Science Of Freedom Workbook
Text: "The Philosophy of Freedom" by Rudolf Steiner
Topic 3.2 Chapter 3 Thinking As The Instrument Of Knowledge
3.2 Active 'I'
Naturalism
[9] Someone might object that what I have noted here about thinking is equally true of feeling and all other activities of the mind. For example, a feeling of pleasure is also kindled by the object and it is this object I observe, not the feeling of pleasure.
Theism
This objection does not hold, because a concept established by thinking is related to what is observed in a completely different way than a pleasure is. I am definitely aware that a concept of a thing is formed by my own activity, while pleasure just happens to me. Pleasure is aroused by an object in the same way as a change is caused in an object by a stone falling on it. To observation, a pleasure is given, in exactly the same way as the event that causes it. It is not the same with concepts. I can ask why an event arouses a feeling of pleasure in me. But I certainly cannot ask why an event calls up a certain set of concepts in me. The question would simply make no sense.
Intuitionism
When I am reflecting about an event, I am not concerned with how it affects me. I learn nothing at all about myself by knowing the concepts corresponding to the observed change in a pane of glass caused by a stone thrown against it. But I learn a great deal about my personality when I know the feeling that an event arouses in me. If I say of an observed object, “This is a rose,” I say nothing about myself. But if I say of the rose, “It gives me a feeling of pleasure,” I characterize not only the rose, but also myself in my relationship to the rose.
Worldview Of Spiritism
"people who, owing to a certain inwardness, are naturally predisposed to see in all that is material only the revelation of the spiritual."
"matter, they say, is only the revelation, the manifestation, of the underlying spiritual."
"Such persons may take no particular interest in the material world and its laws."
"As all their ideas of the spiritual come to them through their own inner activity, they may go through the world with the consciousness that the true, the lofty, in which one ought to interest oneself — all genuine reality — is found only in the Spirit; that matter is only illusion. This can lead to a complete denial of material life."
"they certainly do recognize what is most real, the Spirit"
Rudolf Steiner, Human And Cosmic Thought lectures
Topic 3.2 Active 'I' highlights the active role of the 'I' or self in the process of thinking and how this contrasts with passive experiences like feeling. These quotes reflect the worldview of Spiritism in the following ways:
"Someone might object that what I have noted here about thinking is equally true of feeling and all other activities of the mind. For example, a feeling of pleasure is also kindled by the object and it is this object I observe, not the feeling of pleasure."
What interests the Spiritist more than the material world is the underlying spiritual. This underlying spiritual is revealed in inner spiritual activity. While observing an object both thinking and feeling are kindled. The spiritist may place more value on feelings than on thought when it comes to grasping the underlying truth in the world.
"I am definitely aware that a concept of a thing is formed by my own activity, while pleasure just happens to me."
This statement makes a distinction between the inner activity of thinking with other inner activity. The awareness that concepts are formed through our own active involvement illustrates the active role of the 'I' in discerning the spiritual nature of the world. While pleasure or feelings are triggered as a result of external causes, the act of forming concepts through thinking is a deliberate, active process of the conscious 'I.' It requires the 'I''s active engagement with the world for genuine inner spiritual activity, that allows one to apprehend the spiritual essence underlying material phenomena.
"When I am reflecting about an event, I am not concerned with how it affects me. I learn nothing at all about myself by knowing the concepts corresponding to the observed change in a pane of glass caused by a stone thrown against it. But I learn a great deal about my personality when I know the feeling that an event arouses in me."
Thinking is a spiritual activity that transcends the personality and connects us with a more universal, spiritual understanding of the world. Feelings like pleasure are reactions to external stimuli and inform us about our personal likes and dislikes, thus giving insight into our limited, personal selves. This distinction is fundamental in Spiritism, where the focus is on the inner life and its connection to the spiritual. When we engage in thinking, especially in a selfless, objective manner, we are not just reacting to the world but actively striving to understand its underlying principles or spiritual essence. This underscores the central premise in Spiritism that material experiences offer a limited view of reality, whereas selfless thinking elevates our understanding to a spiritual level, revealing deeper truths about the world and our place within it.
MODULE 3.2 Active 'I'
□ STEP 3.2 From passive feeling, to thinking activity; establishing concepts.
1. INTRODUCTION
In Module 3.2 Active 'I,' as we explore the transition from passive feeling to thinking activity in "The Philosophy Of Freedom," we are engaging with a fundamental shift in how knowledge is acquired and understood. This step underscores the transition from an emotive, subjective reaction to events and objects towards a more deliberate, objective engagement with them through thinking.
In our everyday experiences, we often encounter a state of passive feeling. This is where our responses and interpretations of the world are predominantly shaped by our immediate emotional reactions. These feelings, while genuine and important, do not necessarily provide a comprehensive or accurate understanding of what we observe. They are subjective, fluctuating, and often deeply entwined with personal biases and experiences.
In the realm of thinking activity, the 'I' or the self becomes actively involved in discerning the true nature of what is observed. Unlike feelings, which are personal and subjective, the concepts formed through thinking are not arbitrary creations of the individual mind. Instead, they are seen as arising from the very nature of the phenomena being observed. In Steiner's view, the concepts that emerge through thinking reveal the inherent qualities and underlying principles of the observed world.
This understanding elevates the role of thinking from a subjective interpretative process to an active discovery of the objective truths embedded within the world. It implies that the world inherently possesses order and meaning, which our thinking activity uncovers. This perspective is critical in guarding against the vulnerabilities of a passive feeling state, such as susceptibility to manipulation and emotional reactivity. By engaging in thinking, individuals are better equipped to discern truth from falsehood and to respond to the world around them in a more balanced and informed manner.
The transition to thinking activity in Steiner's philosophy is a journey towards uncovering the objective truths of the world through an active engagement of the 'I' in the thinking process. This approach fosters a deeper, more accurate understanding of the world, free from the distortions of subjective emotion and personal bias.
Passive Feeling: Emotional and feeling responses that arise automatically and involuntarily in response to external stimuli or internal states, without conscious intention or active engagement.
Thinking Activity: The intentional, focused process of observing, analyzing, and synthesizing information to form concepts and understandings, actively engaging the mind beyond sensory perception.
Active 'I': Refers to the aspect of self that actively forms concepts through thinking. This active self is aware of its participation in the conceptualization process, distinguishing it from merely experiencing pleasure or other sensations that happen to it without its active involvement.
Focused Thinking
Focused thinking is about the attentive focus and direction applied by the thinker. It involves the conscious effort of the individual to direct and maintain attention on a specific subject or task. This directed focus enables the thinker to actively engage with the subject matter, thoroughly analyze it, and synthesize information, which is essential for the effective establishment of concepts. For instance, a scientist conducting an experiment must apply focused thinking to carefully observe phenomena, interpret results, and draw meaningful conclusions. This level of attentiveness ensures that their understanding and the concepts they form are grounded in a thorough and detailed examination of the subject, transcending mere surface-level observation. In everyday life, this kind of focused attention helps individuals navigate complex situations, make informed decisions, and gain deeper insights into their experiences and surroundings.
2. LIFE EXAMPLES
Scenario: Witnessing an Aurora
Stage 1 - Passive Feeling: Upon witnessing the Northern Lights for the first time, the amateur astronomer experiences a profound sense of awe and an otherworldly connection. The natural spectacle triggers a deep emotional response rooted in its beauty and rarity.
Stage 2 - Thinking Activity: Intrigued by the experience, they start to think about the science behind the aurora. They consider the Earth's magnetic field, solar winds, and how these magnificent lights are a beautiful interplay of planetary science and solar activity.
Scenario: Reading Opinion Piece
Stage 1 - Passive Feeling: The reader feels discomfort and objection while reading an article with controversial ideas. These feelings are immediate reactions to the challenging content, reflecting the reader's existing beliefs and perspectives.
Stage 2 - Thinking Activity: The reader then engages in a thoughtful examination of the book's arguments. They analyze the logic, evidence, and context presented, moving beyond initial emotional reactions to critically assess the book's ideas and form an informed opinion.
Scenario: Racial Sensitivity
Stage 1 - Passive Feeling: An individual, upon facing a racially insensitive remark, initially feels hurt and angered. Experiencing racism causes personal pain and frustration.
Stage 2 - Thinking Activity: After some reflection, the individual starts to think more deeply about the situation. They consider the mindset and prejudices of the person who made the remark, recognizing that such attitudes reflect the other person's biases and ignorance. This realization helps them see that the issue lies with the attitudes and problems of the person displaying racism, not with themselves.
Scenario: Academic Failure
Stage 1 - Passive Feeling: A student who fails an important exam initially feels a mix of disappointment, frustration, and self-doubt. This emotional response is a natural reaction to the setback.
Stage 2 - Thinking Activity: Upon reflection, the student starts to analyze what led to the failure. They think critically about their study habits, time management, and understanding of the material, which helps them form a plan for improvement and future success.
Scenario: Entrepreneur Luck
Stage 1 - Passive Feeling: An entrepreneur, after experiencing both highs and lows in their career, initially attributes their successes and failures to luck. This feeling is a spontaneous reaction to the unpredictability of their journey.
Stage 2 - Thinking Activity: They then begin to reflect deeply on the role their own efforts played in their successes and setbacks. They think about their decisions, the risks they took, and the hard work they invested, leading to a more nuanced understanding of how personal effort and luck interact in shaping one’s path.
Scenario: Overwhelmed By Holiday
Stage 1 - Passive Feeling: Faced with the prospect of planning how to spend a holiday, an individual initially feels overwhelmed by the many options and the expectations of having a perfect time.
Stage 2 - Thinking Activity: The individual then takes a step back to actively think about what they truly want from the holiday. They consider their interests, budget, the need for rest, or the desire for adventure, leading to a well-thought-out decision that aligns with their personal preferences and circumstances.
3. THE PHILOSOPHY OF FREEDOM TOPIC 3.3 QUOTE
"I learn nothing at all about myself by knowing the concepts corresponding to the observed change in a pane of glass caused by a stone thrown against it. But I learn a great deal about my personality when I know the feeling that an event arouses in me."
In this quote there's a clear distinction made between the roles of thinking and feeling in the pursuit of knowledge. This distinction is essential in understanding how we derive knowledge about the world and about ourselves.
"I learn nothing at all about myself by knowing the concepts corresponding to the observed change in a pane of glass caused by a stone thrown against it."
The first part of the quote emphasizes that knowledge gained through thinking, while objective and valuable in understanding external phenomena, does not necessarily contribute to self-knowledge. When we engage in thinking to form concepts about external events, such as the breaking of a glass pane, we are understanding the world objectively. This understanding is crucial for navigating and interacting with the physical world, but it remains external to our personal, subjective self.
"But I learn a great deal about my personality when I know the feeling that an event arouses in me."
In contrast, the second part highlights that our emotional responses to events are deeply revealing of our personal characteristics, inclinations, and temperament. When we reflect on how we feel about an event, we delve into the realm of personal self-knowledge. Our emotional responses are mirrors reflecting our personality traits and internal states.
The quote underscores the necessity of distinguishing between feelings and thinking in the pursuit of knowledge. While thinking provides us with factual, objective knowledge about the external world, it is through feeling that we gain insight into our personal inner world. Both are essential, but they serve different purposes.
However, relying solely on feelings as a means of attaining knowledge can be problematic. Feelings are subjective and can be influenced by biases, past experiences, and personal desires. For example, if a person feels fearful of a harmless animal due to a past negative experience, their feeling does not provide accurate knowledge about the animal itself. Similarly, a person who feels excitement about a risky investment may overlook crucial factual information that suggests caution.
In the pursuit of knowledge, feelings should be recognized as insights into our personal reactions and internal states rather than as objective truths about external phenomena. To gain a comprehensive understanding of the world and ourselves, we need to engage both thinking and feeling – thinking to objectively understand the world and feeling to introspectively understand ourselves. This balanced approach allows us to navigate the world effectively, making informed decisions based on objective understanding, while also being aware of our personal biases and emotional influences.
4. REFLECTION QUESTIONS FOR THE PRACTICE OF PURE THINKING
Objective: Experience the joy of soaring into the realm of concepts.
Can there be a true objective understanding of an event, or do our individual perspectives and personal feelings inevitably color our thinking? What is the difference between a passive reception of ideas to an active engagement in forming thoughts? Is thinking a spiritual activity and if so why?
5. ECHOES OF INNOCENCE LOST
In the heart of the city, nestled among the bustling streets, stood an art gallery bathed in the soft glow of twilight. Inside, the walls were adorned with the work of a new artist whose paintings spoke of purity and serenity, each a silent ode to innocence. Among these masterpieces wandered Jacob, the curator, whose heart had always found solace in the transcendent beauty of art.
Jacob's latest discovery was an artist whose brushwork seemed to transcend the mere act of painting, capturing the very essence of innocence in each stroke. Standing before a portrait of a young girl, Jacob passively allows himself to feel what the art makes him feel. The young girls eyes shimmering with the clarity and freshness of a summer sky, Jacob feels himself effortlessly drawn into the world the artist created. A profound sense of peace enveloped him, as if the purity and serenity of the girl's gaze were reaching out from the canvas, weaving a spell of tranquility that touched the deepest part of his soul.
In these moments, Jacob experienced a feeling beyond mere admiration—a deep, emotional resonance that only true art could evoke. The painting, in its silent, unassuming grace, seemed to speak directly to his heart, eliciting emotions of a purity and gentleness he seldom felt in the bustling reality of his everyday life. It was as if the artist, through his gift, could stir the softest, most tender emotions within him, awakening a sense of wonder and profound connection that lingered long after the initial encounter with the artwork. This was the magic of art for Jacob, a sacred space where words fell short and only feelings reigned, pure and unfiltered.
For weeks, Jacob had been planning an exhibit to showcase these works of art. He envisioned the gallery filled with admirers, each being touched by the purity radiating from the canvases. But beyond the aesthetic allure, he believed in the artist's mission – to preserve and celebrate the innocence found in corners of the world untouched by the chaos of modern life. This mission had led the artist to embark on journeys into the countryside, seeking out young girls whose lives were still steeped in the simplicity and unspoiled beauty of rural existence, to immortalize their innocence on canvas.
In Jacob's eyes, the world outside was increasingly losing its sense of innocence, growing ever more crude and exploitative. He saw the artist's work as a beacon of hope, a reminder of the modesty and simplicity that still existed, though it seemed to be fading rapidly in the modern age. The exhibit, to Jacob, was more than a display of art; it was a crucial call to awaken society, to inspire a return to a simpler life focused on the things that really matter. He imagined the exhibit as a sanctuary, a place where people could step away from their hardened lives and remember a different way of being, one that echoed the innocence depicted in each brushstroke.
The night before the exhibit, Jacob attended a gathering hosted by the artist. The studio, a stark contrast to the innocence depicted in his paintings, buzzed with the city's elite, immersed in conversations that wove together art and extravagance. As the night unfolded, Jacob's attention was drawn to a familiar face amidst the crowd – it was one of the young girls from the paintings, her presence at the party strikingly out of place. This sight added a layer of discomfort to Jacob's observations. The artist's interactions, his lingering glances, and casual remarks about his models took on a new, unsettling meaning. There was a dissonance, a jarring gap between the man who painted purity and the man who mingled in the crowd.
Returning home, a veil of unease clouded Jacob's thoughts. In the quiet of his study, he began to think – piecing together the narrative he had previously overlooked. With deliberate, analytical thinking he probed into the reality behind the art. The artist's journeys to the countryside, his search for models so young and unworldly, and their subsequent life in the city – a pattern emerged, one that painted a starkly different picture.
A new, unsettling concept about the artist's true motivations arose. Jacob realized that the innocence captured in the paintings was not a celebration but a trophy of conquest. The purity that the artist sought was not to preserve it but to be the first to taint it. Each brushstroke of innocence on the canvas was mirrored by a story of innocence lost in reality.
The dawn brought with it the day of the exhibit, and Jacob stood alone amidst the paintings. The portraits, once symbols of purity, now felt like silent screams of betrayal. He grappled with the decision before him – to unveil these paintings to the world would be to celebrate the artist, propelling him to fame. This would make him an accomplice in the artist's moral transgressions by enabling further exploitation of those he lured to the city.
As Jacob weighed his decision the power of art was confronted by the ethical dilemma it can mask. His internal conflict was a journey through the complexities of human emotions and ethics, pondering the depth of what lies behind the canvas of beauty. The once-clear line between aesthetic pleasure and moral responsibility blurred, leaving Jacob at a crossroads in his life.
6. PRACTICAL APPLICATION OF THINKING ACTIVITY
Objective: Adopt an individualistic attitude aligned with principles of freedom.
- Questioning: Question your daily interactions and personal reflections. When you encounter a situation that elicits a strong emotional response, ask yourself a series of questions: Why do I feel this way? What assumptions am I making? Are there alternative perspectives I haven’t considered? This method encourages deep thinking and helps in understanding the underlying reasons for your feelings.
- Mindful Observation: Choose an object or a situation and first note your immediate emotional response to it. Then, consciously shift your focus to objectively analyze the situation or the object itself – its properties, context, and implications. This practice trains the mind to move from initial emotional reactions to more analytical, concept-oriented thinking.
- Pause and Reflect Practice: Whenever you feel a strong emotion, take a moment to pause and reflect before reacting. Ask yourself what this emotion tells you about your values, beliefs, and personality. Then, shift to analyzing the situation that caused this emotion: What are the facts? What are potential biases affecting my perception? This practice helps in creating a balanced understanding that incorporates both emotional responses and rational analysis.
7. CLOSING THOUGHTS
As we conclude Module 3.2 Active 'I,' we recognize the transformative journey from passive feeling to thinking activity. This transition is not just a cognitive shift but a profound evolution in how we engage with the world and ourselves. Focused thinking, at its core, is about harnessing our cognitive resources to delve deeper into the fabric of experiences, moving beyond immediate emotional reactions to engage our thinking.
The journey into thinking activity brings about a marked increase in emotional intelligence. When we pause to reflect on our feelings and then actively engage in thinking about them, we cultivate a deeper understanding of ourselves and others. For instance, in a disagreement with a friend, instead of reacting impulsively, we take a step back, assess our feelings, and then think critically about the situation. This approach not only resolves conflicts more effectively but also strengthens our relationships, fostering empathy and understanding within our communities.
This shift to thinking activity heralds greater intellectual autonomy. In a world often swayed by popular opinion and external influences, the ability to think independently is invaluable. Consider a voter analyzing political rhetoric. Instead of being swayed by emotionally charged propaganda, they dissect the information, weigh the evidence, and arrive at their own informed decisions. This autonomy in thought is a cornerstone of a healthy, democratic society.
Critical thinking and skepticism, integral to thinking activity, are indispensable in an increasingly complex world. By questioning assumptions and evaluating evidence, we shield ourselves from misinformation and bias. For example, in the realm of scientific research, this mindset leads to groundbreaking discoveries and innovations, pushing the boundaries of knowledge and understanding.
The effort to focus our attention and enter into thinking activity elevates our personal capabilities and contributes significantly to societal progress. It's a journey that not only refines our thought processes but also enriches our interactions and social well-being, paving the way for a more thoughtful, informed, and empathetic world.
