Reflection on ‘Aphorism 3’ (Do not ask for lessons)

“Do not ask for lessons; all I can give are opportunities.”
–Aphorism 3

This is an interesting one, to be sure. To understand what it might be taken to mean, we must consider the possible meanings of different parts of it. For instance, what is meant by ‘lesson’, and what by ‘opportunities’? More profoundly, in whose voice should it be taken as being? At the same time, it is a very simple statement that seems to have a fairly straightforward meaning, at least from the point of view of certain approaches to education. So straightforward that it might be considered a pat answer itself, in fact (though that adjective, pat, has some divergence in meaning that means it might be appropriate whether the explanation is trivial and misguiding or simple and correct).

Let us first consider that straightforward answer. A popular view of education, of the process of learning, is that the only true agent in the process is the learner. Constructivist theories of education hold that knowledge cannot be transmitted, only constructed by the individual. In that context, even modified in such variants as social constructivism (where knowledge construction takes place in the context of interaction between individuals), a more traditional ‘lesson’, in which knowledge is transmitted from teacher to student, is impossible – or at least ineffective. The educator instead provides opportunities for the construction of knowledge, facilitates the process. It might be said, then, that this aphorism is simply a truism in the context of constructivist educational theory. However, in receiving it as ministry it behoves us to look beyond that simple explanation. That is where we must consider the possible meanings, beyond that of constructivism, and the voice of the statement.

What is a lesson? It is commonly thought of as a unit of learning and/or teaching, a chunk of knowledge to be imparted or skills to be developed. In specific contexts, such as music, it might be a particular item of work to be mastered, such as a specific piece of music, in order to develop those skills. It might be a warning or a caution – as in “let that be a lesson to you”. In Christian liturgy it, or the alternative lection, is a bible reading given as part of liturgy (as in “Nine Lessons and Carols”). Indeed, while lesson in its everyday sense and via lection in liturgy are distinct etymologies, the two words form a linguistic doublet – they ultimately come from the same Latin root meaning to read or to gather. Both came to us from French, with words that had already separated in that language.

The idea that reading had this educational meaning developed easily, as much teaching was done by simply lecturing, or by having people read things. That this might not be the most effective way for people to learn was known even in the classical Mediterranean, but then the use of a word for reading as a term in teaching and learning – as a key, unavoidable word in teaching and learning – is a later development. We talk about the lessons of life, or the lessons taught by nature, even though no reading and perhaps not even speaking is involved. In essence, a lesson is something that is taught, or something that is learned. Some way to gain understanding or knowledge, or insight, or skills.

However, the association of the word with the older, positivist style of education – that of transmission of knowledge, of an active educator (though often minimally active) and a passive learner – means that we tend to view it in relation to that. A lesson might take some time to digest, to integrate in terms of personal knowledge construction, but it is something that is imparted. Whatever else we might take from it, in the context of this ministry I cannot escape this positivist attitude. Whoever – or whatever – we think of as saying these words, it is saying that it has nothing to impart to us in that sense.

What, then, is meant by ‘opportunity’ in this context? Etymology is no useful guide here, because its meaning has narrowed from its root in Latin. In Latin, and somewhat in the earlier French through which it came to us, it has wider meanings of advantage, importance and convenience – though some of those survive in the adjective opportune, a source of some confusion for learners of English. No, here we can see opportunity as only a chance, a possibility that one might wish to take advantage of. Whatever is speaking is offering us chances for something – presumably learning, given the use of ‘lessons’ – but we have to act to take them up. We must take actions of our own to benefit from such opportunities.

Finally, then, to perceive the meaning most clearly, we must understand who is speaking. Is it me, speaking as directed by the Spirit but in my own voice? Is it the Spirit itself? Is it, perhaps, something more subtle? I don’t know, but I can see how it might be taken – by myself as well as others – in various cases.

If we see it as being in the voice of the Spirit, the meaning is clear to me – though others may of course differ. The promptings of the Spirit guide us and teach us, but the Divine does not give us clear answers. Even those that seem clear are merely a matter of the Light illuminating the situation for us that we might see clearly what was already there. By attending to leadings and promptings, we will find opportunities – to learn, to do good, to make the world better, to be better as people. We will not receive instructions, recipes, or commandments.

If we see it as me speaking as directed by the Spirit, but in my own voice, it is different. I would see it is an admonition – to myself as much as others – that I should not expect my words to be final. I do not make pronouncements, even as led by the Spirit. All I can expect my words to be are opportunities, for myself or for others, to see deeper and understand more.

I do see a third option, however. Yes, it may be that it should be read in my voice – when I read it. When you read it, perhaps it should be read in your voice. That admonition goes for all of us. And perhaps, while it goes for all of us, it goes for the Spirit as well. I do not know which of these are correct, perhaps all are, and perhaps none. And yet for me, it rings most true as a statement that all of us should be able to make and understand, and take to heart – and also a warning from the Divine that we must work to make uses of its Light and its fruits.

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