Hyacinths & biscuits redux

hyacinth burpeeI wrote about synthesis in this post of 2017 while reading a series of complex books. Now I am thinking of how poems involve synthesis. Today’s rather quirky draft seems to have emerged from life experiences. Academics–you know who you are–will understand the irony. I’ll leave it at that.

~

This is the 29th day of my composing a poem a day for National Poetry Month! Tomorrow–perhaps a recap of the experience. Or maybe just a long exhalation.

~
Peer Review

In The Journal of Complete Sentences,
there are, as per Table 1.
And under review, a wide range of
studies that. Research may show,
for example. Admittedly,
gaps. Or the tapering off.
Speaking apparatus offers one method
demonstrating correlation of,
and relationship with.
These abstract concepts in no way
refute previous empirical
results that strongly imply.
Indeed, studies employing fMRI
techniques to track neurotransmissions
offer qualitative.
The many degrees of distance.
Past case studies. Analysis.
As Appendix D suggests.
No closer to an understanding.

~

 

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Synthesis & cigarettes

My students are too young to remember a time when smoking was permitted in public places. They’ve never seen cigarette ads in magazines. While a few of them do smoke, all of them are well aware that smoking can be dangerous. Most 18-year-olds seldom even see people smoking in movies; few celebrities flaunt a cigarette in their promotional shots anymore.

And none of them are aware of the history of anti-smoking campaigns: the legal wrangling, lawsuits, longitudinal studies, public service announcements, warnings, shaming, second-hand smoke claims, discrimination against smokers, tobacco industry lobbies, or the length of time it took to convince the general public that there were genuine risks involved in the addicting and heretofore glamorous habit. Yul Brenner died of cancer in 1985, long before my students were born, so his posthumous anti-smoking public service announcement–which was big news at the time–is not even a blip on their radars. They never saw the famous “Johnny Smoke” cartoon (which terrified me as a child) featuring the frightening and authoritative voice of James Earl Jones.

Why should they know–or care–about the combined efforts of state governments (cigarette taxation), non-profits (The American Lung Association and others), medical researchers, and health advocates…and why should the fact that this process took decades matter to them? Well, maybe they could learn something from this kind of history.

Like the actions of Civil Rights protesters, who employed social advocacy for the stated purpose of changing the expectations and behaviors of citizens, “awareness campaigns” such as those created to reduce smoking offer important lessons about how long it takes to influence large communities and which methods are most likely to be successful. Cass Sunstein notes that most legislation officially becomes the law of the land after the majority of citizens are already practicing the behavior, having individually and privately decided that, say, refraining from cigarette smoking is “common sense.”

An instructor at the college where I work recently assigned his students a synthesis paper in which they were to analyze and consider a JAMA Mozaffarian, Hemenway & Ludwig article–about using public health campaign strategies in an attempt to reduce firearms deaths in the US–along with another source (or two) and then derive, from their expert sources, an approach of their own that might be a step toward decreasing the number of gun-related deaths. His students are freshmen: he did not ask them to anticipate constitutional stumbling-blocks, censorship issues, or other complexities that would–naturally–arise. He did not tell them to propose gun control at all (and only some of them did); he wanted to see what they would come up with and whether they could infer, from the JAMA article, that there are methods other than federal legislation through which social changes can be implemented.

It is a valuable assignment because his students have trouble understanding it. They show up at meetings with me and the peer tutors in writing and they complain and question and wrestle with what the professor wants. What he wants is simple: he wants them to think. He won’t judge their ideas as right or wrong as long as they show that they understand the texts and can think about the complexities.

johnny smoke

Johnny Smoke

Here’s what I love about his assignment: students have to infer, reflect, analyze and synthesize, in the process of which it dawns on many of them that there are no easy answers; the issues are not black-&-white but depend upon perspective and social attitudes–not merely upon individual moral values, parental decrees, or civil laws. In other words: there are many other people in the world. Think about what you, the student and citizen-of-the-globe, can say to those people, respectfully, with some facts that you can convey.

It can be more than an argument. It can be a conversation, from which all of us learn more than a confirmation of our own correctness.

 

Synthesis & coincidence

&&001“and per se and”

Ah, synthesis! The conjoining and combining of objects, ideas, theories, values and systems, arts, media, experiments, research, disciplines, metaphors, symbols, rhythms, patterns, DNA, et (“&”) cetera.

Synthesis can be planned, hypothesized, purposeful–and it can be spontaneous, unexpected, coincidental. There are times when I feel as though the overlapping and intertwining of experiences seems to have been somehow “planned by the cosmos” (or some higher power); but coincidences occur more often than we think, especially when our consciousness is primed to make connections.

I have primed my own brain, recently, to synthesize thinking about aesthetics, neuroscience, the arts, philosophy and consciousness. So it should not surprise me–though it does!–that the books I have recently been reading connect many threads of my thought, including other recent readings. For example, Martha Reineke’s Intimate Domain: Desire, Trauma, and Mimetic Theory is an exploration of family “romance” in psychoanalytic theory that draws on Freud and Girard; but because Reineke uses Girard’s early writings as her basis, she cites Merleau-Ponty and phenomenology quite often. Furthermore, mirror neurons and the place and operations of consciousness appear in her claims and explorations in this (difficult) text. Mirrors and mimesis, minds and spirits…Gabrielle Starr’s Feeling Beauty, which I’ve mentioned in recent posts, examines the art-body-mind connections in neurological domains and mentions, more than in passing, the phenomenological aspects of the experience we term “art.” Arthur Danto’s The Transfiguration of the Commonplace: A Philosophy of Art (1983, though I read it last month) also wove itself into my thinking as I read Starr’s more current book. In addition (oh, there’s always an “in addition” with synthesis), I am re-reading Csikszentmihalyi’s classic, Flow: The Psychology of Optimal Experience. The states humans experience when we work hard at challenges we enjoy, such as art-making, are deeply connected to our brains and also rooted in our bodies.

So there is a coming-together, a process not unlike chemical bonding, that all of these texts and ideas produce in my mind. This post is one outcome, I suppose. But there will be others.

~

From Carl Sandburg’s “Tentative (First Model) Definitions of Poetry” (1928): “Poetry is the achievement of the synthesis of hyacinths and biscuits.”

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