“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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