domenica 8 aprile 2007

"PUTREFACTION" , Chiave VIII (Frate Basilio Valentino)



PSYCHOLOGY OF PERCEPTION

"All I know about the world, even through science, starts from my perception or from an experience of the world, without which, the symbols of science will have no meaning. We should not ask if we really perceive the world, but we should say, instead , that the world is what we perceive"
In 1945 M Merleau-Ponty wrote "Phenomenology of Perception" in an critical moment of western history. Destroyed by the atrocities caused by men in the two world wars, occidental culture started to look for the causes that had consented the outbreak of a culture of contempt, discrimination , aggression and indoctrination , phenomena that cyclically occur when there is a lack of education for critical perception of reality and for cognitive understanding of the symbols, of the models and hierarchies that are imposed, all of a sudden, on collective consciousness.
If the sleep of reason awakes the dormant monsters in human psyche, it is even worse the dullness
of perception caused by the loss of cultural, moral and spiritual identity that is outlined at the decline of every civilisation.
When individual and collective perceptions descend below the minimum level of consciousness (and this happens due to contingent factors such as scarcity of resources, information or expectations ) also the system of consciousness set up to overcome the crisis, becomes blind, victim of error and illusion
Edgar Morin summarises the first lesson necessary for future education " Everything we know is subject to the risk of error and illusion.
The education of the future should confront this double-faced problem of error and illusion.
The greatest error would be to underestimate the problem of error, the greatest illusion would be to underestimate the problem of illusion. Recognition of error and illusion is all the more difficult in that error and illusion are not recognised as such.
Error and illusion have been parasitizing the human mind from the first days of homo sapiens. When we consider the past, including the recent past, it seems to us that people were blinded by countless errors and illusions"
The idea of sin conceived by the authors of the four Gospels, part of them written in Greek, is different from the one codified by catholic culture in the following centuries. A sin, for humanistic culture, is essentially an error of perception and that is why the "arrow shot" by the mind misses the target
An error is a phenomenon that diminishes with experience, awareness, reflection and meditation, but anyway, it cannot be completely cancelled, since every action is subject to the risk of unexpected events, obstacles, resistance and doubts
The psychology of perception elaborated by Renaissance artists aimed at training the mind to hit the target by developing the peculiar faculties of perception.
Accurate perception does not necessarily come from an educated mind, accustomed to synthesizing facts, events and problems in the light of a specific reference frame -(the archer on the left)- but it comes from a mind whose bodily faculties have developed, psychologically, emotionally and in their ability to synthesize elements sensibly. The cognitive qualities of sensory intuition are characteristic of the woman’s mind, (the archer on the right). Integration of women’s creative faculties of perception with men’s cognitive metabolism, which for over five centuries was dominated by the rational scientific system, is certainly no easy task. The artist’s image suggests that the key to transformation "lies in in-depth exploration" of the evolutive potential of perception. Therefore, (the key is behind the target) -this occurs when egoism of the intellect undergoes a process of voluntary "putrefaction". Friar Basilio Valentino imparts his progressive growth of analytical understanding in extreme synthesis –here, the keys unlock a deeper understanding of human identity. Films, with often more amusing stories, can also transmit the same level of insight.
The film "What Women Want" ironically depicts a man’s quirky attempts to "enter" the woman’s psyche, her desires and perceptions. Needless to say, the various disguises and techniques adopted lead him nowhere. All the extra energy required to undergo such a transformation short-circuits the brain’s hemisphere and can cause the putrefaction of the "viewpoint" –which, for centuries, has separated, eluded, deceived, inhibited, manipulated, discriminated and excluded the "intuitive mind" from the processes of cultural elaboration of western conscience.
Mel Gibson plays a man who measures and studies his colleague’s creative faculties and intuitive perception. Actress Elen Hunt, (Helen in the film), is a successful advertising art director whose intuition and synthesizing quality notably surpasses Mel’s ability. Consequently, she becomes an element of conflict, dispute and professional challenge. After an accident in which the protagonist gets an electric shock, he acquires the ability to read the mind. He can finally read exactly what women think of him without them having to say anything. To perceive/know the sensations, emotions and desires of a woman’s soul triggers a very different understanding –involving the elaboration of images and words, thoughts and reflections, desires and choices in life. Mel, the prototype of the male chauvinist ladies’ man, will have to open his eyes to a brand new universe -the woman’s mind- in which emotions and rationality fuse into a lucid, precise and pragmatic perception of the present.
The simple realization and understanding of the intrinsic values of feminine perception favours the psychological ‘putrefaction’ of sexual roles and rids the limitations induced by the conditioning of social habits.

"MAGNIFICAT" di S.Botticelli, 1481


1. ALCHEMY OF KNOWLEDGE


Sociologist Edgar Morin, an authority on contemporary culture, was invited, in 1999, by UNESCO, to expose his ideas on an interdisciplinary project entitled "Education for a Sustainable Future". Herein, he presented a synthesis of the "Seven Themes" to be tackled in any type of education that takes the new generations at heart.
According to Edgar Morin the seven themes "contribute in the integration of existing disciplines and encourage the development of awareness so that individual, cultural and social challenges can be met". But, what kind of knowledge does man in this new millennium need?
In the twentieth century, "humanistic studies" were regarded as the only pedagogic instrument available to offer the knowledge, values and symbols required to direct and guide human lives. Yet the rich moral, ethic and spiritual elements embodied in the work of Western philosophy, literature and art, alone, do not suffice to stimulate individuals to explore ‘the inner self’ -the basis of Western conscience.
Though the Delphic principle stating, "If you do not know yourself, you will never know God" has been reverberating in the air for millennia, ordinary man still lacks the instruments that enable him to unveil the psyche. Furthermore, the education programmes offered by institutions, which should lead students towards a better understanding of self and of the world, have proven inadequate.
Teaching the understanding of primary values and sentiments as: respect, sympathazing, tolerance and friendship, is not taught by any civil or religious entity, nor by schools or by parents, who often fear being "old-fashioned" and therefore not taken seriously or even misunderstood by their children.
For over four centuries, the delicate problem of education has been confronted with particular focus placed on the "teacher-learner" relationship.
The issue at stake here is not to improve teacher’s pedagogic stature but, rather, it is to improve an individual’s mental capacity. This can be achieved by eliminating filters so that elements of consciousness can emerge from the artistic work of "human culture".
As Morin claimed, to see today’s modern schools help "adolescents", (and not only them), discover personal experiences through the lives of characters in novels or films is a desirable outcome. A person’s aspirations, problems and truths can often be encountered, not only in books outlining ideas, but also, and at times more profoundly, in a poem or a novel."
Knowledge of self and of the world has always been the hub of education. For centuries, it has been passed down, and has accompanied the evolution of individual and collective consciousness. Regrettably, such cognizance cannot arise from the current pedagogical methods. Hence, what needs to be developed are themes of realistic human knowledge; they need not be so abstract, complex or sublime to require that religious, philosophy and psychology experts uncover what has always belonged to the collective consciousness.
Unquestionably, human knowledge can come from artistic language since writers, poets and even film directors translate what is their ‘explored’ perception of love, conflict, integration, laceration, passions, emptiness, involvement and disorientation into ‘images’.
The Alchemy of Knowledge represents the quintessence of humanistic studies. It breaks away from the various language specializations and prompts an understanding of the language of allegories, metaphors and symbols; all elements that reveal the soul’s obscure conflicts or the light of revelation and are fundamental experiences of human duality which, from birth, have developed and transformed an individual’s identity into a universal identity.