Following on the heels of my last blog is the question, so how do you teach the arts once you have learned to enter the Light? This is the great experiment unfolding Thursday nights at Small Town Coffee in Kapa'a.
The Light changes teaching a lot. I'll write about the first change in this blog.
First of all, if I and my students are parts of the same thing, as the Light has taught me, then they draw from the same pool of inspiration as I. Jung called it the collective unconscious.
But we think of our minds as closed boxes that only we can access. Why did Jung think the unconscious is collective rather than personal? Random events reflected his patients' psychological breakthroughs so frequently he concluded that the archetypes were affecting physical reality, and must therefore be separate realities, not just thought patterns. They must, therefore, exist in a collective space that we all can access.
We know now that thought patterns can and do affect physical reality, so his reasoning is not inevitable.
But the idea that there is a collective space we all can access at our deepest psychological level is thousands of years old. It is called immanence. Creative inspiration comes from this all-permeating Consciousness. That means we access inspiration by going down through our own issues and finding the collective patterns that underlie them. We do this by creating an unguided fiction (writing with no initial outline or plan). Because it is unguided, our own deep patterning will organize it, thereby revealing itself. It's the same principle as a Rorschach ink-blot test.
This uncovering of the deep patterns underlying reality is what drives the reader on through a story. It may look like seeking the solution to a problem, or solving a crime, or courting and winning a beloved. But always there is something covered up in the beginning which is gradually uncovered.
How do I get my students there, teaching from the Light? By going where they are. Every human consciousness is a portal into this collective space of human wisdom. I give my writing students enormous, vague writing topics like "create an island" so they can create from their own hearts. They reach down through their own psychological issues to the collective unconscious we all tap into, producing islands that reflect their own inner depths.
In essay-writing classes also, I give students very large topics -- community, partnership, any successful exertion of personal power, any dramatic act of charity -- so they can find themselves in the topic. The results are personal statements which use the formulas and devices of the essay-writer to express the writer's own access to the collective depths of wisdom. That, to my understanding, is a successful essay.
But the trick is the same as with fiction -- give yourself room to explore your own opinions, and you will find they lead down into deep collective patterns of thought. My classes are designed to give my students room to discover themselves inside the essay, because that's what makes an essay work.
So the classes become student-driven -- I am a facilitator, a traffic cop, a library of information and a fount of enthusiasm so they can write their hearts in essay or story format.
The second change that teaching from the Light brings about in the classroom, is that we need to abandon our anxieties about excellence, and treat the act of creation as a human birth-right, not the domain of a privileged few. We are creative animals like giraffes have long necks. What other animal tells stories or draws pictures? But publication has brought the greatest creations of the human race so vividly before us that we have lost our lip, like an old trumpet player, and now we are afraid to blow our notes. This is the "sound of silence" Paul Simon sang about,
people writing songs
that voices never share
no-one dares
disturb the sound of silence
In my next post I will say more about the second change -- daring to disturb the sounds of silence -- and apply both changes to how a Light Teacher teaches music composition, as well as to the Light Teaching of literacy skills.
