In another forum, I started a series dedicated to GEK III:
Salem Commoners and
Cambridge non-commoners. Those posts deal with the times and troubles that we all share in general; these posts here will be more of a personal, and philosophical, nature.
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Why under truth engineering? George, in a sense, was a collection of axioms and rules within my cognitive framework that express the 'truth.' Are we all not such types of aggregations (in our being?), or as some might say, conglomerations? I used 'archetype' [09/23/2015 -- georgekimball [dot] com is gone] in a prior medium (JMS comments). But, we'll get more into that through time and posts.
While George and I were rooming, I had a revelation about why I bounced around colleges. I wrote an op-ed titled Why I am a College dropout which was published in fall 1965 by the KU paper (I'll post this on-line sometime). Harking back to the editor comment of George, when I re-read this paper recently, I was struck by how far off the mark it was due to editorial changes. Too, I thought that I might redo it in order to clarify the message.
So, not only did I write the article, I dropped classes and became a part-time student for several years at various places. You see, the message in the paper is that the educational experience is targeted to 'career' and employment rather than self-realization (what is that?).
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Of course, a pragmatic sense would take the more direct thrust. But, I ask you, where will people find some place where they can learn of truth, life, and values that are beyond money and mere posturing?
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So, who is Henry and why is he first? Well, Henry is for
Henry Adams who was quite prolific. He may not have been perfect (and has had his critics), however I really liked his
EOHA, for several reasons, when I read it as a young man enough to adopt 'EOJ' (Education of John) for my quest as an
autodidact.
Henry's life and experiences were very much different than mine in many ways; yet, given the American experience, there were overlaps. And, that will be a major part of the story as I recall George's roles.
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In a sense, George was the first cohort that I met who was not hung up in the trappings that are thrown down for the younger set in order to pull them into the established 'order' ostensibly for the sake of peace and harmony. How he might have maneuvered himself away from this might bear some attention. But, that will be later.
Until I met George, I hung my ropes on the tranquility offered by the likes of Emerson (
Ralph W., of course) and Spinoza (
Baruch, of course). That is not, in itself, bad; yet, post-George the world loomed larger. Let me explain some operational details since there was a diversion into existentialism which, thankfully for me, morphed into a hybrid (with influence by
Kierkegaard).
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Of course, I had sat in classrooms. I had done that in several other universities prior to my sojourn at KU. I even knew many remarkable minds, including a cohort who had been 'indoctrinated' (this will be addressed many times -- sufficient to become clear, it is my hope) at the Sorbonne. Too, I had had my exposure to the counterculture and similar.
Yet, George brought something to the table that I had not seen before. What that was (is) will take some time to explain and discuss.
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For one, George's posturing was more tongue-in-cheek than earnest. At least, that was my take. In other words, George was the real deal.
Consider please, George's writing reflected his humor from what I have seen (even the early Beat work (it is phenomenal that someone inter-generational, like George was, could be so successful in the medium) and perhaps more).
Too, George knew that 'posturing' is the oldest profession (related to establishing the
pecking order); yet, he also did not have to step into the ring, so to speak (I don't think that he knew that I had six brothers -- three of whom are Marines).
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Mind you, it was at the time of the 'dropout' article that I took to serious self-study (all of the connotations). In my opinion, there is no support in our culture for this type of learning. Nor, is it even respected. Probably, the closest thing would be the book club that has actual discussions.
Are there things like a chemistry club? Physics club? Etc. Oh, I know, lab experience is the main issue here. But, have you heard of a Math club? Oh yes. For students. What about the larger population?
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As an aside, education has been as bounded (hounded) by 'special interest' groups as has politics.
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It was while George was my roommate that I started to seriously read Psychology/Psychiatry. In particular, I studied almost the sum total of Jung's works. Too, I began a more experimental set of studies whose results are yet to be published.
Universities are great since their libraries can be a gold mine of material. That is, before the WWW, library stacks were the place to find knowledge. Unless, one sat at someone's feet; I never did this; did George?
Prior to George's advent into the scene, my main learning technique was to wander the stacks, pick books at random, open them to a random page and then start to read. Of course, you would then follow up. It is not unlike going to those things referenced in a text book and actually reading the source material.
Who does that in this day and age?
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George added to my reading list in an interesting way. Would it ever have come about in my random fashion? Of course, this touches upon the role, and necessity or not, of any mentor during one's journey through the various valleys of knowledge.
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George was quite social; I met a whole bunch of people while he was my roommate. As well, suffered the sleepless night.
My roommate after George was a student working on his dissertation who was up all night reading and typing notes.
There were several juxtapositions, such as this, that associate in my mind when thinking about George.
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Henry Adams was about 100 years before George's and my time, and Henry lived through a transitional time. We all know about the transitions that we peers of George have gone through. Ought we be taking a closer look?
I probably ought to find someone from the prior transition times (that is, colonial - late 1600s -- and revolutionary -- late 1700s) in order to complete the proper composite. With both George's and my wife's tree, I'm sure that I can do this (by the way, Adams is a cousin, to boot).
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The point of all this? Look at what the label says.