Skip to main content

Once Mysterious...

From the subjective side, consciousness presents no mystery.  Consciousness is found to exist not just among its other objects but even as the a priori possibility of finding such objects.  Consciousness is a given whose structure and elements present themselves to consciousness.  Consciousness knows itself and, for itself, is objective.

The mystery of consciousness is only discovered from the objective side.  Through an eternity (which means through the progress of a world order) there was only motion and mobile, a universe of pure and unreflective impulse. Then, one day, as if a spark were struck, awareness flamed into existence.

Was this extra existence, which is admittedly so different from matter (as different as we believe life to be from death) a possibility of that same matter all along?  This mystery is felt in the question, "Where did it come from?"  The thought that it could arise through some coincidence, a brute coordination in the nature of things, a switch that flips when shapes are coordinated properly, beggars the imagination.  The whole thing seems too fortuitous to have occurred by chance, and so we reach out for a cause: why was consciousness, which otherwise might never have existed, tied to just this, and not anything else?  And if it didn't exist originally, why need it ever have existed at all?

Comments

Popular posts from this blog

Sample Essay On Shakespeare's Fifth Sonnet (For My Students)

The theme of Shakespeare’s 5 th Sonnet is saving time. In the poem, Shakespeare talks about how time makes beautiful things ugly. He compares growing old to the way that summer changes into winter. Though in the summer there are many beautiful flowers, in the winter all of these beautiful flowers are gone and there is “bareness every where” (8). The winter is so empty that we could almost forget there had ever been flowers at all – if we didn’t “distil” (13) the beauty of summer to make perfume. What Shakespeare means is that we need to find a way to remember being young (the summer) so that when we are older (in winter) we will still be able to remember being happy. We could do this by having children, who will look like us and make us remember who we were when we were young. I just explained the theme of Shakespeare’s poem and summarized the poem. Now I will talk about how he communicates his theme. First, Shakespeare uses metonymy to help us understand how beautiful we ar...

To Witness That Such Things As Monuments Are Possible (Saying "Hello")

It's been such a long time since I've written anything.  That phrase ought never to be used in the first line of a composition -- as a matter both of ethics and of style.  But if I'm to begin again at all, I have to begin with the first thought that strikes me, and given what I am beginning, the first thought that strikes me is that. I am clearing my throat before I speak or testing out my voice.  It was much the same thing to say to myself again and again "Hello" when I was young -- just to assure myself that I could speak.  It is honesty, anyway, and it is a true record.  But wouldn't it be odd to come across the memorial of a man, each of whose entries began, "It has been such a long time since I have remembered...?"  This is meditation in the way that I know it -- repeatedly catching oneself.  This awareness comes and goes in waves -- in waves, perhaps, it builds into something deeper.  Or else it just subsides and reappears.  But that is...

On Teaching

A bit frustrated recently applying for jobs back in the US.  I could be applying to more jobs and following up more vigorously, but the rejections wear you down after awhile. It's a crash course in Stoicism. Here are some of the questions I've had to field as I've applied for teaching jobs: Why do you want to teach in a Catholic school? How would you address a wide range of skills in the classroom? What do you think causes students to fall behind academically? What helps them succeed? How would you address the diverse set of student and family needs that you are likely to face? How have you demonstrated a commitment to urban education? How would you communicate a sense of urgency in your classroom? Describe a time when you demonstrated a "whatever it takes" mindset. They're reasonable enough questions in themselves, I'll admit. But I constantly have the feeling of having to jump through hoops. I know that people have in mind a certain ideal; I ...