Science Of Freedom Workbook
Text: "The Philosophy of Freedom" by Rudolf Steiner
Topic 3.4 Chapter 3 Thinking As The Instrument Of Knowledge
3.4 Contemplate Thought
Naturalism
[14] I am in exactly the same position when I enter the exceptional state and think about my own thinking. I can never observe my present thinking. Only afterward can the past experience of my thought process be made into the object of fresh thinking.
Theism
If I want to watch my present thinking, I would have to split myself into two persons: one to think, and the other to observe this thinking. This I cannot do. I can only accomplish it in two separate acts. The thinking to be observed is never the current one actively being produced, but another one. For this purpose, it makes no difference whether I observe my own earlier thoughts, or follow the thought process of another person or, as in the above example of the motion of billiard balls, set up an imagined thought process.
Intuitionism
[15] There are two things that do not go together: productive activity and confronting this activity in contemplation. It is not possible to create and contemplate at the same time. This is recognized even in the First Book of Moses. In the first six days God is represented as creating the world, and only after the world is there is contemplation of it possible: "And God saw everything that he had made and, behold, it was very good." The same applies to our thinking. It must first be there before we can observe it.
Worldview Of Idealism
"The world has no real meaning unless there is within it a progressive tendency, unless from this external world something can emerge towards which the human soul can direct itself, independently of the world."
"life has meaning only if ideas work through it and give it purpose."
"takes everything as a vehicle for the ideas that permeate the world-process."
"Beautiful and grand and glorious things have been brought forward on behalf of Idealism."
"the point is to show that the world would be purposeless and meaningless if ideas were only human inventions and were not rooted in the world-process."
Rudolf Steiner, Human And Cosmic Thought lectures
The quotes from topic 3.4 Contemplate Thought resonate deeply with the worldview of Idealism, emphasizing the role and nature of thought in understanding and giving meaning to the world:
"I can never observe my present thinking. Only afterward can the past experience of my thought process be made into the object of fresh thinking."
This quote underscores the reflective nature of thought, a core aspect of Idealism. It suggests that understanding and meaning are derived not from immediate perception but from reflection upon experiences. In Idealism, the true essence or meaning of the world is unveiled not through direct observation but through thoughtful contemplation and reflection on one’s experiences and thoughts.
"The thinking to be observed is never the current one actively being produced, but another one. For this purpose, it makes no difference whether I observe my own earlier thoughts, or follow the thought process of another person or, as in the above example of the motion of billiard balls, set up an imagined thought process."
This quote touches on several aspects of Idealism through its discussion of different forms of thought.
"observing one's own earlier thoughts": In Idealism, the process of reflecting on one's past thoughts is a way of connecting with the deeper, ideal aspects of reality. It's not the immediate thoughts that reveal the true essence of the world, but the reflective understanding that emerges from contemplating one's previous thinking. This aligns with the Idealist notion that ideas, which emerge over time through reflection, are central to giving life and the world their meaning and purpose.
"following the thought process of another person": Idealism emphasizes the universality of ideas and their independent existence beyond individual minds. By considering the thoughts of others, one engages with ideas that transcend personal experiences, accessing a broader, more universal understanding. This practice embodies the Idealist view that ideas are not confined to individual consciousness but are elements of a larger, world-encompassing process of thought.
"setting up an imagined thought process": The act of creating an imagined thought process represents the Idealist principle that ideas shape our understanding of reality. When one imagines a sequence of thoughts or a hypothetical scenario, like the motion of billiard balls in the quote, they are actively participating in the formation of ideas that contribute to their comprehension of the world. This creative aspect of thought is fundamental to Idealism, where the creation and contemplation of ideas are central to discovering the world's meaning.
"There are two things that do not go together: productive activity and confronting this activity in contemplation. It is not possible to create and contemplate at the same time."
This quote reflects the Idealist view that the act of creating or experiencing and the act of reflecting upon this creation or experience are distinct. In Idealism, true understanding or realization of meaning comes from a thoughtful contemplation of experiences and ideas, a process that cannot occur simultaneously with the creation or experience itself. This separation is essential for the emergence of purpose and meaning, as it allows for a deeper, more reflective understanding of the world.
These quotes illustrate key principles of Idealism: the reflective nature of thought, the continuous process of thought development, and the necessary separation between the creation of experiences and their contemplation. These principles highlight the belief that the world gains meaning and purpose through the reflective, evolving process of thought, a cornerstone of Idealist philosophy.
MODULE 3.4 Contemplate Thought
□ STEP 3.4 From producing thought, to thinking contemplation of thought.
1. INTRODUCTION
Module 3.4 Contemplate Thought, is a transformative journey from simply producing thoughts to the deeper realm of contemplating these thoughts. This step is a shift from the generation of thoughts to a more profound and deliberate examination of the thinking process itself.
The act of producing thoughts is a natural and continuous process, often occurring without our conscious awareness. Thoughts arise, influenced by our immediate experiences, interactions, and perceptions. However, this spontaneous production of thoughts, while necessary, can lead to a surface-level understanding and unexamined biases. For instance, consider a situation where a person reacts instantly to a news headline. This reaction is a direct product of immediate thought, influenced by prior beliefs and emotions.
This superficiality hinders the development of nuanced perspectives and limits an individual's ability to engage meaningfully in discussions or problem-solving. When individuals do not critically examine their own thoughts, they become more susceptible to manipulation and misinformation. This vulnerability can be exploited in various ways, from personal relationships to political propaganda.
In contrast, the contemplation of thought involves a deliberate and focused effort to reflect upon these spontaneous thoughts. It's akin to stepping back and observing the flow of a river from the shore, rather than being carried away by its current. This introspective process enables us to discern the origins, patterns, and validity of our thoughts. An example of this would be revisiting the initial reaction to the news headline and analyzing why that reaction occurred, what influenced it, and whether it aligns with factual information.
This is an introspective journey to move beyond being passive creators of thought to becoming active, reflective observers of our mental processes. It's not just a step toward personal freedom; it's a step toward a more enlightened and discerning society.
Produce Thought: The immediate generation of ideas or mental responses influenced by external stimuli, experiences, or internal states, without deliberate reflection or analysis.
Thinking Contemplation Of Thought: The introspective process of critically examining one's own thoughts to gain a deeper, objective understanding of these mental processes.
Focused Thinking
Focused thinking is pivotal for entering the 'exceptional state' of contemplating thought, a process that requires a reflective examination of one's own mental processes. We cannot simultaneously produce and observe our thoughts; instead, we must engage in a two step process of focused thinking. First produce thought by directing our thinking attention on whatever we are thinking about, and then retrospectively direct our thinking attention on the thoughts produced. For instance, a scientist initially forming perceptions and thoughts about a phenomenon later uses focused thinking to reflect on these, deepening their understanding. Similarly, a writer might revisit their initial inspirations and thought patterns after writing, gaining insights into their creative process. This introspective practice, facilitated by focused thinking, allows for the recognition and challenging of subconscious biases, preconceptions and habitual thinking, fostering personal growth. It is through focused thinking that we achieve a deeper awareness of how our thoughts are formed, their underlying principles, and their impact on our actions and perceptions.
2. LIFE EXAMPLES
Scenario: Criticism at Work
Stage 1 - Produce Thought: An employee receives critical feedback from their manager. Their immediate reaction is defensiveness and the thought that the manager is being unfair or overly critical.
Stage 2 - Thinking Contemplation Of Thought: Upon reflection, the employee revisits their initial defensive reaction. They consider the specific points of the feedback, assess their own work objectively, and contemplate the manager's perspective and possible motivations. This leads to a recognition of areas for improvement and an action plan for professional development.
Scenario: Controversial Book
Stage 1 - Produce Thought: A person starts reading a book with controversial viewpoints. Initially, they are inclined to dismiss the book entirely based on a few disagreeable ideas or the book's reputation.
Stage 2 - Thinking Contemplation Of Thought: Later, they decide to analyze their initial reaction. They reflect on why certain ideas in the book triggered them and consider the book's arguments in a broader context. This contemplation allows them to critically engage with the book's content, distinguishing between valuable insights and flawed arguments.
Scenario: Public Disagreement
Stage 1 - Produce Thought: While observing a heated public argument, an individual instinctively sides with the person whose demeanor or appearance they find more appealing, without fully understanding the context of the disagreement.
Stage 2 - Thinking Contemplation Of Thought: Afterward, the individual reflects on their immediate bias. They contemplate why they favored one person over the other and ponder over the actual content of the argument. This leads to a more nuanced understanding of the situation and an awareness of their subconscious biases in judging people and situations.
Scenario: Exotic Dance
Stage 1 - Produce Thought: A person feels suddenly inspired to take up an exotic dance class after watching a captivating performance. This immediate decision is driven by the excitement and allure of the performance.
Stage 2 - Thinking Contemplation Of Thought: Later, the individual reflects on this spontaneous decision. They consider their past commitment levels to new activities, assess their current time availability, and think about their genuine interest in dance versus the momentary thrill. This leads to a more considered decision about whether or not to pursue the dance class.
Scenario: Noisy Neighbor
Stage 1 - Produce Thought: An individual is frustrated with their neighbor's loud music. Their initial thought is to confront the neighbor angrily or complain to the building management without discussion.
Stage 2 - Thinking Contemplation Of Thought: Upon calming down, the individual reflects on their initial reaction. They think about the potential reasons for the neighbor's behavior, consider more diplomatic ways to address the issue, and ponder the importance of maintaining a good neighborly relationship. This leads to a more thoughtful approach to resolving the situation.
Scenario: Childhood Memory
Stage 1 - Produce Thought: An adult fondly remembers a childhood vacation as a perfect experience. This nostalgic thought is influenced by the joy and carefreeness of childhood memories.
Stage 2 - Thinking Contemplation Of Thought: On deeper reflection, the adult revisits this childhood memory, considering it from different angles. They think about their parents' perspective during that vacation, the challenges they might have faced, and how those experiences shaped their own upbringing. This contemplative process offers a more comprehensive and mature understanding of a cherished memory.
3. THE PHILOSOPHY OF FREEDOM TOPIC 3.4 QUOTE
"If I want to watch my present thinking, I would have to split myself into two persons: one to think, and the other to observe this thinking. This I cannot do. I can only accomplish it in two separate acts. The thinking to be observed is never the current one actively being produced, but another one."
EVERYDAY LIFE
In the quote we encounter the intricate nature of thinking contemplation. In everyday life, our minds are often engaged in a state of divided attention. For example, when we look at a table, we take in its physical characteristics – its color, shape, and texture. Simultaneously, we may also be aware of a stream of internal thoughts. These thoughts could be about the table (its design, its utility) or could be entirely unrelated (planning the day, reflecting on a recent conversation). This divided attention allows us to navigate and interact with our environment, processing multiple streams of information at once.
In this state, our awareness of our thoughts is generally passive. We acknowledge these thoughts but don't actively delve into them. They are background processes that coexist with our engagement with the external world.
THINKING ABOUT THINKING
Thinking contemplation of thought, often called thinking about thinking, requires complete immersion in our thought processes. It involves an active and deliberate effort to introspect and analyze our thoughts. This type of contemplation moves thoughts from the background to the forefront of our consciousness, allowing us to critically examine how and why we think a certain way.
Such deep introspection is crucial because it enables us to:
• Recognize and understand our biases and assumptions.
• Gain a deeper insight into our cognitive perspective, habits and patterns.
• Improve our critical and creative thinking skills.
This level of self-awareness and analysis can't be achieved with divided attention. It needs full focus on our internal cognitive processes, making it a vital practice for personal and intellectual development.
COGNITIVE DIFFICULTY
Contemplating a table and our thoughts about the table simultaneously presents a cognitive challenge because it involves focusing on two distinct realms: the external, physical realm (the table) and the internal, mental realm (our thoughts about the table). This dual focus requires us to navigate and process two different types of information at once, which can be problematic due to the way our cognitive processes are structured.
Different Realms of Focus
1. External Physical Realm (The Table): When contemplating the table, our focus is on its physical properties – its shape, size, color, texture, and function. This observation involves sensory perception and external attention. We engage with the table as a tangible object in our environment, utilizing our senses to gather information about it.
2. Internal Mental Realm (Thoughts about the Table): On the other hand, contemplating our thoughts about the table is an introspective activity. It requires us to turn our focus inward, examining the nature of our thoughts, the processes behind them, and their implications. This involves self-reflection, analysis, and often abstract thinking.
The Cognitive Challenge
Engaging in both activities simultaneously is challenging because each requires a different kind of cognitive processing:
• Sensory Perception vs. Introspection: Observing the table is a sensory experience, whereas reflecting on our thoughts is an introspective one. These activities use different cognitive skills and brain processes.
• Divided Attention: Our brains have limited processing capacity. Trying to focus on both the external object and our internal thought processes at the same time can lead to divided attention, where neither task receives the full cognitive resources it requires. This can result in superficial engagement with both the object and the thoughts, leading to incomplete or inaccurate perceptions and reflections.
• Switching Costs: When we try to alternate our attention between external observation and internal reflection, we encounter what cognitive psychologists call "switching costs." Switching our focus from one task to another takes time and mental energy, reducing the efficiency and effectiveness of our cognitive processing.
For instance, imagine an art critic looking at a painting. If they try to simultaneously focus on observing the painting's details (colors, brushstrokes, composition) and also introspectively analyze their thoughts and feelings about the painting, they might miss out on important details or fail to fully understand their emotional response to the artwork. Similarly, a biologist observing an animal's behavior might struggle to accurately record the behavior while also contemplating their personal hypotheses or biases about the animal. The need to concentrate fully on the animal’s behavior to gather unbiased data is paramount, and dividing attention here could lead to observational errors or misinterpretations.
TWO-STEPS: CREATE THOUGHT, THEN OBSERVE IT
To observe our own thoughts, we need to engage in a two-step process: first creating the thought, and then reflecting on it. During the active phase of thinking, our mental focus is entirely on the subject we're contemplating. In order to create thought our full attention must be on what we are thinking about. We're not observing the thoughts being formed; instead, we're engaged in generating them. Thought needs to be first produced before it can become an object of our observation. This distinction between present and past thought is essential. While present thought is active and engaged, past thought is what we can introspectively analyze.
While everyday cognition involves a balance between external observation and passive awareness of thoughts, thinking contemplation requires a deeper, more focused engagement with our thought processes. It's a discipline that enhances our understanding, critical thinking, and self-awareness, achieved through the deliberate separation of thought creation and reflection.
4. REFLECTION QUESTIONS FOR THE PRACTICE OF PURE THINKING
Objective: Experience the joy of soaring into the realm of concepts.
In what ways does reflecting on your thinking help you distinguish between intuitive and analytical thought processes? In reflecting on our thoughts, how do we challenge and reassess our values and beliefs? How does the act of thinking about our thoughts encourage us to embrace knowledge and understanding courageously?
5. REFLECTION ON ACADEMIC INTEGRITY
In the hallowed halls of Hawthorne University, an air of anticipation filled the philosophy department. Dr. James Elliott, a figure both revered and feared for his unwavering commitment to academic integrity, prepared for a debate that would challenge the very core of educational values. Today's topic: the debate between academic integrity and the push for a more diverse student body through lowered admission standards.
The classroom buzzed with energy as students took their seats. Dr. Elliott, with a stern yet thoughtful demeanor, opened the debate with a fervent argument in favor of maintaining high academic standards. He passionately speaks about the essence of education and the value of academic integrity. "Education," he declared, "is not just about knowledge. It's about shaping character, instilling values, and preparing minds for the challenges of the world."
On the other side, a group of students, passionate and articulate, made their case advocating for lowering admission standards. They argue that this approach would increase admission of underprivileged students and diversify the student body. "Education should be a right, not a privilege," one student argued, her voice trembling with emotion. The debate heated up as participants passionately argued over educational equality, contrasting the merits of opportunity based on individual achievement with the concept of enforcing equal outcomes through quota-based systems.
During the debate, Dr. Elliott and his students exchanged sharp yet insightful views on both sides of the educational equality issue. Dr. Elliott emphasized the value of preserving high academic standards and meritocracy. He argued that maintaining rigorous admission criteria ensures that students are admitted based on their individual abilities and efforts. This approach, he insisted, not only upholds the integrity of the educational institution but also prepares students for real-world challenges by inspiring and rewarding hard work, dedication, and resilience.
In contrast, several students advocated for a more inclusive admissions policy, suggesting that lowering the entry standards would create a more diverse and representative student body. They argued that lowering expectations and course work would increase the graduation rate for underprivileged students providing much-needed career opportunities, thus contributing to a fairer and more equitable society.
Afterwards, Dr. Elliot retreated to the stillness of his office, finding himself revisiting the fervent debate. Encircled by the silent wisdom of his book-laden shelves, he contemplated the assertions he had passionately defended. His arguments against lowering academic standards had emphasized the crucial roles of personal responsibility and student discipline – elements he believed to be vital for life success and societal progress. Yet, as he reflected, a shadow of doubt crept in. Had his emotional intensity during the debate clouded the issue rather than clarified it? This introspection led him to ponder the impact of his words and the possibility that his fervor might have overshadowed the nuances of the argument.
Dr. Elliott immersed himself in a profound introspection of his own reasoning. Methodically, he retraced the contours of his arguments, scrutinizing them for any trace of bias. A sense of regret surfaced; he wished he had underscored the real-world implications for students inadequately equipped to meet life's demands. If only he had shared his memories of past students, whose struggles and triumphs could have lent tangible weight to his case.
In the deepening twilight, Dr. Elliott sat alone in his office, enveloped in a profound contemplative silence. The day's debate continued to reverberate through his mind, not as a cacophony of voices but as a catalyst for introspection. He pondered the essence of education and his role within it. His thoughts meandered through years of experience, touching upon instances where rigorous academic standards had propelled students to surpass their perceived limits.
Dr. Elliott found himself at a crossroads. There was an increasing clamor from students, administrators, and the changing tides of societal expectations for lower standards. To remain unwavering in his belief in academic rigor could mean jeopardizing his professional relationships and possibly his career.
As he sat there, the contours of his office fading into shadows, Dr. Elliott's thoughts delved deeper. He questioned the long-term impact of his decision on his students. What did it mean to put his students first – was it to acquiesce to their immediate demands or to uphold a vision of education that demanded more from them?
The night deepened, and Dr. Elliott remained in a solitary dialogue with his thoughts. Should he place his career or the students first? The weight of this decision lingered heavily on him, a reflection of the complex, often conflicting nature of educational ethics in a rapidly changing world.
6. PRACTICAL APPLICATION OF THINKING ABOUT THINKING
Objective: Adopt an individualistic attitude aligned with principles of freedom.
- Thought Analysis: Focus on a particular thought. Write down the thought as it originally occurred, then analyze it. Consider its origins, your underlying assumptions, and how it aligns or conflicts with your values and beliefs.
- Produce An Idea: Pose a question or pick a topic and generate an idea or response to it. After creating this idea, analyze the thought-process behind the idea. Reflect on what influenced these thoughts, how they developed, and what biases or preconceptions might have played a role.
- Analyzing a Thought-Process:
1. Origin of Thoughts: Reflect on the initial stimulus or situation that triggered your thought. Was it an external event, a conversation, a reading material, or an internal feeling? Understanding the origin helps to contextualize your thought process.
2. Influencing Factors: Identify the various factors that might have influenced your thought. These can include personal experiences, cultural background, education, prevailing societal norms, or even your current emotional state.
3. Logical Flow and Consistency: Examine the logical flow of your thoughts. Are they consistent and coherent, or do they contain contradictions and jumps in reasoning? This analysis can reveal underlying assumptions or beliefs.
4. Emotional Influence: Consider the role emotions played in shaping your thoughts. Were your thoughts driven by strong feelings, and if so, how might these emotions have colored your reasoning?
5. Biases and Prejudices: Be aware of any biases or prejudices that might have crept into your thinking. Acknowledging these biases is crucial for a more objective understanding of your thought process.
6. Outcomes and Conclusions: Look at the conclusions or decisions that emerged from your thought process. Reflect on their validity and whether they were influenced more by rational analysis or emotional reactions.
7. Potential Alternatives: Think about alternative perspectives or conclusions that you might have overlooked. Considering what else could have been thought or concluded broadens your cognitive horizon.
7. CLOSING THOUGHTS
Engaging in the practice of thinking about thinking, or metacognition, transforms our approach to challenges, both personally and socially. This practice isn't just an exercise in introspection; it's a fundamental shift in how we process information and interact with our world. We want to reach the point where we see the thinking we have made and say, "behold, it was very good."
At an individual level, this deep dive into our own thought processes has far-reaching effects. Consider a manager who, upon reflecting on their decision-making patterns, discovers a bias towards familiar ideas. This realization can spark a change, leading them to seek out diverse perspectives in the future. Similarly, a student analyzing their reaction to a complex subject might gain deeper insights, engaging more meaningfully with the material. In an era of pervasive misinformation, the ability to critically assess one's thoughts becomes invaluable. It's like developing an internal filter that separates fact from fiction, a skill especially crucial in navigating the often murky waters of social media.
The ripple effect of individuals practicing metacognition is a societal transformation. Community discussions, for instance, can evolve from emotionally charged debates to rational, fact-based dialogues. This shift is vital for addressing complex social issues, where emotional reactions often cloud judgment. Learning and memory also benefit from this practice. A learner reflecting on their study habits might discover that certain techniques, such as using visual aids, significantly enhance their understanding and retention of information. Moreover, as individuals gain a deeper understanding of the interplay between their thoughts and emotions, they become more emotionally intelligent. This growth is evident in situations like arguments, where a previously reactive person might learn to approach discussions with greater calmness and clarity.
Ultimately, the practice of contemplating our thoughts shapes not just our personal lives but also the fabric of society. It fosters a culture that values reasoned thought over impulsive reactions, essential in a world where challenges are increasingly complex and interwoven. Educational systems that emphasize critical thinking and public policies grounded in thorough analysis exemplify this shift. It's a journey that starts with personal introspection and culminates in societal progress, marking the transition from a culture of emotional reactivity to one of understanding, broad-mindedness, and continuous learning.
