Owl at Home in the Universe - The Hidden Zen Buddhist Intimations of Arnold Lobel's “Owl at Home”

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On first reading, Arnold Lobel's Owl at Home may simply appear to be a well-written and amusingly illustrated children's story. I certainly enjoyed reading it over and over in my boyhood, and last I checked, my mother can still quote lines from it almost verbatim. But when some years ago I reread Lobel's masterpiece while tutoring an elementary school student, I had a sudden insight: Owl at Home is not merely a series of stories about a lovable portly anthropomorphic simpleton's misadventures. Beneath Lobel’s humorous use of dramatic irony dramatic irony lies a profound hidden message. Owl at Home is not only a classic children’s story, but also a deep meditation on the teachings of Zen Buddhism. Lobel uses Owl's absurd actions not only to make us laugh, but also to throw the subtle but insidious false perceptions of the deluded mind into sharp relief. He presents Owl as a sort of hyperbolic mirror, encouraging us to examine our own actions.

In the first chapter of Owl at Home, “The Guest,” Lobel establishes the mise en scène. Owl apparently lives alone. He is taking his supper by himself beside the fireplace in the dead of winter. The setting lends itself to introspection and contemplation. Owl does not seem to be distraught in his solitude. We wonder what he is pondering as he eats his simple dinner of buttered toast and pea soup. Perhaps he has become distracted and is dwelling on some past regret or triumph. His eyes seem almost glossy and unfocused.

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Whatever Owl is thinking about, he is soon drawn out of his reverie. Like the resounding crack of the taku wood clapper startling an inattentive Zen acolyte in their zazen (sitting meditation), a loud sound at Owl’s front door jars him back into the present. Owl naturally goes to the door to see who is there, but he finds no one. Is this some sort of trick? He returns to his supper only to be roused a second time by a second knock. Upon investigation, he again finds no obvious culprit. Clearly something unusual is going on here. Owl is given pause to think, as are we. Owl's conclusion--that winter herself is knocking—is characteristic of Lobel’s use of dramatic irony. We know that knocking is simply the result of a natural phenomenon, but Owl is too attached to the idea of agency. He is mired in the world of Samsara — the illusory world seen by the unenlightened mind. Faced again with an empty front stoop, he cannot break out of his habit of seeing the world only as so much inert matter which independent actors manipulate. He is so attached to the idea of self that he cannot conceive of the bang at the door as simply a naturally arising phenomenon without an actor. Just as sure as he feels himself to be separated from everything and individual, this knocking must be an act of agency, the deliberate action of someone or something foreign. To Owl’s credit, his misapprehension of the situation is at least tinged by compassion. He decides that the winter itself might need succor: “The poor old winter is knocking at my door. Perhaps it wants to sit by the fire. Well, I will be kind and let the winter come in”. The urge is laudable, but the insight is wrong.

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The word Samsara literally means “wandering.” In Zen Buddhism it refers to the illusory everyday view of the world as consisting of fundamentally independent and separate things. It is the opposite of Nirvana, the state achieved when one intuits the fundamental interdependence and conditioned nature of all things and phenomena.

Lobel has created a wide gap between our understanding and Owl’s misapprehension of the situation, and he expertly uses this gap for comic effect. After deciding that winter is asking him for help, Owl throws the door wide, allowing winter full entry into his home. The winter bulldozes its way through his open door, pushes him against a wall, and blows out the fire. It rushes through his house, freezes his pea soup, and covers everything with snow. Owl grows angry. He shouts at winter as at an unwelcome guest. “You must go, winter! Go away, right now! Good-bye and do not come back!”

The consequences of Owl’s folly are mild enough that we may laugh at him without feeling cruel. But on a deeper level, Lobel is telling us that what results from Owl’s misapprehension, Owl’s good intentions notwithstanding, is suffering. Owl’s insistence on agency and his lack of “right understanding” (the first pillar of the Buddha’s Noble Eightfold Path) leave him spinning on the wheel of Samsara. His false perceptions generate the seeds of his negative emotion and suffering. This accords perfectly with fundamental Buddhist doctrine, which holds that suffering and negative emotion arise from acts based on misperceptions, and that the only way to avoid the cyclical recurrence of this unfortunate and unnecessary suffering is to cultivate an understanding of the true nature of reality. Yet it should also be noted that the story ends on a positive note. After the winter has finished wreaking its havoc, Owl remakes his fire, thaws his soup, and quietly finishes his supper. Lobel is reminding us of the transitory nature of emotions.

But just what is this fundamental nature of reality we should strive to understand? The second episode of the book, “Strange Bumps,” uses a similar narrative structure to answer this question. When the story begins, Owl is lying in bed, ready to go to sleep. Just as he is about to blow out the candle, he notices two strange bumps at the foot of his bed. Lobel again employs dramatic irony – we can clearly see that these bumps are Owl’s feet, but Owl himself cannot make this connection. He is very troubled by these bumps. He cannot see that they are really just reflections of a part of himself cloaked by a blanket.

We laugh as Owl's investigations (such as moving his feet up and down) fail to produce insight; laugh when he removes the blanket, puts it back on, but still does not realize that the bumps are his feet; laugh perhaps hardest of all when he breaks his own bed by jumping on it out of frustration and then sneaks downstairs to fall asleep in his armchair. Owl's false perceptions once again generate negative emotions that culminate in suffering and destruction. But Owl’s misperceptions here point directly at a core Buddhist teaching – what is variously referred to as “non-duality,” “emptiness,” “conditioned arising,” “interpenetration” and “interbeing.”

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Interbeing is the teaching that all phenomena and objects in our universe, including our physical and psychological selves, arise in complete interdependence on all other phenomena and objects in the universe.

According to the teaching of interbeing, if we analyze any distinct entity or phenomenon in our universe, focus on it for a very long time, and really consider its existence deeply, we will realize that its very separateness is a mental construct. All entities and phenomena in our universe arise in total dependence upon other entities and phenomena. For instance, if we look at a book, we can say, “there is a book on the table. It exists. I can pick it up, read it, put it on the shelf.” But consider it more deeply. Where did this book come from? Print was added to paper, covers were made, it was bound. Someone did these things. No bookmaker, no book. Where did the paper for the pages come from? Well paper is made from trees of course. Alright, so no trees, no book. But the trees, too, lack independence. They take in sunlight and water from the environment in the process of photosynthesis and use these resources to make energy. This logic can be carried all the way to the big bang. When we look deeply at anything, we see that its apparently inherent, independent existence is actually conditioned by an infinite number of factors, that its existence is in fact conditioned by every other piece of the universe.

This reasoning takes on particular importance in Zen when we examine ourselves. “I,” we think, “am separate. I am within this skin. What is outside of this skin is not me. I cannot feel it in the way I feel my fingers.” But think about your body more deeply. What did you eat for breakfast today? Where did the ingredients for your breakfast come from? They came from plants and perhaps animals. Well how do those plants live? They take in sunlight, water, oxygen and harvest energy through photosynthesis. So our physical selves are also interdependent and conditioned phenomena. Likewise the very sense of self, which seems so concrete and fundamental, can be shown to be dependent and conditioned. In our everyday thought, we are firmly convinced that we own our personalities, that who we are is fundamental to us and independent from other people and things. But consider this: how does one form a personality? Most people will readily admit that their experiences have shaped who they are. What do those experiences involve? Interactions. The influence of the people around us plays a strong role in shaping our attitudes towards the world, and the agency of others plays a large part in the formation of the very idea self, both consciously and unconsciously. Personality and personal identity, too, are interdependent to a far greater degree than we typically acknowledge. It should be emphasized that the conditioned nature of things does not render them useless. Zen Buddhists have personalities and possessions. To my knowledge, no Zen Buddhist has ever stood in court accused of theft and said, “but, your honor, there was no one to steal, nothing to steal, and no one to steal from.” Interbeing does not render conditioned phenomena useless or meaningless any more than a map is rendered meaningless or useless by being a contrived object that differs from the landscape it describes. Conceptual compartmentalizations such as “self” and “other” can be profoundly useful, but Zen Buddhism warns against overinvesting psychologically in their inherence.

Viewed through the lens of interbeing, Lobel’s intent in “Strange Bumps” becomes apparent. Owl is a symbol for the unenlightened being. Just as he is deceived by his actual blanket, the unenlightened being is deceived by the blanket of appearances. Evolution has provided us with a conceptual mind designed to cut up, categorize, and label the world around us for the purposes of survival. Our brains treat these compartmentalized reductions of the universe as fundamental aspects of the universe itself because doing so increases the chances of survival. We mistake our categorizations for inherent facts, attribute inherent natures to dependent phenomena, and mistake the suppositions of concepts such as “self” and “other” for concrete aspects of reality rather than convenient constructions. If we laugh at Owl's failure to recognize his own feet, we ought to laugh just at much at our own fears. Lobel wants us to see that in attributing to the world a greater independence than exists in reality and overinvesting psychologically in our misconceptions, we unenlightened beings are like so many Owls jumping on our beds.

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But Lobel also gives a subtle intimations of hope in “Strange Bumps” through the use of light symbolism, consistently depicting Owl with a candle or lantern. Writing in the 1970s, Lobel was familiar with the concept of electric lighting, so his choice to depict Owl using candles and lanterns was deliberate. To understand this choice, we need only briefly consider the historical importance of light as a motif in Buddhist art. In historical Buddhist temple architecture for instance, it is not uncommon to find representations of Surya, the Hindu sun god, adorned with an urna on his forehead. In Buddhism, an urna is a mark that symbolizes an ability to see beyond the world of Samsara. It is one of the physical characteristics of the Buddha (who according to Zen was a human), but it would be wholly unnecessary for a divine being such as Surya. The inclusion of an urna on depictions of Surya in historical Buddhist temple architecture suggests that the sun god may have symbolized the potential for enlightenment in addition to his function as the bringer of light. In “Strange Bumps,” Lobel’s deliberate choice to include a candle and or lantern in many of his illustrations has a similar function. Even after Owl’s reaches the height of delusion and breaks his own bed in ignorance, Lobel depicts Owl carrying a candle as he sneaks downstairs. The inclusion of a lantern besides Owl as he sleeps in his armchair leaves little doubt about the significance of these symbols – the lights represent the concept of “Buddha nature” as conceived by Zen Buddhism. Zen teaches that every being has the potential to achieve enlightenment in this life. According to Zen doctrine, there is no fundamental difference between the Samsara world and Nirvana. Nirvana is simply living in a profound awareness of the illusory nature of Samsara, an awareness that has become so second-nature that the illusions no longer dominate our perceptions or thoughts, that we stop overinvesting psychologically in the inherence of mental constructs. Lobel’s full message in “Strange Bumps” is clear. Anyone mired in the world of Samsara will act in accordance with their false perceptions and unwittingly produce suffering. At the same time, however, everyone has the potential to escape this unfortunate loop by realizing the true nature of existence.

In the first two stories, Lobel presents Owl at his lowest moments, when he got caught up in his false perceptions. The next episode, “Tear-Water Tea,” presents a different aspect of Owl. Here, Lobel presents Owl performing a standard Buddhist compassion meditation. T he fact that Owl is making tea helps establish a monastic ambiance. Tea has long been the choice beverage of Buddhist monks all across Asia. One can see its profound influence in secondary cultural developments like the heavily Zen-influenced Japanese tea ceremony. Indeed, Owl's practice of making tear-water tea has an almost ritualistic feel to it. He draws out the kettle and verbally declares his intention to perform the ceremony, although there is no one there to hear him. With the kettle on his lap, he speaks again as if reciting some sort of incantation: “'Now,' said Owl, 'I will begin.'” Lobel writes, “Owl sat very still. He began to think of things that were sad.” The reader is immediately reminded of the story of the Buddha's path to enlightenment. By meditating on the suffering of the world, Buddha achieved supreme awakening. All sorts of Buddhists regularly perform precisely this sort of profound compassion meditation, thinking deeply about the suffering and sadness of others. So Owl, in sitting still and thinking of sad things, is essentially mimicking the Buddha in one of the ways suggested by Buddhist teaching. His tea ritual is in itself a form of meditation.

The tao that can be told
is not the eternal Tao.
The name that can be named
is not the eternal Name.
— Tao te Ching of Lao-tzu (trans. Stephen Mitchell)

The actual contents of his tear-inspiring reflections are also significant, as they are laden with references to Zen Buddhist teachings. Describing Owl's second reflection, Lobel writes, “'Songs that cannot be sung,’ said Owl ‘because the words have been forgotten.'” The segmentation of this line by the words “said Owl” encourages us to consider its parts singly, revealing a clever double reference. The phrase “[s]ongs that cannot be sung” recalls the opening stanza of Lao Tzu's Tao Te Ching.

A special transmission outside the Scriptures;
No dependence upon words and letters;
Direct pointing to the soul of man;
Seeing into one’s nature and the attainment of Buddhahood.
— Suzuki, Essays in Zen Buddhism: First Series

The second phrase, “words have been forgotten,” is a direct reference to the associated Zen idea that Zen teaching cannot be properly or solely transmitted by words. This non-reliance on words or texts was one of the four fundamental aspects of Zen identified by D.T. Suzuki, the famous popularizer of Zen to the West. Indeed, there are anecdotes in the Zen tradition of teachers who burned the Sutras (written Buddhist teachings) because they considered them unimportant, if not a positive hindrance to true realization, or even because they simply wanted warmth.

Continuing his meditation, Owl reflects on “[s]poons that have fallen behind the stove and are never seen again.” Lobel has purposefully constructed a universe devoid of any living entities other than Owl, both to drive home the reflective setting and to underline the fundamental, undifferentiated unity which is the central idea of Zen Buddhist thought. For lack of any other being upon whose suffering he can meditate, Owl here rephrases the natural meditation on the ephemerality of life. Spoons that have fallen behind the stove stand in place of the friends and relatives who have died and shall never be seen again. Owl is reflecting on the Buddhist teaching of impermanence. The universe presents itself as a turbulent sea of conditioned phenomena waves constantly slipping in and out of existence, but the chaos of the surface conceals the quiet below and the fact that the waves are all just so much water.

Owl next reflects on “'[b]ooks that cannot be read…because some of the pages have been torn out.'” The phrase “Books that cannot be read” functions as another reflection of the fundamental Taoist-influenced idea of the ineffability of Zen Buddhist teaching. But taken as a whole, this meditation can should be interpreted as another substitution for the “other.” In this case, the book itself symbolizes the human being who believes that they have been damaged by the suffering of this life. They feel that their suffering effects them much the way that the tearing of pages effects books. But the reality of course is that there never was a separate book in the first place, and their perception of the damage they received is founded on an illusion. The essential Buddha mind cannot be torn by externals because there are no externals in undifferentiated awareness of the ultimate nature of reality.

Describing Owl’s next reflection, Lobel writes, “'Clocks that have stopped,' said Owl, 'with no one near to wind them up.'”1 Again, by segmentation we are encouraged to ponder the two clauses independently. The two pieces of this line are references to the Third and Second Noble Truths of Buddhism, respectively. The Second Noble Truth identifies the cause of suffering in life as attachment or desire, and the Third Noble Truth identifies the path to liberation through the cessation of this attachment. The Buddha taught that our clinging to and overinvesting in the impermanent, conditioned arisings of the world causes our suffering, but also that it is possible to break out of this deluded clinging. Through Owl, Lobel is using the metaphor of a clock to communicate this teaching – when we undertake actions motivated by clinging, we wind the clocks of our own suffering. But if we can see past the world of Samsara, we will gain the power of acting in a way that is not motivated by clinging, and we can thus stop rewinding the clock of our suffering and achieve Nirvana. The phrase “no one near to wind them up” is clearly a reference to the nonexistence of the ego implied in the Zen teaching of interbeing discussed above. According to Zen teaching, the realization is not that we can stop winding the clocks of our own suffering – the realization is that there is no separate self to wind the clock. The clinging itself is illusory, because there is no one to cling, just as there is “no one near to wind” the clock.

Lobel next has Owl meditate on mashed potatoes on a plate that no one wanted to eat. To get at the true meaning here, we need to question this choice. Why mashed potatoes? What makes them so sad? The answer to these questions is that mashed potatoes have taken on a perishable form. They cannot be returned to their original form of uncooked potatoes, in which they would have kept for a substantial period. In other words, like humans and anthropomorphic Owls, mashed potatoes are impermanent. All things in the interdependent world of forms lack independence and are constantly shifting and transforming. Human life itself is but one of these processes. The person who swims in the same river they swam in as a child is a different person swimming in a different river. And tomorrow both will be gone like so much spoiled mashed potatoes. Of course, Lobel’s clear reference to the Buddhist teaching of impermanence would not be possible without the implied juxtaposition of mashed potatoes with uncooked potatoes, which is the juxtaposition of Samara and Nirvana, of the false dependent self and the underlying unity.

Owl’s next meditation on pencils that are too short to use continues this theme. Just as a pencil's use is fundamentally limited by its length, so too our conditioned and interdependent existences are limited by the nature of our physiological systems. This observation of the individual characteristics of passing phenomena in the flux of our impermanent and interdependent world is a standard Buddhist meditation. Yet even Owl's meditation on the impermanence of life through reflection on a pencil has a deeper resonance with the teaching of interbeing. One statement of this teaching is that all objects and phenomena are devoid of independence, but a corollary of this teaching is that any single object can be taken as representing the entirety of the universe through its conditioning relations. This is sometimes conceptualized through the concept of the “Jewel Net of Indra,” a term drawn from Hindu mythology. Imagine the universe as a spider’s web covered in dew drops in the light of the dawn. If you look at a single dew drop closely, you can see a reflection of all the other dew drops, which in turn contain reflections of all the other dew drops, and so on ad infinitum, creating a fractal pattern in which the entirety of the web is reflected again and again on smaller and smaller scales. As discussed above, upon deeper reflection, any object or phenomenon is like a single drop of dew on the spider’s web. If you examine it closely, you can see the entire universe. So Owl is not only meditating on impermanence. He is also meditating deeply on interbeing. Any object might have done for this aspect of his meditation, but the choice of something as ordinary as a pencil gives his meditation a distinctly Zen flavor through its everyday simplicity.

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After recounting many of Owl's specific reflections, Lobel writes that, “Owl thought about many other sad things. He cried and cried.” In other words Owl continues meditating for some time. As soon as his kettle is filled with tears, however, Owl is able to snap out of his sadness immediately. By meditating deeply on compassion, ephemerality, and interbeing, he has watered the seeds of his understanding and awareness, and he is ready to step right back into his everyday life. In fact, after Owl makes the tear-water tea, the reader learns that, “Owl felt happy as he filled his cup.” Lobel's message is that emotional mindstates are themselves impermanent and that meditative observation of their passing has an ameliorating effect and fosters good mental health. Owl's simple and unaffected pleasure after completing his meditation recalls the famous summary of the Zen thought: “When hungry, eat. When tired sleep.” His Zen is everyday Zen. After the first two episodes, “Tear-Water Tea” gives us the sense that Owl is making progress on the path.

When mortals are alive, they worry about death. When they’re full, they worry about hunger. Theirs is the great uncertainty.
— Bodhidarma, The Zen Teaching of Bodhidarma (trans. Red Pine)

But Owl's next adventure shows that he is still far from consistent in his ability to keep his mind from running away with him. “Upstairs and Downstairs” is another allegorical exploration of the mind-states of unenlightened beings. Owl worries about what is happening on the level of his house where he is not, and to resolve his anxiety, he attempts to be in two places at once by ru nning up and down the stairs. Lobel uses this obviously absurd behavior to comment on the Samsara thought patterns that are so ingrained in most people that they escape notice. Owl’s mind is stuck deep in a rut. He runs, but he cannot escape his anxiety. Instead of stopping and being present with what he is feeling (as he did in “Tear-Water Tea”), Owl cannot help but exhaust himself in absurd exertions that will never relieve him. Just as Owl runs up and down the stairs, so the unenlightened mind darts between past and future, turning over regrets and anxieties. According to Zen Buddhism, the past and future have no real existence. Like the concepts of self and other, past and future are mental constructs created by the survival-obsessed brain. Owl’s repeated anxious consideration of what is happening elsewhere recalls the words attributed to Bodhidharma, the father of Zen Buddhism in China, who says in his Wake Up Sermon, “When mortals are alive, they worry about death. When they're full, they worry about hunger. Theirs is the great uncertainty.” According to Zen, we only really have the present moment, and to live one's life mired in the mental projections of past and future or anxieties about what is happening elsewhere is as senseless as running up and down the stairs to try to be in two places at once. In doing so, we miss our real lives and only succeed in exhausting ourselves.

Owl's cries from the top and bottom of the staircase heighten the absurdity and futility of his efforts, but they also recall the teaching of interbeing and the nonexistence of the separate self. As noted above, according to Zen, the ego-self is not inherent. If we look more deeply we will see that even our ideas about oneself are shaped both by upbringing and by the reactions of others, and that our identity, which is so easily taken as being fundamental, is as interdependent as everything else. As one scholar of Zen, Alan Watts, put it, personal identity can make one distinct, but not separate.1 Owl's attempts to call his own name from one end of the staircase to the other, then, are meant to illustrate the “emptiness” (i.e., nonexistence) of his separate self. He cannot get a response because there is no fixed entity to give him one, and his search for his independent self is futile. But Owl is so attached to his delusions that his failures inspire redoubled efforts rather than producing clairvoyance. Casting off our habitual delusions is a difficult process.

“Upstairs and Downstairs” is also a brilliant play on a traditional approach of the Rinzai school of Zen Buddhism – the koan. Koans and unsolvable riddles or problems that are intentionally given to students of the Rinzai school, such as “what is the sound of one hand clapping?” The purpose of these koans is to provoke students to intense but futile logical efforts in the hopes that by exhausting logic as an avenue for achieving enlightenment, they will burst through the limited survival-oriented consciousness into the light of satori or sudden awakening. Owl’s futile efforts mimic just this course. He attempts to solve an unsolvable problem in various manners until he totally exhausts himself. In the end, the physical impossibility of the task forces Owl to give up his efforts, at least for the moment. Lobel’s note that “Owl sat...on the tenth step because it was a place that was right in the middle” is an obvious reference to Buddhism as “the Middle Way.” And if running up the stairs and down the stairs is a metaphor for the unenlightened mind’s flights to past and present, Owl ends up in the present. But judging by the final illustration of the story, Owl has not yet hit this threshold or achieved release. So he must unfortunately toil on.

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The final episode of Owl at Home, “Owl and the Moon,” begins with a scene that recalls Owl's meditation in the “Tear-Water Tea” episode. The first image of the story depicts Owl sitting calmly on a rock beside the sea. While he is not sitting in the traditional full-lotus meditation pose, given Owl's girth, it seems a safe assumption that as an inflexible novice, he is employing a more accessible chair posture, and the natural setting resonates with the Zen predilection for unadorned natural surroundings. As he did in “Strange Bumps,” Lobel employs light symbolism to deliver his Buddhist message. When Owl begins his meditation, “Everything [is] dark,” but soon “a small tip of the moon [comes] up over the edge of the sea.” Advancing light is thus associated with the initiation of meditation. As Owl continues sitting quietly, the moon rises in its full splendor: “Soon the whole, round moon was shining.” The connection to enlightenment is obvious. We must be careful not to let the Zen-influenced sparseness and simplicity of the description give us a false sense of the quick passage of time. In fact, Lobel makes a special point of mentioning the duration of Owl's zazen. He sits for a long time, and the fact that Lobel provides no description of Owl’s thoughts (in sharp contrast to “Tear-Water Tea”) is an indication that Owl is practicing a more traditional Zen meditation — suspending all judgment and letting words and feelings pass like clouds through the sky.

When Owl finally breaks the extended silence of his meditation, he does so by reciting a poetic invocation of the teaching of interbeing: “If I am looking at you, moon, then you must be looking back at me.” Looking, rather than being an action done by one entity to another, is an active interdependent relationship between entities are that are distinct but not separate. However, we must be careful here not to read too much into Owl's statement. The fact that he can produce such a statement indicates that he is at least familiar with the concept of interbeing, but it does not necessarily indicate that he has fully internalized the idea on an intuitive level. The subsequent events of this episode show that while Owl has an intellectual understanding of the idea of interbeing, he has not yet fully made it his own. His previous neurotic delusions emerge again when he decides to make his journey home. He perceives the moon as following him, a perception obviously rooted in the egocentric self. His failure to realize the true nature of interbeing shows the reader once again that Owl, for all his occasional faint perceptions of the ultimate dimension, has a long way to go to full enlightenment.

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Owl's worries about the moon's actions function as another metaphor for perturbation caused by attachment to Samsara and the narrow sense of self fostered by the survival-oriented brain. His attempts to get the moon to stop following him are like humanity’s grasping attempts to deny or escape the fleeting nature of existence, the ephemerality and interdependence of everything. Both arise from a fundamental misconception, cause duress for no reason, and are incapable of changing the nature of reality. Owl’s statements to the moon show that he does not have the slightest sense of the the nature of his fault. He attempts to apply logic within his flawed framework. He tells the moon that “you really must not come home with me. My house is small. You would not fit through the door.”1 When this statement fails to produce any effect, Owl decides that the problem is not in his fundamental perceptions, but in the fact that the moon cannot hear him. He shouts from the top of the hill, “Good-bye, moon!”2 When clouds cover the moon, he is convinced the moon has at last acquiesced to his pleading, but he is nonetheless saddened. Even when the universe appears to behave in such a way as to confirm his del usions, he is unhappy. Lobel's message is clear. Attachment to false perceptions is generative of suffering.

Lobel's decision to end Owl at Home on the happy note of Owl's contentment with the moon's reappearance outside of his bedroom window brings back the light motif which started “Owl and the Moon.” Owl’s agitation peaks as the moon disappears behind the clouds with its light, but he again finds peace as the moon reemerges in its full brightness. Lobel is both driving home the false and transitory nature of Owl's misconceptions in opposition to the ultimate, unlimited reality and reminding us again of the fleeting nature of our mind-states.

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Far from a mere collection of amusing anecdotes about the life of an anthropomorphic simpleton, Lobel's Owl at Home is an artistically and allegorically complex interweaving of fundamental teachings of Zen Buddhism. Lobel uses the obvious absurdity of Owl's misconceptions and actions as a hyperbolic mirror to bring the perniciously inconspicuous false interpretations of the Samsara-mind into sharp relief. Yet Owl is himself a seeker on the path to enlightenment, and while he often finds himself mired in Samsara delusions, he always carries a candle, and the light of the moon always emerges from behind the clouds. Indeed, the moon was never gone even when he could not see it. The title of the final episode of Owl at Home, “Owl and the Moon,” recalls the traditional description of Zen as “a finger pointing at the moon.” Zen teaching, the finger, is only a guide to help us see the true nature of reality, the moon. Owl at Home is Lobel’s literary finger pointing at the moon. It is best understood as a call to awakening and self-examination. After reading Owl at Home we should ask ourselves, “am I playing the Owl in my own life without realizing it? How many beds have I broken? How many days have I spent in senseless and futile exertions only to wind up unhappy?”

On Photography

Photography is a deceptive art. We have a tendency to take the contents of a photograph for a faithful rendering of reality at a moment in time. Indeed, photography is used explicitly for this purpose in some areas of life - anyone who has watched a legal drama is familiar with the trope of crime scene photography. But the idea that a photograph is simply a faithful representation of reality does not stand up to scrutiny. Photographers can use cameras to capture images which give our minds a sense of three-dimensional reality, but in the end photographers have a lot of control over the degree to which the representation captured in a photograph aligns with the way we normally perceive the world. To be sure, there are limitations to what a camera can represent — the final image has its origins in the light which exists in the environment at the time the sensor or film is exposed. Yet making a photograph is in and of itself an act of selection, emphasis, and even distortion. The photographer must make choices of subject, composition, focus, depth of field, and exposure, among others. And between the time the camera is aimed and the time the final print or digital image is produced, there is a great deal of leeway for creative decision-making.

Making a photograph involves elements of both art and physics. At its core, a camera is a device which absorbs rays of light from a three-dimensional world and projects them onto a two-dimensional plane in the form of film or a digital sensor. Although the eye is from a mechanical perspective very roughly similar to a camera, visual perception taken as a whole differs markedly from the internal processing which occurs in a modern camera. The human brain stitches together a steady stream of input taken from the constantly scanning eyes and the other sense organs to construct a three-dimensional understanding of the world. Although a camera can capture aspects of a scene which, when one subsequently views the finished photograph, trigger some of the same neural circuits which construct this sense of three-dimensional reality, in the end the two-dimensional rendering of a photograph is quite different from the three-dimensional world constructed by the eyes and the brain.

The eyes and the brain were refined by evolution to render a highly practical and utilitarian representation of the world, but this representation is limited by its very practicality. Space and the relationship between objects are rendered fairly consistently in our visual conception of the world for obvious reasons — a person may need, for instance, to estimate whether they can jump far enough to clear a fast-moving stream or river. Unlike the eye, the camera presents the skilled photographer with a much wider range of options for representing spatial relationships. A photographer can take advantage of the rules of geometrical optics (which govern the process of translating light from a three-dimensional world through a lens onto a plane) to freely distort the dimensional relationships between the objects which fall within the picture frame. One of the simplest examples of this capacity for distortion is the effect of focal length on the perceived distance between objects in the foreground and the background in a photograph.

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To understand this sort of distortion, one needs to think about the relationship between the focal length of a lens — the distance between the lens and the sensor or film — and the angular field of view of the lens. The angular field of view is essentially the widest angle that the lens can capture. This angle is formed by the farthest rays of light from opposite edges of the frame that land on the edges of the film or sensor after passing through the lens. Lenses with shorter focal lengths command wider angular fields of view, which is why they are often referred to as “wide-angle lenses.” Those with longer focal lengths command narrower angular fields of view and are often referred to as “telephoto lenses” because of their capacity to make distant objects appear closer in the resultant photograph than they would appear to the naked eye. The angular field of view has a direct effect on how much of the picture frame an object takes up as it recedes into the background. For a telephoto lens with a narrow angular field of view (see the upper image above), a tree continues to take up a significant portion of the frame as it moves away from the camera. Conversely, for a wide-angle lens, the amount of the frame taken up by the tree diminishes quickly as the object moves away from the camera. In other words, wide-angle lenses make distant objects look comparatively much smaller than objects in the foreground. Because our brains are programmed to perceive smaller objects as farther away, wide-angle lenses in effect produce images which warp perceived distances, making objects in the background look farther away than they would appear to the naked eye. Telephoto lenses, on the other hand truncate the perceived distance between objects in the foreground and the background, making this distance appear smaller than it would to the naked eye. Of course, somewhere between wide-angle lenses and telephoto lenses there is a focal length which will produce photos that visually approximate the practical representation of distance which our eyes and brains produce. But a camera should not be taken for a device that simply faithfully renders reality. Through photographic choices such as focal length, a photographer can generate a wide variety of representations, some of which significantly distort the perceived space in the finished photograph.

I didn’t quite nail the right depth of field for the flowers here, but I still like the overall effect.

I didn’t quite nail the right depth of field for the flowers here, but I still like the overall effect.

One could name other aspects of photography that belie our false perception that the photograph is a faithful rendering of reality. Depth of field — the range of distances from the photographer in which objects in the picture frame appear in acceptable focus — can be manipulated to create a variety of visual effects, including representations which differ substantially from our normal perception of the world. And the very act of choosing what falls within the frame—and perhaps more importantly what doesn’t—means that the photograph is always an act of interpretation of reality and not an objective rendering. But rather than cataloging the ways in which photography is not so straight forward as it might seem, I would like to discuss the somewhat unfortunate legacy of the misconception that the photograph is a facsimile of reality.

The idea that the camera faithfully captures reality has been the source of controversy within the world of art since the inception of photography. The photograph was for a long time disparaged and dismissed in artistic circles, and it has yet to entirely free itself from the stigma attached to its supposed artlessness. Detractors have often claimed that making a photograph is a mechanical process requiring little or no artistic talent or thought. A camera can, for instance, effortlessly capture the linear perspective that a traditional visual artists spend many hours perfecting. Such attacks might be doubly leveled at modern digital cameras, which have advanced remarkably in the past decade, significantly easing the process of taking photographs. Yet I am still inclined to give photography more artistic credit than its detractors. As someone actively experimenting with fully manual settings on a digital camera, I can say from experience that producing a pleasing photograph is not an easy task. Even if we accept the fundamental limitation that the camera can only gather the light which exists in a given scene, and even if we acknowledge that modern technology does some extraordinary heavy lifting in the rendering of photographs, the avenues for creativity presented by the process of making a photograph more than justify the inclusion of photography among the visual arts. I would argue that the constraints which govern photography no more deprive it of its potential for artistic merit than the constraints which govern icon painting in the Eastern Orthodox Christian tradition, where the subject matter and technique are quite restricted. No one questions the inclusion of icons in art museums. Nor should they categorically reject the inclusion of photographs.

None of this is to say, of course, that all photographs constitute art. Just as a kindergartner’s drawings may not rise to the level of true art or merit museum exhibition, grainy photographs of a restaurant meal are not likely to move anyone emotionally or spiritually. Our world does seem to be oversaturated with uninteresting and mindlessly taken photos, a fact which is perhaps a natural outgrowth of the proliferation of cellphone cameras. But for me, photography is only as interesting as the motivation, thought, and emotion that goes into the process of making a photograph. When these elements are absent, the resulting photograph may be admirable from a technical perspective, even aesthetically pleasing in color and composition, but it will lack something ineffable that raises it to the level of true art. The difference between a technically admirable photograph taken without thought and emotional engagement and one made with purpose and deep engagement in an experience of a place and time is the difference between a Bach cello suite played by a computer that rigidly standardizes the timing and duration of the notes and the same suite interpreted by a great cellist such as Yo Yo Ma. When I look at the photographs of photographers like André Kertész or Fan Ho, I am simply overcome by what they have managed to capture through a medium that often feels frustratingly dead by comparison in my own hands. I would challenge anyone who rejects photography as an artistic medium to look at the work of either of these artists and repeat their claim.

In my own photography I have not yet risen to the level of this deeper engagement, and the task seems monumental. But I do not find this discouraging. Like anything worth doing, photography requires a great deal of practice, and at present I derive real pleasure and interest from experimenting with the medium — playing with technical settings and composition to see what works and what doesn’t. For me, the very deceptive nature of photographic representation is appealing on a philosophical level. To become aware of the ways in which photographic choices manipulate and change the rendering of the final image is to be reminded that our visual perception of the world is itself no more objective than the camera’s representation, that the world we perceive is an interpreted rather than an objective reality. In photography I embrace my subjectivity and my pursuit of beauty and meaning. I can only hope that by continuing to practice, I will eventually be able to make photographs that merit the label of art.

On Language Study

I have a longstanding and keen interest in language. Since my Freshman year of high school, I have been more or less continually engaged in the study of one or more foreign languages at any given moment. I took Japanese for four years in high school, and during college I took three years of Russian and two years of Ancient Greek. At this point in my life, though, I have been studying languages independently for nearly as long as I studied them in school.

The independent study of languages poses many challenges that do not confront the formal student. Problems of curriculum, methods, and pace that are mostly answered by the teacher in an academic context must be resolved independently by the self-directed student. In my years of self-study I have of necessity devoted a great deal of time and thought to the questions facing the self-directed student, so I thought I would share some insights from my personal journey. But before discussing my suggestions regarding self-directed language study, I want to address some commonly held misconceptions about learning a foreign language, as I sometimes see them promoted even by the well-intentioned.

Language Myths

I often hear people talk about languages that are “harder” to learn than other languages. On its surface, this idea might seem to have a certain validity. It is true, for instance, that the U.S. Department of State groups languages into four categories by difficulty. Languages like Arabic and Mandarin are placed in the most difficult category, while languages like Spanish and Dutch fall into the least difficult category. But these difficulty groupings would not necessarily apply for a native speaker of Russian, who might find Ukrainian (a language closely related to Russian which is placed in the second most difficult group) easier to learn than Dutch. In other words, the State Department’s difficulty rankings can only be interpreted meaningfully with reference to a native speaker of English. I would argue that any meaningful statement about the difficulty of a given language must be made with reference to the languages already mastered by the prospective student. One can perhaps safely say “Ukrainian is a very difficult language to learn for native speakers of English.” But statements about absolute difficulty, on the other hand, are dubious at best. Each language has a unique distribution of complexities across its forms, grammar, lexicon, orthography, and pronunciation. Superficial comparison of two languages in terms of the relative distributions of these complexities will in the end merely amount to comparing apples to oranges, and it is difficult to imagine a meaningful model for comparing the “absolute” difficulty of two languages in a more rigorous way. If I had to hazard a guess, I would posit that, to the extent that every fully-fledged language must be able to communicate ideas about the same seemingly infinitely complex world of objects and ideas in which we live, and to the extent that any language must run on the same basic hardware (i.e. the human brain), all fully-fledged spoken languages are likely similar in absolute difficulty.

Another common myth about the study of language is that it is nearly impossible for adults to learn languages. I am not going to tell you that language learning is an easy undertaking. On the contrary, if you aim to achieve fluency in a target language, the task can sometimes seem daunting if not overwhelming. But the fact that language learning requires a great deal of effort and time does not render the study of languages impossible or meaningless. Adults often self-deprecatingly contrast the seemingly miraculous ability of children to acquire their first language with their own supposed inability to learn new languages. Discussions about the nature and duration of the so-called “critical period” for language acquisition during childhood are liable to generate strong disagreements, but putting such questions aside, I think comparison between child and adult language learning is fundamentally unfair on a certain level. The circumstances in which children learn language bear very little resemblance to those in which adults learn. Children learn in an environment of intense immersion, and the drive to fulfill immediate needs is a key motivation for learning. Adult language learners, on the other hand, typically have sufficient mastery of one language to meet their daily needs and may not be constantly surrounded by speakers of their target language. Moreover, children have the advantage that adults tend to speak to them slowly and repetitively in a way which facilitates language acquisition (child-directed speech or CDS), whereas this manner of speech could be considered insultingly patronizing if it were directed at an adult second language learner. My point here is not to disparage the genuinely amazing linguistic virtuosity of children — it is merely to point out that children and adults face very different challenges.

People who want to downplay the ability of adults to learn new languages often resort to another defeatist attitude — ascribing the ability to learn languages in adulthood to exceedingly rare innate ability. Some lucky few adults, the thinking goes, were born with special genes that allow them to perform this mysterious feat, which is impossible for the majority of adults. There may be some grain of truth in this argument to the extent that there is genuinely some variance among humans in memory and the performance of other cognitive tasks involved in language learning. But the idea that this variance renders the average person incapable of language learning in adulthood is ridiculous. If you sat down at a piano for the first time and failed to exquisitely render the first movement of Rachmaninov’s second piano concerto, you wouldn’t categorically declare, “I cannot learn to play the piano.” The world of languages may have its Mozarts, but it also has plenty of adults who have succeeded through consistent effort in acquiring new languages. In short, language learning, like almost anything truly worth doing, requires practice. And you shouldn’t be discouraged if your initial efforts don’t provide you with immediate facility in your target language.

When discussing practice or effort in language learning, we must be careful, however. Significant effort is undoubtedly required to learn a second language, but not all effort is good effort, and the selection of methods is particularly important to the self-directed adult language learner. Perhaps the true origin of the idea that adults cannot effectively learn languages lies precisely in the false but commonplace assumption that in language study all effort is good effort. There seems to be an implicit belief among many second language learners that if you are putting in a great amount of effort, you are bound to get results. But just as spinning your wheels when your car is stuck in a snow drift gets you nowhere, studying language in the wrong way can expend energy without yielding meaningful progress. And just as doing weight training exercises without the proper form or care can result in injury, some language study habits can be positively detrimental. Practicing incorrect forms can leave you with broken facility in your target language. Unlearning improper grammatical constructions and learning the natural constructions to replace them is significantly more work than learning the proper forms the first go round. If your intention is to approach natural usage in a new language amidst the many cares and distractions of adult life, then you must be very intentional in your approach to avoid falling into inefficient or bad habits of language learning.

How should we study language?

Faced with the fact that we are not babies in an immersive language learning environment, that we have concerns and commitments which consume a great deal of our lives we might otherwise spend learning, and that we may even have less native ability than those miraculous polyglots who seem to soak up language like sponges, what approaches can we employ to enhance and optimize our study of language when we do manage to fit it in? Here are a few principles that I have found to be most effective over the course of my years of independent study.

Study for short periods frequently.

I would not be surprised if many would-be language learners, like high school students, tend to err on the side of studying infrequently and oversaturating. Numerous scientific studies in cognitive and educational psychology have demonstrated that spreading multiple study session out across time is a far more effective technique for long-term retention than cramming everything into a single study session. The effectiveness and efficiency of studying for shorter periods more frequently is a must for any adult learner with only limited time to devote to language study, and the results thus generated will help you stay motivated. Spaced repetition—where study intervals are determined based on prior recall performance—is particularly effective, and there are many free resources that incorporate spaced repetition algorithms. For example, I use Anki for spaced repetition flashcards.

Study words in context rather than in isolation.

Frequency of study is important, but content is just as critical if not more so. Even learners who utilize spaced repetition often fall into a trap when it comes to what they study. One of the most common approaches to learning vocabulary is the creation of flashcards. Flashcards can be a useful tool if used properly, but many who utilize them create one-to-one correspondence flashcards, associating one word in the target language with one word in their native language. Learning words without learning the way in which they are properly used is an inefficient use of time, and it will likely lead to erroneous or unnatural speech in the target language. When I learn a new word, I try to learn it in a simple example sentence — either from the source where I encountered it, from the dictionary, or from an online source like tatoeba. In this way you learn not only the word, but an example of proper usage. The choice of example sentence affords another opportunity to economize — I find that the best examples are those that provide contextual clues regarding the meaning of the word. For instance, if you wanted to learn the English word “impecunious,” you would want to learn an example like “The impecunious family couldn’t afford to buy a house” rather than “Tim was impecunious.” It may seem counter-intuitive at first to embed the target word in a sentence with a bunch of other words which must also be memorized, but the advantages of semantic encoding more than offset the apparent added weight. Choosing meaningful examples will give your brain a little more to hang the memory on and can help you learn words commonly associated with your target word.

Study grammar closely.

There seems to be a common misconception that students can internalize the grammar of a language by osmosis if they ignore the formal study of grammar in favor of other activities such as speaking, reading, or listening. Ignoring the formal study of grammar is a good way to spin your wheels without traction and learn bad habits that you will need to unlearn later. Not giving grammar its due weight in the study of a language is a prescription for broken facility in the target language. Read without fully understanding the grammar, and your reading will at best provide only scraps of the meaning available in the text. Speak without fully understanding the grammar, and your speech will be broken. Grammar is the scaffolding in the building you are trying to construct. Without it, your construction will be shaky at best.

Once you have built up a sufficient base vocabulary in the target language, read, read, read.

Conversation practice with native speakers is a great help when you can get it, but when you can’t, you can always turn to text. Written language actually offers a distinct advantage overs spoken language in one key aspect: it is not ephemeral. When reading, you can take your time. You can pour over the language. You can contemplate the grammatical constructions and look up the meaning of the words. If there is one thing I have noticed in my years of tutoring students in the United States, it is that reading makes a tremendous difference in the development of the capacity for cogent expression of thoughts in both writing and speech. Read attentively, and you will learn the rhythms and contours of expression in your target language. Read regularly, and you will grow your vocabulary in a natural way. Reading will be painful at first, even if you have built up a solid basic vocabulary. Looking up words in a dictionary is a labor intensive and time consuming process. But in the end, your efforts will pay off in a major way.

Go all in

My last piece of advice is simple, and it applies to every aspect of language learning: go all in. If you do not devote your entire attention to the task of learning the language when you are studying, if you ignore the grammar, if you skip words or guess their meaning based on context, you will not end up saving any efforts. These habits will merely undermine the foundations of the structure you are trying to build in your brain. The approaches I outlined above may provide more efficient approaches to learning a language, but in the end there is no getting around the fact that learning is a labor and time intensive process. It will likely take years to achieve advanced proficiency. But if you set your mind to it, it is possible. And in my opinion it is well worth the effort.

Reflections on a Passage from John Dewey's "Art as Experience"

Since I graduated from college, I have developed a deep respect for the American educational reformer and philosopher John Dewey. My first encounter with Dewey was through his book Democracy and Education, which I read some years ago. Dewey’s insights into the mechanisms underlying the process of learning had a profound influence on my thinking. His analysis seemed to explain why my experience in the regimented American public education system had failed to deeply spark my interest in elementary or high school. His holistic view of education as a process that spans well beyond the confines of formal schooling has served as an inspiration for my own ongoing efforts to broaden my intellectual horizons and engage deeply with the world. His ideas have particularly influenced my approach to tutoring—I seek in the Deweyian spirit to help young people make meaningful connections between the subjects of their studies and their own experiences. Because Dewey so deeply influenced my ideas about learning, when I recently discovered that he had written a book on aesthetic theory called Art as Experience, I knew I had to get my hands on a copy.

In Art as Experience, Dewey seeks reestablish the connections between aesthetic experience — whether in making art or appreciating it —.and deeply lived everyday human experience. He argues that modern Western society has created an artificial separation between these two interrelated forms of experience, rendering aesthetic experience something inaccessible and alien to the common person. Although Dewey’s primary purpose is to analyze aesthetic experience in its close relation to other modes of deep human experience in the hopes of reversing Western society’s problematic tendency to alienate average people from the aesthetic, some of his passing observations in Art as Experience demonstrate a profound understanding of another troubling aspect of modern society’s attitude towards the arts — the tendency to treat them as somehow less valuable, rigorous, or worthwhile than activities perceived to be more economically productive. In discussing the process of artistic creation, Dewey writes:

Because perception of relationship between what is done and what is undergone [i.e. the perception of cause and effect in action and result] constitutes the work of intelligence, and because the artist is controlled in the process of his work by his grasp of the connection between what he has already done and what he is to do next, the idea that the artist does not think as intently and penetratingly as a scientific inquirer is absurd. A painter must consciously undergo the effect of his every brush stroke or he will not be aware of what he is doing and where his work is going. Moreover, he has to see each particular connection of doing and undergoing in relation to the whole that he desires to produce. To apprehend such relations is to think, and is one of the most exacting modes of thought. The difference between the pictures of different painters is due quite as much to differences of capacity to carry on this thought as it is to differences of sensitivity to bare color and to differences in dexterity of execution. As respects the basic quality of pictures, difference depends, indeed, more upon the quality of intelligence brought to bear upon perception of relations than upon anything else—though of course intelligence cannot be separated from direct sensitivity and is connected, though in a more external manner, with skill. [emphasis added]

One can detect in this passage that Dewey, who first delivered the ideas that came to comprise Art as Experience in a lecture at Harvard in 1932, was troubled by the tendency of industrial society to undervalue the arts, a tendency which has only been amplified in the post-industrial world. Western society has developed a pervasive habit of treating the arts as less rigorous, less valuable, even superfluous. The pervasiveness of disparagement of the arts in our discourse has even driven some parents to pressure their children into studying something more “practical” for fear that the study of the liberal arts will not prove sufficiently remunerative in the long term to outweigh the admittedly outrageously high cost of post-secondary education.

But why is post-industrial Western society so prejudiced against the arts? It is true that studying something like the classics or painting does not lead directly to a predefined place in the post-industrial workforce, but why does society seem so incapable of realizing the many other benefits that the liberal arts have to offer? Ironically, at its heart, this prejudice against the arts has its origins in a failure of precisely the sort of penetrating thinking that Dewey describes as the core of the artist’s work—the formation of connections between an immediate action and its result and the perception of how that result fits into the larger picture of what the artist is trying to achieve. The idea that the arts lack rigor and importance is the result of a superficial, narrow, and crassly materialistic perspective that fails to account for their true benefits.

We live in a world that has become obsessed with productivity and endless growth, and the fact that many branches of the arts do not have any obvious and explicit connections to “productive” professions is often taken as definitive proof that these disciplines can have no relevance to economic pursuits. The failure to perceive any relevance of the arts for economic production leads directly to the belief that they have little real value. This is particularly true of fine art, which is generally not suitable for economic ends in any direct sense. Dewey notes as much in Art as Experience, writing “Because of changes in the industrial conditions the artist has been pushed to one side from the main streams of active interests. Industry has been mechanized and an artist cannot work mechanically for mass production.” Even when fine art is commoditized, it can never be the product of an assembly line. It cannot be outsourced to developing labor markets for cheaper production to maximize profits.

Even if we adopt this flawed and myopic perspective, however, the idea that the arts have little to contribute to modern society does not withstand closer inspection. The productivity- and profitability-obsessed mindset that would discredit fine art, for instance, fails to realize its potential role as a catalyst to productivity. At its root, fine art is about connecting through human experience. Art can communicate on a far deeper level than verbal explanation, even when its medium is language (as in poetry, songwriting, or fiction). Through creating and interacting with art, we can gain a deeper understanding of what it means to be a human being, to experience these desires and frustrations, to be aware of our own mortality. This almost mystical communicative power of art has the potential to refresh our morale, to restore our willingness to continue in the face of life’s many discomforts. What the narrow productivity-obsessed view that discounts fine art fails to recognize is that art has the power to renew people’s spirits and drive them to new feats of creativity in problem solving, to foster effective communications based on a deeper empathetic understanding of what it means to be a human being.

On another level, the prejudice against the arts is based on a false perception that STEM fields deal solely with concrete facts and problems with single solutions which can be arrived at through rigorous analysis. This idea is true to an extent, but if one scratches the surface of many subjects within STEM, one finds that it has its limitations. The study of physics, for instance, presents at its more basic levels a very rigid understanding of events. The description in Newtonian mechanics of the collision of two billiard balls seems to admit of no ambiguity or interpretation. Yet the very approachability of such problems in the academic context is to a certain extent the result of a gross simplification which eliminates factors like wind resistance or friction or assumes that acceleration is constant. The rules governing physics may be quite rigid, but any engineer with experience will tell you that their application in the real world is far from the exact science of a textbook problem. Even within the realm of more pure science, quantum physics has shown that there is room for interpretation. Is a particle moving forward in time or is an antiparticle moving backwards? The mathematics underpinning quantum theory cannot answer such questions. Thus Niels Bohr, one of the fathers of quantum mechanics, said, "We must be clear that, when it comes to atoms, language can be used only as in poetry." Even mathematics, which seems like a bulwark of rigid rationality and rigorous analysis, runs in its more advanced branches into realms that have thus far proven largely intractable from an analytical perspective. There are many sorts of differential equations, for instance, for which there is no known analytical approach to finding solutions.

I should note that my intent here is not to disparage rigid analytical approaches to problem solving. Such approaches, which form the foundation of STEM disciplines, are extremely incisive and useful tools for examining the world. My point here is that those methods cannot and should not be pursued in isolation and to the exclusion of the style of thinking promoted by education in the liberal arts. In the real world, problems without precise boundaries are the rule rather than the exception. Because STEM fields of necessity treat the real world and its myriad complexities, it is inevitable that they will run into situations so complex that they require a different kind of problem solving. Such ambiguous problems are precisely the sort which the arts can help to address. Whether one is faced with a moral quandary or a question of interpreting the complex probabilistic description of our world in terms of its smallest components, the perception of connection to which Dewey refers in the passage quoted above is humanity’s best asset, and the liberal arts can in a larger sense be considered the study of how to apply this mode of thought to untidy problems. The arts offer a potent and necessary compliment to the more rigid analytical approach at the core of the STEM disciplines.

I believe human society is at crossroads where the skills offered by the arts are more necessary than ever. We have advanced sufficiently far as a species to become cognizant of the potentially devastating consequences of the activities which fueled our very advancement — the unbridled exploitation of the environment and the practice of colonialism. We face numerous global ecological, social, and political crises, and our world is filled with signs of moral and emotional distress. Major depression is on the rise among all age groups in the United States, and the suicide rate is at a 30 year high. Our news cycles are plagued by mass shootings and hate crimes. We face an epidemic of loneliness despite our increasing interconnection through digital technologies. Across the globe populist politicians have taken to fanning the flames of xenophobia for their own aggrandizement. If we are to confront these serious problems, we cannot afford to continue to write the arts off as a frivolous and impractical pursuit. We need their powers to connect us to one another and to augment the more rigid styles of thinking which have driven our technological advance but have not proved sufficient in themselves to ward off potential disaster.