Goethe’s Three Orders of Science, hidden in plain sight

In wrapping up-tweaking my last big Goethean writing project, I realized it’s possible to claim the ‘Three Sciences We Use Everyday’ as a Goethe idea.  There’s no profit in claiming it as my own idea anyway.

Goethe’s Three Orders of Science were hidden in plain sight for 250 years.  Where?  The original 2014 presentation of Three Sciences suggests the ordinariness of the Three Orders.  Here’s another view; take a look:

First Order Science ~ My own internal use of rational Thinking and rational Feeling.  This really is what men do at least occasionally in their man-caves and women do in their she-caves.  Our inner lives, how we attend to, and navigate, our Inner Game of Life, may be primitive–yet some spark exists, especially for Waldorf folks.

First Order Science is also how we exercise our five-sensory or 12-sensory channels, what we perceive and how we perceive.  In fewer words:  How we learn.  Am I learning?  If yes–how?

That’s it. First Order Science is this simple.  Stop here.  Simply observe; don’t yet try to carry this over to G’s scientific method. This is not yet applying First Order to human experiments.

Second Order Science ~ The smallest of Goethe’s Three Sciences.  These are aspects of my experiments sharable with colleagues and anyone interested, any aspects workable for you, workable by anyone interested, at any place, at any time on the Earth, regardless of differing subjective intention and attitude.

Second Order is the Science our survival-mad ego loves.  Men’s profit-mad self loves it too:  “If indoor plumbing is replicable, then everyone on Earth will want this, where feasible for them.  I can make big profits fast.”  This is how competitive-male-thinkers employ Second Order Science–but you are not obliged to.

Third Order Science ~ Perhaps equally as large or larger than Goethe’s First Order, is Third Order Science.  These are all the moral, ethical implications-ramifications of my First and Second Order science uncoveries:  Are the consequences of sharing my Second Order Science experiments beneficial and sustainable for the next seven generations of children?

When Cultural Creatives in 2018 accuse corporations of “out-sourcing costs” such as out-sourcing  costs of picking up the littler of their throw-away cups and packaging, this is Third Order Science:  What amount of deposit price should be put on each aluminum soda can to encourage recycling of 90% or higher of cans made?  Should we even allow Q-Tips with plastic shafts to be manufactured if millions are ending up in the oceans and eaten by fish and whales?

The above I believe is Goethean Science made as simple as possible–but no simpler.

Please note, the above is appropriate language for Grade Six and Seven.

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A reflection ~ I guess I’m also feeling sufficiently confident now with the workability of Three Orders of Science to claim this is a paraphrase of Goethe’s original intent.

“To make things as simple as possible–but no simpler” seems to characterizes Goethe’s science voice in many ways.   Those whose minds are simple enuf and un-cluttered hear the radical simplicity.  Those with more cluttered minds–well, only more complexity satisfies them.

Your comments?

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Q:  I thought G’s science only applied to science?

A:  No.  Goethe’s science aligned with those earlier thinkers who believed–in modern words–the human experience requires and is, one darn experiment after another.  We may as well get organized about this as our experiments have consequences.

Q:  How do the Three Orders play out in science experiments per se?

A:  Here we can and should push back on some sensory dogma running loose in Waldorf Goethean Science writing.  Let’s pay attention to what we consider background and what we consider foreground (a Gestalt consideration).

From my reading, some Waldorf science writers of the past wish to make sense observation of external natural phenomena foreground–and everything else background.  (See the intro essays of Sensible Physics Teaching (2017?  A re-titled reprint from the 1980s?)  by Stephen Edelglass and Michael D’Aleo. These essays visible in Amazon Look Inside feature.

Senses-first, last and foremost makes some sense as:

1)  An intro to science for Grade Six,

2)  A support for re-connecting science, ecology and environmental wisdoms.

Yet sensory observation of external Nature phenomena is not and cannot be the endgame of Goethe’s intention about human experiments.

The endgame is LEARNING:  WHO  is learning?  WHAT is being learned?

Sensory observation, whether five- or 12-sensory is wholly within First Order Science.

The LEARNING, any uncovery of new connections, new relations, new uses, is Second Order Science.  This learning comes about not thru sensing per se.  Learning comes about thru free, active rational use of Thinking and rational use of Feeling.

Looking back on earlier Waldorf G-sci lit, I’m uncomfortable perceiving a kind of ‘Goethean dogmatism,’ how G-Sci starts and ends with in-depth sensory observations.

Here’s my guess.  When Grade Seven Waldorf students ARE BORED WITH YOUR SCIENCE LESSONS, you as the teacher have:

  1.  Not sufficiently connected “observing” and “learning” in their minds,
  2.  Have the cart in front of the horse, have made “observing without judging or evaluating” more significant than “learning,” applying rational Thinking and rational Feeling to new experiences.

Consider:  Your middle schoolers are already or soon will be experimenting with drugs, sex, alcohol. porn and video games (probably not in this order).  What is it you wish them to learn about making new experiments?

Do you want them to go into drugs, sex, alcohol. porn and video games USING ALL THEIR SENSES as their main goal?

Or, do you wish them to go into drugs, sex, alcohol. porn and video games TO LEARN WHAT IS WORKABLE FOR THEM AND UN-WORKABLE FOR THEM?

This I believe is the shade of difference between 1980s G-sci thinking and where we have to go in our second hundred years.

Your corrections and comments invited  🙂

New book, Growing Sustainable Children and Schools Worthy of Our Affection

I’m sending out gift copies of the digital eBook version of volume one.  Okay to request a copy.  HealingToolbox (at] gmail.com Also up as eBook on Amazon.  Working on paper editions.

Subtitles: Team Human K-12 Teacher Training;
Waldorf 2.0 for Public Schools, Local Assembly Required
Series title:  Re-Inventing Face-to-Face Culture

For Waldorf’s 100th birthday, what will the second hundred years of Waldorf look like? What can be improved? What should stay as is? Can a more authentic USA version of Waldorf emerge? How? These volumes put a large fraction of the issues “on the table” for local conversations.

This project intends to complement the Waldorf100 film.

One of several positive themes proposed is: Team Human K-12 education. In 2016 Douglas Rushkoff proposed humanity as a team sport; everyone is on Team Human–tho not everyone recognizes-acknowledges this yet. “Team Human” is a healthy response to Faustian, dystopian “Team Machine” (programming people to conform to technology). Check out Doug’s podcast http://TeamHuman.fm.

From multiple angles, Team Human can be used to refresh Waldorf schools as “seedbeds of social-cultural innovation.” How can we engage NEW generations to innovate socially and culturally? How will they create another 2,000 practical prototype alternatives to dystopia? I found some answers. See if you agree–or disagree 🙂

Can Waldorf evolve in the next 100 years? How exactly? How an authentic USA Waldorf did not yet evolve–and could–is discussed.

Also written for BOTH private-independent and public charter Waldorf teachers and trainees.

Whole project is organized around What is “real work”?

– What is “real work” for children on their journey thru the Land of Childhood?,

– What is “real work” for adults who will teach children in the Land of Childhood–before and after puberty?

– What is “real work” for parents?

– What is “real work” for everyone, at a K-12 community center towards a Team Human positive future?

The endgame? Grade 12 graduates who are:

  1. – Emotionally Intelligent,
  2. – self-propelled problem-solvers, and
  3. – cooperative-collaborative, willing and able to play on a team or lead a team.

Read as much or as little as you like. Five short volumes of 125-150 pages each, are divided over four SECTIONS:

SECTION 1 ~ Theme of Team Human K-12 ed. Couple introductions. “What is Real work for Children?” Lays out the 100-year-old wisdom of Sensitive Periods and how our Outer Game of Life as a child, becomes our Inner Adult Game of Life.

SECTION 2 ~ “What is Real work for Teachers and trainees?” Annotated short history of childhood. Annotated short summaries of Emotional Intelligence (EQ) and related Best Progressive K-12 Practices from outside the ‘Classic Waldorf box.’

SECTION 3 ~ What is Real work for Parents and Everyone at a school? “Classic Waldorf is primarily characterized by its metaphors,” builds out the UNESCO characterization in full. Waldorf metaphors universally useful. Metaphors only useful to “parochial” Anthroposophic schools. School as a person. School as a Commons. WHO do we graduate? Conclusions. Three ways to re-brand Waldorf for teh coming 100 years.

SECTION 4 ~ Three ways to re-brand Waldorf, solutions for the coming next 100 years.

Comments, corrections, additions on the entire effort are welcomed.

Written primarily for teacher trainees, I hope this also usefully outlines ideas for Team Human parent education.

A robust USA version of Waldorf incorporating Best Practices from holistic-humanistic movements, has yet to develop. The Best Practices likely to be useful are summarized, a way out from the dead-end of USA schools trying to succeed as European-Waldorf-lite.

For an authentic USA Waldorf to emerge, schools will have to embrace North American genius in the areas of Emotional Intelligence, interpersonal competency, personal growth, and healthy group process. Openness to innovations and self-assessments, compatible with Classic Waldorf, from OUTSIDE the Waldorf box will play a big part.

Can USA Waldorf evolve? Will it evolve? Let’s hope the answer is “yes” to both.

If Waldorf ed is new to you, check out the Waldorf100 video on YouTube to feel its worldwide, international momentum for yourself. Celebrate here: Waldorf100 video (17-min.) https://www.youtube.com/watch?v=wfec6eF4I_4&t=1s

This project has no “home” online yet. Related materials can be found at https://blog.goetheanscience.net

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Goethean Science: From mere categorizing to interactive experiments

UPDATED DRAFT Why did Goethe feel a new way of seeing was needed?

Compared to centuries of earlier superstition and Alchemy fallen into mere witchcraft, one-sided, left-brain intelligence, exercised in the Enlightenment and Age of Reason was indeed a step forward.

However by 1750 Western philosophy was falling more and more into extreme one-sidedness, into exclusively rational Thinking.  Goethe was one of few aware of this flaw. He recognized it as an ethical and moral dead end.  More and more Goethe saw the consensual view of the human being falling into exclusively mechanical understanding and rhetoric.

Goethe believed every act of looking at a thing turns into observation, every act of observation turns into mentation, every act of mentation turns into associations. Thus it is evident we theorize every time we look attentively out into the world.”

For Goethe, the ultimate aim of experiments was two-sided:  increase of human knowledge of lawful patterns and behavior; as well, the growth, maturing and metamorphosis of the experimenter. In Goethean Science, experiment is the ‘mediator between object and subject.’ Experiments are two-fold, revealing more about the natural world; at the same time, revealing more about the experimenter to him or herself.

Where Cartesian-Newtonian science accepts only a single, practical syllogism about experimenters and research topics, Goethe stood for and demonstrated the practice of science as an art, an artistic practice directed towards partnership with Nature and refining the experimenter’s perceptions over time towards Imagination, Inspiration and Intuition.

Goethe’s method of science as art, of experiment as mediator between experimenter and Nature, can be applied to studies of every kind, in the arts and humanities as well as in science.

To cut through the vast sea of Goethe verbiage discussing his significance, I think the useful contrast for modern readers is between Goethe and Carl Linnaeus.

What did Linnaeus do? Carl Linnaeus was the founder of modern taxonomy. His books are the beginning of modern botanical and zoological nomenclature. Linnaeus drew up rules for assigning names to plants and animals. He made naming and identifying plants in the field more workable. “…he introduced the standard hierarchy of class, order, genus, and species. His main success in his own day was providing workable keys, making it possible to identify plants and animals from his books. For plants he made use of the hitherto neglected smaller parts of the flower” ~ Britannica online

“[His] folio volume of only 11 pages presented a hierarchical classification, or taxonomy, of the three kingdoms of nature: stones, plants, and animals. Each kingdom was subdivided into classes, orders, genera, species, and varieties. This hierarchy of taxonomic ranks replaced traditional systems of Linnaeus’s classification system has survived in biology.” His naming system was implicitly hierarchical. Each species is classified within a genus ~ Forgotten online source

Linnaeus’ impulse started or at least greatly accelerated, the left-brain science of making categories and nested sub-categories.

Before Linnaeus there was only a system of biological classification based on mutually exclusive divisions, or dichotomies, too simple to handle the wide diversity of sub-species existing in Nature.

The result? Naturalists everywhere had to use Linnaeus’ classifications directly or at least use them to determine if specimens in their collections were indeed new species or not.

Goethe’s concern was a narrowing of attention to mere category accuracy was a step sideway, not forward.

Specialization per se in science, emphasis on accumulation of mere data, in a merely mechanical manner, devoid of human creativity or human values, could not be by itself, a step forward to integrating Man and Nature.

To put words in Goethe’s mouth, he wondered, ‘How does such activity benefit or further human development of and awareness of the UR-human?’

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For Goethe, any science defining itself exclusively by how well it presented information gleaned from only physical-material characteristics, selected external traits, was absent humanity. With the limited rhetorical tools available in his time, he fought against a narrowing-contracting interplay between humans and Nature.

Putting words in his mouth again, a science reducing human beings and human nature to merely collecting and tabulating Nature was a job clerks could do. The best and the brightest could exercise a much wider range of intelligences.

Again putting words in his mouth, what was needed, was a bigger idea, a workable comprehensive theory of how to bring ALL of the human explorer to ALL of the subject in Nature, he or she was studying.

I think it’s fair to say Goethe wished a rhetoric about how, in modern language, humans could surrender to Nature; and how in turn, Nature could surrender to human beings.

Implied in the above modern formulation of Goethe’s ideas is how in surrender, Nature will “give up” and reveal her secrets to human beings.

Conversely, human explorers can expect to surrender, have their own private, secret and unresolved issues and unanswered questions (mental-emotional, moral, ethical) uncovered, triggered and revealed.

Finally in Goethe’s comprehensive theory of holistic science–our words, not his–the end-product is a summary text–or better–artistic work, to share with other explorers and interested lay persons, the uncoveries of Nature’s secrets (the additive human knowledge fetch-quest so prized by left-brainers).

As well, share with other explorers and interested lay persons the uncoveries the explorers made into their own issues, the new personal realizations, the new ethics, the clarified morals, and what more of the UR-human was revealed, as individually defined.

In the above complimentary external-outer uncoveries and internal-inner uncoveries, Goethe saw a balanced use of human intelligences in “science.”  In modern language–this I believe was Goethe’s new way of seeing.

In fewer words, Goethe believed it’s natural, normal and healthy for the experimenter to be altered and changed by his or her observations and conclusions.  These “personal growth” benefits of experimentation ought to be celebrated and incorporated into reports and findings.

This did not go over well with left-brainers committed to the exclusively Ahrimanic strengths of “one-eyed, color blind, kinematic intelligence” (Ernst Lehrs).  For the exclusively left-brain thinkers, knowledge was all and only about facts, the more isolated the better.

For Goethe, the production of new knowledge was inseparable from the personal, ethical moral, and spiritual(?) growth of the experimenter.  In Steiner’s terms, a balance of Lucifer and Ahriman was called for. In modern terms, a whole-brained approach, a Team Human Approach, was called for.

Q: Was Goethe closer to the nebulous older alchemists and mystics?

A: Ernst Lehrs and other Goethe literature suggests, no, this was not the case. Goethe knew well the dangers of superstition, the dangers of ‘too warm’ thinking, with no emphasis on consistency, rigor or precision. In his late teens he made a study of alchemy:

quote In his autobiography, Goethe half-apologetically admits the youthful enthusiasm he experienced for alchemical and mystical readings: Georg von Welling’s obscure Opus Mago-Cabbalisticum et Theosophicum and the anonymously published Aurea Catena Homeri, as well as works by Paracelsus, Basilis Valentinus and van Helmont ~ Goethe the Alchemist: A Study of Alchemical Symbolism in Goethe’s Literary and Scientific Works (Cambridge Library Collection – Literary Studies)

The result? He learned the limitations of this overly-subjective insufficiently objective thinking. A little symbolism might be tolerated. Too much spoils the soup. Goethe was not a closet-Alchemist. He was a throw forward to thinking which mostly did not come again until 1975, our first holistic, whole-brained thinker.

As a whole-brain thinker–my term, not his–knowledge separated from Nature and from human Thinking~Feeling, from Imagination, Intuition and Inspiration, was ‘dead thinking,’ thinking only natural to soulless automatons.

Arranging material phenomena in logical linear sequence is a valid scientific method.  Why separate it? Why carry out the activity in isolation from your own Thinking~Feeling development?  Aren’t you interested in sharpening your powers of observation, in how new facts help us correct our own faulty conclusions, fuzzy ethics and weak moral development?

In a fantastic image, imagine Goethe in his time machine visiting the Manhattan Project.  You would see him making notes for for a Faust Part Three.  He would have seen the one-sided thinking of the A-bomb scientists as a dramatically tragic illustration of left-brain thinking mostly devoid of and separate from natural human powers of self-correction, ethical and moral development.

Goethe’s middle way between cold and warm thinking was a living interaction with Nature “the labor of experimentation”.

I imagine Goethe seeing only very occasional use for the cold machine of first coming up with an abstract hypothesis; then, setting up an artificial experiment to test the hypothesis ‘to see if it works or not.’

Today we recognize this kind of one-sided experiment as vulnerable to narcissism, arranging facts and observations to line up with our own hypothesis. Alternatively, we recognize one-sided left-brain experimenting as having the sole intention to invent new products corporations can market, the use of experimental method solely for commercial purposes.

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Since 1970s at least we recognize the usefulness of “whole system analysis” seeing the parts within the natural whole.

In the educated West at least, a lean towards more holistic science suggests a workable directon for the evolution of human thinking, away from the cold-only thinking of Galileo-Descartes-Newton and towards warmer whole-brainedness, back towards Goethe and his experimental method.

Q: Does Goethean Science’s altered value system regarding quantification, cause it to have less rigor in its experimental method compared to Galileo-Descartes-Newton science?

A: It’s a needed question. If whole-brained Goethean Science was easy to do, we would have done it yesterday. Goethean Science is more rigorous about experimental method than conventional scinece.

Why? How? In addition to conventional Second Order standards and criteria for studying external phenomena quantitatively, Goethean Science asks its experimentalists to be rigorous in two additional realms:

1) The subjective realm of:

– Monitoring personal biases and prejudices,

– Monitoring personal Aha!s gained thru the observations and experiments,

2) The moral-ethical realm (Third Order Science) of how observations and experiments in the outer world are changing the experimenter’s inner life of morality and ethics, if any.

The above suggests a balance of quantitative observation and qualitative observation.

Q: What’s an example where practitioners of such balanced science can be observed?

A: Agriculture, farming and Biodynamics. Scratch the surface of any humanistic agriculture; such as, https://www.biodynamics.com/what-is-biodynamics and you quickly find discussion of ethical questions relating to sourcing fertilizers, pest control, etc.

50 years after Goethe’s death, Rudolf Steiner became Goethe’s student and editor of his scientific works.

RS absorbed enuf of Goethe’s holistic method to become a throw-forward, our second modern holistic thinker. His best-known legacy? A Goethean Psychology of human development, child development and K-12 schooling, curiously titled, “Waldorf-methods education.”

Goethe challenged the view experimentalists can look on their target devoid and naive of their own theoretical and personal context.

He likewise challenged the assumption shared common language in science research and innovation was fully evolved, in its final form. In more modern language, Goethe at least intuited each person perceives uniquely; therefore, scientists talking and using language as if everyone thinks and perceives the same was dangerous illusion. Further, new generations were going to think a bit differently, hence shared common language in science research and innovation would respond to this as well.

Essence and Ur phenomena

For Goethe when scientists adopt a more living, more humanistic, approach, capable of entering into the living essence of Nature, expressed in the phenomenon studied, this leads the experimenter towards a face-to-face meeting with an essence of Nature, crucial underlying archetype-patterns (”Ur-phänomen”).

The Goethean Experimenter does not try to define or explain the essence; he or she reads the essence, appreciates the essence as you would gradually get to know the character and preferences of your own newborn child, revealed over some time.

The inherent order and logic of a very young child’s character, talents and preferences while invisible, are clearly objective not subjective, not invented by the experimenter. The very young child is not defined or explained; they are “read;” or better, “appreciated” and later understood in terms which can be shared with others.

/// this directly above may have been built on Wikipedia verbiage.  Often their verbiage is terrible and very stimulating to edit, revise and upgrade.

Goethean Holistic Health, how our visible and invisible bodies weave together

Physical health analogized as warp and woof of physical anatomy and etheric anatomy

Warp and woof of health in our physical body

Physical health as the intersection of physical anatomy and etheric anatomy

More precisely, each reader’s physical health is the intersection of how healthy each and all of the following bodies:

Visible: Physical

Invisible: Etheric double including acupuncture meridians

Invisible: Imaginal (astral) body including template of the Christ

Invisible: Emotional (causal) body, including unresolved attachments

Invisible: Mental body, including unresolved faulty beliefs

Invisible: Mythological (upper etheric) body, including unresolved identifications with Creation.

Warp and woof are weaving terms; they indicate the two directions of threads in cloth. When woven together, warp and woof create whole cloth, regardless of the raw material.

If one reads Rudolf Steiner and his students, they make clear the place to look for the major, leading, primary logical level of waking brain function ought to be found in etheric structures of some kind. These structures, quadrants, were theorized by Ned Herrmann in the 1970s and independently(?) uncovered again and verified and validated by Bertrand Babinet, around 1985.

Advanced Energy Medicine techniques and methods are available now; yet, are not widely available and will not be for another 100 years.

For self-care, most people are benefitted by attending to their lowest two bodies, physical and the lower etheric, where acupuncture meridian activity occurs.

As an image, as a metaphor, we can analogize physical health as warp and woof of physical anatomy and etheric anatomy.

In simpler words: How etheric structures and activity influences our physical body function.

Leaving aside the influences of our higher bodies, within just the domain of our two lower bodies is access to:

– Our acupuncture meridians, designed by the Angels as our Inner Dashboard,

– Our self-connection–or lack of it–between gut brain and head brain, the HTPA Axis,

– Imbalanced charge in our etheric body, undercharge leading towards depression; overcharge leading towards inflammation and cysts-tumors.

Q: Why is this a new or unusual idea?

A: To follow the above scheme means to release and let go of:

– The minimalist fantasy of waking brain function is primarily characterized by the triune brain (reptile brain, flock brain, cognitive brain), and

– The maximalist-materialist fantasy-theory how a waking adult brain can be 100% understood as the combined interaction of electro-chemical and genetic interactions.

The maximalist-materialist theory fuels pharmaceutical research, advertising and profits. It may produce more useful drugs. It will create more drugs corporations promote for sale. However the maximalist fantasy is obfuscation, promoting the endless dark light, Faustian glamour: if only we knew more, had more knowledge, we could understand how our immortal-eternal soul works.

Even if tens of thousands of electro-chemical-genetic interactions are described, you still fall short of a convincing picture or explanation of quality thinking, ethical thinking, creative thinking; let alone, Imagination, Inspiration and Intuition.

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Author, Health Intuitive, Bruce Dickson online:

https://www.HeartSpaceOC.com/healers/
Paper books, eBooks, booklets on Amazon-Kindle
https://holisticbrainbalance.wordpress.com/
http://blog.GoetheanScience.net
Three-Sciences-We-Use-Everyday
Bruce on Plus.Google.com

Spiritual Geography PACME 101 In your hands, handy version
https://youtu.be/SPYXtidpwss

Harpo Marx meets Dr. Frankenstein

Harpo Marx’s contribution to whole-brain theory and practice.  Redeeming Feeling capacity in holistic brain study

Harpo&Lucy

dg-Harpo

We need some context to understand Harpo Marx’s contribution to whole-brain theory and practice.

At the height of the right~Left Brain fad, 1975-1985, it was common to hear people–inaccurately–describe themselves as strictly “right-brained” or “left-brained.” The left-brainers bragged about their math skills; right-brainers emphasized their creativity and intuition.

Which brain hemisphere do you think Harpo was more expressive of?

Which brain hemisphere do you think Groucho was more expressive of?

Before we reinforce erroneous over-generalizations of right~left brain contrast, let’s set the record straight.

Our waking psyche is multi-intelligent. Waking adults enjoy the use of multiple intelligences. Without multiple intelligences humans would only have only instinct and habit to solve problems.

Ever see a cat with its head stuck in a tight-fitting small bag? The cat only has instincts and reflexes to get out of the bag. The cat backs up. The cat jumps. The cat is unable to think, “Maybe if I put my two paws up and grasp the bag, this could knock or push the bag off.”

If you ask them, an adult human can think of 5-10 ways to get its head out of a paper bag. Ability to think of multiple solutions to the same problem is highly suggestive of Multiple intelligences.

Full discussion of Howard Gardner Multiple Intelligences 1.0 and MI 2.0, can be found in Balance on All Levels PACME+Soul.

Back to Harpo Marx. Harpo’s humor arises very much from what he limits himself to.

Does Harpo limit himself more to his right brain hemisphere or left brain hemisphere?

Right, you got it.

Harpo pretends he has no language ability and no math computation ability. He limits himself to responses to life a creative child (or a creative, silent Buster Keaton) comes up with. We like Harpo because he has no Inner critic and refuses to let anyone else’s Inner Critic or cultural norms dampen his enthusiasm and joy for life and people.

Harpo makes it possible to contrast his one-sided cartoon of right brain expressions with a “cartoon” of left brain hemisphere expressions.

Our left hemisphere is dominant in language processing, formulating thoughts and words you have not expessed before. Left brain is dominant in interpreting what you hear. It handles the duties of speaking beyond screams, yells, cursing and other more guttural (gut brain) habitual and learned expressions of emotional liking and disliking.

Left brain is also dominant in constructing logical sequences in–among other areas–exact mathematical computations.
To simplify, in waking adults, left brain is dominant in activity where rational Thinking-Feeling are at the fore.

Harpo shows us what humans would be like if we turned off our left brain.

In Horse Feathers, Harpo grabs a book off the shelf, opens it, laughs at the contents; then immediately, throws the book into a roaring fireplace. Later in the scene, we see him again involved in his attack on written language. This time he is shoveling a large pile of books into the fireplace ~ p. 100, A Century of the Marx Brothers by Joseph Mills

Harpo proposes, if we turned off our left brain, if we approached the written word more skeptically, we would get a lot less work done; and, have a whole lot more fun.

Whole-brainedness proposes a balance of left~right is best. If you need encouragement to redeem your right brain abilities, Harpo is your inspiration.

Which brain hemisphere do you think Chico was more expressive of? That’s right, a little bit of both right and left.

Harpo shows us a human living more in Feeling

One of the big philosophical struggles being worked out as we speak, is how to reframe science-technology so it serves life and truly human values; instead of, too many Dr. Frankenstein creations, one after another.

A simple way to language this is we need a science more aligned with and attuned to Feeling.

Fortunately how a right brain Harpo science works out and dovetails with left brain-only science is already accomplished. It’s the topic of the Three Sciences we use everyday, a major topic of this website. Full discussion in Goethean Holistic Science and the Three Sciences We Use Everyday for Holistic Practitioners and Self-Healers: Chapters 19-20 from Balance on All Levels-PACME+Soul Plus Related Essays.

First Order Science is theory and experimental method for, the rational choices we make using feeling and intuition. Harpo Marx could be the cartoon mascot–but then–so could Goethe, the West’s earliest holistic thinker.

It’s fun for me to re-imagine the conversation between the one-eyed, color blind scientist and Goethe as a conversation between Harpo Marx and Dr. Frankenstein.

To Learn More
The Card of Destiny for both Harpo Marx and Sai Baba is the 10Hearts. You can look up its characteristic expressions.

BIO ~ Author and Health Intuitive Bruce Dickson is a wounded healer who completed his Heroes Journey this lifetime. He likes to share the Elixirs of Life he found, with those interested. “Service to myself and others is why I get out of bed each morning.” Find him at http://www.Amazon.com/Bruce-Dickson-MSS/e/B007SNVG46