Wednesday, 12 January 2011

Of Literature and Other Abstract Thoughts

I was recently on a train, travelling from Gatwick airport to London with my earphones and mp3 player on. Up until then my little device had behaved itself, sending up tunes that were suited to my mood: I'd just said goodbye to my mother, who had stayed with us during the summer. I wanted music that was neither of the weepy type, nor of the uplifting kind. My mp3 had seemed to copy my brain's instructions fairly well; I did not have to press once the 'skip' button as I made my way to the train station.

The book I'd brought with me to read on my way back to London also fell in the 'neutral territory' category. It was 'A History of God' by Karen Armstrong, a British author who has written extensively about religion, its origins and influence. However, whilst I welcomed the distraction the book brought me, how it took my mind off my mother's return to Cuba and the fact that I would not be seeing her again for some time (years maybe?), I had no reason to suspect that both my brain and my mp3 player had colluded, unintentionally, to give me a little surprise.

Halfway through my journey Gil Scott-Heron's 'Did You Hear What They Said?' kicked off on my mp3 player. This song is a powerful lament about the loss of a young person's life, the circumstances surrounding it and the author's blatant refusal to believe something like this could happen. Precisely at that moment I was finishing the first chapter of my book, 'In the Beginning'. To be even more exact, I will quote the fragment I was reading as Scott-Heron's melody reverberated in my ears:

"Despite his earthbound approach and his preoccupation with scientific fact, Aristotle had an acute understanding of the nature and importance of religion and mythology (...) Hence his famous literary theory that tragedy effected a purification (katharsis) of the emotions of terror and pity that amounted to an experience of rebirth."

Unlike Karen's 400-page treatise on religion, Gil uses only twenty-six lines to express his incredulity and anger. Out of this twenty-six verses, though, nine are repeated throughout the tune. This renders his song poignant and cathartic, especially as it crescendoes towards the end. Listen to the final stanza and I dare you to remain dry-eyed: "Did you hear what they said/Yeah did you hear what they said/Did you hear what they said/About his mother and how she cried/They said she cried, 'cause her only son was dead/They said she cried, 'cause her only son was dead/Woman, could you imagine if your only son was dead/And somebody told you, he couldn't be buried/hey, hey, come on, come on, come on, come on/this can't be real."

Reading and listening to music at the same time are like the coloured lines I see in those charts in The Economist magazine. One indicates domestic growth, whilst the other points at per capita spending. At some point they will cross paths, but this happens very rarely. I admit that I like listening to music whilst I read, usually of the non-intrusive variety. Jazz and classical music get thumbs-up whereas anything with words in it is either skipped or muted. However, this attitude puts me in the pro-Muzak group, an association I strongly dislike, as I'm all for listening to music with intention, not as if one hated it so much, that it has to go and stand in a corner like a child that's been grounded. There's another quandary when you listen to music (with words) whilst reading. In the best case scenario the lyrics will add value to the book you're reading. Yet, do you really need that addendum? After all, the reason to read a book is to immerse yourself in the plot (in the case of fiction). The downside, on the other hand, is that you might end up paying more attention to the music - that's what usually happens, doesn't it? - and will forget about the plot. Then, why bother to read at all?

But occasionally, especially when I'm on the go, book in one hand, mp3 player in my pocket, I don't mind tunes with words in them. In fact, sometimes the phrases on the page complement the lyrics in my ears. That's what happened with that Gil Scott-Heron song. I've listened to it many times; it's one of my favourite tracks by the so-called grandfather of rap. And yet, on that train journey from Gatwick to London, I was moved by it more than at any other time. Mathematically speaking, it was the combination of both 'neutral' and real elements that did it for me: non-fiction book about religion+electronic gadget churning out high-quality pop+my mother's return to Cuba=reflection about the end of polytheism and the start of monotheism in the world and the consequences of this transition.

Gil's song builds rapidly due to its short duration. Still, even after having heard it countless times that second verse is probably one of the more distressing ones I've ever heard in my life: "Did you hear what they said/Did you hear what they said/Did you hear what they said/They said,they shot him in his head/a shot in the head to save his country/a shot in the head to save his country/Come on, come on,come on,come on/this can't be real." Involuntarily, as I listened to these lines, I somehow created an internal debate where on one side I had Scott-Heron's harsh, poetic reality playing against Karen Armstrong's explanation of Nirvana on the other side: "We are told that Nirvana is a permanent, stable, imperishable, immoveable, ageless, deathless, unborn, and unbecome, that it is power, bliss and happiness, the secure refuge, the shelter and the place of unassailable security..." Well, no, it isn't, if you get shot in the head and then can't be buried.

I already anticipate posters leaving their comments this week to be split between those for whom silence should be the only companion when reading (or writing) and those who don't mind the nasal intonation of an Amy Winehouse or the drunken inflection of a Tom Waits when diving into the depths of Borges, Munro or Chesterton's works. What I've personally found is that when I listen to music whilst reading not only does the world around me change slightly, but also the one inside.

© 2011

Next post: ‘Sunday Mornings: Coffee, Reflections and Music’, to be published on Sunday 16th January at 10am (GMT)

Sunday, 9 January 2011

Sunday Mornings: Coffee, Reflections and Music

"I sometimes feel indulgent doing what I'm doing". It's not often that I hear my wife expressing an opinion so laden with self-doubt. After all, she is a pretty confident woman who deserves the success she's earned in her chosen field: the performing arts. But her comment came on the back of a discussion we had around the dinner table that touched on her master's degree, the current financial situation and the bleak future that arts and humanities courses face in years to come.

Last September my wife began a very challenging course on dance. Although she'd been a performer for many years and has taught creative dance extensively in primary schools at local and regional level, she'd never had the opportunity to delve deeper into the subject that had brought her so many plaudits in her professional career. Having majored in English at university years ago, she realised that it was hightime she devoted her time to conduct a comprehensive study of an art form that still eludes many people. She was also bolstered by a strong desire to teach dance at secondary school level. Enough reasons, you'd believe, to pursue her goals. Yet, reality has a way of encroaching on people's ambitions, making them doubt decisions that will be, in the longer term, beneficial to society.

The current funding landscape in the UK is confusing, to say the least. At the time of writing (early December) the government has just won the battle to hike up university tuition fees in England to up to nine thousand pounds per year. However with a majority of 323 votes in favour against 302 opposing the measure, you could argue that this is a Pyrrhic victory for Cameron and co.

At the heart of this run-in between students and university staff on one side and government policy-makers on the other one, is the question of who should pay for higher education: the state or the pupil? Yet, there is another, subtler argument that is also worth having, even if it doesn't capture people's imagination as much as the battle over tuition fees has. Are some degrees more important than others? More specifically, do exact and applied sciences bring more benefit to society than humanities and arts?

First, a disclaimer. I'm not being argumentative for the sake of it, nor am I advocating for a schism - alive and kicking as it happens - between sciences and arts/humanities. It'd be counterproductive and downright dumb to belittle the role that physics, engineering and chemistry, for instance, play in a nation's economic development. But it seems to me that whenever the need for a financial rethink about higher education arises the first subjects to be put in the firing line are those that fall squarely within the confines of the humanities and/or social sciences (with the exception of economics, then again, how did we get into this mess if it wasn't lack of acumen into our economic situation?).


I think it's easy to snipe at humanities in times of penury. Whereas with sciences the investment made is almost immediately recouped, in the case of subjects that are more abstract, the payback takes longer. One of the areas with which my wife has dealt in her master's is philosophy within dance, a relationship that is closer than one might think, acoording to her comments. However, if a government economist is expecting my spouse's exposé to this alliance to affect the UK's GDP at once, he or she might be in for an unpleasant surprise. It doesn't work like that. Saying that, though, I should point out that in the last decade the impact of the creative and cultural sector on the UK economy has been very noticeable (£57.3 billion contribution in 2006).

The beauty of the humanities is that they touch on and develop parts of one's brain of which one is not even aware. The effect is holistic, broadly speaking, as opposed to immediate. The transformation is wholesome in that it unites the psychological with the physical. As I told my wife after she made her comment, her contribution to society is as important as the person (or persons) who built our house. My consort works with primary schoolchildren, not only teaching them dance, but also using curriculum hours to instruct them on numeracy and literacy through the medium of dance. That the children she coaches are also evolving into confident, self-assertive beings should not be downplayed either. It's one of the many benefits the arts and humanities have to offer. For example, whether you have studied fine arts, work as a professional painter, or have chosen to join the ranks of amateur painters up and down the country, you've probably noticed the manifold positive effects exposure to drawing or painting have had on you as an individual. Is the government so myopic that it doesn't realise that by pulling the plug on several social sciences and humanities under- and post-graduate courses, it is shooting itself in the foot?

Science works on the basis of two-plus-two-equals-four (albeit with plenty of space for trial and error). Philosophy, for instance, is far from that approach. This is a discipline where the (practical) investigation of the (abstract) principles of being, knowledge and behaviour don't lead to a conclusion, or at least, not a definite one. The arts (both visual and performing) engage the human brain both at an emotional and rational level.

When and where there have been collaboration between sciences and the humanities, the resulting studies have benefited from the former's pragmatic approach and the latter's wide-ranging, creative contributions. The outcomes, as the recent experiment between the University of Edinburgh's Institute for Music in Human and Social Development and the London-based chamber group Nash Ensemble showed, indicate that there's only one winner in this modus operandi: the public.

Indulgence should not be what my other half should be blaming herself for. After all, the same bankers who botched up the economy a couple of years ago, are already salivating at the prospect of laying their dirty hands on yet more bonuses. Contrast that attitude with that of a person who has pledged a year of her life to gaining more knowledge about a subject whose long-term effects reap more social benefits and I ask you, fellow blogger/reader, who is contributing more to our general well-being?

Knowledge of what a hypotenuse is today will probably translate into tomorrow's bridge. In the same way, a student leaping across an empty stage somewhere in the UK right now and the philosophical analysis as to the whys and wherefores of that jump, might just metamorphose into a CEO having second thoughts before wrecking our economy a few years hence.

© 2011

Next Post: ‘Of Literature and Other Abstract Thoughts’, to be published on Wednesday 12th January at 11:59pm (GMT)


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