and Practice” etc. there have been many arguments. But, Philosophers in English speaking countries used not to understand them to have anything to do with “Science”. When one is to talk about “Will” in relation to “Science”, one has to take “Science” in wider sense. If one does, then Hegel, Nietzsche, et al. were, in fact, talking about “Philosophy of Science”. (A. Whitehead is an exception).

Now it appears that things are changing. Gradually, Nietzsche, Hegel, Marx, Husserl, Heidegger, et al — the whole German Philosophy of Science — are revived even in American Academia. In terms of “Sociology of Science”, the influence of Frankfurt school on “Science” is coming into the U.S. (Habermas, Ricoeur, et al.) Canada is lagging behind. They dare not say anything until some big names at Oxford or Cambridge start saying things. That is from the “Colonial Mentality” of Canadian Academics. They wait for big Bandwagons to come and offer a ride.

You might try Name Dropping. It is not effective to try justifying and defending Native Science. Instead, you might have to argue that if White Culture refuses to learn Native Science, the world will be destroyed. Just as the missionaries did to natives up to this time, you tell them you want to save their souls, and see how they react.

Whatever anyone says, Love and Care of Gaia/Tree is a Science. [At least it is no less a Science than the Thirst for Power and Greed for Material Possession are Science.] This alternative science may not be suitable for organizing industries and exploiting nature and people. It may not help the present system of Political Economy and its Ideology. But it is necessary wisdom for survival at least, if it fails to reach “Grace”. In a sense, it is more complex and difficult, because this science does not ignore the “Will” part. It does ask what it means to “know”. That, however, makes it more interesting. At any rate, there are reasons for me to write like mad. I may be a compulsive writer, but I cannot write fast enough for the needs.

[I wanted to write to you about an article; “Alternative To Western Psychotherapy: The Modern-Day Medicine Man” by William K. Powers (from Beyond Vision U. of Oklahoma Press 1987.) and a book I mentioned to you before The Psychoanalytic Movement by Ernest Gellner (Paladin 1985.)

I think there are parallels among connections of “Psychoanalysis-Therapy”, “Social Theory/Ideology-Social Policy/Welfare”, “Science-Production”, “Education-Culture”, and “Native Medicine-Community”. Patterns and problems in them may be comparatively identified. But, I could not even start on it as yet.]

Now you know why I am happy to help you. Whether you need or not, I will pursue alternative science in one way or another. You owe me nothing. Rather, I am thankful that you give me the opportunity and motive. I have “means” to complete the “perfect crime”. That is beautiful, if not “graceful”.

I know you have to do things within a frame related to Native Welfare. The second gateway is Native Education which Leroy probably does. I do Peace Science. The fourth one is Feminist Science, for which I will find someone, somewhere.

Things already start happening. Don’t be too defensive. The World is waiting for you. All you have to do is to tell what you are dreaming about or suggest the direction of the Spirit. Once you do that, you will be surprised to find many helpers. Close your eyes and jump off the bridge! At least you get to somewhere.

Yours

Sam K.

Indigenous Science

Part II: Love Science

September 8, 2015 Archivist

Part II. Love Science.

5. I have talked about Power Science. It is easy to talk of how powerful Science_Technology is. It is also easy to talk of how dangerous Science-Technology is and go into gloom and doom. If you are typical of European intellectual — the ones who are “Educated” in European Power Science — you might think of the situation in a “Dialectics” of two oppositions. It came from the religious tradition of thinking things in “Good/Evil” antagonism. Science does that in terms of “Atom/Void”, which is the prototype of “Ego/Environment”. In schools, I observe a prevalent pattern of thinking which goes by “Teacher/Student” antagonism, which is enforced by “Those who have Knowledge/those who are ignorant”. Pardon me to say this, but that is the Missionary mentality. It is intellectual colonialism that a Kipling poem “The Whiteman’s Burden” expressed. At any rate, the picture/metaphor of Two In Opposition is a powerful image, but too simple to get us anywhere.

So let me introduce a slightly improved picture/metaphor/map about the situation. By doing so, we are taking one step into and actually doing a bit of Love Science that I am going to explain to you. Interestingly, this came from Indian Science that I would like to mention later.

The picture/metaphor/map is not perfect, but helps us to find a way out of the Antagonistic Way of Thinking. It is very simple. Namely, picture in your mind a circle and divide it into 4 sectors. It looks like:

Power Science \\ Power Elite

Recognized Authority\\Dominant Male

Edified Intellect\\Growth Economy

===========

Love Science\\The Exploited

Un-Recognized Intelligence\\The Oppressed

Life in Practice\\Subjugated Female/Environment

6. I have put in a few words in the map to illustrate what I am going to talk about. But please notice the Form/structure first. The Form (format) is a circle containing 4 things. This is a way to avoid Two in Opposition. I intend to do “Multi-lectics” instead of “Dia-lectics”. The Form can also be called “Matrix Form” in a mathematical jargon, as a contrast to the simple Linear Form comparing object A and object B. The “Mat” of the “Matrix” is “Mat” of “Mather”. If I may, I like to call it “Matalectics”. “Lectics” is a way of talk, and it came from narrating legends.

By drawing a circle around the 4 things, I am indicating that they are there in relations. In particular, I am saying “Love Science” has always been in existence. It is just that formal text in Physics failed to mention it, or rather the “Science Education” did not wish for you to know about it.

In elementary school and junior high, I always notice how students are eager to learn. If we define “Science” to be “Ability/Competence to Learn”, those children are geniuses. They learn better because they Love to Learn. The way the eagerness and ability to learn get killed as they go up grades in school education is a sad scene, and I would very much like to talk with Educators about the tragedy. But, before that, let me identify what I mean by “Love Science”.

In a small book, The Limits of Science, Peter Medawar talks about “What is Science”. One story that this distinguished Nobel Laureate Biologist narrates is about a house wife who is confronted with a breakdown of her electric home appliance. He says that the house wife who looks around the toaster, locates a broken wire and fixes it is doing “Science”. I agree. That is a beautiful example of Science. But, I also notice that she is not “Recognized” as doing science. Nobody would call her a Scientist and pay premium salary. Why not? Medawar is totally blind to this social “Class Distinction” implicit to honor titles like “Scientist”. How come a super-intelligent scientist such as Dr. Medawar can be blind to the Class Distinction, and in a nation notorious for its acute Class Consciousness at that? That is the problem of “non-recognition”.

One more example. In hospitals, it is often an experienced Nurse that tells young interns what to do. But it so happens that the Nurses are paid far less than the Doctors. The reason is, I presume, the Doctors have gone through years of Formal Education and know “Science”. Whereas, Nurses do not know “Science”, though they may have vastly superior “Practical Knowledge” gained from their experiences.

Actually, if they ever do anything creative, even hard-nosed scientists do Learn things just the same way the elementary school children and nurses learn. The way they go about doing their science is very “Emotionally Involved” and they have “Sensual” contact with Nature. It is a passionate Love Affair. They experience intense Pleasure doing their stuffs. You may have experiences of thinking about Woman or Man in your life os intensely that nothing else in the World mattered. That is no difference from what creative scientists do. It is dangerous, and I am not saying all scientists do that. In fact, 99% of professional scientists are more likely “laboring” through their job, just as alienated as production line workers are.

If you read Max Weber’s “Science As A Profession” and “The Protestant Ethics And The Spirit Of Capitalism”, you would probably understand the sense of the “Alienation” in the “Professionalized Science”. The feeling is strangely very similar to the one we get from reading Death of a Salesman or the like. [See also: A. Mitzman. The Iron cage – A Historical Interpretation of Max Weber.] So that the scientists have to maintain some personal sensual satisfaction in some ways. Some opt out for “Power Trip”. As Henry Kissinger said, “Power is the best aphrodisiac”, and it is very sensual stuff anyway.

It is just that in the formal discourse of science, and in teaching in particular, the Sensual, Love Affair part is not mentioned –Scientists are forced to act like Macho guys. And science teachers are, perhaps, afraid that showing Human Emotions in class rooms is “Unscientific”. It is a Taboo. So it is not “Recognized”.

You are not Vainglorious persons, and think that “Recognition” is not a big deal. You know what you did and can be happy with it, regardless if society grants a Recognition or not. I admire you for that.

7. But there is a catch. As Feminist critics of science pointed out, “To Recognize” is “To Know”. Epistemology has to do with “Recognition”. Besides, “Science” is not a private knowledge, but it represents the Intelligence of a Culture/Society as a whole. What is not recognized by a Culture/Society cannot be the Knowledge that acts as the “common ground/reason”, so that people can organize co-operation on the basis of it. What is not recognized is not “legitimate” to have a “social efficacy”. It is like a beautiful Color that you saw, but you have no way of telling your friends about it. Or it is like UFO that you have seen, but you keep it to yourself. Our society cannot make an appropriate response to the things it does not recognize. The chances are that when a society denies recognition, usually it actually “knows” but is repressing it with a great energy cost. As a consequence, society tends to make a wrong response to the thing it denies.

In the history of science, there were many cases of non-recognitions. Things that do not sit well with the dominant Paradigm of the time are always suppressed from “knowing”. You might have heard that people at the time of Galileo Galilei thought that the Earth is flat. Well, it so happened that some 100 years before Galileo, Christopher Columbus knew that the Earth is round, and on the basis of that knowledge he sailed across the Atlantic Ocean and got to the America. People on street actually knew the round Earth. It was only official scientists and philosophers who did not know it, because their Text which they had to uphold as “Truth” and “Authority” did not say so.

If you believe that Science is Powerful and Cut-and-dry hard-nosed stuff, you learn to ignore all “human frailties”. All human traits, such as foibles, sensuality, passion, pride, love, enjoyment, fun, pleasure, adventure, groping for unknowns, wonderment about mysteries, etc. are “By Definition” not parts of the Science as such. The are not recognized, repressed out of consciousness, intellect. If you keep that up, very soon you would learn not to see, feel. That is what happened to mediaeval scholars and scientists, and we can be just as well.

The “non-recognition” is the key to the repression, oppression, and prejudices against women, the poor, the unemployed, the disadvantaged, and Natives under Colonial Domination. That is, one who does not see the existence of Love Science in the Matrix picture cannot see the existence of the Oppressed, Exploited either, let alone seeing the four in relation.

It is far from innocent. I believe German intellectuals who claim that they did not know the infamous Concentration Camps during WWII. Even if they saw it with their own eyes, they would not “recognize” what was happening.

And, it is very likely that we are blind to certain things we do not feel easy about. What is more, if you are “sensitive”, chances are that you get hurt. You sense that you are vulnerable and ephemeral. You do not feel like a Macho Hero. The you lose out in competitions. So you do not like to “know”. Rather, we like to know something that makes us feel “Powerful” and “Invincible”. We say, before knowing anything “What’s in it for me”. That is our usual epistemological stand.

8. I did not give any “definition” of “Love Science”. It is because “Love Science” is not “Deductionist Science”. Rather it is a matter of recognition that you give to your Love Science that you have been doing. That is, seems to me, the only way to “know” Love Science.

If that is difficult, there is a neat way. That is, we can look into how children do their “science”. Give them a recognition they deserve. By doing so, we also give a recognition to our learning. So both get recognition.

On CBC news, I heard of a 12 year old boy who is studying the local rail road. It was news from a small community in Newfoundland where the Rail Company is about to pull out rail service. He thinks that is a disaster and tries to find a way to save the communities linked by the rail road. The way this kid is going about studying the matter is very impressive. I think people who listened to the news felt a fine scientist there. I do not mean the statistical numbers that the kid collected or the notes that he kept writing. I mean the care that this boy is extending to the lives of people in the communities around. That is remarkable.

And, I do not overlook that fact that people, who recognized a scientist in the boy, must have known what “science” is to recognize it. That is, they also learned science that they had. They might not have had chance to exercise their science, but now that they “discovered” it, they can do it too. And by doing, they would learn more.

The essence of science is not in “knowledge”, but in “how to learn”. Once known it is a matter of “history” to record, not a matter of science. In a peculiar social circumstance, our science is developed to be an official record keeper on “Knowledge Claims” very much like what the Patent Office do —. But, I think such is an anomaly that our egoistic competition for power created. Love Science as the communal and environmental intelligence is emerging now to correct such an anomaly.

If we must have a “definition” of Love Science, we can say it is learning from care and for understanding of relations among lives and natural and human environment.

It is also an “empowerment” (though I do not like this word) of people to liberate themselves, in a sense people recognize what ability they have in themselves.

Another neat way of learning Love Science is to look for Native Science in Native Way of Life. To be sure, I do not know Native Science. I am not making any knowledge claim. I was lucky to find some friends to go along in an adventure into unknowns. Interestingly, however, I did find very sophisticated pieces of science. The 4 element Matrix way of thinking I used in the above is one of them (with a bit of my interpretation which may well be wrong).

I also find that the notion of Space-Time is different and interesting. This is something to do with what American Linguist Benjamin Whorf and Edward Sapir found in their studies on Hopi and Navajo Languages known as “Whorf-Sapir Hypothesis” on the Language — how people speak reflects how people think —. Surprisingly, Hopi and Navajo have a Relativistic Thinking. I think they are ahead of Einstein in that they appear to have a Space-Time Geometry that includes “Becoming” part, along with “Being Part”. It is “Existentialistic” as well as “pragmatic”. It is fascinating to study their Science, for it suggests a way of overcoming the dialectical opposition of “Space-Time” and “Existence” (Object-Being). I am thinking that this “Relativity” might work better in dealing with Human-Environment relation/dynamics than the way of European Science which is developed for power of production.

[Remember Wayne Gretzky’s Super-Relativistic Map? Native Hunters used to make Maps before their expeditions in the form of “Dreams”, or in “Vision Seeking”. You can see this in the book, Dreams And Maps by Hugh Brody (NAS text). You also recall the famous “I have a Dream” speech by Martin Luther King Jr. The Dream is a Map.]

S.K.

Indigenous Science

8 August 1988 Personal Correspondence on Grace, Will, and Power

September 8, 2015 Archivist

Aug. 8, ’88.

Dear Pam

The enclosed is the 4th draft of “Tree and Wind”. I have made a major shift in the theme from Love-Making to “Grace”. I wonder what native word(s) for “Grace” is. Ex-minister friend of mine thinks that Grace is a Buddhist concept, rather than Christian. Grace in Christianity appeared in the context of Marian worship (a Feminist Movement in ancient times). That was not a part of the official dogma that St. Paul et al preached, though they could claim that Grace is implicit in their construction.

A small note. According to the Zodiac, You are Air-Wind and an Intellectual. I am an Earth element, which is about right in that I am a peasant/artisan. However, just to show you the prestige of Earth Power, I enclosed a newspaper article by Gwynne Dyer (Leth. Herald Aug 5.) Dyer is talking of “Gaia” — which actually includes Air, Water, Trees — Dyer asks a rhetorical question if care and concern for Gaia is a Pseudo-Religion. But he does not question whether or not the prevalent worship of the power of science-technology is more of Pseudo-Religion than the reverence for Gaia is. I guess Dyer knows, but he must have thought that the time to ask the second question has not come yet. It is safe to pretend that Science-Technology is rational and there is no problem with it. You might try criticizing Dyer for not knowing Native Science.

In a philosophy journal from Japan, this month, there is an article on Heidegger by a German Philosopher, Klaus Held. It is not directly on science, but on the problems of “Being” and “Will To Know” – Held is rather conservative and falls back on the old Cartesian/Kant assumption of “I think, therefore I know”. Heidegger was not satisfied with such an “easy answer” Husserl who is cited in the article, started with Kantian Axiom of “Cartesian Science can know everything and anything”, but he could not find ground for the position. That was Husserl’s “Krisis der Europaischen Wissenschaften” (1-936). Held appears to have made a retrogression to the 19th century. Somehow the worship of European science (Intellectuality) goes on, despite all proofs to the contrary. Dyer and Held are not alone.

But, interestingly, the discussion went onto the question of “Will To know”. Air-Wind is “Will — in the sense of “Will to Power” which Nietzsche et al talked about. In contrast, Earth is “Being”. Between “Will” and “Being”, there comes “Becoming”. Heidegger knew that much.

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“Sociology” in North American texts does not like to talk about this. What has happened is that the “discourse” of north American academics has come to avoid the question of “Power” in general and “Power of Knowledge” in particular. It is characteristic of the modern Social Science in North America to deny “Power” as if it is a “ghost” in some superstition.

“Science” is said to be “Value Neutral”. And if so, it would be awkward for Social Science to comment on power.

[Wright Mills’ work on “Power Elite” (1959) was “disproved”, according to my Sociologist friends. They told me of their “feeling of relief” by it, for they did not like too much of “Radical Politics” in academic discourse.]

Besides, in the “Free World” that North Americans were proud of, there ought not to be “Power” which might be controlling the proud “Free Individualists”, except perhaps the Almighty Power of the God that they believe and presumably obey.

It might also be that the memory of Hitler who played with phrases like “Will To Power” was not forgotten. It was bad enough for any north American to be called “Pinko”, let alone being associated with Nazism. This, however, does not mean that Americans disliked “Power”. On the contrary, Americans then were almost intoxicated by their perception of themselves as the “World Power”.

[There was a sense of the U.S.A. as the heir of the defunct British Empire. Documents such as National Security Council-68 drafted in 1950 clearly spelled out the notion of the USA as the New Empire. See, M. Kaku and D. Axelrod To Win A Nuclear War. Black Rose Books 1987.

Kissinger was a “Power Ideologist” and wrote in Foreign Affairs 1958-59, “America needed to construct its World View in terms of Power and Will” and “Statesmen must act as if their intuition were already experience, as if their aspiration were Truth”. Eisenhower apparently failed to understand the “Power Philosophy”, but Kennedy came to make a

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Indigenous Science

On Science: Power/Love // The Dominant/The Repressed

September 8, 2015 Archivist

For Education Seminar

On Science: Power/Love // The Dominant/The Repressed

1. It is well known that just before his death, Einstein talked about a necessity of changing “The Way of Thinking”. That was some 35 years ago. He warned that while everything else changed since two explosions of Atomic Bombs, our way of thinking had not changed. And as the consequence, we are drifting towards our own annihilation by the power of our own science. He meant our way of science has to be changed. His saying is famous, but so far we have failed to heed his warning.

Today, the danger of all-out Nuclear War between the two superpower nations has somewhat receded. But, we have not eliminated the possibility of Nuclear Holocaust. And, we have problems of Air and Water Pollutions, Acid Rain, Waste Disposal, and accelerated destruction of Natural Environment, all thanks to the rapid developments in our Science-Technology. We have come to suffer increasing Stress, Tension, Anxiety and Alienation in our society. Despite Economic developments, the gap between the Poor and the Rich is widening. We have now Permanent unemployment as a part of our economic structure, demoralizing young generation into despair. Economic inequality, internal to our own country as well as in international sense is reaching a degree that can be called criminally immoral.

We may not think of ourselves as privileged, but Canadians are within the top 10% of the richest nations and the fact that we are in a university places in the top 10% of Canadians. That puts us in the richest 1% of the Humanity. The poor half of the Humanity live with an annual income less than $500. We are the “Yuppies”. Yet we cannot escape the problems of the World today.

Even if we think of Education to be the means to attain “Good Life” in personal sense, let alone thinking of Education for a better life of Humanity as a whole, we are failing. The warning of Einstein still stands like a bad prophecy. Einstein meant “Science” to be the “Way of Thinking” that has to be changed. But we have failed to do so. Perhaps, that is why Educators are concerned about Science (and Technology), and that is where “Love Science” comes in [*1]

2. But, you might ask what is wrong with “Science”. Did it not work wonders? Let us think about this, for answering this question is one way to understand that our science is “Power Science” and also we may pick up some clues as to how to change that.

Let me take the “Progress” of science-technology for example, and talk about it a bit. In the past 400 years or so, the progress was fantastic and it brought a general improvement of Physical Health standard. In industrialized countries, it helped the peasant class, at least some of them in the class, to climb out of the life of heavy physical labors and created the “middle class”, if not “affluent” consumers. This came about because our “Power Technology” provided the means to convert and substitute the Fossil Energy for Human Muscle Power. The fossil energy had been accumulated and stored on the Earth for the past hundreds of millions of years. It was just sitting there. To exploit it was a very “clever” move, as I shall explain below.

Thanks to the free gift of Fossil Energy, we, at least some of us, are liberated from heavy physical labors to do things like science. (Please remember that we are the top 1% of the Humanity, and ones who have Time to think. The rest of Humanity hardly have the “Luxury” of thinking. That puts us in a certain obligation.) And, at the same time, in order for the Progress of Technology to continue, Science as its Infrastructure had to be developed. This made up a “Positive Feedback Loop that can be nicknamed “Vicious Circle” and it took off and escalated. We call this phenomenon Industrial-Scientific Revolution. To be sure, for the Industrialization to advance, other Infrastructures, such as organizational management, systems of market distribution and government control had to be developed. The emergence of modern Nation-State and Colonialism coincided with the Industrial Revolution, not by chance but by necessity. Modern School Education system was also a product of the historical time. The development of Science was only a small part of the huge social movement as such.

3. However, the concentrated massive power is the characteristic of Industry. for an illustration, let us look at Energy Economy, (Physical Power Economy). In the U.S. and Canada, the average Energy Consumption per capita is like 10 tons of Coal Equivalent per year. In terms of “Human Power” unit, this amount is about 300 “Human Power-Year”. That is to say , we have 300 slaves working for each of us. This is the reason why we have only 4% of working population in agriculture and we can still have plenty of foods.

Of course, we only use about 1/3 of that power for production of things and efficiency is low like 10%. Nonetheless; we are supported by the Fossil Power Input, equivalent of 10 very diligent slaves for each of us in average. But the labor force working in the primary energy production sector is less than 1% of the total. That is to say, the concentration of the energy sector is such that one person can provide for energy needs of 100 other workers. This is an example of “Concentration” of Power just as Nuclear Bombs are. (Every one manpower invested in primary Energy Industry is returned some 10,000 manpower equivalent of “raw” Energy. Unfortunately, this will not last too long.)

Number of active Physicists in North America is about 50,000. Scientists and Engineers combined, we may have 750,000. That is about 0.4% of the total population. They are the “Producers” of the “Science-Technology” as the infrastructure of the industry and the rest are the passive “Consumers” of the science-technology as such. [*2]

4. Thus, you might wonder if Public Education System needs to care about Science Education at all. It might make sense to have specialized schools for scientists and engineers — like “Military Schools” and let them concentrate on Science Education. Even if there is a failure rate of 80%, the Lethbridge School District needs only one Science Education Class for each grade, and the rest of the children may be spared of the pain, frustration and humiliation of taking Science-Math courses which they hate anyway. As far as the Science that is needed for Production Industry is concerned, that would be sufficient.

If so, is it not a waste of time, money, and manpower to try “Ramming Physics down the throats” of children who are going to be passive consumers of “science” as such? In terms of economic efficiency, University of Lethbridge need not have a Physics Department. It is a lot economical to pay the specialized students to go to “The Western Canada Federal Industrial Science University” where Research in such Science can also be concentrated. (U.S.S.R. seems to practice this.) Science is often said to be “universal” and “International”. If so, why not let a few American Elite Institutions for science-Technology take care of all North American needs in this regard?

At any rate, unless one is going to be a Hard-Hat Scientist or Engineer, why should anybody know anything about Science of that sense?

I ask the above questions to you, for I hope you would think about what “Science” means to you, What Values Science has, other than being an Infrastructure to Production Industry.

Your answers to the questions, I think are keys to the fundamental question of Science Education, and ways to respond to Einstein’s warning.

[*1. Historical note.]

I quoted Einstein’s statement made in 1954. But a long time before that the questions about “Science” and its relations with “Labor”, “Industrial Production”, “Power” and “Love” were raised by the 18th and 19th century Utopian thinkers.

F.E. Manuel. Utopian Thought In The Western World. (Harvard U. Press 1979. Leth. Pub. Lib. 335.02.M.) has chapters titled “New Face of Love”, “The triumph of Love”, etc. referring to Count Claude Heri de Saint-Simon (1790-1825), and Francois Marie Charles Fourier (1772-1838).

You find in the book that these philosophers dealt with problems of “Science” and “Love”, and rightly or wrongly made concrete proposals for Education so as to make an ideal Society. Interestingly, at first Saint-Simon was a believer of Science and sought salvation of humanity in Science. But he soon came to criticize the failures of “scientists” already some 200 years ago. He saw that scientists were no more than servants to Industry.

If you read on to Robert Owen and Karl Marx et al who followed, you find a long history of the unresolved struggle about “Science” relative to “Power” and “Love”.

As to Historical Development of “Masculine Science”, Brian Easleea Witch Hunting, Magic and the New Philosophy, and Evelyn Fox Keller Reflections on the Gender and Science offer analyses.

As to Ideological Struggles about “Human Science” since the time of Marx, Paul Ricoeur’s Lectures On Ideology and Utopia gives a philosophical analysis.]

[*2. Canada has 1.2 Scientists & Engineers per 1,000 population. U.S. has 3.2, Germany (w) 2.1, Japan 4.3 (1981-82). About 40% of the U.S. scientists and Engineers are employed in the military-industrial complex, which makes the number to be about 1.9.

It is also known that some 1/2 of the US graduate students in science and Technology is imported from abroad. The science Education there, even for a limited purpose of supporting Industry, is failing, despite many “Tinkering” attempted on Science Curriculum. A recent joke (half serious) is that in order to free Male scientists to do SDI, science Education has to attract more Females who could replace Males in Science Teaching. That Teaching is considered to be “less important” than Research is the current ideology in the North America, and the joke carries the obvious Male Chauvinism.]

[References]

F. Cottrell. Energy And Society.

J.M. Fowler. Energy and the World.

E. Shumacher. Small Is Beautiful.

B. Ward. Spaceship EArth.

J. Ellul. The Technological System.

A. Toffler. The Third Wave.

D. Bell. The coming of Post-Industrial Society.

K. Polanyi. The Great Transformation.

E.P. Thompson. The Poverty of Theory and Other Essays.

F. Capra. The Turning Point.

M. Bellmann. Reenchantment of the World.

B. Easlea. Witch Hunting, Magic and the New Philosophy.

E. Fox Keller. Reflections On the Gender and Science.

P. Medawar. The Limits of Science.

M. Weber. Science As a Profession. (in Gerth and Mills. From Max Weber.)

H. Marcuse. One Dimensional Man.

Eros and Civilization.

M. Foucault. Archaeology of Knowledge. Power/Knowledge

F.W. Manuel. Utopian Thought in the Western World.

P. Ricoeur. Lectures on Ideology and Utopia.

I. Illich. Shadow Work.

P. Freire. Pedagogy of the Oppressed.

P. Colorado. “Science: A Way Of Knowing – AWay of Life” (in Child Welfare Needs. Indian Association of Alberta.)

Appendix to Part I.

On Tunnel Vision, Peripheral Vision, A-Life-Through-Doing-One-Thing-At-A-Time, Columbus’s Vision, and Dream Map In Your Head.

There are differences in Ways of Thinking, (Levels of intelligence, or Quality of Mind, etc.) But it seems that people tend not to see them. Using familiar examples, I would like to demonstrate the differences. The examples are also useful in distinguishing Power Science and Love Science. Besides, for teachers to know the differences in the ways mind works may have a pedagogical value. Let me cite 3 examples.

(A). Wayne Gretzky is said to be capable of knowing what his teammates are doing while chasing a puck towards the goal. The defense men of the other team try to block his advance not only by physical presence but try harassment, so that Gretzky may be disoriented. In this sense Hockey is different from Baseball. It is just as a “mental” game as a game of physical power. You like Hockey because it is a complex game, besides being a Powerful and Exciting one.

I do not know much about Hockey, but I count on your knowledge to try illustrating what it means to have a different way of thinking , or different levels of intelligence. Help me.

My question is this. How does Wayne know and keep track of his teammates while concentrating on the puck in front of him?

Chasing the puck is a “Goal Oriented” task. Your eyes are fixed on the Object. You are moving the Object to the Goal with all of your Power and don’t have time to look around. You have a Tunnel Vision to do that. That is the situation Newtonian Mechanics deals with. The motion is from a point A to point B. Yu force the way through. That is the way Power Science thinks; Max Weber in Science As A Profession, talked about this and said “If you are not willing to put on Blinders, you’d better go see a movie (i.e. you are not cut out to be a scientist/scholar)” If you have a purpose, you better concentrate on it. “One Track Mind” is the must in science. You understand that.

But that is not quite enough. Gretzky has something else in his mind. Remind you that just breaking through the defense is difficult enough. You do not have too much room left in your mind to think about something else, like which movies to go, etc.

Yet, it is said that Gretzky has a kind of “Moving Map” in his head and know where his teammates are at that moment and also anticipate where they are going to be. He also knwos defensemen of the other team are coming at him and about to give him a hard body check into the side wall. The Map is not the usual static one at a given time, but a dynamic one that contains anticipated Future, or the “Flow of the Game”. In that sense, the Map is a Relativistic one.

[I do not know, but I do not think Gretzky has ever taken Relativity course. Here, what is important is not whether Gretzky knows Relativity in formal sense or not. What is important is that, as educators or educators-to-be, you recognize it. The role of educators is not “teaching” anything like Relativity, but to recognize it in actions of people and encourage them. Any mediocre person can read physics texts to a roomful of students and think it “teaching”. To recognize what students are doing takes more understanding than just ability to read off texts.

Particularly, I think this ability to “recognize” what is in children is an absolute necessity, if one wishes to get involved in Cross Cultural Education.]

The “Map” is imaginary thing in his head. And I do not know how he carry and maintain it. He is not looking around. It seems that he make up the Map by Periphery Vision, plus perhaps by Intuition, Instinctive Feeling, or Dream-like Fantasy.

As to Periphery Vision, we know one thing. That is, even the 100 yard sprinter running gets the sense of his Body Balance from Periphery Vision. The sprinter has a Tunnel Vision as to the goal and the track in front of him or her. What the sprinter is doing is “One Track Minded” thing. But the Tunnel Vision on an object does not tell how one’s body is oriented. It is the Periphery Vision that tells your body orientation relative to the Environment that you are Not Looking At.

If you make an analogy here, you can sense what I am driving at. The way our Power Science and Technology do things is very much like the 100 yard race. Things are done with a Tunnel Vision, often in competitions with something or somebody. That is, Power Science-Technology has not Periphery Vision to sense its own orientation. The Natural and Social Environment is ignored.

What I am insinuating here is that Love Science is like Periphery Vision. Gretzky got it.

(B) To illustrate the Power of having a Map further, let me cite a historical event. This has to do with how Christopher Columbus got to America. In a sense, this is a bad example in that the Power was used to help build European Colonies. But the Map of Columbus is also a dramatic example of the fundamental method of modern science that I cannot resist citing.

Before Columbus’ time, European navigators were sailing along coastline using landmarks. The mode of operation is characteristically “One Thing At A Time”. This science of navigation was good enough for them to navigate around Mediterranean. It was powerful enough for them to go along African coast to its southern tip. They used to make maps with Landmarks. But to copy maps, and other reasons, they start drawing lines on maps. You note that these lines are not “Real”. They do not exist out on the ocean. They only exist on maps that human minds made. They are mental artifacts.

But the imaginary lines had a great effect on the way people think and act. Once lines are on the map, it is a matter of time for some navigator to think of sailing along a line, like “go on East Wind 10 knots for 2 days” and trace the course on a map to keep track of where the ship is. In fact, Spanish navy perfected the method to locate a fleet in the middle of the Atlantic shortly before Columbus’s time. Columbus learned that. Combined with the knowledge-vision that the Earth is round — and fortuitously there was an error that made the Earth look half its size —, Columbus came to see that India was just 40 days of sailing to the West.

Of course, only Columbus came to have the Map-Vision. Navigating on Imaginary Line was a new science, and others, even a map was shown, would not have had confidence in it anyway. The story says that Columbus had a mutiny on his ship, but since crews did not know how they could set a course to go home, he was not killed.

In a way, the lines are the Man-made Rules imposed on the Nature, and imaginary ones at that. Yet the Imaginary lines imposed on Space-Time was the foundation of modern Geometry and Physics. From that Descartes’ Analytical Geometry emerged, though the story is that Descartes had a Dream in which and Angel appeared and told him how to start New Science. Newton was very much impressed by Descartes’s Geometry and wrote his Mechanics emulating Descartes. Einstein came some 250 years after Newton and negated him, but he also used an Imaginary Map, i.e, Geometry.

Now the point of narrating this story of Imaginary Map is that Gretzky is doing precisely what Columbus, Descartes, Newton, Einstein did. He overcomes the Tunnel Vision by having a Map in his head. By the help of Imaginary Map, which he is not even conscious of, he can do something beyond “reacting” to the immediate situation in front of him, and go beyond the level of “intelligence” that is characteristic to the mode of operation called “One Thing At a Time”.

(C) When you become a grade one teacher, you have some 30 children each doing different things, each having peculiar problems, crying and laughing and some have to go to the bathroom. As a teacher, you care for each one and every one all the time. You know what each of them is doing and what they are about to do. If you think Gretzky is a miracle, you are a miracle.

How do you do that? Your answer probably is “One Thing at a Time”. After all, that is the most any human being can do. But what about your Periphery Vision? While you are wiping off Jony’s bloody nose, you are aware Betty and Rosy are pulling each other’s hair.

On the top of it, you have a Map in your Head called Lesson Plan or Day Plan. The Map is like Ideal Dream and never works under daylight. Nonetheless, without the Map, you would not be able to keep your sanity.

When you said “I do one thing at a time, and just keep going”, you are not telling the truth. You do not work like Scientists in teaching grade one. You have to care about everything at the same time. But you somehow keep your physical and mental balance relative to, or by the help of the imaginary Map you have in your head. It is just that you are not “Consciously” thinking about it when you are rushing Nick to the bathroom.

What a human mind can do is amazing. Consciously thinking is just a minor insignificant fragment. Our “Rational Thinking” cannot do that, so we say “ONe Thing At A Time”. And we imagine we are running in a Maze with a Tunnel Vision. (The reason why Maze is confusing and disorienting is that we do not see the whole picture. That is when we have no Map. We do not have Environment to know where we are and guide our way out.)

—–

I think you know what I am talking about. When you are in the world of children, you no longer have the luxury of having a Tunnel Vision on one object called “children” or “Class”. You are in it. They are all around you. Perhaps, you feel as if you are trapped in a Maze and you say to yourself that all you can do is to do “One Thing At a Time”. But actually, you do have Peripheral vision, Environmental awareness, Dynamic Map, and are performing a miracle.

“Love Science” to me is to recognize that miracle of yours, feel dignified and enjoy it.

***I add here two notes. (i) Today, Science is fragmented and no longer has a Vision-Map. It is pursuing “One Thing At A Time” with a tunnel vision. I am afraid, Science today, in that sense, has retrogressed, (ii) The Science of “visionary-Map” navigation was practiced by Polynesians long before Europeans came to know it. Native Hunters in the North woodlands also knew the Science, as Hugh Brody’s book Maps and Dreams (a NAS text) illustrates.

Indigenous Science

Notes on Power, Love, and Science: From Agony to Max Weber

September 7, 2015 Archivist

DRAFT — Handwritten Notes added in Italics

Notes on Power, Love, and Science:

—From Agony to Max Weber —

Program:

1. Preliminary Notes: Why dig up Weber this late?

2. Texts by Weber, analysis/interpretation.

[“Religious Rejections of the World And Their Direction” (Gerth and Mill).

“The Relationship of Religion to Politics, Economics, Sexuality, and Art” (Fischoff)

My intention is to read these texts as if they included “Science” in the title “Religion”]

3. Love Science Possible?

—Being Rational and Becoming Wise —

—–

I. Preliminary Notes: Why dig up Weber this late?

1-1. How I came to read “good old” Weber again?

Weber’s works are the classics in sociology. One might say Weber started “Social Science” and presumably all social scientists have read Weber, just as every physicist reads Newtonian Mechanics.

Yet, in listening to social scientists in a North American setting, I used to notice that their works do not seem to reflect their knowing of Weber’s works. By and large, Weber is forgotten or ignored. I knew Marxists do not like Weber. But most of social scientists in North America are not Marxists and would deny that they have an “ideological bias”. So that was not the reason.

I thought perhaps Weber has become obsolete. Sociology in recent times has had sophistication surpassing Weber, particularly in “scientific” methodology. Weber’s works might be thought as belonging to the “pre-science” level of Sociology. For one thing Weber did not take Statistics on questionnaires and thus is “out of style” in the modern Sociology.

[In contrast, every physicist today would say that Newton’s Mechanics was superseded by Relativity and Quantum Mechanics. They even say Newtonian Mechanics is “wrong”. Yet, they do still read and even use it. That it was “proved” to be wrong, does not make Newton “obsolete”. Physics is “co-operative” and “constructive” in that sense. It is built on the works in the past. Even mistakes are not wasted.

The attitude of social scientists seems to be “competitive” and “arrogant” in this respect. They have too much of Oedipus Complex?]

But my friends did not suggest me any reason why they discarded Weber.

I even suspected racial prejudice against Germans. Although British American academics do exhibit anti-continental bias, that did not seem to be sufficient.

I have been puzzled about this curious social phenomenon in sociology. In order to find out what has happened to Weber’s work, I picked up a few books and read a few pages. [1] To my surprise, it was I myself who had forgotten Weber! I found Weber in despair, and defeated into “Power Science”. Yet his yearning and struggle for “Love Science” are evident. To my interest in the possibility of “Love Science”, Weber provides a nice text/material, though his conclusion is negative. I intend to analyze why (how) Weber came to the negative verdict.

[Weber reached his negative conclusion, because he started with an axiomatic proposition that “Rationality” is born out of the World View that basic human relation is conflict/strife. And consequently he would not get out of the world of conflict/strife where Love can only be “irrational”, “insanity”. To overcome the conflict/strife among and enforce any control over irrational fighters, a stronger force (violence) is needed. That leads society to Nation-State which is the ultimate violence. “Rationality” is the justification of the ultimate violence. And European Science is based on “Rationality” as such. I shall discus this further in part 2 and 3.]

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full use of it.]

But, it is “Right that is more popular word/notion among north Americans and Scholars of the time. they were not quite out of the McCarthyism. In the Cold War climate, there was a subtle anxiety as to talking of certain subjects. Not that academics liked McCarthy nor did they necessarily support Cold War Ideology, but they appeared to have exercised “avoiding troubles” and “choosing rewarding topics”. They were, in general “defensive”. That is how “The Universe of Discourse” among scientists then was formed.

Even today, I sense that North American Social Scientists are “defensive”. They talk of Human Right, but not much about the Dynamics of Power. Talks of Power actually presuppose existence of Power or Power Structure in which “Right” appears as “resistance” and “protection”. But in the rhetoric of talking about “Right”, “Power” is implicit, not direct target of attention. The rhetoric does let people to have a discourse on problems of power in a sense of “reacting to” them, but it avoids directing the discourse to the essence of Power question of how the Power exists and is maintained in the first place. The “Human Right” rhetoric covertly makes the Power and its violence “acceptable,” say like, “It is there and one cannot do anything about its existence itself” or “Power is a part of the Given Social Condition which cannot easily be changed and hence one ought not to attempt to change. And since one is not going to change it, it ought not be talked about.”

Talks of “Human Right”, (“Property Right”, etc.) do not intend to deny the “Right” of a “Sovereign Nation-State” of exercising its violence such as declaring War, imprisoning and quarantining people. “Right” is technological “moderations — “sugar coating” — of the fundamental violence. It does not intend to eliminate violence, but “justify under conditions”, specify the procedures, and the manner of violence. But, of course, it may be thought as “the best one can”, given that humans are aggressive beasts.

That is not what I am concerned. The problem comes when the technology of “the best one can” becomes the foundation of “Rationality” and hence “Science”. Love is then excluded from Ratinality and Science. That is the problem. And modern social scientists do not question their metaphysical assumption that “humans are fundamentally aggressive,

Weber talked about “Legality” in Wirtschaft and Gesellschaft. Woody might be interested in this. America, our schools in general ignore “Rechtssociologie”.

“Right” refers to what is permitted by and within a given power structure. For Native Americans to be granted the “Right” to hunt and fish is not the same thing as having “Power” to do the same. When we come to consider “Love and Nature” as a part of Native Science, we shall have further complications–you see why I am stuck!

violent”. “Right” is a compromise between fighting beasts.

*See also: Wirtschaft and Gesellschaft for “Law”/ Niklas Luhmann Rechtssociologie

Radical left scholars who followed the orthodox Marxist belief in “Power Struggle” did not wish to talk critically about Power either. They see Power is the instrument to be used by the “Vanguard of the History” (i.e. Communist Elite) for the construction of the Proletariat Utopia. But, at the same time, they appeared to have had a “gut feeling” that Power is fundamentally “Irrational”, despite their rationalization.

Hume said “Reason is, and ought only to be, a Slave to Passion”, If so, then “Science” as something about “The Means” is not competent to deal with the “Passion” (Will, Desire, Value, etc.) that exercises Power. And Scientists and Scholars are, then nothing more than technical “assistants” at their best to the “Sovereign Power Being”. Prostitutes have a better position in that they might touch the Passion of the Sovereign Power Being. By some reason, Scientists and Scholars, at least in their pretense, talked as if dealing with “Passion” is below their intellectual dignity. [Kissinger was merely “honest” in this respect.]

Weber became, in effect, a persona non grata, because of the “defensiveness” of Scientists and Scholars.

1-2. Weber’s personal struggle in Power and Love.

Weber characterizes “Power” as “that which forces people to do what they do not otherwise do”. And it was placed as the fundamental element of every human relation, upon which Social Relations were considered to be built. Weber did recognize “Love/Eros/Affinity” in human relations, but he concluded that they are “irrational” and unfit as foundation of social institutions — may they be “marriage”, “economy”, “legal”, “religions” or “politics” —.

Ironically, Weber’s writings betray an inordinate internal struggle with regard to the question of Power and Love. It is as if Weber wanted some sensitive souls to sense that what he formally announced in his “Science” were quite opposite of his internal feeling. In the name of “Science”, he had to say what he said. But at the same time, he had apparent pain in obeying the “Norm” of Science, which he himself imposed on his works. He advocated “scientific objectivity” and “Rationality” in the strongest argument that he could find. But then he turned around and cried in the pain that “Iron Cage” of science gave him. [See Mitzman. “Iron Cage”.]

It is well known that Weber had difficulties with his “Junker” father and “religious” mother. He could not respect “philistine” father. Nor could he accept “spiritualist” mother. He went to military school and became an army officer. He engaged in “duels” and at one time got his face cut. It is said that his mother slapped him for that. He disliked “stupid” military, but at the same time he took pleasure in displaying “machismo” and was a proud officer. He had an affair with a girl and then married another, which bothered him a great deal later on. He had many nervous breakdowns. He had to fight with his own conditions of mind alternating between “high excitement and deep depression” which were out of his control. In short, Weber was a huge bundle of inner contradictions.

[See the introduction to From Max Weber by H.H. Gerth and C.W. Mills. Galaxy Books. 1958. H38 W36.]

His intense search of “Science” (Rational Intelligence) was not just for “academic” interest nor accidental. He was searching for a salvation of his soul in the quest of “Science”. I admire Weber for this. At least, his “Science” was not for “academic prestige/promotion”, “salary increments”, which he advocated in his “Science As A Vocation”. He was dead serious.

1-3. The Inner Conflict/Strife of Modern European Intellectuals.

*+ “Modernity or Modernism? Weber + contemporary social theory in lash.

One can see the same “conflict” in the modern intellectual movements in Germany, say in Kant, Fichte, Hegel, Nietzsche, Goethe, Marx, Freud, Mannheim, Marcuse, Habermas, et al. In the 19th century, the “Peasant” Germany was trying to respond to the “industrial Revolution”, which invaded her. It set a peculiar tradition for German intellectuals. Germans were asking questions to themselves. Adapt “Science” and survive? Resist it? Make it acceptable? Fight and win the race to the modern scientific/intellectual hegemony? They were apprehensive about “Science-Technology” and at the same time they were trying to “Modernize” Germany. To them, “Science” was an enigma and hope.

[as to the “cultural/intellectual” history, see P. Ricoeur Lectures On Ideology And Utopia. Columbia U Press 1986.]

The intellectual turmoil in historical Germany has a good parallel with what Weber had to go through in personal sense. And in European Intellectual Tradition, the sharp, conflict, confrontation, crisis, were the well-spring of intellectual achievements. Marx’s sense of “Dialectics of Class Struggle” and Freud’s sense of “Oedipus Complex” are cases in point. “Strife” is the trademark of European Intellectuality. From the European standard, Oriental “attitudes” such as Zen and Tao are not “Intellectual”, let alone “Scientific”. Marx called it “Asiatic” in a sense of contempt.

I add here that Native Americans and Intelligentsia in “Colonial countries” have the same trouble as Germans had in the 19th century, in their confrontation with invading “European Science/Technology/Rationality”.

[See V. Deloria God Is Red.

E.W. Said Orientalism.

Pantheon Books 1978. DS12 524.

(This is from an Islamic point of view)

Nathan Reigold. Scientific Colonialism.

Smithsonian Inst. Press 1987.]

There is also a parallel in “Feminist Science”.

[See Evelyn Fox Keller. Reflections On Gender And Science.

Yale Univ. Press 1985.

Hilary Rose and Steven Rose. Ideology Of/In The Natural Sciences. G.K. Hall & Co. 1979.

Mary Field Belenky. Women’s Ways of Knowing. Basic Books 1986.]

1-4. The Epistemology of the Oppressed.

I had some interest in “Native Science” that a small group of Native American scholars in my locality was doing. I soon came to realize that the central issue in the research is “Power of Knowledge; European versus Native”.

The “Power of Knowledge” became an important issue, because the overt physical violence used by “Conquistador” was replaced by a more effective means of repression, which is the control by “Science/Knowledge”. We have now “Epistemological Oppression”.

The typical everyday example of “Epistemological Oppression” is that the oppressed people have “no voice”. It is not that the oppressed did not complain. They do. But they are not “heard”. The reason is simple. The intellectuals in the position to effect social scale communication regard the “Voice of the Victims” as not “scientific”, “Objective”, “Rational”, “Inarticulate” etc. That is, the poor people have no “authority” nor “legitimacy” to command listening. They are denied the access to the communication.

[See Bishop Remi De Roo. Cries of Victims, Voice Of God. Novalis. 1986.]

And it is more tragic that the people themselves have the tendency of worshiping “intellectual heroes”. I observed that people, and academics alike, tend to listen and “believe” big name “scientists” such as Carl Sagan. Suppose a child suggested to them that, say, “Universe may be like an Infinite Series of Images made of two parallel mirrors”, nobody would pay any attention. They have to be told by Big Name Scientists and get “impressed”. Not that they do not know fallacy of “Hero Worship” in Science. In fact they complain against the discrimination. But the statement from a child is not “quotable” in academic communication, whereas the same sentence from a Big Name Scientist has a “quoting value”. And the very people who complain that “nobody listens to me” do not in general listen to children or their own close friends. The discrimination has a “One-Way” hierarchical structure. It is tragic when that happens to ethnic minorities. In a mutual contempt, they deny their own access to the “grassroots support” that their community could provide. “Power Science” enforces such a tendency among the oppressed and silenced.

We note here that “knowing” in the professional sense has little to do with a scholar’s living, other than in the sense of job security and winning the competition for prestige and power positions. If a statement is not “quotable”, it is useless for “publication” on which they depend their life. Their “Knowledge Acquisition” (they call “Knowledge Production” in a megalomaniac conceit) is “Alienated Work”.

It would be quite a different story, if the “knowing” has to do with actual life — say, asking where the bathroom is in an urgent need —. Even a child can be a great help. Scholars and Scientists would appreciate the value and thank the child. But in the formal sense of “knowing” (science), “helpful communication” as such does not count.

The “knowing” in formal, institutional Science is primarily for “Knowledge Claim”, not for “helping people”. And if the Scientists and Scholars wish to have “Immortality” in their Knowledge Claim, they have to “register” the claim. The helpful communication that ordinary people provide for each other is not “Immortal” but “Ephemeral”. It helps and disappears. Scientists and Scholars, as “professionals” in the Knowledge Claim competition could not afford to waste their mind on “insignificant” statements of little children or people with no “authority”.

And even in ordinary conversations, we often engage in “Knowledge Competition”. Whoever utters a “New Knowledge,” say, read from newspapers or new books — win their game. The primary aim of talks as such is “Display of Knowledge” in the “One-Upmanship” game. It matters very little that what was said helps nobody. One tries to sound “smart” and gain”admiration”. Suppose one tries to help one’s friend by offering a comment that touches on an important problem in the friend’s life; it is most likely resented. Unless one is confident in the degree of “intimacy” with the person, one must regard offering a “too personal comment” is unwelcome offense, and it is not good “etiquette”.

We do know the disgusting habit of “righteously superior” people to offer “free advices” unsolicited. They are not “polite”. Even to our own children, we try to control our impulse to offer “free advice”. We should be careful! People could be offended by offer of help. I wonder in what degree even Lovers tolerate mutual help. Rather the game of “news” is relatively innocent.

Weber had something to say about this. He thought that intellectual discourse is fundamentally a “Power Struggle”. He suggested that even Lovers cannot avoid “dominating”, “subjugating” and thereby “exploiting” in mental sense. To him, the propensity of women to submit themselves to the intellectual domination of males and become “willing victims” is “Irrational”, yet that seemed the only “practical” way the Love Relation can be maintained. However, in his despair he did suggest the possibility of “Grace” — he used this word only once in the entire book —, but did not say any more than using the word. [I shall come back to this point later.]

But, that tell us that we do not “communicate”. We do not like to listen, even if it is really helpful. We resent precisely because “helpful communication” is “real”. And we do not wish to know other people’s troubles, because we have our own and we might be embarrassed to realize that we have no ability to help So we stay in “pleasant” exchanges of superficial greeting, such as “good morning”. When we say “How are you?,
we do not really mean to say that we are interested.

In this way, people with low social status are denied of the access to social scale communication. The Native Scientists know that well, for they suffer the very same “discrimination” and they talk about “Silenced People” in the History. Yet, it seems that they are not aware that they themselves do the same to the “Powerless”.

[Subnote 1-4. Example of mutual disrespect among the oppressed.

It is well known that even unionized Laborers vote for the Conservative Politicians. Not that workers trust the politician, but they do not trust themselves. Weber would point out that “Power” could not exist without the “Dependency” of the subjugated.

We might go to a small town and observe how the town council makes decisions, say on the basis of “Expert Recommendation”. There may be oppositions from townspeople and they might make a presentation to the town council. The typical attitude of the councilors is to say “Whose opinion do we believe?” Obviously the councilmen have no ability to “think” for themselves and have to depend on “Experts” from a Consultant Firm in a Big City. The town pays several hundred thousand dollars to the experts and ask for “Scientific Research”. Having paid for it, they cannot now listen to townspeople, who are “obviously” uneducated, ignorant, and, worse, “emotional”. That is to say, the councilmen do not believe that townspeople can be “intelligent”. It is logically understandable. As far as the councilmen are concerned they represent the best of the town’s intelligence otherwise they would not be elected. But since they do not know, they have to believe that nobody in town knows. That is the reason why they asked the Consultants. And that is what Weber discussed under the terms of “Legitimacy” and “Authority”. From that “Ought”, one can easily slip to “Is” of the fact.

It used to be said “If you are so smart, how come you are not rich (and powerful)”. One can sympathize with such sayings and understand that the issue of “Credibility” is important — for the most cases in politics have to do with “unknowns” and the community has to “gamble” on the basis of incomplete set of information —. The real issue is not the “Fact” which belongs to the Past, but “Trust” in the Future sense. We do not make important decisions by opinions of anybody whose past record does not impress us. But that is not because the Past Record is relevant. An opinion at a particular time expressed in a statement is not actually the issue. The issue is “With Whom One Feels Like Risking Life?” Certainly, we do not go into a venture with “Losers”. We look for “Winner/Hero — i.e. Authority, The Power —.

If the National Leader says “Let us fight a War”, you follow. Suppose your wife says do not like War. You say to her and to yourself “That is irrational. I cannot and ought not follow women’s intuition”, Besides, following wife’s instinct is below man’s intellectual dignity. It hurts your pride in “manhood”. That is why we go to wars. Needless to say, there are plenty of “Rational arguments” why you have to fight. In our history, there was no war that was not intellectually “justified” and “rationalized”.

Such cases make us question as to why we “repress” our feelings hinder “intellect – just like colonial officers suppress colonized people and that is the problem of “Power Knowledge” that I would like to discuss in this note.

[See also:

Max Weber. The Sociology of Religion. (19220 (Tr) E. Fishoff. Beacon Press 1956. BL 60 W433.

Arthur Mitzman. The Iron Cage. A.Knopf 1970. Hm22 G3 W455

S. Lash and S. Whimster (ed) Max Weber, Rationality And Modernity. Alen & Unwin 1987 . JM22 83 W454735.

E.W. Said. “Foucault and the Imagination of Power”. in D.C. Hoy (ed). Foucault: A Critical Leader. Blackwell 1986.]

1-6. Asiatic Sense of Knowing

Weber is a European Scientist. His sense of Knowing and Intellect is distinctively European. There are, however, non-European sense of Knowing and Intellect.

The first thing Confucius said in the Analects — which is the most important text of all Confucian teaching — is that:

“Is it not pleasure to learn and in times recall what one has learned and fondle them. It is like having an old friend visiting from afar. If people around me does not know this pleasure, it is nothing to warm up about. (Pleasure is mine)”.

Of course the above is my translation. When I was taught Confucius, my teachers did not offer such a translation. Rather, my teachers and scholars alike hurriedly passed the first paragraph and went into the “technology” of how to maintain ritual orders etc. I hated Confucius. But by a chance I came to read the text again, I noticed that in the first paragraph Confucius was stating the Purpose of Learning. The purpose was “Pleasure”. One studies in order to know “Friend”. Confucius did care about pragmatics of rituals for the good of society. But “Knowing” was not for the “utilitarian value” nor the “Moral Cords”. It was simply the pleasure of having Friend.

Such “Knowledge”, if it is called knowledge, has nothing what so ever to do with “Power”. Just as it is absurd to “Claim Friend”, the “Knowledge of Friend” is not claimable. In this, Confucius was much like Taoists and Zen Learners.

I mention this as an example of Non-European sense of Knowing. It is a “Sensual Pleasure” that the Knowledge is cherished.

To be sure, even in Europe, there is “Knowing the Sensual Pleasure”. Knowing Art, Music, and Poetry is of that kind. But that is definitely outside the sense of Knowing of European Science. It is not “Rational” from European sense of Epistemology.

We open any European text books on Epistemology, and read a few paragraphs. We would notice that the preoccupation of “Philosophers” in Epistemology is “Justifying the Power/Authority of Claimed Knowledge”.

In the Oriental sense, no Justification is needed.

You say “That is Irrational”? If you say so, I agree. For the term “Rational/Irrational” is defined in the context of having conflicts and power struggles as to knowledge claim. (It came from Religious Inquisition, where “right or wrong,” was a deadly serious matter that People were often burned on stake or stoned. Socrates was pre-Christian. But even then the “Truth” of knowledge Claim was a serious matter in which “wrong” was punishable by death. That is far different from the “Sensual Pleasure” of Tao, Zen or Confucius.

I am interested and proposing to look at Weber from Non-Authoritarian view of Knowing. I note that Weber went into despair because he could not resolve “conflict” even between Lovers. The reason is his European Intellect stood on Power Conflict. Using such an Intellect/Rationality, he naturally could not resolve the Conflict of Sexes.

Confucius would have recommended to have “Proper Ritual of Mutual Respect” between Sexes. That would be “practical”. Weber, however, sensed that Sex (Erotic Relation) has “Religious” significance. That is: Sex (Eros) is something “Sacred” to Weber. Therefore, he would not go along with Confucius. To that I rather take Weber’s side.

Nonetheless, Confucius offers a perspective from which one can see what Weber was thinking/feeling. As such I value Confucius.

Indigenous Science

On “Time” and “Eros/Passion”. Ver. 24/7/1987.

September 6, 2015 Archivist

Note for Phys 2020.

Physics and Society

24/7/87. S.K.

On “Time” and “Eros/Passion”.

I. Introduction.

We divided this course, for convenience, into three parts. We have now come to the Part III: “The Future of Science”. You have heard what mistakes scientists, including this professor here, had made, in the past up to the present. Now it is your turn to make your own mistakes. I stress here that it is you that creates “the Science of the Future”. I have concerns for the Future, but all I can do is to watch you from my grave.

However, talks on Future are talks in Hope. And perhaps, it may be helpful if I give you some encouragement. I shall do so, in a manner peculiar to physicists. Namely, I give you a lecture about “Time”. And I shall point out where “Eros/Passion” can be located in the Time Dimension. What the Physics of Time has go to do with “Eros/Passion” is the punch line of my story.

In addition, I like to tell you what I learned from Native Science/Philosophy. I shall discuss the Native Metaphysics of Time in comparison with our dominant, Euro American Metaphysics of Time. This has also to do with the Spirituality of Native Americans. In order to discuss that I have to talk of the relation between European sense of Time and its Eros/Passion. And like the most things I talk about, the relation is on a two-way feedback. By trying to appreciate what other cultures offer, we understand our own better.

[References]

As background and further readings, I refer you to a few books here.

A.N. Whitehead Process And Reality Free Press. 1929.

H. Bersson Time And Free Will Harper Torchbooks. 1910

V. Deloria Jr. God Is Red Laurel Book. 1973.

J. Highwater The Primal Mind Harper & Row. 1944.

M. Berman The Reenchantment of the World Cornell U Press. 1981

H. Mareuse Eros And Civilization Vintage Books. 1955

M. Foucault The History of Sexuality (3 vol.) Vintage Books. 1978

M. Jammer The philosophy of Quantum Mechanics John Wiley 1974.

II. The Future is “Nothing”. But then, Why talk of Future?

1. The first thing I would like to draw your attention is that “Future” is not “Fact”. The “Future” does not even exist in the Materialist sense. If you are still thinking that science such as Physics is about “Facts”, then you would say that “Future” cannot be a subject of science. Talks of the Future are talks of “nothing” (as yet).

Logically, you are quite right. But you also note that it is meaningless to know anything, if there is no Future, any systematic knowing takes a finite Time. If you did not think there would be a “Future”, you would not have invested the time and efforts to know anything. Besides, the most impressive displays of the “Power of Science” has been its ability to “Predict”. But, “Prediction” is a version of “Prophecy” and it is a matter of “Teleology”. It concerns with the question of “Belief/Faith” about unknown Future.

2. Science may be just a set of descriptions of what has happened, as some philosophers contend. Or Science may be just “attempts to explain” what have been observed in the Past.

I suppose “description” and “explanation” are parts of Science. Bt without some “illusion” of the Power to Predict, Science would have been a hobby like “stamp collection” and commentaries thereof. Certainly, such a hobby would not have impressed people enough for them to give the Billions of Dollars in grants. It could not have been a profession, let alone being edified and valued as an intellectual discipline — and, you would not have been forced to take physics course by the “Authority” , which does not recognize your intense hatred of Physics hammered into your heads —.

You venerate “knowledge” in general, because “Knowledge” is useful in your Future. !!!

And you pay for it.

[I have reservation as to the above assertions. I would view that “intelligence” is a matter of your own Creation. The “Dead Knowledge” in books or in computer memory is not useful, unless you use them. It is your use that is the value, not the “Knowledge” itself. However, let me stick to the “common belief” of our culture for now.]

At any rate, thinking of Future is inevitable. The Future is not a “Fact”, but it does affect science. The Future is “nothing” (as yet), but it is very important to us.

3. You can take an extreme pessimistic position to say “Humans cannot possibly know anything about Future” and even accuse me that I am “Irrational” and “Irresponsible” to talk of Future that I know nothing about. Or you might judge that I “lost touch with Reality” (insane), where “Reality” consists of Facts only.

4. But, I point out that at least some of you also commit the same “sin” or “insane act” of thinking and talking of the Future. I give you a familiar example.

In the typical Love Affairs, of which some of you have had a great deal of experiences, there are frequent references to “Commitment”. If you have not heard the word, and have no idea about what it means, let me explain it to you by an illustration.

——

In the play, My Fair Lady, [A.J. Lerner. Coward-McCann. 1956], the climax comes in Act II, when the heroine asks: “What’s to become of me?” A professor of Linguistics, Dr. Higgins, made a bet and successfully taught this poor girl Eliza from the East End slum to say correctly “Rain in Spain falls mainly on a plain” and to be admitted as a lady by the High Society.

Incidentally, even a great physicist, Michael Faraday had to learn the same in order to be admitted to the Royal Society. British society is a Class Society, where the art of “Snobbism” flourishes. And in the art, to have a mastery of the peculiar language (lingo) is very important.

At any rate, after the smashing success in the demonstration of his power of knowledge in Linguistics, Dr. Higgins has no further use of Eliza. The experiment is over. The scientist predicted the outcome and indeed it became “True”.

Was the girl happy, having been well accepted into the High Society and charmed most anybody? No.

She complains; “It is good that you succeeded in your science. But what about me?” She is asking for a “Commitment” for the Future.

In her case, the “commitment” she is seeking is not “security”. For she had all manners of guys chasing after her. The question is rhetorical and actually a confession of her “vulnerability”. She fell in Love with this arrogant son of b…, who think of her no more than an experimental animal picked up from the gutter of London slum, and treated her like a slave who brings his slippers while he reads news paper.

His idea of marriage was probably with a lady from a “Proper Family” with a big dowry or high society connections for his patronage.

The enlightened feminists today would say that Eliza is irrational, if not insane. They would say; “To hell with guys like that!”. Of course, Professor Higgins has all that “correct” power words, such as “Purely Subjective”, “Your Imagination”, etc., to talk back.

But the “commitment” is also “vulnerability”. It is a gamble on the unknown, unpredictable Future.

Materialistic girls today may think that “commitment” is a guarantee of future comfort. I know even radical revolutionary women, such a s Rosa Luxemburg dreamed of a nice cozy house with white picket fence, of being taken to Sunday walk with kids, and all that sort of things I do not blame girls to wish that. But, no one can guarantee the Future in such a sense. Girls know that, yet ask for “promise”. The reason for this is not “commitment” as guaranteed material security. It is, if any, more than that.

You might say that it is a commitment to “Share the Fantasy” (hope, faith) of the Future. It is not an exaggeration to say that the commitment asked was the “meaning of life”. In fact, even colloquialism refers to it as “Meaningful Relationship”.

———-

5. Now, you are certainly right to think that such a problem is not a matter of “Physics”, (a pun intended). But I am going to tell you Physics of such matters, any way.

You know that the Future is not knowable and that you are vulnerable to all sorts of accidents, dangers, happenings, circumstance, contingencies, etc. The fact that you are the wisest and nicest guy in the world does not make you invincible. You would like to deny it, but whoever you are, you are just as vulnerable as everybody.

So, you accept your vulnerability and go on living. One of my friend is a Christian minister. He told me that the name of Judeo-Christian God is “What Will be, will be” (Que sera sera.). I would say that is “reasonable” enough. But, then, why people fall in love and become more vulnerable than they already are? I blame “Eros/Passion” for the insanity. Of course, I think it beautiful, I mean tragically beautiful. The idea may be that human existence is vulnerable any way and therefore one has nothing to lose by falling in love. One might just as well be possessed by Eros and be Passionate.

And, I beg you here to note that it is all because of the Time Dimension. If we had no Time, we would have had no trouble like that. You might, of course, say that you have no Time nor Energy for Love Affairs, let alone thinking about Time. But by that you are saying you are dead.

6. [For those who are hardnosed businessperson, I mention one problem in Economics of Profit Maximization. This is known as “Arrow’s Paradox”. It so happened that even in a perfectly deterministic world, the “profit” (or “utility”) depends on the Time Interval chosen for the calculation of the maximum.

What is profitable in short term is not necessarily profitable in long terms. That is, the maximum cannot be calculated without choosing a time scale.

If one takes the Economics of Profit (Utility) Maximization as the proto-model for Rationality, the Rationality cannot exist for indefinite Time interval for which Humans may exist. Since you do not know how long you live, you cannot calculate how to get the Maximum out of your wife or husband.

You might say: “One who laughs last, laughs the best”. But the problem is that we have no idea when the last is. Economy is irrational.]

III. Time is not a thing. Then, what is it?

1. O.K. you understand why we have troubles. It is because of Time. And because we have troubles, we think and talk about Time. But what is this thing called “Time”?

Well, “Time” is not a “thing”. It is “nothing”. It does not exist, in any objective, material, sense.

It is a way we think and talk. It is a mere “concept”, or a mere “word”. What is worse, there are many different senses to the same word “Time”. Even in the Physics of General Relativity, there is a well known ambiguity as to which “t” in the equation is the “Time”.

You may be asked by your friend “Do you have Time?” Your friend may be asking if yo have a watch to tell what Time it is then. Or the friend may mean to “have” or “spend” a Time together.

And, the “It” of the utterance “What time is It?” means nothing. The utterance is saying “What time is the time?”. That is worse than the “It” of the “It rains”. And, nobody “has” Time, hence can “spend” Time.

But, don’t be silly. They are “Idiomatic” expressions. You say “It rains like dogs and cats”. Since you have never seen hundreds of dogs and cats falling down, that is a bad metaphor. But, you know what the expression means as your friends know. Idioms are like the “Joke #19” which do make you and your friends laugh. Or, Idioms are like Rituals in language art, commonly shared by a community.

“Time” is an Idiom. By our linguistic habit or ritual, we supposedly understand the idiom. That is, until some crazy physicist or philosopher asks, “What is Time?”

If you were Wittgenstein, you might say that “Time” ought not to be placed as the Subject of a sentence. This is a typical case of “pseudo-philosophical” problems created by misuse-abuse of sentence structure. “Time” ought to be treated as an “Adverb”, not a “Noun”.

[Some Physicists are fond of doing Wittgensteinian tricks with words. They say “Electron” is a Verb, just as “Red” is an adjective. There is no such “thing” as an “electron” nor “red”. But then, is “Energy” a “verb” or “adverb”? It is ambiguous. And the ambiguity is essential to our art of language. In mathematical logic, we found that what is precisely definable is meaningless. (I shall explain this to you later). So, we try to find “meaning” in the ambiguity. This is the “Uncertainty Principle of Linguistics”.]

But you would complain that saying that Time is not a “noun” does not help you much. You are right! In order to know the Idiom, we have to know in what sort of occasions, we use the word “Time” (and associated words), like anthropologists do to people of other cultures. Only in our case, we have to play the role of the anthropologists (outside observers) to our own “peculiar” thinking and language habits. However, it turned out that it is easier to observe others. To us, “I” is the most difficult thing to know. We would, therefore, start with “Time” senses of other cultures and hope our learning of others help us to know ourselves.

2. Let us, therefore, take our “prejudice” that American Indians do not have the sense of Time.

In God Is Red, the author Deloria says that Natives have no sense of Time. Deloria is a Native. Well. Is it true?

First of all, I like to tell you that the American Natives had a well developed Astronomy. Mayan Calendar was very accurate. There are archaeological sites all over North America which indicate that the Indians observed Time. Perhaps, it is possible that the Natives lost their “ancient” science under the colonial repression. And they themselves might believe that Indians do not have science. If so, it is a bad superstition, if not a self-imposed racial prejudice.

[Do you know our mathematics came from Arabs and East Indians? Today, it seems that Arabs and East Indians themselves think that Mathematics is European invention. The repression, and racial prejudice are internalized. This is sad. And I must tell you that you yourself may have the same underestimate of yourself. You think without me teaching Physics, you cannot do Physics. That is a sad superstition. I am just as stupid as yu are, if not worse. You can do anything, if you think you can.]

That “Indians don’t have the sense of Time” may refer to their apparent habit of not being “punctual”. They agree to a Time of a public meeting. Only after one hour later, some people begin to trickle in to the meeting! Even then, they do not show any sign of concern about Time. We hear such stories many times. And Natives themselves talk and laugh at that.

The trouble is, however, that Americans, Canadians, and Japanese are the same. In village meeting, etc., people come one hour later. When U.S. occupied Japan, Americans used to give Japanese lectures about the importance of Punctuality. To be modern civilized people, one has to be punctual. The lecture sounded very good. But when I came to the U.S. some years later, I find out that trains never run on Time. In Japan, if train is late, they pay money back. And usually Japanese trains keep accurate Time, say like within 10 seconds of the scheduled time.

In hunting of Buffaloes, the Natives had to coordinate their actions within the accuracy of a split second. Otherwise, Buffaloes would escape and the village go hungry. Natives do keep appointed Time, that is, when they wanted. Don’t you believe the myth like Indians have no sense of Time. They do not come to the meeting on Time, because it is an expression of “protest”. It is not “dignified” to show up on Time for town meetings etc. They are saying that they do not want to live by Whitemen’s “Norm”.

[Be aware girls or boys who let you wait on date. It is a well known trick. You are being hooked! Besides, she or he is demonstrating “who is the boss” in the situation.]

So were Japanese peasants. They, perhaps unconsciously, wanted to insult government officials by making them wait for hours. That is why they came later. They knew what is the Time very well. Interestingly, they had much faster communication to know what officials are going to say. And American occupation officials often embarrassed by finding out that people already knew what their Head Quarter is planning before they themselves were informed.

The “Punctuality” was a Christian ritual invented by monks in monastery. Japanese did not want to behave like Christians. They found out that trains in Christian countries never run on time, so they now run their train exactly on time without feeling guilty. It is their own Norm, not Euro American Norm.

Likewise, if and when Indians wanted, they can be very precise. They have an advantage of “dreaming” beforehand what is going to happen. [See Highwater.]

3. But, if you take Time to be some line-like segment punctuated at the Beginning and at the End, then it is right to say Indians and Japanese lack the sense of Time. I point out to you that the Punctuated Linear Time is distinctively Judeo-Christian. And the peculiar sense of Time is “Religious”, with a sense of violence for the punctuations. They mark and sense Time by “points”. Euro Americans often say that the “birth” is traumatic. And the “death” is dreaded. They constitute “events” with a “religious” significance, or traumatic impact.

In a contrast, Indians and Japanese do not understand the trauma and dread. Rather, to them, Time is “Continuity”, not “Punctuality”. Japanese trains run on Time very accurately, because rail men are preoccupied with making “connections” to other trains. It is not for the sake of making punctual events.

And, Birth, Death occurs more or less “natural” to them. Japanese peasant women used to go work in field in the morning, give birth in the field, carry the baby and vegetables on her back home in the evening. The events do make impacts, but not as much as Euro Americans get. There is not “religious” significance to the events, let alone “sins”, disasters, etc. The happenings are “events”, but taken as “course of events” in “flow”. That is, their sense “events” includes “Flow of Time”, not “Point”. In physicists’ language, the Euro American Time is Newtonian, whereas Indian Time is that of Relativity (Einsteinian).

Besides, the Native Time is not only continuous but also “internal”. It is their own Time, not something imposed by external authority, such as God or Physics. If they say Time is a part of Universe, then the Universe is something to which they participate. It is not external.

[E. Husserl” Zur Phenomenologie des innern Zeitbewusstseins discussed an “Inner Time”. But his was the European Time. I would call it “Ego Time”. It is subtly different from Indian Inner Time.

The difference clearly shows up when Indians talk of their ancestral Time. The tense in such talks is in “Present tense”. European cannot do that. Because the Past is no longer in the Inner Time.

However, Existentialists, such as Kierkegaard in The Concept of Anxiety apparently came close to include “continuity” in Time. But, here again, it is European Time. I shall explain the difference between “Anxiety” and “Eros/Passion” later.]

They may go to work in a factory and may be forced to punch Time Card. That is alienated external Time. They would resent that. In our bourgeoisie life, we worry about Time, such as the end of the month by which time we have to pay all bills and mortgages. Small merchants have to worry about Time, for the interests on their debts are counted by the day, week, or month. The Time as such is external. It is not “your making” that the Time passes. You do not participate in the making (creation) of Time. (God did it.)

4. To be sure, in Newtonian Physics, physicists do make “events” by observing them. There, the “Egos” of the physicists are involved, and the scientists do take credit for the events. The young observatory assistant who saw the latest Super-Nova became a hero, just because he happened to see and registered his “discovery” in the sacred record kept by the institution of Astronomy before anybody else. [See Discovery. June 1987.]

However, the “observations” have to be according to the official ritual code. Newtonian Physics requires that the observation to be externalized by use of “scientific instruments”, such as telescope, measuring sticks, etc., and they must be expressed in the edified format of description, such as saying “at a point of Time; t = 02:15:32 at a point of location x = 12.45, y = 0.66, z = 302.14” to make an “event”. By such “Initiation Rituals” or “Editing Rituals”, the personal experiences are converted to a “Scientific data”. The ritual procedure “purifies” and eliminate the “human experience”. The Science that replaced God’s Truth cannot allow contaminations by human experiences. That is how the Time is externalized.

Even Einstein’s Relativity is understood by many scientists as a physics consisting of “events” which are just the same as those of Newtonian events. It took emergence of Quantum Physics to break this “God’s Eye View” of the world to do science.

[The “God’s Eye View” is the one pretends that the knower, as a superior being, is outside of the world that is observed. That gives “Objectivity” and “Value Neutrality” to Science and Scientists.

However, by doing so, scientists are alienated from the Nature. They become “outsiders”.

The communication becomes one-way. You get information from the object, but you give nothing to the object. This is a perfect “intellectual colonialism, exploitation”.

To be sure, this is only a religious-ideological fantasy. In real life, we cannot be like God. There is no such thing as “Value Neutral Knowledge” possible to humans. Humans cannot be outside this Universe, or what Buddhist call “Vicious Reality”.]

6. Then came Quantum Physics. The first public “event” marked the emergence of Quantum Physics in the Euro American Time was a public lecture give by W. Heisenberg in Chicago in 1929, Heisenberg announced “Uncertainty Principle” in the lecture (note that he did not do so in an academic paper.)

Among the audience in the Chicago lecture, there was a poet. The poet was Robert Frost. He narrates his reaction. [The Norton Reader. (Ed.) A.M. Eastman 3rd ed. Norton & Co. 1973 p. 519.]

“The other day we had a visitor here, a noted scientist, whose latest word to the world has been that the more accurately you know where a thing is, the less accurately you are able to state how fast it is moving.

You can see why that would be so, without going back to Zeno’s problem of the arrow’s flight. In carrying numbers into the realm of space and at the same time into the realm of time you are mixing metaphors, that is all, and you are in trouble. They won’t mix. The two don’t go together.”

The poet was absolutely right. This is perhaps surprising to the most scientists today. For they think poets would not understand anything about physics. And around 1930’s, the “second class” physicists were saying that there is only 3 intellectual giants who understand Quantum Physics in the World. Actually, the “3” was an exaggeration. They probably meant, Niels Bohr, Erwin Schrodinger and Werner Heisenberg. But there were others such as Louis de Broglie, Paul Dirac, Wolfgang Pauli, et al. Hideki Yukawa’s work on Nuclear Force/Meson Theory was done in early 1930’s in Japan. There were a lot more physicists who understood the new physics.

Besides, what a French Philosopher, Henry Bergson was writing on Time in 1890’s was very much in agreement with Quantum Physics. In terms of “operational approach” and “uncertainty/probability” that the new physics came to rely upon, there were philosophers like, C.S. Peirce, John Dewey. And, Poetical Philosophy of George Santayana, Existentialism of Martin Heidegger were already there. In retrospect, we can now appreciate their commonness with Quantum Physics. Only those “second class” scientists did not understand the new physics.

Robert Frost made reference to Zeno’s Paradox of flying arrow. According to Aristotle’s record based on a “hearsay” Zeno, some 2000 years ago, already knew that Newtonian Physics was wrong.

[See also The Reenchantment of the World p. 144-145.]

And more interestingly, Frost was saying “physics is a set of metaphors”. Physics, like poetry, is a linguistic art. Frost knew that in 1929. This is remarkable. Yet it is only an honest statement. Scientists who had psychological hang-ups about “Exact Truth” could not admit that, for the admission would destroy their “religious/ideological” superstition/prejudice. Physics inherited the notion of Absolute Truth from Judeo-Christianity.

As F. Capra in Tao of Physics tells, for non-Christians, it is no big deal to say human intelligence is limited in its capacity to know. However, I point out that since non-Christians had no enigma, they did not develop new physics either. To have problems is important, if you are to learn something. If there is no problem, there is nothing to learn. In this sense, even mistakes are valuable. You ought to think of this “dialectics”.

[I bet if your girl/boy friend is totally “predictable”, then you would lose interest.

Passion would become stronger by pains.

Goethe said ones who do not know the taste of tears would not know love.]

7. Now, the statement of Heisenberg, summarized by Frost is simple. (Frost is accurate, however.) But this does not mean that there are no more implications. In fact, there are several serious implications.

One of the implications is that the Uncertainty Principle suggests that “measurement” (knowing) of exact position of a thing affects and changes the state of the thing. It tells that you cannot know people (thing) without changing or hurting the people (thing). Knowing is interactive, not “neutral”. A psychiatrist, social worker, or teacher to know a client is to change the client, either for better or worse. And the psychiatrist, him- or herself, is affected by knowing. Extending this a bit, one can say that if nothing changes, you did not learn anything.

In relation to our question on Time, the above implication of Uncertainty Principle suggests that “knowing” is “irreversible”. By knowing, you change things. Once changed, you cannot get the innocence of the ignorance back. This in turn implies that in the world where “knowers” exist, the Time can only go one way, though there are other interpretations.

[There are other interpretations such as Time is actually consisting of two-way flow, one from the Past to the Present, and one from the Future to the Present. When two flows (waves) of “Event-Fields” meets, “an event” happens.

And, Time could be “circular”. Then, the above means that the orientation of rotation is in one direction on the Time Loop. Left-hand oriented World and Right-hand oriented World would be different. We do have some observational hints to this.]

This is known as “Arrow of Time” (One-direction-ness of Time). Before Quantum Physics, Statistical Theory on Heat Phenomena, etc. suggested this “one-way-ness”. That was known as “Entropy Law”. Since Statistical Theory relies upon human estimate of probabilities, one can take the Entropy Law as a part of Quantum Physics, and related to the “Knowing Interaction”.

That is to say it is “Knowing” that pushes Time. If there is no knowing (learning) like in the Garden of Eden —, there might not have been Time. And, if you apply “Dialectics” here, you would conclude that if there is no Time, there would have been no knowing.

One could possibly try a “Theology”. Namely that the God that does not change must be ignorant and does not have Time. It would be “Eternal God”, only because he/she cannot Learn anything. Learning means Change. Change means “sensitivity”, but it is “ephemerality” as well. “Stability” (of an institution, system) is incompatible with “Sensitivity” (change, learning). But then, you might apply “Uncertainty Principle” to this dialectical pair, and get to an accommodating compromise for the both. Interestingly, Physicists also call the Uncertainty Principle “Complementarity Principle” (Co-operative Dialectics).

[Ref: M. Janner cited above.

F.A. Wolf Taking the Quantum Leap Harper & Row 1981. Lethb. Pub. Lib. 350. 12.

K. Wilber (ed.) The Holographic Paradigm. Shambhala 1982.]

IV. Physics is (or physicists are) crazy. But what it has to do with Eros/Passion?

1. In a book Responsibilities To Future Generations [E. Partridge (ed.) Prometheus Press] 1980 contains, as the conclusion, “Love of Remote” by Nicolai Hartmann. The article is a partial reprint of a paper in a journal Ethics [vol.2. 1932. p. 311-331.]

Hartmann wrote:

“The Platonic Eros — when we strip it of everything else and attend only to its ethical substance, is deeper absorption of the idea, great passion for it, personal commitment to it. Thsi passion brings it about that a man is transported beyond himself and beyond his environment. It is a man’s losing of himself in his work, his inward life in what is not yet, in what is ‘still on the way from Non-being to Being'” it is the abandonment of the present for what is future, uncertain; the sacrifice of his life for another life, for one more valuable, but one that is not his own.”

I do not like words like “Platonic”. One who does not have courage to say “Eros” pure and simple, it is better that one does not say eros at all. It is nonsense to speak of “strip”, Eros is not a stripper. It looks like an “essence” because Eros manifests in everything and anything. But Eros is a Dynamics, not an “essence”. Taking away the contexts, the contingencies, the environment, the flesh and blood, Eros cannot exist. All these are typical in European Intellectual talk.

Eros/Passion does not care if it is “carnal or not”. Need I say anything as to the silly “Platonic”?

And, it is not as if there exists an entity, or “essence” (atom), called “Passion” and that drives people (he and she) to care for the unknown future either. It is the whole relationships and dynamics spanned over the long time dimension that is the Passion. Even the theological notion of Passion in Christianity had the Time Dimensional sense, which is narrated in N. Kazantzakis’s Grek Passion etc.

But the rest is great.

You do not know, but you care. That is Eros/Passion.

It is on the Time Dimension/Duration, that Eros/Passion becomes sensible, feelable.

If I may add anything to the description, I would include the Time in the sense of History. Time Dimension covers both the Future and Past.

It is the “Continuity”, without insisting “Identity”.

That is: Eros/Passion is for “ephemeral beings” to create. It is not things like “immortality” (egoism, megalomania).

Eros/Passion is like “weaving patterns” that emerges in the “networking” of many relationships, including oppositions. Think of each line of thread to be an image of life in time dimension. What many threads make up is the Eros/Passion. (Granted, it could also be a Hell.) That is, in other words, a “Holographic Time Pattern” emerging in the Ephemerals.

How can we “see” it? No, we cannot see by eyes. We can only see actors and actresses on the stage. The “Play” itself is invisible. You can hear “sounds in sequence”, but you can only sense “music”. [E. Husser} The Phenomenology of Inner Time Movements.] It is a kind of flow of life that carries you. Perhaps, when you finish your life, you may be able to say, “I lived a Passion.”

———

I tried to tell you where you might encounter Eros/Passion in terms of Physics. I hope my story made some sense and be of some help to you.

Indigenous Science

Notes On The Epistemology of Discrimination And The Epistemology of Liberation. Ver. Fall 1987.

September 4, 2015 Archivist

Study Notes in NAS 2000. Native Philosophy

Gall 1987. S. Kounosu

Notes ON the Epistemology Of Discrimination And the Epistemology of Liberation.

I. The Problems of Social Recognition.

1. In most any society, there are Class Distinctions, and therefore there has to be Discrimination. Hence, even a famous Physicist, Michael Faraday had to practice saying, “Rain in Spain falls mainly on plain” before he was admitted into Royal Society London.

Speaking the “Proper English” was a mark of the Upper Class in British Society. That even the reputed Scientific Society had to insist on what we might today consider “Snobbism” is not unique to British. And preoccupation with Stylism,, rather than the substance of learning and the capacity of creative thinking, is interesting for our considerations on Epistemology. It suggests that “Science” is perhaps a term of Praise and a tool of Class Distinction/Oppression, aside from its claimed virtues such as “Utility”, “Rationality”, and “Truth”.

The easiest way to discriminate something is by what is visible on the surface. We do that, therefore, by color of skin, hair styles, ways of dress. Languages are another easy target. We discriminate against people by their accents. In academic context, writing stylism is ver handy one. Substance, content, utility, messages are worst for discrimination. And by the time one “understands”, discrimination becomes ineffective.

(There are reasons for some standards for the efficiency of communication in social scales. And there are problems concerning the “Meaning” that people intend to transmit or grasp, and “Understanding” that a community of people reaches through communication. I shall discuss this in later part of this note.)

2. Under ordinary circumstances, we are not critical enough to distinguish between “Knowledge” and “Expression of Knowledge”. We think, if one knows, one ought to be able to express the knowledge in a proper form. We do not think stylisms, Rhetoric, etc., are important in Science. Nonetheless, we demand and judge “Knowledge” by the stylism, like judging the contents by the containers-packages by which they are wrapped.

To learn what we are doing in this regard, let us consider the examples below:

We note that Native Americans knew of the cooperative interdependence among living organisms, trees, animals, and humans, etc. It so happened that a word “Symbiosis” was “discovered” by academic science in 1960s. The notion of Symbiosis is, of course, recognized as a part of Science.

Does the Academy of Science credit Native Americans for the Discovery of Symbiosis? Of course not. But why?

One of rationalizations may be that Native Americans did not make “Knowledge Claim”. Native Americans did not publish their knowledge in Academic Journals, nor did they present their knowledge to an adjudicating body such as Royal Society. Perhaps, Natives practiced saying “Rain in Spain falls mainly on plain”, they might have had a chance for the recognition. But they did not.

3. In National Geographic Magazine [November, 1987] had an article about New Mexico. The article mentioned Dr. Fred Begay, who is a Navajo Indian. Dr. Begay thinks that the Myth about “Warriors Armed with Weapons of Light” suggests an ancient Navajo understanding of Laser Theory.

But there is a problem here. According to our standard “Ritual” of Knowledge Claim, such an “Understanding”, even if existed, does not count as “Knowing”. Because it was not expressed in a “proper format”. One has to write it up and submit it to an Authority, Just as Land Claims are. Natives did not accept the Authority of Whitemen’s Institutions. Therefore, there was no “Registration” submitted for Whitemen’s Recognition. So it remains outside Science.

4. In Leslie Marmon Silko’s Ceremony [Viking Press 1977. PS3569 I44 c4.] a Navajo Indian named Josiah gets cows of a hardy variety adaptable to the harsh climatic condition of the locality, instead of Holsteins that white ranchers around him raise. The idea is “scientific”, but then the poor Indian is not an “Agronomist”, had no school education, of course, nor Ph.D. Whatever he learned from his practical experiences is not recognized as “Science”. One can be a “Good Samaritan”, but cannot be a “Christian” unless one is formally labeled by the Church Authority.

5. Worse yet, I found a passage, in John R. Swanton’s collection of Haida Myth, describing Copper Smelting. It is the “standard” knowledge among anthropologists and ethnologists that North American Natives had not known Smelting Technology. Mayans knew smelting, but Haidas were supposed to be ignorant. The problem is that the Native Informer apparently did not know the Smelting Technology and narrated it to Swanton as a Myth about “Copper Salmon”. Swanton did not know Copper Smelting, and record the narration as a Myth and translated into English as such.

[Swanton.J.R. Haida Texts: Masset Dialect. “The Copper Salmon” Jesup Expedition vol. 10, part 2. p. 689. AMS Press 1975 P1,1L274 Zg 1137.]

Because the “standard theory” dictated that Haidas were ignorant about copper smelting, the field worker was not alert to notice the story to be any more than an incomprehensible Myth. And because the famous Ethnologist said it is a Myth, Haidas themselves think it Myth. They think their ancestors had no science.

To be sure Haidas today are well educated people. I am not surprised at all, if there are Ph.D. metallurgists among them. But the degrees came from schools in Euro American stylism. What schools teach as “science” has a certain “ritual” stylism, which is not readily identifiable with the stylism of the Native narrations. It is hard to recognize what are hidden under the name of Myth.

6. Carlos Castaneda’s stories are sold as “Stories”. does that mean readers cannot learn anything “Scientific” from them? Perhaps, many scholars and scientists would say Castaneda was “making up stories”. It is fiction, any way.

But, I wonder if the same scholars and scientists would say that Mathematics is just a “made up linguistic system” and hence “unscientific”, for it is not concerned with “experimental facts”, “observations” or anything “real”. On the top of that, Mathematics is proved to be either inconsistent or incomplete by mathematics itself.

Newton’s “Theory” of motions and Einstein’s “Theory” of Gravitational Field are not “descriptions of facts”, but rather aids to descriptions. Basically, they belong to Metaphysics.

What are, then the differences between Castaneda’s “Stories” and “Theories” in Physics or Mathematics?

Shall we say that one is recognized as “Science” by well established institutions of Science, and the other is not. Therefore, one is science and the other is not? If it were a political or religious matter, we might base our judgment on institutional authority. But is such a judgment itself “scientific”?

If not, what are the criteria? We use the term “Science” and “Scientific” frequently. But we do not have a set of clear specifications to judge if an Intellectual work is “Science” or not.

7. In the time of Colonialism, the British Empire had a great interest about China, and it produced “China Experts”. Some of Cambridge Professors became famous for their knowledge on China. Their reputations and prestige were World Wide, and what they said about China was taken as “Truth”, at least in Euro-American Academia. One of such dogmatic “Truth”, until late 1960’s, was that China never had Science. They acknowledged that China “Technology” such as production of Paper, Gun Powder, Rocket, Water Clock, Mechanical Dolls, etc. “Technology” is something practical and useful for working people, but it is not “Science” that European Scholars and Intellectuals take serious. It takes a Superior Intelligence to do “Science”. Naturally, Chinese could not have had “Science”.

Today, it is not wise to make such a contemptuous statement about China. So the professors stop saying that. But there has been no sign that those professors repudiated the previous view on Chinese Science. They apparently did not revise their “definition” of Science.

Now, suppose some Native make a claim of “Native Science”. What would be the reaction of the Experts? They may be polite and may not ask questions. But do they take Native Science serious? I doubt it.

8. Some 40% of medicines (chemical drugs) came from North American Native Herb Medicines. If one count Chinese Herb Medicines, the percentage would double. Does the “Medical Science” of ours recognize this? The North American Medical Profession would denounce Native Herb Medicine, being “Superstitious”, if not dangerous.

The “Medical Science” does not know how a chemical works, for the majority of cases. It only knows “effects”. Yet one is called “Science” and the other is called “Superstition”. How the two medicines are distinguished and discriminated?

It goes back to Stylism. One refined by test tube type chemical processes is the “Scientific Medicine”. One that is used in forms closer to the Natural state is the “Superstition Medicine”. The differences in Stylisms are far from trivial.

(To be sure, some medical doctors are honest enough to call Medicine and “Art”. But the people in the “culture”, in general, would be frightened to hear such a statement. They much rather “Believe” blindly in “Medical Science”. That is, those people who use the term “science” are rather superstitious.)

9. these are but a few examples of how Native Science is hidden from our recognition. And the “Recognition” has to do with “Social Status”. Practical people wishing to achieve a certain practical result would not and could not care less whether what they use is called “Science” or not. It does not bother them much.

And, that the Academia to be incompetent in recognizing Native Science may be a trivial matter. The Academia is fragmented to hundreds of small specialties. And scholars and scientists today have to compete within those specialty. They could not care less, if they do not know something, other than what gives the advantage in their competition.

But, if we are to consider the “Understanding by a society as a whole”, the matter is very serious. In the Political Economics of ours, “Recognition” is an important element. It defines “Reality”. And social scale cooperations of people must be based on the “Reality” as such. That some of “Recognition” is like the value of stocks just a matter of “Face Value” does not prevent them from being “Significant” and being taken seriously. And, for the “understanding” that a society or a community makes up by communication, Language Expressions are critically important. What are talked about in a society represents the “Intelligence” of the society.

Sticks and stones only hurt you personally, but “Names” (language expressions) could kill a society.

The above examples point the need of a critical examination of what we mean by the word “Science”. A simple act of uttering two words “Native Science” is a Political Act. Our Society can either reject it in laughing, or pay serious attention. In either case, the consequences are not trivial.

II. What is the difference between “Science” and “Practical Know-How”?

10. One outwardly visible feature of “Science” is that it is “Refined” in its articulation. And since the establishment of Scholasticism in the Middle Ages, the “Refine” meant “In Writing”.

[For Science in the Middle Ages, see; D.C. Lindberg (ed.) Science In the Middle Ages. U. of Chicago Press 1978. Q174.97 s35. W.A. Wallace Prelude to Galileo Boston Studies In the Philosophy Of Science vol.62. D. Reidel Press 1981. Q175 873. D.C. Lindberg and R.L. Numbers. God And Nature U. of Calif. Press 1986. EL245 G53.]

That is, what is not written (printed) is not “Science”. The “Oral Tradition” of Natives is therefore excluded from Science as such. Today, under the rule known as “Publish or Perish”, it is extremely difficult to survive as a “scientist” without producing written statements. One might teach science, through experiments and oral communication, but one has to “edify” the teaching by some written materials. Even in this essay, I had to quote books published to impress upon you that I am doing a “Scholarly Work”. Whether or not you are duly impressed, that is the academic ritual.

Book Knowledge counts far more significant than personal experiences, observations, and thinking. And everybody in academia knows that citing of Big Names is very effective weapon, if one wishes to be taken serious. Quoting diary of one’s grandmother does not fare well in academia, and, I imagine, quoting some obscure Indian woman is not too much better than that. The assumption is that, if it is important at all, some Big Name Scholar must have picked up and published somewhere. That one does not quote from the Big Name can only mean ignorance.

11. But, in the History of Science, until very recently, private letters were important media of scientific and scholarly communication. One can see, in recent publications, scientists like Newton, Leibniz, Faraday, Einstein, Cartan, et al used private letters for important scientific communication. They could not quote Big Names, because what they were “creating” were not known by the Big Names of previous ages. Besides, intellectuals such as Voltaire, Hegel, Mill, Goethe, et al, all had intense interests in Mechanics, Differential Calculus, etc., and apparently learned these things in private meetings (parties) through oral means. Interestingly, Voltaire, in particular, learned Newtonian Calculus-Mechanics from his Lady patron, Emilie Marquise du Chatelet. One can get some glimpse of the “Learning Through Conversation” by reading “Dialogues” by Galileo, Diderot, et al. There, apparently,Oral Tradition was alive and playing an essential role in the development of Science (though today we can only read them to guess how it was.)

[D. Diderot. The Dream of D’Alembert 1769. Neveu de Rameau 1761. G. Galilei Dialogue Concerning New Science. 1632.]

Today, thanks to the advancement in Printing Technology, we have almost killed the Oral Tradition in Science. At least, for formal recognition on Knowledge Claim, one has to have Printed Evidence.

12. One might say that this requirement of Printed Statements is a consequence of “Socialization” of Science. Science today is a “Profession”, not a “private” matter. Besides, Science today takes a huge financial backing, so much so that if one is not supported by ‘grants”, one is liable to be judged “unscientific”. The prestige of scientists are often measured by the Dollar Value of the grants they receive.

Science Native Americans did not get “Research Grant” to do their Science, and often they did not print their findings, it is likely that the Natives are judged as “Unscientific”. I wonder, if the Natives themselves think of “science” and judge their scientists by the Money Value. It used to be said in the North America, “If you are so smart, how come you are so poor.” Since, Natives see themselves “poor”, therefore they might think that they are not smart enough to do Science.

This is a Politico-Economy of Science today.

13. There remains an Epistemological question concerning the relations among “Expressions in Language”, “Knowing”, and “Understanding”. This is a question in Hermeneutics.

[see: Paul Ricoeur Hermeneutics And Human Science. Cambridge U press 1981.]

We note that in Euro American Culture, “Knowing” is only recognized by “Expression in Language” (Symbolisms, Signs, inclusive). And “Understanding” is reduced to insignificance, relative to the “Expression”.

We are not quite sure what are the differences between the people who knows Newton’s Equation for Gravitation (or Einstein’s Equation for the same) and people who competently move themselves and objects in the Gravitational Field.

The former is deemed to have Knowledge, in “Scientific” sense. The later has the skill to perform the task of moving, but is deemed to be ignorant. It matters little in terms of having the honor title of Knowledge, if one is able to break the Olympic Record in spectacular high jumping.

But then, spectacular high flight to Moon by a Rocket is said to be “Scientific”. I suppose the difference is that for the High Jump, we normally use little “language expression”, whereas for High Space Flight, we imagine many, many Formulas are used.

However, we not that no Formula in Physics had “understanding” of Gravity. In fact, the majority of human race seems to get less understanding when more Formula are used. Natives who had to survive in”raw” Nature appear to have had better “Understanding” of the Nature, but not much Formula. Are we, therefore, to call Natives ignorant?

In addition, we note a prevalent attitude to look down people who do things, relative to “aristocrats” who do not work. Intellectuals are respected, because they do not labor. Farmers are raged individualists, but they know the Power of Bankers who do no physical labor.

14. Newtonian Mechanics can be traced back to Euclid Geometry via Descartes’s Analysis. Relativity also came from Geometry. But, Geometry is one of the 9 Muses in Greek Myth.

Muses were 9 daughters of Gaea and Uranus (or of various others, which indicates that Muses preceded the time of Patriarchy where Zeus came in). They were, Thalia (Muse General), Memory (Clio), Calliope (Poetry), Terpischore (Dance), Melphomene (Tragedy), Erato (Love Poem), Euterpe (Music), Polyhymnia (Sacred Song and Geometry), Urania (Astronomy) [B.G. Walker The Woman’s Encyclopedia of Myth and Secrets. Harper and Row 1983. However, Walker does not mention Geometry among Muses.]

The Alexandrian Museum was a Shrine of Muses and it was a institution very similar to what we might consider the “Ideal Liberal Art University”. And we not that those essential subjects for education were represented by Goddess. It was likely that women taught those subjects. Besides, learning as such was a “Delight”, if not “Erotic”. It was “Sacred”, but not in the secular sense of “Work”. Learning was “Ceremony” of Humaneness.

And Geometry was among muses (according to Aristotle et al). Perhaps, it might have meant “Visual Art”. Or, perhaps, it meant The Harmony (Structure) of the Universe. And Geometry was the Grandmother of Science.

If we understand Geometry as such, the we can also appreciate Geometrical Patterns of Native “Art” as “Science”. It deals with “Perceptions” of the World. It depicts Relationships of things and events, as the Spider Woman of Navajo Myth did. And notably, the “Mythological Geometry” also included Time Dimension, preceding Relativistic Cosmology.

[As to these senses of Cosmology, Silko also makes references in the novel Ceremony. For Artistic side, see Kandinsky’s writing. For “Eros”, see Wilhelm Reich Cosmic Superimposition. 1949. Wilhelm Reich The Mass Psychology Of Fascism. M. Bermann Enchantment of the World. J. Spring A Primer of Libertarian Education. Black Rose Books 1975. LC189 s73.]

At any rate, once we get to the level of “Understanding”, it is almost impossible to discriminate Muses from “Science”.

The reason we discriminate Native Science is that we do not want to “Understand” it. We do not wish to know the meaning. What we are afraid of is our own liberation. We do not like the burden of freedom. As to this, Existentialist writers wrote extensively. Therefore, I shall not repeat. But we ought pay some attention to what Nietzsche called “Slave Mentality”. To be free is not painless.

Even Castaneda who was lured by Power Trip, begun to know the History of Colonial Oppression. Castaneda did not develop an Understanding of the history, but it appears that he was bothered by it. The reason Castaneda did not “understand” the history was perhaps he was not prepared to take the pain. One wonder, if Castaneda went deep into the Colonial History, what would hve happened to the popularity of his books. Perhaps, he would never made “Best Sellers”. Readers do not wish to understand either. Rather, Castaneda stayed at the level of Power Trip. Today, such is the “Knowledge”, which is a “Commodity” to be sold at Market.

Of course, some of us in academia, who have to write in the way acceptable to editors of journals, are not in the position to cast stones at Castaneda. We are in the profession of manufacturing sellable “knowledge”. “Understanding” is perhaps too personal. Or, we are afraid, if our society as a whole “Understands” something, someone gets hurt. Because that is no less than a Revolution.

15. Relative to the Ancient Science, we see that our “Science” has gone through many changes, (or “perversions”). By the time of Aristotle, despite references to Muses, Science was already a “Macho”, “Authoritarian” Institution.

In the Middle Ages, it became Book Knowledge.

In Renaissance, it appeared to turn back to “Art” and “Artisan” (“craftsmanship”) for a short while. But the development of the “Absolute Power States” negated the move soon after. Newtonian Mechanics reflects the historical condition of the time. Mechanization of Thinking went with mechanization of Political System. Intellectuals were not a part of “Working Class”. Hence, the Scholasticism of the Middle Ages was revived in New Science very soon after it was appeared to have destroyed it. Of course, the emerging “intellectuals”, “scientists” were from lower class, and they brought “Work Ethics” with them. They were nominal “Petty Bourgeois”, but substantially “Proletariat”. These sociological conditions shaped what we call Science today. The Class Distinctions among people killed the Liberating Spirit of the “New Science” that Galileo et al started.

It is interesting to note that the “Fathers” of Modern Science were very much like “Spiritual Gurus”. For example, Rene Descartes had a Dream in which Angels appeared and told him to work on the mission of New Science. Descartes, pretending to be an “Enlightened Rational Intellectual” never mentioned his Dream in Public. Newton was a very devout Religious man. He wrote on Religious matters more than he wrote on Mechanics. He also indulged in Alchemy and spent more time on it than on Mechanics. Of course, physics texts rarely mention such things about Newton.

If we say Medicine Men and Medicine Women are “Religious”, and therefore they cannot be “Scientific”, we must also say that Newton and Descartes could not have been “Scientific”. That we dare not disqualify Descartes and Newton from being “scientists” is an evidence of our Prejudice.

The difference between Common Sense and Science is our habit of Class Distinction. We use our Superstition to Discriminate some people and Justify our Prejudice. There is nothing “Rational” about our edification of “science” and in our Worship of Printed knowledge. It is a matter of Politics.

III. Towards Liberation Science, Liberation Epistemology and The Role of Native Science in the Liberation.

What is “knowledge” if it does not help people to be liberated? For what value we learn Science?

And what is our strategy towards Liberation?

16. Science is far from “Value Neutral”. Slaves are the ones who have no value sense of their own. If Scientists who work on the routines of a Production Line have no “Value Sensation”, it is only because they are degraded to be Slaves. It is also known by a Sociological term “Alienation”. In such a case, their Masters have the sense of value and exercise will Power over them. “Value Neutral” means that the slaves give up the Right of questioning the Values held by the Masters.

Most Scientists work for Money. Some work for personal Pride, or Prestige. Some work for Power. A few work for the good of humanity. There are minority of Scientists who do Science for Love and Fun. Some may be “compulsive”, “megalomaniac”, “neurotic” etc. But there are “Values” in any case. And the Value dictates the Stylist of Science.

Different Cultures have different set of Values, or Value Priority Science in different Cultures would be different. And Stylisms would be different. The ways of communicating would be different. These things make recognition of “different silence” difficult. The only way to breakthrough and overcome such barriers is “Understanding”. But, even Understanding of European Science is not trivial. There are “good reasons” why we do not Recognize Native Science. Namely, we do not understand ourselves. Studies of Native Science is, actually, a help for us to understand ourselves.

17. Even within European Physics, Mechanics and Field Theory are completely different. Mechanics chases around motions of objects. Field Theory is concerned with “Environment”, so to speak. Only because their common Historical roots, they are recognized as two branches of the “Same” physics. But the level of “intelligence” is different between the two. If one is trained, one would immediately recognize the difference is Stylisms. That is more profound than what is referred as “Paradigm Shift”.

Unfortunately, European intellectuals in general are not aware of the difference. They are still in the Old Physics of Newtonian Mechanics.

A prime example is the Behaviorists in Psychology. They are trying a simplified Newtonian Mechanics for studies of “Mind”, but have no appreciation of Field Theory. Whereas, Native Americans exhibit Field Theoretical thinking patterns more often than Mechanical ones.

[see F. Capra Tao of Physics. 1975 and The Turning Point. 1982. E. Lehrs. Spiritual Science. Electricity and Michael Faraday. R. Steiner Press 1975.

Freud was “Mechanical”. Whereas Jung was Field Theoretical.]

18. In addition to the above two, Physics recently has come to “Non-Linear Physics”, (In Math the same is called “Catastrophe Theory” or “Topological Dynamics”, etc.) Or one might say that Physics finally has come to deal with the Complexity and Sensitivity that were neglected for a long time.

I shall not explain this new Physics here. But it is noted that Native Thinking Patterns are remarkably similar to “Non-Linear” Physics.

It appears that Natives are not “Primitive”, but rather too “sophisticated” in their thinking to be effective in a large social scale. When one wishes to get a heterogeneous society to cooperate in a Mass Mobilization, “Simple Slogans” are essential. The “Mass” was commanded by the Power. Things like “Understanding” was ignored. In the past 300 years or so, European Intelligence primarily depended on simple Mechanical thinking and pushed the Industrialization by Force.

It was a great success in one sense, but we all know that it created many problems. We came to the Dead End of the Simplified Power Strategy. Even if good for some, the days of “Forcing” is over. Guns that symbolize the Newtonian Way of doing things no longer bring solutions to the problems. “The Power of Revolution does not reside in the barrels of Guns”, if we parphrase Mao’s famous slogan.

Unfortunately, problems such as Environmental Pollution (concerning the Stability, Elasticity of Environment) are essentially Non-Linear. Simple Linear control devices such as “Money” do not work well. We need more sophisticated thinking to deal with complex Systems and complex Fields.

An important example of Non-Linear Field Dynamics is “Sensitivity” of Humans. But it is difficult, if one is to approach from European Science. We need a “strategy” in our learning of a “way out” of European Science. And “sensitivity” is one of important key for that. But to learn “sensitivity”, we need the very same “sensitivity”. That is; we are in a “Vicious Cycle”, which is a Prime example of Non-linear Dynamics.

The new strategy shall liberate Science. And in formulating a new strategy, we have to make “Science” a tool of liberation. How to break through this vicious cycle is the challenge of the New Science.

[For Pedagogy of Liberation Paulo Freire. Pedagogy Of The Oppressed 1985. See for Feminist point of view; Paula Gunn Allen. The Sacred Hoop Beacon 1986.]

And for the strategy of Liberation, the studies of Native Science and Feminist Critique of Science are very important.

19. The Dehumanizing effect of Science has been well documented by Capra’s Turning Point, etc. And we note that even in the beginning of the 20th century, Oswald Spengler’s The Decline of The West appeared. The problem is not new. It is just that, collectively speaking, we have been putting off the task of facing up to the problem.

Just as we have been ignoring and denying our oppression and repression of Native Americans — if we say “We Did Not Know”, then think about Why we did not know —, we have been refusing to admit the problems of Science.

The most readily noticeable characteristic of the Scientific Mentality is its preoccupation with Power and Insensitivity. Feminists pointed out that we are Proud of the Power-Trips and Insensitivity. For the sake of appearing as Macho, we thought we have to be Insensitive. Perhaps, it was Darwinism that commandes us to “Compete in Power Struggles and Win”. The God’s Design is such that the Winner is the Fittest and that is the Supreme Virtue.

Of course, we are not so strong as to having extra capacity to care for the Environment and other Life Forms. We had to use all we have to fight. We could not afford to be Sensitive. On one hand, we claim to be “God’s side” by winning power struggle. On the other hand, we are Fear Driven to defend what we got. Deep down, we know we are worthless worms, and therefore it is justified to fight dirty, using deceits, betrayals, tricks, lies, treachery, etc. which are our “technology-science” of survival. We can not live by Grace nor Love. Christians know that and call themselves “Sinners”.

And because we know ourselves to be ungraceful being, we think others to be equally ungraceful. What is more, we project our own “sins” on others and punish them. Since we are angry at ourselves, we are merciless against those presumed “sinners” and we perform atrocity as if it is a sanctified ritual to bolster our righteousness.

For most of us, Science is a precious little thing that tell us we are “Right”. Science is a precious little power that we have in fighting off all those barbaric hostility — that we projected after our own image — in the Nature and other Races. We cannot afford to criticize our Science.

20. Unfortunate consequence of our Fear is that our Insensitivity is rationalized by it. Unless we have some alternative vision to stand on, we cannot even start thinking of sensitivity.

The importance of our studies on Native Science comes in here. We are provided an opportunity to see things differently. Like Carlos Castaneda, we are lured by mystery and perhaps in our habitual quest for more Power, but we learn, at least, something different.

Our attitude may be more liek the “Romanticism” of the early colonialist who idealized the “Noble Savages”. Or we may be “Patronizing” Native Americans, from our assumed “Intellectural Superiority”. We would try to Rationalize and Justify Native Science on the basis of European Science.

From the point of view of Natives, this is unsatisfactory. But Don Juan just laugh at that. It is Tolerance/Kindness that is inherent in Native Science. The Sensitivity to “see” has to be cultivated carefully with the same Sensitivity. And Native Science is not like her European brother who has to push itself to dominate others. It is not tool of Power Dominance, but rather it is a Gift of Love. Natives do not believe in “Missionary Work” nor in “High Pressure Salesmanship”. It aims at Understanding, not Control.

21. There is, however, a context in which the above mentioned “unsatisfactory” state might pain Native Americans. That is, Natives themselves see the situation as “desperate”. Rocky, in Ceremony, was a full blood Indian, yet he saw no hope in Native Way. He was impressed by the Power Display of European Science, and he try to identify with the Oppressor. He was not aware that European Science has come to its Dead End. He was killed in Pacific for the Glorious Cause of War that marked the beginning of the end of the Colonialism.

Perhaps, there were many “Veterans of Vietnam War” among Natives. Perhaps, the War was a “Sacrifice” Natives would endure. Yet the pain is real. For their young generation is demoralized and deserting the Native Culture. They get into Alcohol and Drugs to ease their Pains. But the problems do not go away, just because one does not feel them. Ignoring, Rejecting, nor Denouncing does not make the problems disappear. One has to understand the problems and work with them, if one is to solve them. There, Native Science can be powerful help. Unfortunately, the obscurity and low prestige of Native Science make it difficult for Native sons and daughters to learn. Honored recognition of Native Science will help them in their recovery, or discovery of their own worth. And for that task, a construction of a Network of supports, — physical, mental, spiritual supports — is perhaps the first step.

22. Actually, the difficulty is common with all people in the World. In a context of discussing Peace Education, JoAnn McAllister and Matthew Fox writes;

“The Institute In Culture And Creation Spirituality at Holy Names College has been providing a critique of the Old Paradigm — Newtonian Physics and Fall/Redemption Christianity — and has been building the foundations of the New. Our Educational program reclaims the long-neglected creation centered Spiritual Tradition that begins with a Theology of Blessing; incorporates the new understanding of the emerging Universe; Reveres Native Spiritualities and evokes and celebrates the artist as a Prophetic Voice”

[Breakthrough. Spring/Summer 1987. p53. Publication of Global Education Associates.]

The writing is from a Christian background. Nonetheless, one hears a Common Voice shared with Native writers. It is a Prophetic Voice at our crisis. Native Science is the New Epistemology that reads the Prophecy of Blessing.

[page not available]

IV. That Science is Performance in Learning, and that Learning is Communal.

23. We tend to think of Science to be what are printed on papers. They are “Dead Science” and belong to History. Science alive is a Force of Knowing.

Epistemology in the past had the mistake of identifying Science with the Dead one. It used to preoccupy itself with the task of Justify, or Reject, claimed Knowledge. It did not look into the Process of Creating Science seriously.

“Knowledge” is not “out there”. Knowledge is created, not “discovered” in the sense it had been there under some cover. “Discover” only metaphorically refers to what goes on inside “Mind”. We take our self-imposed blinders off. That is the “Discovery”.

[Greek word translated as “Truth” in English, means “to take cover off”. It meant “exposing” what had been Concealed By Humans. The notion of Truth, as such, is Dialectical. It is a Collective of human Minds that conceals, and it is the same Collective of human Minds that exposes what it had been concealing. The Greek notion of Truth coincides with A. Eddington’s view of European Physics as a “series of mistakes upon mistakes. Without previous mistakes, there can be no Physics learn on. This is a parallel to Oedipus Complex metaphor for Social Progress. But, we shall correct such a metaphor, and create a better metaphor, in the new science.]

Science alive is in the action/process of knowing. That is, it is in Learning Processes. Science refers to the “Ways” of learning. It recommends strategies of how to deal with Unknowns and Problems. That has nothing to do with the “Answer”. It is an “Approach”, “Procedure”, “Strategic Principle”. It is the “Ways”, not the “Results”.

24. In addition to the foregoing, the term “Discovery” is a misleading metaphor, in another sense that the word suggests Individual Discoverer. Perhaps, one person might “Discover” Gold Nuggets, etc. But that is not what happens in Science. Indeed Science is a Creation of New Way of Perception and/or Thinking. And there, “Communication” in a social scale is important.

In a larger view, it is Human Race as a whole that learns. Individual knowing is important enough, but Science ought not to be an Ego Trip. We do honor creative individuals. But Science is to be Science it has to be communicated. It has to be given away as a Gift of Love to Humanity.

And Science such as Geometry and Physics is developed in Linguistics level, presupposing existence of a “Language Community”. And the Creation has to be meaningful to the Community. Otherwise, making terms like “Force”, “Energy”, “Field”, etc. is useless.

That is, at least, Metaphysical and Theoretical structures are built on the basis of existing Language, and add new vocabulary. It requires existence of a community who speaks and thinks in the language. It is not just a person to sense something, but it is the Learning Process to reach an “Understanding By the Community” that is Science.

When we talk of “Knowing” (Epistemology), we ought to have meant the social process. The Epistemology in the past failed completely in this. Only recently, Frankfurt School of Social Criticism has come to address to this dynamics. Habermas, Ricoeur, et al are the examples. We have been blinded by our own “Egoism” to see our ignorance — or our “ignoring” —.

25. In contrast to the Individualistic Epistemology, one thing impressive in Native Science is that it is a communal effort. In Haida Myth, Mouse Woman always comes out and helps. What appears to be a “Heroic” deed in a European interpretation is actually accomplished by communal help.

Tayo, in Silko’s novel, reaches a resolution of his problem through communal help. Individual efforts were there. It should not be minimized. However, it is equally bad taste to ignore those who helped Tayo. And, in turn the Community as a whole learned. Tayo’s problem was not Just “His” in the individualistic sense. In Silko’s story, a new hope for the Community, if not the survival of Natives, is prophesied by Tayo’s learning. There is clear presence of the Spirit, which represents the 4-dimensional existence of the Natives — not only the historical Past, but also the prophesied Future —.

The Native Science is Communal. Native Science spans a huge Time Dimension, not only its Historical Past, but also the Prophesied Future. In contrast, European Science (Knowing) is like an isolated “Point here and now —, aside being Egoistic.

Even in religious contexts, this European “Egoistic Knowing” comes through. Perhaps, the original meaning did not intend, but Christians today think of Christ bearing the burden of “Sin” on himself Alone. None of Native Spiritual narration carries such a sense of “Alone-ness”.

In a sense, not having the sense of “Alone-ness” may be a weakness of Natives. Forced into a Civilization where “Everybody is for oneself”, Natives cannot function well. Only the Natives well educated in European Individualistic Epistemology can match their wit with the “foreign culture”.

To be sure, not all European descendants are competent in the game of Egoism. The majority fails. Thus, we do have social problems.

But, on the other hand, the problems, the pains, the suffering, are the well-spring of creativity, provided people are not crashed under completely. The Liberation Science-Epistemology cannot emerge from anywhere else.

The Liberation Science-Epistemology (Knowing) is the Learning Action of the Community as such.

The Native Communities that kept the Spirit of Communal Learning, under the heavy oppression is a great Teacher in this respect.

Our strategy is, then, to build Networks of Learning with Native Communities. Our institutions of Learning must sum up courage and set up the Networks. That would be the beginning of a New Science.

26. In a sense, we are about to “steal” the last and most precious Treasure from Natives by learning their way of humane existence. We do this after we have taken land away from them. We took their dignity away. In some cases, we have taken even their hope od survival and annihilated tribes all together.

I do not know what I could say to that. I only hope that Natives do not mind us learning their “Science”. A rumor is that their ancestor had prophesied this coming. And, perhaps, without paying proper respect, we may not be able to learn, if that is a sufficient tuition.

(Nov 30 1987.)

Indigenous Science

On Pedagogy Of The Silenced: Towards Foundation of Networking. Ver. 2/12/1987.

September 3, 2015 Archivist

NAS 2000 Study Note V.

Dec. 2, 1987. S.K.

On Pedagogy Of The Silenced.

—Towards Foundation of Networking —.

1. Context; What problems I am writing about?

Who am I to say anything? For what good this talk is going to do?

Who will listen to this, serious enough to respond any way? So shall I be silent too?

1.1) The “Chief”, the Big Indian, in a novel One Flew Over the Cuckoo’s Nest, was a psychological “dumb”. He lost his speech and put himself in a mental institution, where he came under a tyranny of the “Big Nurse”. Centuries of repression, humiliation, and hopelessness, which Chief calls as “Nobody Listen to Indians”, got him into Silence. [Ken Kesey. Viking 1962.]

The novel is about this Silent Indian, whose way out is “speaking out”. I shall reflect on the problem.

Why Silent? What keep him from speaking out?

And what are the ways out?

1.2) Paula Gunn Allen points out this Silence in many novels by Native American writers;

“Tonguelessness. A dimension of alienation is not mentioned in the literature concerning it but that occurs frequently in the work of American Indian poets and novelists. The inability to speak is the prime symbol of powerlessness in the novels of Momaday, Welch, and Leslie Marmon Silko.”

[The Sacred Hoop. Bacon Press 1986. p. 138.]

1.3) But the Silence is not exclusive problem of American Indians.

The Native Americans have better chances in speaking out and breaking out of the Silence than White students whom I am familiar with. At least, the Natives have easily identifiable targets at which they can be angry.

1.3a) Indians ought to be angry, not sad.

Natives had a superior philosophy-metaphysics, in which “History” contained Future Time Dimension. It ought to have told them the power of Prophecy. They may be procrastinating, using the History as an excuse for their silence. If so, it is indeed sad. But then, why?

The case of Chief in One Flew Over Cuckoo’s Nest is one “pitiful” example. Murphy in the novel was amazed and told the Big Indian that “Nobody can stop you”. Of course, Murphy was wrong. There are so many things that stop anybody speaking out. That is what I am intending to discuss here.

1.3b) Most of us are oppressed into silence.

Over the years that I was in a university, students changed a bit. The angry mood of the radical students of the 1960-70 is gone. Students today are just as sociable and cheerful as the students of a decade ago. The amount of “chatting” has not changed much. On the surface, they are more “reasonable” and managing their affairs better than the students of a decade ago. but they are more sad than angry. And as to their sadness, they rather not talk about.

They know they may not get jobs after graduation. They have a hard time managing financial matters for staying in the university. These things are depressing; enough. But, the economy is not quite the cause of the sadness. If I say it in a simple word, it is the feeling that the society does not want them. They are “surplus”. They know that, but they do not want say that. It hurts to talk about that. Therefore, they are silent. And they are silent about their silence.

To speak out means to take that pain. It is no less the first act than for an alcoholic to declare am an alcoholic, or a battered wife to tell others “I am battered”.

This writing is a declaration, saying that I am oppressed into silence. My task is easier, in a relative sense, than the cases cited. But I think it has to be tried.

1.4) As an academic, I observe that academic writings are done in the posture of “claiming knowledge” and “giving commands”.

Philosophy, Social-Political Critiques, Commentaries on Human Condition, etc., are articulated from an assumed superior position for the benefits of less intelligent beings. In that, they are “Imperialistic”. This is not one of those “texts” to tell anything to anybody, but an attempt to open a gate for the voice of victim crying out.

Those who used to read things in the psychology of “identification” with Intellectual Heroes will not find it comfortable. By saying that I am silent under oppression, I am telling you that you are also unfortunate miserable losers, silent under oppression. You are no more than “the second class citizen”. You are rotten, shrinking, alienated, loveless, powerless, and have no guts to speak out. You are eating your own heart out. Only thing you have plenty is Fear and Narcissistic Self-Pity. Your intelligence is too busy avoiding pains and inventing excuses for the drying-up state of yours to do anything else. If you get offended, it is intended. For I think it is better to be angry than to rot in silence.

So you would say “I don’t have to listen to this”. Indeed you don’t have to listen, let alone responding. You look at those people in the miseries below you, and you say to yourself that you are doing alright. In that you have some 5 billion people below you. The fact that you and I are in university level education or have had one indicates that you and I are within the top 1% of “well-to-dos”. The vast majority of the World population today cannot even read, let alone write. Thus, for me to write this is a self-contradiction. But, if we, in the position to voice, remain silent, there will be no voice. By being silent, we are imposing silence on the vast majority of humanity under the oppression.

I am quite aware of the possibility that we can sit on a fence, if not be “good boys” to the oppressive powers so that we are safe. Nonetheless I write. The reason is simple. I want to cry out. Seeing that, you can cry out, I hope. And by doing that, I wish I become sensitive to others and hear better of the silence that the majority of human race is suffering.

To compensate my arousing of pains in you, I shall discuss strategies in breaking the silence. One of strategies is called “Community Building” or “Networking” and has been proposed by many people. But most of them stayed as “Utopia”, because they pay insufficient attention to the reason why people are silent.

Another reason for the failure of so many writers, despite of their good intention, is their writing style. They preach, as if they themselves have no Problem. Or they tell as if the problems can be solved by a simple “change of attitude”.

Some of them tell you that you are making “logical mistake”, which can simply be corrected by “analysis” of words. They give lectures on definition of words, etc., to correct mistakes in our thinking.

Not that people do not make logical errors. We do think wrong, and I do appreciate the “therapeutic value” in looking at the ways we talk and think (feel). But, it does not touch our practices in actions. It skips over the problems in our ways of living. Intellectualization is an essential part of “speaking out”. Yet, when it is edified enough to be accepted for academic or intellectual publication, it is abstracted out to be useless.

1.4a) Example: Dr. Buscaglia is right in saying we are silent about our Love. But the “Love Professor” is concealing the real conditions of Love.

The “Love Professor”, Dr. Leo Buscaglia, tells of a moving story of his girl student committing suicide. He says, if people Loved her, this would not have happened. That is true enough.

As Dr. Buscaglia points out, we do not hardly even smile at each other. We repress love expressions. We indulge in Narcissistic Sex Affairs, but we are Silent in the Love that goes beyond privacy (private property). As a result, we also suffer what Paula called “Lovelessness”. It is a part of our “Alienation”. But the silence is our “Political Will”. And we kill others by that. Dr. Buscaglia is right about that.

1.4a1) But, think deeper! Suppose the Love Professor found the girl student in time, and she wanted to make Love. What the Love Professor would have done?

Not many of us can afford to support her in material sense, let alone enter into physical relation with her. Macho Sexists talk of a fantasy of multiple sexual relations. But, that can only be done as “aggression” and “possession”, not as “caring”. (Polygamy is different and requires separate discussions.)

Needless to say, she may not have needed physical sex. But, if we are to draw an “off-limit” line somewhere, we are saying “We can Love people only when it is reasonable and safe to us”. We are “Fair Weather Lovers”.

Under the capitalism in the U.S., the “reasonable and safe” limit is clearly shown by the Practice. Namely, we let her kill herself. Dr. Buscaglia is silent about this.

And his silence about the “practical condition of life in the U.S.” is, at least partly, the reason why his books sell well. By the concealment of the real Problem, people are made to feel as if they solved the problem. Now they are “beautiful loving persons”. There is no risk in entertaining such an illusion. But, of course, in the meantime, the suicide is increasing with an exponential rate.

1.4a2) Suppose, Dr. Buscaglia wrote like Wilhelm Reich, he would have gotten into real troubles. [See for Reich’s idea and practice, Joel Spring. A Primer of Libertarian Education. Black Rose Books 1975. LC189 s73.]

Freud, Marx, Marcuse, Foucault, et al tell us that Sexual Repression is the origin of all other repressions. Paula Gunn Allen talks of “Lesbian Power” in the book cited. Whether or not they are “right”, how far are you willing to think and talk? Or do you want to remain “safe”?

The Ideology that demands love to be controlled within a “reasonable and safe” limit, is the one that killed the girl student. If you are not convinced about the hypocrisy and inhumanity of the “reasonable and safe limit”, try an experiment of telling your girl or boy friend that you love her or him only within reasonable and safe limit. Or better yet, let the other side tell you that and see what you feel.

1.4a3) This also leads into the question of silence as a “Crime Against Humanity”. We say we did not know that we have been practicing Genocide Policy against Native Americans, just as Germans did not know the infamous Genocide against Jews. We did not know, because silence was imposed on us. And the silence was, at least partly, imposed by us.

1.4a4) Dostoevsky talked of unreasonableness of Love.

We can read the argument between Jesus and the Grand Inquisitor, in famous Dostoevsky’s novel, Bratya Karamazovy. The Grand Inquisitor tells Jesus that his Love is Unreasonable.

It is interesting to speculate how the Professor of Love read this debate about Love. I have a feeling that Dr. Buscaglia did not understand Human Suffering, let alone Existential crisis. He is a typical American, full of self-confidence and “do-gooder” level righteousness, but shallow. Perhaps, he have never gotten hurt in Loving someone deep. Did he ever consider if humans are capable of unqualified and unlimited Love?

1.4a5) What is “Reasonable”?

We note that the “reasonable and safe Love” is the kind that let Massacres and Genocide of Natives go on for centuries in the North America.

It was “imminently” reasonable to take lands away from Natives, so that White Race can Love them. It was “obviously” reasonable to destroy environment for Buffalos so that Indians must starve. You have realize that if we did not do that we would not have this University here. We are parts of the Reasonableness.

And, the self-centeredness is the foundation of Reasonableness — that is, what European Intelligence has come to know as “Reasonable” is concerned —.

White Race was not “Loveless” except perhaps Spanish Conquistadors —. But its Love was limited to its immediacy (Self-centeredness). We may condemn the “immediacy”, but we are not going to be any better by condemning it. For our Love is not going to be liberated from our immediacy by simply saying it is limited. To go beyond, we need some practical social construction. That is, we need Engineering of Social Scale Love, in which breaking out of Silence is a Part.

(1.4a6) We are not Angels of Love. So what we can do?

I am not saying we can go out to the “rim”. We may be fools, but not crazy. Besides, when the chip is down, we chicken out any way. But, then I would ask what you are going to do about your dishonesty.

We are not Angels of Love. What I like to discuss is some “practical” alternative that can be reached by us “imperfect” beings. I like to discuss what we “can” do, not what we “ought” to think, As such, this is a talk for and by “artisans-craftsmen”, not for and by “philosophers”. I am not capable of “Moral Talk”, but trying a humble thing like “Engineering”, except I honor “Feelings”.

2. Who has the right to speak?

2.1) Indians did not have the “Right to Speak”.

Indians were allowed to speak. For that matter, even the drunken utter some words. But the “to speak” implies “to be listened to”. The “Right to Speak” is the Right to be listened seriously. The “listen seriously” is a nebulous thing to be specified, but let us say that it means to treat what are said by others as if they came from within our minds. It entails a “social relation” of a certain level. You may hear attentive enough to recite what are said, but you may not necessarily be “listening” in this sense.

We do not know what goes on in our own Mind (or Brain), and the mental Processes involved in linguistic, Symbolic, intercourses are largely inaccessible to us, despite we are doing them all the time. Perhaps, “Hermeneutics” might help a bit. [P. Ricoeur. Hermeneutics And Human Science. Cambridge U press 1981]

2.1a) But, let us start with an experiment on ourselves to see what improvements in Communication do. This is a “Process Approach” discussed by A. Whitehead, D. Bohm, et al, and it is similar to “Learn-Teach-Learn” approach, developed for Native Education.

[R.F. Mulcahy and K. Marfo: “Assessment of Cognitive Ability and Instructional Programming with Native Canadian Children” in L. Stein (ed). Contemporary Educational Issues. Copp Clark Pitman. Toronto 1985. p. 157-176. Ref cited. J. Schubert and A. Cropley; “Verbal Regulation of Behavior and IQ in Canadian Indian and White Children” Developmental Psychology 7. 1972. p. 295-301. The paper points out an important role of “interactive discourse” in developing intellectual faculty and “creativity” I wonder, if Network play that role.]

2.2) Speaking is an Act of Sovereign Being.

It is a royal protocol that the Sovereign speaks.

Speaking is issuing commands. It is, therefore, and assertion of Political Will and Power.

Unless you are commanded, you are not allowed to speak. A famous linguistic philosopher, A.J. Ayer asserted with an intellectual authority that speaking is Commanding. [Language, Truth, and Logic. Dover 1946.]

Slaves do not have their own Will, nor Power, They may chat, but do not speak.

2.2a) I had an unfortunate, but very educational experience in this regard. I was among teachers in an African country and was staying at a guesthouse with them. One British teacher had an excellent skill in dominating dinner conversation. She would not let anybody say anything edgewise. I was amazed at the art, and for the first time in my life I came to see what the sense of “dominance” has to do with speaking.

Incidentally, in that newly independent country, those who speak English are said to have incomes at least ten times of those who only speak native languages.

2.2b) Of course, I knew that in schools teachers had authority to speak. They commanded us students to “know” what they told us. Transmission of Knowledge is the mandate of the “Education” as such. Just as the First Law of Thermodynamics, “Knowledge” has to flow from the superior to the inferior. If we learned anything in school, we learned that rule. We are made to “learn” in the sense of “copying”. There is no sense for students to think, let alone go through the time-consuming process of learning. Some theoreticians in education might stress Process of learning, but school systems are fundamentally Authoritarian. The Creative sense of learning is reserved for a few privileged. After all, teachers know the Right Answer. It is a lot simple and efficient to tell students what Knowledge is.

To be sure, there are many teachers who do “educate” despite the system. I am one of those who are lucky in having had them in schools. It was as if they knew and wanted me to write about this. Only I did not know what I was destined to become.

And, the authoritarian education based on “recitation” was not all together useless. I learned in Philosophy that Epistemology is concerned with justifying “knowledge claimed”. To claim Knowledge is to claim of the Political Power of Commanding others, it has to be Justified. An in the process of justification, one find it unjustifiable. That is, the failure of Philosophy is the success of its teaching.

In Mathematics, the ultimate of the teaching was to teach Incompleteness of Mathematics. In Physics, the ultimate of the teaching was to teach the existence of the vast unknown and the unknowable. Physics is a Poetry. All the social and political theories taught me contradictions and insanity of the way we think and live. Suppose, I did not learn various Geometries, I would not have come to see that Geometries are Arts. I am glad that I was trained to understand Whitehead, Bohm, et. al.

2.3) To be sure, there is a matter of “intellectual discipline” which does include concentration of thinking and self-critical analysis.

“Intellectual Courage” and “Intellectual Honesty” are indispensable, at least for avoiding Narcissistic tendency of oneself. I can listen to someone telling me something I do not like only to the extent I can do it to myself.

2.3a) As I shall discuss later, the problems of Narcissism are not going to be solved by simple denial, not by contemptuous rejection. One who cannot love oneself is not likely be capable of loving others. Rejection of “self-love” would be very destructive. Hence, I do not reject Narcissism. At any rate, we have to understood our Narcissism, before we can do something about them.

2.3b) Critical understanding of the phenomenon of “Authority” is important, if we are to build Communities and Networks.

2.3c) For that matter, mistakes are very precious “educational materials”. We only learn, in a sense, through our own mistakes. Those who have not mistaken are poor souls who cannot learn.

But this is not the “Sinner Trip” of Christians, but an elementary logic that the “Perfect One” has no room of betterment, and hence no need of Learning. To the “bottom” 99% of Humanity, this is unnecessary qualification. Nonetheless, it is needed to be said. For I am not attempting to “eliminate” problems, but merely working ways to deal with problems. I expect no sympathy from those who has no problem within themselves, and I have no sympathy to help them either. Even the Universe as the God has problems such as creating Human beings within. My “God” is not Almighty, but the kind that can be silenced by the Power. He has to know what humiliation is, therefore He must be capable of being Defeated. He can be depressed, sad and be angry, as well as capable of joys, love and being sensually sensitive to ephemeral beauty. I do not reject “Righteous”, but understand it as a Part of Narcissism.

3.. “Money Speaks Louder” and Where we are sinking in Silence, Money Speaks Loud. Why? How this came to be? Let us think about this.

3.1) In a Haida Myth, there is a story about a daughter of a powerful chief. She is proud of her lineage and arrogant. Natives do not like arrogant person. Nonetheless, like in any other society, Haida had a fair share of arrogant snobs. Because the respect of Human Dignity and the fear of persons in the position of Power to do a lot of damage is not easily distinguished.

Besides, Haidas had a Slave System, like Greeks had. Haida myths are better in that they did not go through “editorial distortions”, as much as Greek myth did. The existence of slave means existence o Trade. And Trade means “Money Exchange”, as we shall see. that is, “Arrogance” is a by-product of exploitive trading (“Capitalism”).

At any rate, she went out picking berries and stepped on Bear excrement. She slipped and landed right on it. Being an arrogant person, she cursed Bears out loud. Some bears nearby overheard her rude remarks, and abduct her. She was put in a prison, while bears were deciding what to do with her. Then, just in time, Mouse Woman showed up and offered help to her. This is because Mouse Woman knew what this girl was destined to be. In Native stories, it is a typical pattern that those who are destined to be of some significance are “tested” but always get helps from Mouse Woman. The trick was to place her copper piece on her excrement. Copper was a precious metal. The Bears got impressed. She marry the sone of Bear Chief. And this was the origin of Bear Clan among Haidas.

We notice that the piece of Copper “Spoke Loud”. We would say that the Copper was “symbolic” of social-political status. And the “status” speaks.

[And, if you know “Anthropology of Money”, you note also a universal association of Money and Excrement. As to the universality of “Excrement” in myths see Levi-Strauss; The Naked Man Harper 1981. H. Lefebre; Language et le societe. 1966. G. Dalton; “Primitive Money”. Amr. Anthropologist. 67. 1965. C. G. Jung Psychology and Alchemy 1944. etc.]

To be sure, the girl found the son of Bear Chief to be attractive enough to marry. And Bear People find her acceptable. They did not make her a Slave. But, we do not overlook the role of the Copper piece. If it did not “speak”, none of those happened Speaking determined the course of events, or we might say that it made a “social commitment” between persons and between communities.

The essence of “Speaking” is in the Exchange, around which individuals construct each “living”. Human beings are not simple machines and “social-political life” as such does not tell the whole story of the “Living”. But nonetheless, that part is a very important, in the sense it represent the “center core” of the living, if not what was referred as “Super Ego”. Marx was quite correct in his saying that “Economy” is the base, except his oversight about the essence that the “economy” is mediated by “symbols” (speaking).

(The Haida Myth points out “Sexual Trading”. Marx failed in this regard. Also Freud failed in “Psychoanalyzing” the Economy.)

3.2) Capitalism is a culture controlled by Money Language.

We are not overtly “emotional” about Money, particularly after the Market Crash of October which taught us that “Money is just a number on paper”. Subjectively, we may not feel money to be very important. But, in terms of organizing social scale actions, money is important. We work for persons or institutions rather “persistently”, even if we do not like the boss, company, etc. We are not quite so “faithful” to our loved ones. It would be very difficult to organizing stable co-operations on the basis of Love or Friendship. Sometimes, we are Passionate enough to pursue certain actions. But we do not last in “working” as much as we do with things for pay.

Family is an institution which is very stable. But family can be sacrificed for the Job that pays. Rewards by our loved ones and friends are valuable, but not quite enough to sustain a long lasting Project, nor a large scale operation. Even artists and poets have to sell their product, otherwise, they eventually “discouraged” by the lack of “audiences” and “listeners”. Silence by the society has a very strong negative effect on artists. Schools are not “money making” institutions, not in any direct sense any way, but they too rise or fall with money flow.

We might ask a question of ourselves. Can we sustain a cooperation without Money? Volunteering works, charity organizations, social clubs, Political parties, “secret societies”, etc. do exist. It is said that about 18% of “works” in the U.S. is done by “non-profit” and volunteer works. (This does not include “Home Works” by wives.) Yet, they are not quite “legitimate”. We would say, they are “Avocations”.

More interestingly, people who receive “welfare Money” apparently do not feel it quite “legitimate”. It is not earned by “work for pay”. Some natives apparently feel it “shameful”. Whereas, the extra that Medical Doctors charge is “legitimate”. Why?

People do not “listen” to their fellow beings and act (work) on the basis of the communication. Lawyers would “listen” to their opponents more serious than to their wives and children, let alone friends. Is the language of Money so loud?

3.3) Suppose we are to set up a Network. How much efforts are we willing to put to it? And how long we would keep it up? Most likely: we would only put “spare time”, and only wen we feel like doing something for it> It is a part of “Fun Play”, and has only a secondary importance.

And, since “extra curricular” things are for “recreation”, there is no sense doing them when we do not feel like doing. They may be satisfying our Narcissistic needs, but not considered as “Meaningful”. Works around homes, communities, are of that kind.

And when “Alienation” of ours gets to be such a degree that we get “Depressed”, we would be totally apathetic and would not do anything.

4) Abdication of Sovereign Will in Large Social Scale Actions.

We have a sense of control in our individual affairs. We may have a sense of control in our community life. But, in large-scale social scale, we feel we are totally powerless.

4.1) How this came about? One thing we note is that the “recreations”, “community works” are “Immediate”. They do not directly concern with a large social scale. The paid works, on the other hand, do have “Social Meanings” of a larger scale. To build a “Professional Career” is “Meaningful” in a Social Scale. Whereas being a “Nice Guy” to neighbors and friends ar “Socially Meaningless”.

Suppose our Network was some kind of “Study Group”. Unless it has to do with “Professional Career Building”, we would not take it serious.

We do have Bible Study Group, Aerobic Exercise Club, Basket Weaving Association, Marxist Org, etc. They do have stability. Amnesty International has been operating quite well for a long time. Human Right, Environmental, and Peace Action Groups are, on the other hand, rather unstable, but does provide some sense of “value” in our life. Einstein had a group called “Olympians”. Max Weber used to have “street corner cafe group” to discuss things. For all these Groups, we have varying degree of “Meaningfulness”, but not as much as our “Professions”.

4.2) What is the secret of maintaining a “meaning” for a group?

We have a need to “feel good about oneself”. One kind of way to satisfy the need is “individualistic” one. We play golf, listen to Music or “Spend Time” with family, friends, etc. But they are rather “Ephemeral”, in a sense they are “pastimes”. Another kind is “social”. The “social” one is nebulous, but it somehow contributes to “Making of History”. It relates to the Will of human kind. In the language of Natives, social actions are the means of acting out Prophecy.

Actually, the distinction of the two kinds is not easy, nor clear cut. But, for our considerations, it is convenient to make.

4.2a) For example, we look at community actions like Soup Kitchen. We can do such “charity works” and it is important in that such action “speaks” of our “quality” of life. But our charities do nothing about the Economy as a whole. Our system of Political Economy keeps producing “welfare recipients” by millions.

We are “humanitarian” enough to adopt “unfortunate” children from Reserves. We feel good about ourselves in doing the “philanthropic”works. But we do little to change the social structure that oppresses Natives.

4.2b) Why people are silent about the System? Is it not because we “gave up” any hope of doing anything about the System?

We may be analogous to Slaves. We would help our fellow slaves in misfortune. But we do not have the Sovereign Will to change the Social System structure.

(Or if we are relatively “well-to-do: part of the population, we do not wish to change the structure.)

Our sense of “Meaning in Life” does not contain much of Social Scale actions, except the “job”, “profession” which do get to “Social Significance” through Market System.

In the above sense, if we “value” our jobs and professional works more than personal “enjoyments in life”, perhaps we are not too wrong — except the question of what the System is leading human race to —.

Perhaps some Natives become “radical revolutionary” and work on social scale changes, at even sacrifices in their “personal” enjoyments in life.

4.3) But there is a problem. When a large number of people are involved — I am referring to some 5 billion people —, how anyone can find the “Collective Will” of the people?

We do not even have means of communication. Our technology made the communication from one point to another faster, but has not reduced “complexity”. Rather, the complexity of the world is increasing with an accelerating rate. We do not have the competency to handle that.

There is not “Specialized Science” about the Whole of the World. Science today is hopelessly fragmented into specialized “routines”, so much so that there is no “wisdom” in it. It is not even “intelligent andy more than specialized machines are intelligent.

In that sense, we are bunch of “ignorant slaves”. And our “master” is no better. The “boss” does not know what he or she is doing, except trying to hang onto the position of “boss”. The “boss” does not have the Will of its own, let alone knowing the collective Will of Human History.

There, a native writer Silko is right. [Ceremony]/ It is the Prophecy of Myth that represents Will.

(4.4) But what happened to our Myth? We made it Silent. We are back to where we started in this note. The silence is killing us. Why do we not, then, speak? What stops us from speaking out?

(to be continued)

Community Development, Indigenous Science

4 January 1988 Personal Correspondence on Alcoholism and Social Welfare (PDF)

September 3, 2015 Archivist

Jan. 4, 88.

Dear Pam

I am glad to hear that you wish to attend CPREA this year too. People will be delighted to see you again. Peace people are such — “lost souls” looking for companies in misery? —. It is much like A.A. (so I imagine.)

Because the Program Director, Don Bryan fell by a minor heart attack, the notice of meeting and call for papers are delayed. In a phone call to Pat Alcock, I found that out. She suggested me to write up a proposal and send it to him any way. The “proposal” is a way of letting CPREA know of my coming to the conference. It ought to be less than 200 words, announcing Topic and the theme of a paper. they call it “Abstract”, but they know we do not have a paper by this time to “abstract” from. Later, they would ask us if we wish to change Topic and the content.

At any rate, papers are for tickets. Because others put effort in writing in order to come there, I am also obliged to put some effort to it. As you had discovered, we do not read papers in the meeting, except the “new faces” to the meeting. Presumably, papers are sent to participants before the meeting, so that we can spend time on discussions. This is, however, easier said than done.

I would like you very much to come.

You are thinking of a talk on Violence in Alcoholism. That is a splendid topic. In my memory, nobody in the meeting has presented a paper about it. I would beg and appeal to the goodness of your heart for your presence in the conference. And please consider the enormous spiritual righteousness that you aroused in the hearts of those Social Welfare Scientists who had the chance to attack you personally. Please do not deprive of their pleasure and opportunity to uplift their souls in an illusion of knowing what you were talking about enough to attack you. Basically, I am doing the same in criticizing you, though I am careful enough not to talk as if I know Native Science.

Yours

Sam K.

P.S.

Here, I give you my immediate reactions and questions, anticipating your talk.

Why men turn to violence? I imagine the conventional theory explains the phenomenon by saying “When Men lose Intellectual Control of themselves, their Intrinsic Aggression takes over”. The assumes the “Axiom” of “Man is a violent animal in its natural state”.

I do not believe that. I might grant that Fear Reaction is “Intrinsic” (instinctive, innate). But “Fear” is essentially “freezing into inaction” and “inhibitive”. It is not “upper”, but “downer”. Fear makes the “outside” control one’s actions, and behavior. In that , it is quite different from Violence, Aggression, Anger, Intellect, Love, etc. In fact, the very same conventional theory, also insists that Fear is the only effective means of controlling Violence. I might say that Fear is almost “Intellectual”, and henceforth contradict the conventional categorization between “Thinking” and “Feeling”, or “Higher Intellect” and “Animal instinct”. I think Violence is a function of the Higher Intellect, whether Man is conscious of it or not.

Violence require highly coordinate body motions, not mentioning all the calculations needed to do things which aimed at hurting the opponents and victims. At the level of National Scale, Nuclear War is a very “intelligent war” which cannot possibly fought without Science, High Technology, and huge well Managed Organizations. There are differences between Individual Violence and Collective Violence. But the “Intellectuality” is common.

Even during “Black Out”, Man does not cease to be intelligent. It may have to do with long range “Memory”, but that does not say Man is “stupid” during Black Out. I suspect, some people are more intelligent in Dreaming than in working on their jobs. Only occasion I can think of “less intelligent” state is during Sex. And Sex is not “Violent”, unless by the intervention of Intellect it is perverted. (I heard a research result that Intellectual Professionals are more apt to perverted sex than uneducated men.)

I am insinuating that intellect is Violence. Or, if you like to defend Intellect (“Reason”, “Thinking”), then I might concede to a possibility that “tender part” of Intellect is a “Perversion of Intellect” by what is so contemptuously called “Emotion”. This is the opposite of the Sex perverted by Intellect. Perversions go both ways.

Looking at from this point of view, Alcoholic violence is puzzling. I have heard from a few friends of mine who worked with Alcoholics that Alcoholics are the most Sensitive and Tender People.

Why then Violence?

According to my “theory”, (i) Violence had to be learned/taught, and (ii) Violence had to have Social Approval [Milband condition]. The first condition is easy to meet. We have all kinds of “Education” to be Violent. The T.V., Video, Films teach us “How to do Violence” by examples. Judeo-Christianity, Moslem, religions are violent religions. Their God is known to be Violent in Rage. School teachers show us how. Parents train children in Violence, even if their subjective intent may be just opposite.

But the second condition for Social Approval (legitimization) appears to be lacking for Alcoholics. Society does not approve their violent behaviors. It seems that not much “encouragements” and “admirations” are given to the violent acts of Alcoholics. (Our society does give encouragements and admiration for other kinds of Violence. Man in Violence has the Hero Image.) In fact, Alcoholics are “looked down”.

Of course, I do not know percentage of “Violent Alcoholics” among “non-violent Alcoholics” plus “Closet Alcoholics”. I imagine not all of them are Violent. Or is it?

And there is a possibility of a “chemical-Physiological Reaction” for people with certain types of Metabolic Structures. Chemicals could “up” or “down” certain kinds of behavior patterns. You point out that Alcohol makes those people feel (“Think”) more “powerful” and “capable” than what they actually are. But I do not know, if the phenomenon is bio-chemical.

May not it be possible that those who had been under deprivation of the feeling of their own “power” and “capability” for long time tend to get the feeling as a “compensation”? [In Peace research context, Germans under Nazi exhibited this tendency. It is known that “White Supremacists” are from the “Low Prestige Class”. Poor White had been more Racists than the rich ones. While the Well-To-Do Europeans were romanticizing the Noble Savages, the Poor Wretched were shooting at Indians were not much different from them. They hated themselves, and punished Indians, Blacks and Yellow “Gooks” for it.] Alcohol may be helping them to ignore the humiliating “Reality” around them, which they do not like to be reminded of.

If so, the phenomenon is a kind of Impersonation. They may have this “Somebody Superior” in their intellect, who despise them all the time, so much so that Alcoholics learn to impersonate the Intellectual Being. I imagine this “Intellectual Being” is what psychiatrists call “Super Ego” or something similar. This Being is a very vindictive moralist and goes around punishing people. The sense of “Intoxication” beyond disability is not a simple “personality change”, but rather an “Impersonation” which is an acting out of a certain image of personality in their mind, What they imitate (emulate) depends on their “Education”.

The other possibility is the opposite one to the above. Namely the violent person is inflicting Pains to others as an “appeal” for “Sharing Pain with me”. Since other people around them are “uncaring”, “insensitive”, the only way to communicate the Pain is to let them have the Pain.

Parents may hit their children, perhaps unconsciously, in order to let children know how much they are hurting. Of course their folly of pride prohibit them to say directly that they are hurting. They cannot admit that they are vulnerable beings, let alone admitting that their children have the “Power” to hurt them.

Those “odd” behaviors are, however, not limited to Alcoholics. The “salesman” in The Death of A Salesman was not an Alcoholic. But what I read about Alcoholics somehow reminded me of him. And, at any rate, anybody in this Culture is violent. Not only that, I think many university Profs are “Sadists”.

And, Judeo-Christians appear to associate the degree of “Sacredness” with the degree of “Atrociousness”. They are saying, in effect; “The more cruel it is, the more sacred.” [of Apocalyptic Vision for the Chosen Few.]

Perhaps, only Alcoholics are “honest” and “sensitive” enough to admit their own violence.

From my point of view, that is where Peace Learning starts. For Learning (science) start with recognition, acknowledgement of problems. I try to point out Violence of Science, because one who does not know one’s own violence cannot learn anything about Peace. Peace Education is a Therapy for Violent people who beats up wives and children and fight wars etc.; namely it is for “us”. The Angels of Peace and Love need no Peace Education.

The Credo Mutwa Research Library