For those that want clinical issues solved and do not want philosophy please ignore this academic wandering. For those that love this educational journey and how it affects you and your patients here are some thoughts. Many of you have take countless courses and are the wiser, more excited on your skills and are working to make not only your practice better... but the field and indeed humanity better... albeit for different reasons. We are all thankful for the past and current leaders; daring enough, vision enough, commitment enough, and moral enough. `The Possible’s slow fuse is lit by the Imagination’ , (Dickinson 1960:688± 689), but there are no single views of the possible, any more than there are ways of measuring what it signifies in anyone’ s imagination. Imagination summons up visions of a better state of things, an illumination of the deficiencies in existing situations, a connection to the education of feeling, and a part of intelligence. Mary Warnock (1978: 202± 203) evokes Derek Walcott’ s view of the enlargement of experience and the need for more than one horizon: The belief that there is more in our experience of the world than can possibly meet the unsuspecting eye, that our experience is significant for us and worth the attempt to understand it . . . this kind of belief may be referred to as the feeling of infinity. It is a sense that there is always more to experience and more in what we experience than we can predict. Without some such sense, even at the quite human level of there being something which deeply absorbs our interest, human life becomes perhaps not actually futile or pointless, but experienced as if it were. It becomes, that is to say, boring. In my opinion, it is the main purpose of education to give people the opportunity of not ever being, in this sense, bored; of not ever succumbing to a feeling of futility, or to the belief that they have come to the end of what is worth having.
As Maxine Greene said... "I am what I am not yet," said Maxine Greene on a snowy morning last winter about her retirement. Her existential theory of retirement is the same as the one she has maintained for her theory of her career: she is always in pursuit of herself.
My point is that education at any level provides your mind and so your body a needed nutrition. In fact more than a simple enjoyment of the process the act of knowing and understanding there is even more, is not futile, but actually liberating to the soul. It is expressly human. So yes, take that next class... give back and make your wisdom know. Interact and create new knowledge. The process of learning will always... "being on the way" and that the question is still not answered. I ,like Greene, "want students to love the question and the wonder and mystery of it."
|The butterfly counts not months but moments, and has time enough. ~Rabindranath Tagore|