Holding together as a way of knowing

For many us us, education has been a process of pulling apart concepts and reality…breaking things down into steps, pieces or manageable chunks, differentiating, analyzing, categorizing. We have come to believe at a deep level, despite some rhetoric to the contrary, that this is the best way to come to know and show you know – to own the facts, a piece of reality all figured out to the smallest particle, reality as real estate that can be traded for position and advantage or packaged in a tidy theoretical framework that can be used to explain other aspects of reality. To know is to know parts and structure and formulae. And of course this is part of knowing, an important part.

However, this way of knowing doesn’t always serve us well when it becomes the main focus of education. It tends to divorce us from the way we really experience reality – held together, whole, greater than the sum of its parts, and deludes us into thinking we actually can control and own reality rather than participate in it with wonder and the humility of absolute interdependence. Our focus on parts and steps and structures blinds us to the whole and even to other parts of the whole. We lose touch with mystery, respect, gratitude, care – responses only the whole or holding together parts with the whole can elicit.

What if, instead, our main job as learners was to learn to hold things together? What if our main job as teachers was to help learners learn to hold things together?  For example, can we hold together an analysis of a rock into its type with the way it feels in our hand and its intricate markings and the diversity of living things that surrounds where it was found and its story of coming to be on this beach and what it can speak to us about stability and fragility and change?

I wonder what would happen in education if teachers and school systems were all more intentional about holding together, about seeing learning as an encounter with the real rather than just a dissection of it.  After all, isn’t this what our best teachers do? They are the ones who know the holding together secrets – relationship, story, sensory experience, poetry, ritual, symbol (which means to throw together), metaphor and all of the arts.  And then there is stillness which also seems to naturally lead to a deep communion, every moment a chalice of holding together.

Maybe learners who have been taught to hold together would start to participate in the world in a more integral way. Maybe they would also learn how to hold together with inner strength, because much of growing spiritually is learning to hold together what seems impossible to hold together – sadness and joy, suffering and consolation, contrition and forgiveness, strength and weakness, life and death, hope and loss, fear and faith and love, the one with with many.  What we find in the inner life is that holding together is the only life giving way to come to know, in fact we cannot really know what is true any other way. To find the unity and to stay steadfast in the midst of that unity is our greatest haven against the distraction of our spiritual enemies who seek to pull apart and force us to turn away to the parts. Light is in the unity, reality is in the unity, peace is in the unity, the kingdom of God is within.

In holding together, we learn we are held.

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