[Xmca-l] Re: Bateson on thinking relatively

[Greg Thompson]

I'm with Jon: Why was this guy chopping at this tree in the first place?
(and where did he get the axe? and the tree, did he plant it?).
These are all things that can greatly affect the nature of what goes on
inside the man-axe-tree circuit (e.g., the nature and deliberateness of the
swinging will depend on the physical properties of the axe but also on the
properties of the man's motivations for hacking down the tree...).

For me, this suggests a turn to some Bronfenbrenner-like theory in which
the circuit that Bateson/Martin depicted is nested within some larger set
of circuit(s).
Or something.

-greg

On Wed, Jan 31, 2018 at 7:13 PM, Jonathan Tudge <jrtudge@uncg.edu> wrote:

> This is, of course, a great quote, and not for nothing is the word
> "ecology" found in the title of Bateson's book.
>
> True, when trying to explain the phenomenon of the axe cutting the tree,
> ALL of the things he mentioned are important, and all are interconnected.
> But that's not very helpful from a developmental point of view.  If I want
> to do a better job cutting trees there are some things that there's not
> much point me trying to work on (in particular, I don't know what I'd need
> to do to work on my central nervous system).  But I could get a sharper axe
> (or by a better one), because the sharpness is one thing that influences
> the cutting.  Influences, but clearly doesn't cause.  I might also work on
> my muscles, as they also influence the cutting.  Perhaps getting better
> glasses would help.  Practicing my skills would be another useful factor
> (influence?).  In other words, if we want to make some changes it would be
> worth considering all these as mutually relevant influences, and maybe I
> work on them separately (going to the gym to increase muscle strength, to
> the opticians for glasses), even while at the same time realizing that
> they're all constitutive of the whole process.
>
> There again, I'd also better think about the broader influences--am I
> cutting wood to put into my fireplace to burn for its aesthetic nature, as
> my heating system at home is fine?  Or is this a skill that's really
> important in my cultural group because without it I'm not going to be able
> to construct my home, or be able to survive the winter, in which case I'm
> likely to be learning how to wield the axe in the company of others who are
> more competent.
>
> So, in response to Mike's earlier point in response to me...I don't think
> that "influence" means "cause."  And I think that when considering emergent
> properties we have to realize both that those properties can never be
> reduced to the things that brought them into being, but it's worth
> considering how A might be influencing B even while recognizing that some
> of that influence has already been in turn influenced by B (and C, D, E,
> etc.).
>
> And getting back to Bronfenbrenner, although he's typically viewed as
> someone who viewed context (different, though interwoven, layers of
> context, Andy) as causal, his theory is as ecological (or bioecological) as
> Bateson's.
>
> Cheers,
>
> Jon
>
>
> ~~~~~~~~~~~
>
> Jonathan Tudge
>
> Professor
> Office: 155 Stone
>
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>
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> <https://www.uncg.edu/hdf/faculty/tudge/books/dev-
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> Cambridge, UK: Cambridge University Press
>
> My web site:http://www.uncg.edu/hdf/faculty/tudge
>
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>
>
> On Wed, Jan 31, 2018 at 9:38 AM, mike cole <mcole@ucsd.edu> wrote:
>
> > Darned if I did not find that Bateson passage online! Amazing.
> > Here it is from *Steps to an Ecology of Mind.*
> >
> > mike
> > --------------\
> >
> > Consider a tree and a man and an axe. We observe that the axe flies
> through
> > the air and makes certain gashes in a pre-existing cut in the side of the
> > tree. If we now want to explain this set of phenomena, we shall be
> > concerned with differences in the cut face of the tree, differences in
> the
> > retina of the man, differences in the central nervous system, differences
> > in his different neural messages, differences in the behaviour of his
> > muscles, difference in how the axe flies, to the differences which the
> axe
> > then makes on the face of the tree. Our explanation will go round and
> round
> > that circuit. If you want to explain or understand anything in human
> > behaviour, you are always dealing with total circuits, completed
> circuits.
> > (Bateson, 1972, p. 433)
> >
> >
> >
> > Later in the same paper he writes about how difficult it is to adopt this
> > epistemology:
> >
> >
> >
> > I can stand here and I can give you a reasoned exposition of this matter;
> > but if I am cutting down a tree, I still think ‘Gregory Bateson’ is
> cutting
> > down a tree. I am cutting down the tree. ‘Myself’ is to me still an
> > excessively concrete object, different from the rest of what I have been
> > calling ‘mind’.
> >
> >
> >
> > The step to realizing – to making habitual – the other way of thinking –
> so
> > that one naturally thinks that way when one reaches out for a glass of
> > water or cuts down a tree – that step is not an easy one.
> >
> >
> > .... Once we have made this shift, our perspective fundamentally changes.
> > We firstly start focusing on relationships, flows and patterns; and
> > secondly realize that we are part of any field we are studying.
> >
>



-- 
Gregory A. Thompson, Ph.D.
Assistant Professor
Department of Anthropology
880 Spencer W. Kimball Tower
Brigham Young University
Provo, UT 84602
WEBSITE: greg.a.thompson.byu.edu
http://byu.academia.edu/GregoryThompson