9. Gendlin, op cit.
10. Suzuki, D. T., Zen and Japanese Culture (Princeton, NJ: Princeton University Press, 1959), pp. 104–5, 109, 157.
11. Dodds, E. R., The Greeks and the Irrational (Berkeley, CA: University of California Press, 1951). See also Onians, R. B., The Origins of European Thought (Cambridge: CUP, 1951).
12. This feeling, referred to as yugen, is much prized by the Zen-inspired painters and poets of Japan. The poet Seami says yugen is ‘To watch the sun sink behind a flower-clad hill, to wander on and on in a huge forest with no thought of return, to stand on the shore and gaze after a boat that goes hid by far-off islands, to ponder on the journey of wild geese seen and lost among the clouds.’ To which Alan Watts, in Nature, Man and Woman (London: Thames and Hudson, 1958), adds: ‘But there is a kind of brash mental healthiness ever ready to rush in and clean up the mystery, to find out just precisely where the wild geese have gone . . . and that sees the true face of a landscape only in the harsh light of the noonday sun. It is just this attitude which every traditional culture finds utterly insufferable in Western man, not just because it is tactless and unrefined, but because it is blind. It cannot tell the difference between the surface and the depth. It seeks the depth by cutting into the surface. But the depth is known only when it reveals itself, and ever withdraws from the probing mind.’
13. Cassirer, Ernst, Language and Myth (New York: Harper, 1946).
14. Quoted by Scott, Nathan, Negative Capability: Studies in the New Literature and the Religious Situation (New Haven, CT: Yale University Press, 1969).
15. Gardner, Howard and Winner, Ellen, ‘The development of metaphoric competence: implications for humanistic disciplines’, in Sacks, S. (ed.), On Metaphor (Chicago: University of Chicago Press, 1979).
16. Dimnet, Ernest, quoted in de la Mare, Walter, Behold this Dreamer! (London: Faber & Faber, 1939), p. 647.
17. Maritain, Jacques, Creative Intuition in Art and Poetry (London: Harvill, 1953).
18. Quoted by Scott, op cit.
19. Eliot, T. S., Four Quartets (London: Faber & Faber, 1959).
20. From John Anderson’s introduction to Heidegger’s Discourse on Thinking (New York: Harper and Row, 1966)
21. Rilke, Rainer Maria, Letters to a Young Poet, translated and introduced by R. Snell (London: Sidgwick, 1945).
22. Whalley, George, ‘Teaching poetry’, in Abbs, Peter (ed), The Symbolic Order (London: Falmer Press, 1989), p. 227.
23. Housman, A. E., quoted in Ghiselin, op cit.
24. Croce, Benedetto, Aesthetic, translated by Ainslie Douglas (New York: Noonday/Farrar, Straus, 1972).
25. MacNeice, Louis, ‘Snow’, reprinted in Allott, Kenneth (ed), The Penguin Book of Contemporary Verse (Harmondsworth: Penguin, 1962). Interestingly, in the context of the present discussion, Allott comments of MacNeice: ‘He is too eager and impatient to accept his subject quietly and try to understand it. He grabs it, pats it into various shapes, and varnishes any cracks in the quality of his perception with his prestidigitatory skill with words and images.’
26. Borges, Jorge Luis, Labyrinths (Harmondsworth: Penguin, 1970).
27. Sacks, Oliver, ‘Rebecca’, in The Man who Mistook his Wife for a Hat (London: Duckworth, 1985) pp. 169–77.
28. Kanizsa, G., Organisation of Vision: Essays in Gestalt Psychology (New York: Praeger, 1979).
29. This and several of the other illustrations in this chapter are taken from Langer, Ellen, Mindfulness, op cit.
30. Holmes, D. and Houston, B. K., ‘Effectiveness of situation redefinition and affective isolation in coping with stress’, Journal of Personality and Social Psychology, Vol. 29 (1979), pp. 212–18.
31. Teasdale, John, Segal, Zindel and Williams, Mark, ‘How does cognitive therapy prevent depressive relapse and who should attentional control (mindfulness) training help?’, Behavioral Research and Therapy, Vol. 33 (1995), pp. 25–39.
32. Teasdale et al, op cit.
33. Goleman, Daniel, Emotional Intelligence, op cit.
Chapter 12
1. This incident occurs in a film made about Summerhill in the 1970s by the Canadian Film Board.
2. This story is told in Watzlawick, Paul, Weakland, John, and Fisch, Richard, Change: Principles of Problem Formation and Problem Resolution, op cit.
3. Labouvie-Vief, Gisela, ‘Wisdom as integrated thought: historical and developmental perspectives’, in Sternberg, R. J. (ed), Wisdom: its Nature, Origins and Development (Cambridge: CUP, 1990).
4. Kekes, J., quoted by Kitchener, Karen and Brenner, Helene, ‘Wisdom and reflective judgement’, in Sternberg, op cit.
5. Robin Skynner discussed this in a seminar with Fritjof Capra at Schumacher College, Devon, in June 1992.
6. Rogers, Carl, A Way of Being (New York: Houghton Mifflin, 1981).
7. Kierkegaard, Soren, quoted by Pascual-Leone, Juan, ‘An essay on wisdom: toward organismic processes that make it possible’, in Sternberg, op cit.
8. Sternberg, Robert J., ‘Implicit theories of intelligence, creativity and wisdom’, Journal of Personality and Social Psychology, Vol. 49 (1985), pp. 607–27.
9. Kegan, Robert, In over our Heads: the Mental Demands of Modern Life (Cambridge, MA: Harvard University Press, 1994).
10. Meacham, John, ‘The loss of wisdom’, in Sternberg, Wisdom, op cit.
11. In this and the other quotations in this section, the emphases have been added to the originals.
12. Quotation and details of Tauler’s life taken from Moss, Donald M., ‘Transformation of self and world in Johannes Tauler’s mysticism’, in Valle, R. S. and von Eckartsberg, R. (eds), The Metaphors of Consciousness (New York: Plenum Press, 1981).
13. Whyte, Lancelot Law, The Unconscious before Freud (London: Julian Friedmann, 1978), p. 10.
14. Excerpts from Free and Easy. A Spontaneous Vajra Song by Lama Gen-dun Rinpoche.
15. Suzuki, Shunryu, Zen Mind, Beginner’s Mind (New York: Wetherhill, 1970).
16. Sahn, Seung, Dropping Ashes on the Buddha, S. Mitchell (ed) (New York: Grove Press, 1976).
17. Quotations drawn from Suzuki, D. T., The Zen Doctrine of No Mind (London: Rider, 1969); and Yampolsky, Philip, The Platform Sutra of the Sixth Patriarch (New York: Columbia University Press, 1967).
Chapter 13
1. Jaynes, Julian, The Origin of Consciousness in the Breakdown of the Bicameral Mind (Boston: Houghton Mifflin, 1976).
2. Dodds, op cit.
3. These quotations are drawn from Whyte, op cit.
4. Ibid, pp. 41–2.
5. Postman, op cit.
6. Ibid. p. 111.
7. Ibid. pp. 118–19.
8. From Heidegger, Martin, Discourse on Thinking, op cit.
9. Description of the GMAT in the 1996–7 GMAT Bulletin, published by the Graduate Management Admission Council, Princeton, NJ.
10. See the American Psychological Association review of ‘Intelligence: knowns and unknowns’, chaired by Ulric Neisser, published in American Psychologist, Vol. 51 (1996), pp. 77–101.
11. Ceci and Liker, op cit.
12. Peters, Tom, The Pursuit of Wow! Every Person’s Guide to Topsy-Turvy Times (New York: Vintage, 1994).
13. Peters, Tom, ‘Too wired for daydreaming’, Independent on Sunday, 13 February 1994.
14. Peters, The Pursuit of Wow!, op cit.
15. Rowan, Roy, The Intuitive Manager (Boston: Little, Brown, 1986).
16. De Bono, Edward, De Bono’s Thinking Course (London: BBC, 1985).
17. Rowan, op cit.
18. Mintzberg, Henry, The Rise and Fall of Strategic Planning (New York: The Free Press, 1994).
19. Quinn, Brian, quoted by Mintzberg, op cit.
20. See de Bono, op cit.
21. West, Michael, Fletcher, Clive and Toplis, John, Fostering Innovation: A Psychological Perspective (Leicester: British Psychological Society, 1994).
22. For a summary of Dweck’s work, see Chiu, C., Hong, Y. and Dweck, C. S., ‘Toward an integrative model of p
ersonality and intelligence: a general framework and some preliminary steps’, in Sternberg, R. J. and Ruzgis, P. (eds), Personality and Intelligence (Cambridge: CUP, 1994).
23. For further examples and discussions of science education, see Claxton, Guy, Educating the Inquiring Mind: The Challenge for School Science (Hemel Hempstead: Harvester/Wheatsheaf, 1991); Claxton, Guy, ‘Science of the times: a 2020 vision of education’, in Levinson, R. and Thomas, J. (eds), Science Today: Problem or Crisis? (London: Routledge, 1996); Cosgrove, Mark, ‘A study of science-in-the-making as students generate an analogy for electricity’, International Journal of Science Education, Vol. 17 (1995), pp. 295–310; and Osborne, Roger and Freyberg, Peter (eds), Learning in Science (Auckland and London: Heinemann, 1985).
24. Archbishop William Temple, quoted in Watts, Alan, In my Own Way (New York: Vintage, 1973).
25. See for example Gallwey, Timothy, The Inner Game of Tennis (London: Cape, 1975); Clark, Frances Vaughan, ‘Exploring intuition: prospects and possibilities’, Journal of Transpersonal Psychology, Vol. 3 (1973), pp. 156–69.
26. Langer, E., Hatem, M., Joss, J. and Howell, M., ‘Conditional teaching and mindful learning: the role of uncertainty in education’, Creativity Research Journal, Vol. 2 (1989), pp. 139–50.
27. See Nisbet, J. and Shucksmith, J., Learning Strategies (London: Routledge, 1986).
28. Whyte, op cit.
Index
The pagination of this electronic edition does not match the edition from which it was created. To locate a specific passage, please use your e-book reader’s search tools.
ability 217–18
absorption 175
accumulated clues task 65–6
acetylcholine 146
activation 148, 149–50, 152, 152, 153, 155, 157, 159, 161, 162
adaptation 16
Aersten, Ad 145
Aesthetic (Croce) 178
affect 74
allusions 153
alpha waves 148
amines 146
amnesia 118–19, 161
Amsler, Jacob 39, 40
analytical problems 88–90, 91
‘Ancient Mariner, The’ (Coleridge) 59, 114
animals
counterproductive effect of incentives 80
and fast intuitions 51
and intelligence 15–16, 44
and mutation 95
and neurons 137
anosognosia 122
anxiety 96, 130, 132, 213
apophatic tradition 196
Aquinas, St Thomas 204
Arnold, Matthew 192
art 4, 8
and d-mode 8–9, 95
modus operandi 82–4
Art of Thought, The (Wallas) 94
articulate incompetence 210
articulate sceptics 210–11
associations 148, 149, 151, 153, 155
attention 129–32, 143, 149, 162, 164
detection 165–9
focusing on inner states 165, 169–72
mindfulness 165, 180–87, 198
poetic sensibility 165, 172–9
Augustine, St 204
automatic pilot 102–3
awareness 100, 107, 169
axon 134, 135, 137
babies
brain 137–8
and intelligence 16
and unconscious operations 20
backward masking 121
Bacon, Francis 85
Ball, Sir Christopher 202, 215
Bankei 3
beauty 174, 178
beginner’s mind (shoshin) 198–9
behaviour
behavioural rigidity 75–6, 77
effect of self-consciousness on 123–4
Belenky, Mary Field 97–9
Berg, Paul 57, 70
Bernstein, Robert 210
Berry, Dianne 22, 23, 26, 30, 31, 32–3
bicuculline 145
blindness
functional 124
hysterical 122–3, 161
‘blindsight’ patients 127–9, 157
Borges, Jorge Luis 178
Bornstein, Robert 101, 104, 107, 108, 111
Bourdieu, Pierre 41
Bowers, Kenneth 63, 65, 66, 150
Bowers’ degraded images 63–4, 64
Bradshaw, John 107
brain
breadth of activation of a concept 146
composed of two types of cells 134
and consciousness 156–7
direction of activity flow 146
dual-track operation 159–60
and epicentres 144, 145, 146
focus of current intense research activity 133
and information 134
low-focus 149–50
rate of flow 146–7
responses affected by the state of need 145
routes activity from neural cluster to neural cluster 144
ties together needs, opportunities and capabilities 134
brain damage 19, 122
brain stem 146
brain-mind
and consciousness 162
and effective action 20
enquiring 19
function of 18–19
as plastic 18, 19
powers of observation and detection 25
starved of perceptual data 33
and thinking slowly 214
brainwaves 148
‘Brains, Minds and Consciousness’ symposium (University of Birmingham) 133
brainscape 140, 144–5, 148, 149, 152–5, 154
brainstorming 13, 78, 152
Brawne, Fanny 178
British Association for the Advancement of Science 133
British Psychological Society 212
Broadbent, Donald 22, 23, 26, 30, 31, 32–3
Bronfenbrenner, U. 54
‘Bronze Horses, The’ (Lowell) 60
Brown, Michael 57, 67
Bruner, Jerome 72, 117, 131
Buck, Pearl S. 78
Buddha 191, 200
Buddhism 198
business world
and d-mode 210–11, 214
and information 209–10
and slow way of knowing 213–14
‘bystander’ effect 112, 191
‘Campaign for Learning’ 202, 215
Canfield, Dorothy 70–71
capabilities 134
‘Cardboard Box, The’ (Conan Doyle) 166–8
Carlyle, Thomas 78
Cassirer, Ernst 173
Ceci, S.J. 54
central nervous system 134, 156
chaos 11
character attributes experiment (Lewicki) 36–8
children
custody battles 185–6
development of ability to ruminate 44–6
and intelligence 16–17
and production of metaphors 174–5
and unconscious operations 20
Chow, Yung Kang 71–2
Christianity 196–7, 199
Churchland, Patricia 162–3
CIBA 127
clairvoyance 114
Claparede 119
Cleese, John 192
‘Clues’ (Ginzburg) 165
coaching 33–4, 42, 219
coarse fishing 81, 186
Cocteau, Jean 58–9
cognition
d-mode and 16, 21, 49, 206
earnest, purposeful 14
and language 10
relaxed 10
cognitive science 3–4, 38, 67, 157, 203
Cohen, Stanley 57, 67
Coleridge, Samuel Taylor 59–60, 95, 114
‘collapse of certainty’ 202
Combs, Arthur 76
Comedy of Errors, The (Shakespeare) 204
common sense 31, 205
complexity, language and 11–12, 25, 30
computers 206–7
Conan Doyle, Sir Arthur 166–7
‘Concerning the soul
’ (Hesse) 174
confusion 203, 207, 217
conscious awareness 100–101, 103, 107, 109, 116, 121, 123, 126, 151, 159–62
conscious, and unconscious 19–20, 37, 63, 72, 116–17, 124, 199–200, 204, 226
consciousness 100–101
and an automatic pilot 102–3
associated with intensity 157
in d-mode 116
‘disinhibition’ of 122
focal 151
focused 162
implicit identification of mind with 115
inaccessibility of memories to 119
and information 117, 120, 211
and intuition 211
lack of any executive responsibility 162
manifests what is in question 161
and perception 106, 126–7
and persistence of neural activity 158
as a property of brains 156–7
scepticism towards 198
and self-consciousness 128–9, 159
for self-protection 161
and the self’s involvement 120
tendency to confabulate 111–12, 225
and thinking 206
and the TOT effect 62–3
and the unconscious 64, 66, 223–4
and the undermind 37–8, 81, 107, 116, 124
contemplation 4, 47, 49, 93, 96, 174, 206
content curriculum 215–22
corporate planning 211
cortex 135, 144, 146, 158
Coulson, Mark 34–5
counter-transference 193
Creative Intuition in Art and Poetry (Maritain) 175
creativity 47, 63, 81
and age 71
asssociated with a state of low-focus neural activity 148–9
counterproductive effect of incentives 79–80
enhanced when people are forced to slow down 52, 75
and evolution 95
favours a relaxed, well-informed mind 152
four phases of 94, 149–50
icons of 4
and the nature of the ‘incubator’ 69
scientific 94
seeing through invisible assumptions 71–2
Shakespeare and 204
and the slow mind 3
and the ‘Synectics’ programme 77
and threatened belief systems 78–9
and verbalisation 91
and vivid imagination 82
creativity test 148–9
Crick, Francis 158
Croce, Benedetto 178
Csikszentmihalyi 83
Cudworth, Ralph 224
culture
d-mode and 41, 203, 226