For years I was practicing trans-disciplinary methods without anyone telling me, but now that the experts have discovered this sort of pont-consciousness (what I always called building bridges between disciplines). They are already defining it, and making it rule bound and snot-assed for academic consumption. So I am for the motley, and for what I will call cone scenting, and the experts will deride my definition.
Any real learning is contingent upon judicious digression. Digression in so far as it does not favor method driven process always meets with derision and censor. That’s how you know it is good digression.
Trans-disciplinary studies appear on the surface to favor pont-consciousness, but it is far from any real motliness because, far from wanting leaps, it wants dogged and processed focus between disparate disciplines: This means it wants to extend specialization into the realms of inter-disciplinary discourse where it does not belong. In short, it wants to ruin pont-consciousness by making it a specialized new discipline under the guise of branch learning. It wants to take the intuitive and kill it by algorithmic methodology. I was, at first, excited by trans-disciplinary studies. I am now afraid of it. So let me point out my premises:
1.Cone scenting is what a dog does when he seems to meander from side to side down the street. He keeps the scent central and fixed, by making a kinetic “cone” around it. The scent of true learning is that which favors a meandering–a dog’s nose.
This avoids what Thorstein Veblen called trained incapacity–a training so fixed on one thing and a method of seeing that no adaptation or flex is possible. In so far as trans-disciplinary studies seek to be respected for focus and methodology (in order to be seen as respectable) it fails miserably at good cone scenting. it rules out meandering–and that is a fatal error.
2. True learning occurs when both connects and disconnects are seen as equally provisional: nothing joins or adheres fully, and nothing is so disparate that it does not share some sort of baseline connection.
This allows both for fishing in wild streams (finding the connection between a blue jay feather and a rock on Mars) and questioning the methodology of the given and the categorical–which is, to me, the true aim of education: to enable a mind to intuit connection between disparate things (new metaphors, new bridges) while at the same time being able to intelligently question the structures and edifices built upon old metaphors of the categorical that may no longer suffice. Trans-disciplinary studies insists the disconnects be yoked together by a methodology. It is no more a friend of intuition than any other system. It believes system can replace judicious accident and the cultivation of continual and ongoing stumbling. Stumbling is the essence of discovery and learning. I see here, as with all pedagogy tied to power, the lust to remove ability and replace it with motion-study and mechanics. This would kill what I have been promoting all my life rather than aiding it.
3. Connections between disparate fields, methods and ways of seeing the world must remain undetermined to the degree that they do not become merely another form of determinism and authoritarian non-thinking. In effect, most of the meandering must be left as meandering with a “perhaps,” a strong perhaps attached.
I read Belly’s “St Petersburgh,” and listen to Ethel Merman sing “I Had A Dream.” I go for a walk and discover a blue flower with a yellow center growing up through a crack in the sidewalk. I find out it’s a day flower–native to China. I go home and play the piano for an hour. I do not try too hard to make a connection between these wildly disparate acts and experiences. I trust that the cone might yield a true scent between them sooner or later. I gather and I trust that gathering is, in and of itself, a worthwhile thing. One day, I make an analogy between the eco-rhetoric of invasive species (day flowers are invasive species) and the right wing rhetoric against immigration: this leads me to a contemplation on the dangers of any concept of purity. Ethel Merman’s imperfect but unforgettable voice is contrasted with the now fully trained, fully undistinguished “Broadway voice” of academic theatre programs. How is difference made uniform toward a “purity” or tyranny of semiotics: the Broadway voice, the slam voice, fry voice–all the indicators of meaning and power. How is the unique samed and butchered on its way to mass consumption? Now I have a broad idea called the concept of the pure and I can write several chapters on purity–including one which looks at the language of purity in speeches by radical left eco-anarchists, and radical right wing anti-immigration advocates. I can find the common ground of seemingly opposed forces, grounded in ideas of “purity.” This is not how trans-disciplinary study works. Trans-disciplinary study insists that connections be found right away. It has no patience of faith, no rigor of perhaps.
4. The dog chasing its own tail loses the yard.
In this sense all systems are utterly consumed in and with their own methodology or in and with their own process. This is what Santayana called occupational psychosis. Academics are very intelligent. They know bridges must be formed between disparate forms of learning and disciplines, but they attempt to build these bridges with materials of jargon and protocol that are antithetical to the very idea of bridges. They try to hammer in a nail with a blowtorch. Again, the thing is to leave the methods and standards home and believe that one is moving “toward” a standard and methodology–the toward is always more vibrant and thought provoking than the at. To be at a standard or method is to be fixed–to be without flux. It is comfortable. people love being comfortable. Nothing kills learning more efficiently than fixed “methods.” They offer a necessary obstacle. The true value of most academics is that it offers a worthy obstacle to learning which one, if one is so inclined, finds brilliant ways to overcome.