Wednesday, June 6, 2007

Where Ethics and Genius Meet (...Collide?)

For the sake of furthering our conversation to perhaps another level, maybe we can agree, momentarily at least, on several definition of terms that come from the combined comments of everyone participating thus far (realizing, as anonymous said, that words are not adaquate to describe what is essentially indescribable [i.e. "the map is not the territory"]):

Ego: our sense of separate idendity, that which sees ourselves as separate from the whole, something which is neither good nor bad, per se, but that which, when allowed to run the show, tends to do so with the shortsightedness understandably attributable to the lack of total perspective allowable if, (and I'm trusting at some level this total perspective is possible -- though perhaps "god-like") one were able to see the "All in All" -- including the past, present, and future ripple effects and implications connected to our actions."

As was mentioned by annonymous --


Happiness: a feeling or sense we experience (recognizing that the ego may also be that which defines and seeks "happiness" based on its own needs and expectations, which are again, limited).

I'd like to also suggest that the ego, when operating in its more useful position of not driving the bus, but serving as a helpful resource whose job it is to keep the organism it is supposed to serve alive (as opposed to attempting to keep itself alive, at times at the expense of the organism and others).

This doesn't mean that happiness is not a valuable human experience or emotion, but more simply that it is a state of mind that may be possible without necessarily taking the "Whole" into account. (For some reason -- the word "joy" seems to be a word that to me takes on a more permanent sensibility and suggest the emotion that comes from a more holistic understanding.)


Genius: the collective wisdom, knowledge, creativity, information, data, etc., accessible via conscious volition and, at times, through unconscious volition or as a consequence of steps or processes which we may have undertaken, which have some sort of cumulative affect (as is in profound insights, creative solutions, musical masterpieces, etc. which seemed to "drop in" out of nowhere).

So this definition suggests that genius itself is the data, wisdom, etc. in its pure form (not yet applied) -- though the application itself may also be laden with genius. Also, to Annonymous' point, I'd add that there may be a natural flow to genius that we access when we are simply "being" (and in such instances, to the extent that our natural flow is transcendent to the doings of our ego, genius and its application would be much more seamless).

The Application of Genius: which would be limited... or one might say "filtered" or "shaded" to the extent to which the ego is operating the implementation control panel (and to the inverse extent to which the ego realizes its inherent limitations and successfully attempts to the degree possible, to get out of the way and allow the "Whole" to manifest this slice of collective "a-ha" or "creation" -- as unfettered as possible).


It's worth noting, however, that part of what we deem as the beauty of any creation or act of genius may, in fact, be the very coloration or touches of "imperfection [i.e. lack of "wholeness"]) brought on by the nature of the information being brought into this dimension by a human or other being of nature [I've seen animals access genius as well and come up with a remarkable series of adaptive mechanisms or extensions of themselves that one might call "art," "creativity," innovation," and so on -- so I'm postulating that genius is not limited to the human species]).

As you can see, I'm hoping it helpful to distinguish between "genius" (which may be transcendent to the ordinary self) and the "non-transcendent application of genius" (which, as long as we're in human form, will to varying degrees, involve the participation of our ego -- which often seeks it's own temporary happiness or satisfaction).

I also want to acknowledge that by using words and characterizing some acts as transcendant or limited and others as not, some manifestations of genius and productive and some as not, etc. we are by nature talking in terms of the relative state (and that we may, in reality, be desribing "genius" as that which is accessible and in fact part of or a manifestation of the Absolute -- to use the Zen termonology -- and the non-transcendant, or ego infused application of genius as the Absolute State as applied by and later valued or judged by the Relative State).


Now, with those clearly less than perfect, but hopefully temporarily adaquate, definitions in mind (since, again, they are an attempted synthesis of everyone's comments), let's move on to that tricky question of the ethics and genius. I'm going to drop a couple of questions into the mix... ones which I am truly pondering (as opposed to rhetorically launching)... and hope others might share some insight regarding them:

Are not ethics, by nature, relative to each person (and therefore sourced by ego)? (This may also lead to that phenomenon of satisfying agreement that we experience when we have enough overlap with another in our ethical blueprints to feel that sense of shared joy we at times experience upon finding one who sees the world the way we do -- this then becomes the basis of those we consider "close" to us perhaps?)

Or is there something (or some perspective or wisdom itself) beyond ethics (and thus possibly sourced by genius -- or the whole) which possibly enables a more holisitically balanced manifestation of genius? One which, upon our later examination or judgement, from our viewpoint (as humans and as ones whom, to varying degrees, may have our egos in their more productive role -- or not), appears to be more or less valuable to us (and to those people, things, etc. which matter to us -- i.e our values)? I'd love your thoughts on these somewhat clumsily stated questions (which may in and of themselves, invoke more questions, but nonetheless... let the process begin).

P.S. Remember to click on "Links to this Post" to see the comments in the body of a blog topic or click on "Comments" to see the comments in a pop-up window.

13 comments:

  1. I've been reading this blog for a week or so now and am intrigued by the difficulty presented by words and their limitations (and the almost inherent semantic conflicts they bring about).

    Here's my attempt at simplifying the above:

    Ego: one's perspective of self as separate from the whole.

    Happiness: a state of satisfaction sought by and sometimes experienced by us (which may be related to the degree to which the ego is satisfied).

    Genius: the total sum source of everything available from the whole.

    Application of Genius: the application of those parts of the whole that have been downloaded and applied in the relative dimension by "individuals".

    Ethics: the sometimes agreed upon rules of the game as agreed upon by various limited identities (egos).

    Am I close? Is this helpful?

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  2. MM... I'm smiling, no... laughing with delight, actually, as I read your wonderfully concise synthesis of my rather long attempt at saying the same thing. Thank you!

    I'm also going to carry over a discussion from one of the other threads into this one... since there's some movement toward the topic of genius and ethics showing up there too.

    Given that genius in its purest form (i.e. the sum total of what's available in the Absolute realm or from the Whole, according to our definition, at least), what I think is well worth exploring is the following question and where it leads:

    Since we apply genius in this relative realm, what is our ethical responsibility in this regard and, perhaps as important, how could this process of application (and a possible ehtical baramoter) be better managed to encourage a growing collaboration toward an on-goingly more productive series of applications of genius (as it affects the relative whole) as opposed to censoring, restricting, or discouraging people's access and application of genius if it doesn't fit a realtive ethical model?

    (MM... I know you could say that more consisely.)

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  3. Commenting on my own comment? No.. actually I'm pasting a comment from one of the other topics that may have some application here... it's someting offered by BV. Here's what they offered:

    ******

    "BV said...
    As someone who has had a background in educational theory... my perhaps unfortunate opinion is that we train our kids and then, as they become adults, our employees to conform, not to be creative. Our educational approach was designed for conformity in a manufacturing environment... and though our needs and requirements in today's business world have radically changed and require far more solution-orientation and creativity from our people, our education system is still stuck in a modality that was designed for decades ago.

    "So for me the question is... how do we use our creativity to evolve in terms of how we educate, train, and manage our children and each other as employees and team members?"

    ******

    Though taken a little out of context (it came from the "What Drives Us?" topic), it seems that BV's pondering here may also apply to the question of how do we create a better more collaborative way of encouraging the productive application of genius (as it applies to the relative whole).

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  4. A friend told me I'd find this topic interesting... and they were right. It seems to me, anyway, that based on your definition of genius (tapping into the whole) that the real mark of genius is that it takes into account the whole. In other words, to create something from the realm of genius that doesn't solve or address the real issues and doesn't take into account the impact of our actions is beyond irresponsible... it's missing the whole point (pun wasn't intended, but it does kind of work).

    Don't mean to come on to strong... but I'm tired of the self-centered application of intelligence. We're at a stage of our existence together on this planet where we simply can't afford to go that route anymore.

    Love to you all,
    Lisa

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  5. If this shows up twice... please excuse me... didn't post last time.

    ****

    Thanks for resurrecting my comment about education. And to Lisa's note, I am concerned that one of the other areas where we've fallen short is that we haven't done a very stellar job of teaching our students to think congnitively. In other words to follow the bouncing ball of our actions (if I do this, or don't do this, what are the implications).

    That's something I can begin to do a better job of starting today (in both modelng it and teaching it). And that's kind of exciting. I can begin to have an impact right here, right now.

    It also strikes me that the application of genius doesn't have to be in regard to something grandiose. It can be an ingenius act or creation that simply informs or improves one's life in that moment. For me, that's inspiring.

    Thanks!
    BV

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  6. BV - I am curious, how would you suggest we go about changing the "tried and true" patterns of teaching out children (and adult learners)?

    I am a college student myself, and I find this to be not only a very interesting subject, but also a very welcome one for people like me who are duly frustrated with our current teaching models.

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  7. Annonymous, your question is one of the key questions of educators everywhere -- and one that's heatedly debated. As you've indicated, the "tried and true" patterns of teaching our children have yielded the results we currently are experiencing... and I think there are two extensions to what you're asking:

    What to do?
    How to go about making it happen?

    The how is a much more complicated answer. So let me focus on the "what." Simply put, I believe we have to create opportunities for our children to think... to solve real questions... and to gradually learn how to access their own personal intelligence as well as what we seem to be calling here the collective intelligence.

    Most schools are to some degree forced to teach for test results (i.e. they're teaching our children how to regurgitate information). I know there those who disagree with me on this, but it's my experience (and one which I try to work beyond, in spite of the criticism I receive).

    To use the topic of this particular blog as an example, ethics ultimately are not something that can be regurgitated. Ethics are best applied, studies indicate, when a person understands the pragmatic, cause and effect reasoning for an ethical standard (what does it net us, what does it prevent).

    I believe our children (and all of us therefore) have a natural access to genius. If we learn to engage this genius by providing classroom experiences rich in practical, relevant lessons... ones where they learn to think, reason, and experience cause and effect (i.e. cognitive learning)... and to understand the natural accountability that life encourages... we can begin to turn the situation around.

    Right now... since there are so many invested (and I believe, in many cases, "brainwashed") on so many levels who prefer that we maintain the status quo (the "tried and true") or worse... programs like "No Child Left Behind"... we have to look for opportunities wherever we can find them to fit this kind of understanding into the learning modules we are required to present.

    And, in every day life, the more we invite each other to look beyond the immediate... to see the ripples we create in the pond... the more we can remind and encourage each other to live and create responsibly (or as Lisa said... to consider the whole).

    I've probably gone on too long... and I apologize if I'm sounding too negative... but I hope this gives you a sense of what I, we, so many of us are trying to accomplish.

    Hopefully, over time, our collective efforts will be able to "right the ship" so to speak. Until then, no effort we make in this regard is wasted. It only adds to our children's (and our own) collective wisdom and understanding.

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  8. Oh... there's so much I could say about these last three or four comments... but I'll contain myself.

    Here's what I here you all saying:

    1. The education system is broken (that's not news);

    2. We wish the system would right itself (that's highly unlikely);

    3. We're going to have to work around the system and do our own more productive thing (well..yeah!)

    Here's what my generation (the so called "millenials") have known since we were toddlers:

    1. The system is broken (and not just the educational system);

    2. It's too broken to be fixed and nobody with the power to fix it wants to (so stop expecting it to be fixed);

    3. Our genius will really explode productively when we realize that we can create our own organic community systems based on how we choose to function together (so just go along with the old broken system as much as you have to until it becomes so irrelevant that it sits like an abandoned old amusement park collecting rust);

    That's what so many from my generation are doing... we're learning in whole new ways... accessing new modalities... learning together.

    Get over the fact that the old way doesn't work. That's the old paradigm. Let it die in peace and step into the new. That's my humble advice. Besides... your genius is very welcome in this new organic model (genius that really seeks to solve problems and create solutions on a holistic level).

    That's my opinion, anyway.

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  9. mm -

    OK, so now you have given me a couple of things to think about, but your comment also warrants some of questions. You wrote that "That's what so many from my generation are doing... we're learning in whole new ways... accessing new modalities... learning together."

    Can you clarify, or rather, would you let us know a bit more about what these new ways of learning entails for your generation? How are they different from previous learning models, and how do you feel you are "learning together" as opposed to what other generations have experienced?

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  10. Annonymous... yeah... good questions. Didn't mean to be both cocky and mysterious in the same moment.

    Let me break it down more --

    Whole new ways, new modalities, learning together (a lot of which involves the use of technologies that we grew up with, but some of which means we also access different cultures).

    So, for example:

    Online forums and discussion groups with people from around the world, many of whom are from my generation, but some of whom are from every generation. This allows us to talk about topics from a variety of view points;

    Researching topics through a whole host of sources (again online) not just the traditional sources that are paid to see it a certain way;

    Meditation groups that meditate, at the same time regardless of location, on a particular subject and then compare notes;

    VOIP and other online phone communications that allow us to establish relationships and talk with people from all over the world;

    Studying different religions or visiting elders from tribes in the U.S. or South America and then sharing what we experienced or learned with our friends.

    Living together in houses when we could afford to live separtely because we like the sense of being a tribe.

    Tapping into the cosmic slip stream through various ways to access information from a completely different bandwidth (if you get what I mean).

    So, for example... I learn more about U.S. politics from my friend in Germany than I ever learn from school or from reading newspapers or watching the news (they don't censor the news about the U.S. there and they often explore things in more detail).

    Here's another example: A friend (from one of our internet groups) told us about this a guy in London who's a genius in creating collaborative communities... so we emailed him... and set up a phone call. He talked with us for a couple of hours.

    You see what I mean? If you know the standard system is broken, you don't look to it to tell you anything meaningful. You know you've got to go out and search outside the system... collaborate... explore new models and paradigms. You don't even expect the old system to do anything other than maybe grant you its bogus certificate that you need to have the old guard think you're capable of doing something.

    Don't mean to be harsh. There are good teachers and professors, and reporters and so on. But most of the time they're having to risk their jobs or reputations to stretch beyond the boundaries that are set for them.

    We're not surprised by that... it's just the way it is. So we don't let it hold us back from gaining access to deeper knowledge... to the real knowledge.

    Does any of that make sense?

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  11. Chris suggested, in an earlier blog entry, that we consider our so-called collective consciousness. According to Chris, we all possess and own this entity. And I agree with Chris (and Jung) about the existence of such communal intelligence property (I also believe that the stated fear and mistrust of the concept is real and present in our thinking).

    Chris then asked, in a later blog, the following question: "(Or) is there something (or some perspective or wisdom itself) beyond ethics (and thus possibly sourced by genius -- or the whole) which possibly enables a more holistically balanced manifestation of genius?”

    It seems reasonable to (in response to Chris’ question) suggest that maybe the “higher ethic” or “wisdom” is simply the act of considering the collective consciousness before the personal intellect (or genius)? Wouldn’t that create what he called a “more holistically balanced manifestation of genius?”

    In light of MM’s latest entry, I have personally decided to look at trans generational intelligence, thought, and genius as parts of that greater collective consciousness. Consequently then, knowledge and wisdom and truth about old AND new ways of navigating through this territory called life (and its limitations), becomes a process greatly enriched by ALL contributions and contributors. No matter which generation contributes the knowledge.

    P.S.
    I am having a hard time writing about this as it appears to want to be expressed utilizing some other medium than language. I apologize for my inadequacy in describing my logic (or lack thereof, as the case may be).

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  12. Annonymous, BV, MM, BKO, et al... wonderful, thought-provoking comments. I am going to use Annoymous' last comment (and the thoughts proferred by BV and MM as well to jump to the next blog posting. So... if you would, please add your thoughts about this string of conversation to the next blog topic entitled, "Collaboration -- A More Sure Path to Genius?"

    Thanks!

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  13. All right... for all of you who've already stated your position (or in the case of Annonymous summarized the various positions and overall state of the process), please proceed to "Collaborative Genius - An Experiment in Solution Engineering - Step Two".

    If you're just joining us, feel free to add your comment or position to this posting and then proceed on to "Step Two".

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