Writing on compassion in early Buddhism, Anālayo notes that the primary form of compassion was teaching the Dharma, i.e., the Buddhist teachings on the cessation of suffering. But as Anālayo also notes, verbal instruction is not the only way to teach: teaching, “…can also take place through teaching by example” (Compassion and Emptiness in Early Buddhist Meditation, 16). Indeed, teaching and learning by example are extremely important, and often unconscious. We don’t always realize that others, especially children, learn by our example, nor that we learn from others’ example. One important question, of course, is who do we take as our exemplars of a well lived life? For the kind of person we choose as our life-well-lived-exemplar implies a choice about the kind of life we wish to lead.
It is in this context that I wish to examine the life of Johan Wolfgang von Goethe (1749 to 1832), who was an important German poet, playwright, novelist, philosopher, and scientist. —A person much praised by Nietzsche, as we will see. And I want to compare Goethe with the Japanese Zen monk, poet, calligrapher, and recluse, Ryōkan (1758 to 1831).
There are a number of things that make these two figures particularly interesting to me. First, they are both writers and poets. Second, though they have been influential in very different ways, both their lives and works have inspired many. Third, since they are both writers and poets, they both belong to that category of being, so to speak, that Nietzsche seems to hold in the highest esteem, namely, the artist, the creator. As Nietzsche writes in his Zarathustra: Continue reading
How would you feel if you were never to read another book in your life? What about if you were never to ski, or if not skiing, then some other sport? How would you feel if you could not live in the city? What about the country? What about the suburbs? These are only a few questions that pertain to the kinds of lives we might live. Some of us would be unmoved by life without books and others could not bear not living in the country. But, I take it, most of us do not think that there is only one kind of life to live as a human being, as a person. We do not, in other words, think that there is some sort of Platonic form of the perfect human life. We acknowledge a variety of possibilities; moreover, it is part of our liberal heritage to see this as a good thing. If for no other reason than the fact that we think imposing a particular life on someone, particularly when it doesn’t fit, is to rob them of their autonomy and ultimately to make them suffer.
So we suffer when a life we do not choose is imposed upon us. But notice what happens when we shift from thinking about the Platonic form of the perfect human life, to thinking about the Platonic form of a particular life. I am assuming that what is true of me here is true of many, if not most, others. That is, I have a tendency to conceptualize the explicit form of my life; I think of myself as a philosophy professor, one who likes to hike, one who gets meaning out of the natural world, one who loves animals, one who is at least not half bad at writing, one who works on Wittgenstein, Dōgen, and Nietzsche, etc. These are all things that I have, if not explicitly chosen, then at least endorsed for my life. These are the things that go into making up who I am. Since I have chosen them, I do not suffer them. Or so it seems.
One of the tasks that Joan Stambaugh pursues in her chapter on “Creativity and Decadence,” is to explain what it means to say that “Nietzsche sees art as fundamental to life, as the ‘truly metaphysical activity of man’” (The Other Nietzsche, 21). Nietzsche, Stambaugh says, sees art as not, “a sphere of culture, not as a highly specialized, privileged area for the few, but as that activity of man that is most crucial to his life” (ibid.). Stambaugh finds such a claim rather strange, for aren’t other things crucial to life before art? She sees the resolution of the strangeness in her interpretation of Nietzsche on truth. She writes:
For Nietzsche, there is no truth in the traditional sense of that word. The world of the will to power is in constant flux, not the undefined, undetermined flux of Heraclitus, but the flux of shifting centers of power that increase and decrease, but never remain the same. True knowledge of this world is impossible, in fact, it is incommensurate with the very nature of the world. “Knowing” is simply a pragmatic falsification of the world for the purpose of dealing with it more effectively. Therefore, instead of despairing over the fact that there is no static, finished world to be known, the meaningful activity in this world of flux and the will to power becomes art, shaping this world, giving it meaning and values. The previous institutions and endeavors of man are forms of decadence, they distort the world. “Our religion, morality, and philosophy are decadent forms of man. The counter movement: art” (The Will to Power, No. 794). “The belief that the world as it ought to be is, really exists, is a belief of the unproductive who do not desire to create a world as it ought to be. They posit it as already available, they seek ways and means of reaching it. ‘Will to truth’—as the impotence of the will to create” (The Will to Power, No. 585). (22-23)
This denial of truth is very much in line with Nietzsche’s pronouncements about the death of God, which signals the death of the power of the idea of a fixed transcendent world giving meaning to this world. The world is not finished, with its meanings and values already determined. Instead, the world is in a very important sense continually underdetermined as a result of both there being no transcendent, fixed meaning giver, while at the same time that the world we inhabit is in constant flux. So, Nietzsche’s denial of truth is the denial of a kind of Platonic conception of truth/meaning/value. Continue reading
One of the classes I teach is Ethics from a Global Perspective. I usually begin the course with selections from Aristotle‘s Nicomachean Ethics. As I tell my students, I think there is much that Aristotle gets wrong, particularly his views on women, but his overall ethical framework, and the concepts and distinctions he employs, are extremely useful. While Kant is an obvious exception, Aristotle’s teleological approach can easily be mapped on to the other views we consider such as Hinduism and Buddhism. As with Aristotle’s ethics which rotates around the concept of eudaimonia, Hinduism and Buddhism, for example, are centered around clearly identifiable ends. Where Aristotle asks: What constitutes eudaimonia? Buddhism asks: What constitutes enlightenment? So there’s a nice parallel structure, and I want to suggest that we can fruitfully use Aristotle’s discussion of eudaimonia and virtue to help elucidate important aspects of Buddhism.
I take it one of the caveats that most writers and professors make regarding eudaimonia is to point out how problematic the translation of it as happiness can be. While happiness is not univocal in English, my impression is that most folks associate it with a certain mental state, or feeling; moreover, one that can be assigned a specific duration. And so, we find other translations of eudaimonia in terms of a lifelong flourishing or well-being. However, given liberal (in the classical sense) and capitalist influences, it seems to me even flourishing and well-being are likely to mislead.
Emphasizing that eudaimonia is something applicable only to a whole life is a helpful start. Aristotle eventually identifies eudaimonia, flourishing/well-being, with virtue. Importantly, virtue for Aristotle is not a passive state, but very much an active one. In fact, eudaimonia consists in a lifetime of virtuous activity (which includes a number of “external” goods—one interesting question about these external goods is whether they are needed in order to be virtuous or whether they are needed in addition to virtuous activity; and, of course, it could be both). So what it is to have achieved a life of eudaimonia is to engage in a certain activity one’s whole life. In other words, eudaimonia is something you do. This is not to say, of course, that eudaimonia does not involve certain mental and affective states. The virtuous person enjoys being virtuous, for example. Continue reading
One of my most beloved contemporary Zen practitioners and scholars is Shōhaku Okumura Roshi. One reason is simply the fact that he is in the lineage of Zen that I attempt to practice, namely Dōgen’s. But I also find his approach very human; that is, his approach to Zen is a Zen that a human could practice. This is not always the case, it seems to me, with other Zen practitioners and commentators. But this, of course, does not mean I don’t resist some of the things he says, though I suspect oftentimes that resistance is more a matter of my misunderstanding, or perhaps better, my seeking to understand and falling short. But I am convinced that there is much value in lingering in confusion and talking about it with others. So what follows is that sort of lingering.
|声づから||Koe zukara||At the very time|
|耳の聞ゆる||Mimi no kikoyuru||when my ears hear|
|時されば||Toki sareba||the voice as it is,|
|吾が友ならん||Waga tomo naran||everyone I talk with|
|かたらひぞなき||Katarai zo naki||is my friend.|
What Okumura focuses on in his commentary, and what I want to focus on, is what it means to “hear something as it is.” What I want to suggest by the end is that things are much less clear than Okumura (and othes) make them appear to be. To get there, let’s consider the sound of a barred owl. What could it mean to hear the sound as it is?
I often have the feeling that my Buddhist practice is in turmoil. Its high and low tides in response to my sorrow’s moon. Sometimes that moon is full, others new, but most often all manner of shapes in-between. This would likely bother me more if I had not read CS Lewis’s The Screwtape Letters when I was first working through my existential crisis of religion in my early 20s. This short book is a fascinating read, as Lewis relates an exchange of letters between two of Satan’s Tempters, Uncle Screwtape and Wormwood. Wormwood is a novice and receiving instruction from his uncle. When Wormwood expresses satisfaction that his prey’s faith is diminishing, Uncle Screwtape responds harshly, admonishing Wormwood with the law of Undulation.
So you ‘have great hopes that the patient’s religious phase is dying away’, have you? I always thought the Training College had gone to pieces since they put old Slubgob at the head of it, and now I am sure. Has no one every told you about the law of Undulation?
Humans are amphibians— half spirit and half animal. (The Enemy’s determination to produce such a revolting hybrid was one of the things that determined Our Father to withdraw his support from Him.) As spirits they belong to the eternal world, but as animals they inhabit time. This means that while their spirit can be directed to an eternal object, their bodies, passions, and imaginations are in continual change, for as to be in time means to change. Their nearest approach to constancy, therefore, is undulation— the repeated return to a level from which they repeatedly fall back, a series of troughs and peaks. If you had watched your patient carefully you would have seen this undulation in every department of his life— his interest in his work, his affection for his friends, his physical appetites, all go up and down. As long as he lives on earth periods of emotional and bodily richness and liveliness will alternate with periods of numbness and poverty. The dryness and dullness through which your patient is now going are not, as you fondly suppose, your workmanship; they are merely a natural phenomenon which will do us no good unless you make a good use of it. (Lewis, Chapter 8)
Every one of my interests, both philosophical, spiritual, and even recreational, has always succumbed to the law of Undulation. And, again, with my Buddhist practice the peaks and troughs so often correspond to times of illness and health. This might make it seem like it is only important to practice when ill or otherwise suffering. If that were the case, it would make it even more difficult to be grateful for the hard times—for if there were no hard times, practice would not be necessary, on this view. Continue reading
It seems to me that my life, like surely many people’s lives, resembles the trajectory of modernism to postmodernism (to post-postmodernism?). That is, like many people, when I was a child everything was imbued with a robust intrinsic identity and meaning, both of which could be definitively and determinedly known. One of the most obvious examples of this was the faith in the near omniscience of my parents, and once in school and out of the house, in that of other adults. In the very beginning, there is truly nothing unknown; and though I did not have firsthand knowledge of it, I knew others must. When a child like this, the pronouncements and judgments of parents and adults are absolute, unquestionable, and though sometimes terrifying, an ultimate source of security. There is the recognition of one’s own limits and simultaneously the boundlessness of the abilities of adults, not the least of which was the ability of my parents to make me feel secure and loved.
I know others had very different childhood experiences—something my wife reminds me of regularly, for which I am grateful. Perhaps I was ridiculously naïve; I’m sure plenty of other children either figured it out or at least had premonitions of their parents’ limitations much earlier, but not me. It would not be until my late teens that I really began to question not only my parents’ abilities but the soundness of social institutions more generally. For along with confidence in parents and adults, comes confidence in institutions. I mean institutions such as the church, school, government, business, history, and the unsurpassed, and unsurpassable, greatness of the United States. When young, so many of these seem to work by an intrinsic magic, only to turn later to have been “nothing but” a placebo effect. Continue reading
Accustom thyself to believe that death is nothing to us, for good and evil imply sentience, and death is the privation of sentience,… Death, therefore, the most awful of evils, is nothing to us, seeing that, when we are, death is not come, and when death is come, we are not. It is nothing, then, either to the living or to the dead, for with the living it is not and the dead exist no longer.
(Epicurus, Letter to Menoeceus, From Diogenes Laertius, Lives of Eminent Philosophers)
Restating what I take to be Epicurus’ point, when we are alive, we are not dead and thus death is not an issue; when we are dead, we cannot know anything good or bad, since we no longer exist; thus, when dead, death is not an issue. The immediate objection, or the one that comes to my mind, is that I can now, while alive, justly fear death because what I am fearing is the cessation of all possible future “lived nows.” What life seeks and fears losing, we might say, is an endless succession of lived moments. So, sure, when I die and cease to be, I won’t be underground in a coffin hating every moment of it, just as before I was born, I did not lament not yet being born. But I sure as hell can not want THIS to stop.
In the past weeks my newsfeed on Facebook has been filled with articles about safe spaces and trigger warnings. My impression from the headlines and comments alone is that most people are understanding these things differently than I and my colleagues do. Very briefly, I understand a trigger warning to be a kind of heads up that the topic to be discussed will go into graphic detail about a topic, e.g., rape, that may “trigger” past trauma. The point being to allow someone who is not yet ready to hear, much less discuss, their experience to bow out—for even if they are not explicitly the subject of the conversation, if the subject concerns their kind of traumatic experience, it is their experience under discussion. I have not had occasion to use trigger warnings in my philosophy classroom simply because I have not discussed topics that deal with trauma. There seems to be some confusion or worry that trigger warning are used to allow students to avoid hearing things that make them “uncomfortable.” However, if some use them that way, that is unfortunate, but I do not have reason to believe it is the norm. There is, of course, a huge chasm between the uncomfortable and the traumatic. I’m guessing that most teachers would catch on that something disingenuous is up if they gave a trigger warning and half the class walked out.
Similarly with safe spaces: there’s a ton of confusion. Unlike with trigger warnings, I have used the phrase, “I consider this classroom to be a safe space.” What I meant and what I said to my students was that that means people can speak up, share their thoughts and experiences—fully be themselves—without worrying about being ridiculed, made fun of, or otherwise made to feel bad for what they have said or who they are. It most definitely does not mean that we won’t be discussing difficult or controversial material or material that will make them uncomfortable. As a philosophy professor, I don’t believe I’m doing my job unless I’m leaving my students confused if not also uncomfortable. Confused because I believe that they cannot deepen their understanding of the world and themselves without first working through confusion. Uncomfortable because my philosophy classroom is not about telling them how things are, but rather challenging them with questions they wouldn’t otherwise be asked to consider. Continue reading