National Poetry Month has rolled around again, and sophomores enrolled in the Poetry classes are trying to interpret poems. Somewhere along the line, people in the USA acquired the notion that teachers ought to make things simple to understand so that students can learn the material. What about diving into the material in order to learn about it? Asking it questions? Having a heart-to-heart conversation with it? Those are alternate approaches to reaching an understanding.
Truly, one aspect of teaching that frustrates me is that the majority of human beings want everything to be simple. “Simple” has become a click-bait word, an advertising slogan. Even the American embrace of mindfulness largely bases its premise on the idea that mindfulness is simplicity itself, when anyone who has seriously attempted meditation and mindful living can attest that the theory sounds simple enough but the practice is more complex than it seems.
Now, I have nothing against simplicity–I yearn for simpler ways of living in the world, myself. Nevertheless, a person does not reach her fifties without a clear recognition of how complicated life is; and no one can deny complexity has considerable value. We would not be human beings, capable of speech and abstract thought and deep love and senses of humor, if it were not for the incredibly intricate operations of neurons and synapses, nerves and hormones, rods and cones, DNA and all the rest that somehow connects us inside our physical corpus.
All of these contribute to our conflicting emotional states, to our individual and, because we are group-dwelling creatures, our communal (cultural) psychologies, morphing into social structures of vast networks and multiple influences. Nothing about any of this is simple.
In an effort to assure my students that they can, indeed, become better writers, I endeavor to simplify the writing process as to structure and foundational principles as much as I can. I refuse, however, to suggest that written expression can be simple–because human expression is not simple. We desire and feel and experience in ways that are complicated, layered, multifaceted–hence not easy to put into spoken words, let alone written ones. Writing is work that requires complicated approaches to thinking and reflecting. That doesn’t necessarily make writing hard, but it does not make it simple.
Writing requires inquisitiveness, which seems to come easily to little children but which doesn’t mean inquiry is simple. One of the things my students struggle with most is asking questions. When I say, “Ask some questions about this text,” they look at me as though I have three heads. Students assigned philosophy papers feel gobsmacked by Socrates–he seems so surface-value simple, but he never answers any questions! And now their professor requires them to ask further questions, rather than asking them for the right answer to a simple question.
Oh, my darlings, if there were truly simple answers we would not have developed art or dance or music or poetry.
In other words, if everything were simple, we could say what we need to say and all other people would understand everything they needed to know about us without nuance or subtext or background or socio-cultural context, or whether we are secretly embarrassed by our slight lisp, or grouchy because we had a spat with our spouse the previous night. That sounds pleasant and easy, but that’s not how things evolved among human beings.
I would tell my students I’m sorry about all this, but I’m not. Complexity: I revel in it.
[…] (with 720 billion humans on the planet, there is likely to be many, many ways of doing gender). In a great little recent post, Ann E. Michael pointed out how much humans just loooove simplicity over complexity. I guess that […]
Reblogged this on Coffeehouse Junkie and commented:
Delightful read on simplicity and complexity and teaching poetry and more.