Issue #50 March 2022
2022 03 29
What keeps reappearing is the problem of reverberation. It seems that merely due to the tightly-knit web of our material universe, everything that happens ought to create its ripples that expand into infinity, or at least until they bump into others. Education, in that sense, would be like a knowledge that spreads by itself, an experience that echoes in others and thus becomes a force of amplification. And it might be for that reason that the problem of education, at least when it is posed genuinely, is always a problem of liberation. But the fact that this movement of expansion does not happen automatically, that reverberation, indeed, is such a difficult task to achieve, forces us more often than not to approach the issue on different terms.
Perhaps this has to do with how reverberation can strike as so much noise. The path then seems to be one of harnessing some useful signal amongst that, allowing one to sift the noise away from something more targeted and focused. The issue here is that we need determine exactly what we want before we find it, and if we already knew that, then what’s the point? What if, instead, there was a way to think the reverberation directly – not as the reverberation of something needing to be uncovered, but rather of a dispersed field of textures and tones, spreading out through time and space simply, with no underlying kernel or origin. The only science we’ve ever known has been one of effects, so why not dispense with the mythical hunt for causes altogether?
An education, in short, that is not concerned with what separates us, but with the world we want to create. Who is to say that this is too much to ask?