The Long-Suppressed Equilibration Principle
John L. Waters
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John L. Waters
May 4, 2002
Copyright 2002 by John L. Waters. All Rights
Reserved
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An idea originates as something suppressed in the
unconscious forms in the conscious mind and becomes
expressed. Art, literature, and other creative
endeavors including philosophy originate as certain
suppressed ideas become expressed. To understand what
is basic to creative endeavors, including philosophy,
then, we examine the natural balance that is often
suppressed in civilized persons. This paper examines
the fundamental question: How valid is this idea of
the long-suppressed balance, and where does the idea
take us?
The child first learns the meaning of the balance
intuitively by crawling around on all fours and by
playing on a teeter-totter. The definition of the
balance is learned through regular and sometimes
strenuous physical body-work. The older child learns
to define a balance verbally and in terms of numbers.
The mind, the verbal brain, and the physical body all
can function in unity to give the developing child a
clearer and clearer understanding of the balance.
The balance exists in the physical brain, between
right side and left side. The balance exists in the
functioning brain as well, when neurochemical activity
on the right side and left side is equal or almost
equal. You can feel this balance as you walk from
class to class and you feel it even better as you
walk barefoot along the warm beach holding hands with
your boyfriend or your girlfriend. You shift your
weight to your left leg and then you shift your weight
to your right leg. You move along progressively
without giving the balance any thought.
Consider the balance in a purely physical example.
Your car also depends on the balance principle. If
one tire goes flat you have to slow down. If both
tires on one side go flat you don't roll along so
merrily anymore. In the bilaterally summetrical
human brain also, there is the balance. You can see
the balance in pictures of the brain.
Note: Both inside the brain and outside the brain,
when one element strives to beat or humiliate the
other element, the one side tries to tip the balance
that exists between the two sides. The subdued
element contributes less. For example, this is true
when intellectual acumen subdues the non-rational
faculty. It also happens when intuition or charm
subdues the rational intellect. Moreover, the balance
in the body may be subdued as in the use of just the
dominant hand in writing and in eating.
In combining words and visual imagery, one gets poetry
and in combining poetry with music one gets songs.
Reasonable wordiness and visual imagery arise from
different sides of the brain and words and music arise
from different sides of the brain. Thus the
singer-songwriter employs the balance more than the
reasoning logician or philosopher. The virtue and
value of the balance therefore may be poorly argued by
songwriters or even totally unrecognized by
philosophers.
In traditional schools the children are encouraged to
favor one hand over the other. Youngsters striving at
printing letters and handwriting illustrate this
suppression of the balance. Moreover, teaching
logical thinking and rational argument but not Mother
Goose and making up other songs further suppress the
balance. Indeed, there may be little or no
nonrational intelligence left in the academic
instructor. Consequently, the teacher isn't likely to
intuit the suppression of the balance, and recognize
the loss of intelligence in himself or herself and in
other "good" students. Furthermore, a "mere song" may
be dismissed as having no value. This further
illustrates the point.
So what is the value of the balance? The balance is
built into the DNA of plants and animals, and in
humans there is the balance of bilateral symmetry.
This bilateral symmetry runs up and down the spine and
into the brain. Moreover, more of the brain is active
when both sides of the body are being stimulated,
developed, and used. This is the wild state in the
wild animal and the natural human. In this wild state
the human is using more of his or her intelligence.
This includes all the intelligences Dr. Howard Gardner
promotes in his well-known book "States of Mind."
mathematical intelligence, kinesthetic intelligence,
musical intelligence, spatial intelligence,
interpersonal intelligence, intrapersonal
intelligence, verbal intelligence, and naturalistic
intelligence.
In teaching young people to favor one side of the body
and brain over the other, and use verbal arguments
including laws printed in the lawbooks to justify
every action, our civilization suppresses the balance.
This damages most those children whose main inherited
talent is in one or more of Dr. Gardner's realms of
nonverbal intelligence which aren't emphasized in the
school. This damage results in a loss of intelligence
throughout the civilization and a loss of a sense of
connectedness between humans and the rest of nature.
Civilization therefore keeps on working to subdue the
intelligence in naive children. A few adults may
regain the sense of balance and connectedness but they
fail to strip this previously very mystical subject
down to its bare bones and make the subject quite easy
even for most twelve year olds to understand. Indeed
in present dominant cultures the "smarter" people are
expected to use more and more sophisticated language
which many persons can't ever understand.
Running through the explanation again, in human
development the infant first crawls on all fours. In
this activity a child feels the balance of right and
left all up and down the spine and in the pelvis and
shoulders. Later the child learns to stand upright
and hold a spoon with just one dominant hand. Not
many years later this child learns to use a pencil or
a pen in the same dominant hand. Furthermore, mastery
of wordiness involves the dominant side of the
neocortex. For most persons the speech center is on
the left side. By this time the child has come to
expect a conflict to be resolved by the stronger,
better, dominant element as in board games, social
games, and athletic sports. This teaches the young
brain to expect dominance and even to want to dominate
as in the role of instructor or be dominated as in the
role of pupil.!
Another example of this disruption of the balance by
suppression of one side of the duality is the example
that dramatic art provides. The reader or audience
wants the hero to dominate the villain and thus win in
the conflict and end the struggle. Thus, by resolving
the conflict, the storyteller or dramatic artist ends
the struggle in the mind of the reader or the viewer.
This reflects the expectation to have the issue
resolved as one side is defeated. In fact, however,
the balance of two opposing elements perpetuates the
interaction between the two conflicting elements and a
person wants this tension resolved. However in real
life certain opposing components remain balanced and
the one never dominates the other. In our
civilization, however, such balanced components are
suppressed and pushed down into the unconscious mind
so that we don't usually think about them. They are
suppressed in what Carl Jung called "the shadow"
realm.
In his essay, "The Long Bag We Drag Behind Us" the
prominent British poet Robert Bly suggests that as
young children we suppressed certain parts of us that
our parents and teachers didn't like, such as eating
our soup with a spoon in each hand and drawing or
painting with a pen or a brush in each hand.
Moreover, Bly says that in certain violent eruptions
of creativity, as in writing, musical composition, and
dramatic art repressed material rises up out of the
depths and the artist expresses the balance in some
work of art or literature. The popular art work
musical work or literary work resolves the tension so
that when the piece is over the audience is satisfied
that the tension has been relieved and the work is
good. This helps illustrate the socio-cultural taboo
against balance and the perpetual conflict between
opposites.
In real life when a person feels confused, he or she
doesn't know how to resolve an issue or a conflict.
Certain issues do not get resolved, and the two
complementary elements remain equally strong. One
example is the two legs in walking. The two legs are
in balance and by keeping each leg strong the
complementary processes remain in balance. In human
relations, however, there is often a struggle or a
conflict and people want the conflict to be resolved.
People want to know which element is dominant.
Individuals and teams play out this conflict in games
which entertain and excite many people. But a match
which goes on and on and doesn't end with one person
or team winning over another may bore the onlookers.
People want the conflict resolved and the balance
terminated. The spectators want the side they favor
to win.
Carl Jung and Robert Bly talk about repressed material
being presented in a dream or in expressions of the
shadow part of the personality. The shadow is what a
young person suppresses because it is something that
society doesn't want the child to express. So the
child pushes this undesirable activity, thought, or
expression down under his or her consciousness. The
balance is just a state of balanced activity. The bad
child isn't able to make up his or her mind what to
say, do, or feel. The bad child vacillates between
two alternatives and doesn't commit to either one.
That's an example of the balance being considered bad.
So the good child suppresses the balance and quickly
decides what to do, what to think, and what to feel.
This child is quick to answer and talks with facility.
The more balanced child is more schizoid. In our
culture schizoid is viewed as a bad way to be! Being
a schizophrenic is considered even worse.
The schizoid child might grow up and become a
profound philosopher because using this balance
principle the careful philosopher weighs certain more
or less familiar arguments against certain other more
or less unfamiliar arguments. The writings of a
profound philosopher may arrive at just the conclusion
that "we don't know the answer or we can't know the
answer." Different arguments come up and it's
considered okay when the philosopher vacillates and is
slow to make a commitment to any single idea or theory
of what is true, right, or good. Meanwhile ordinary
people rush about doing what they believe to be true,
right, or good and sometimes the outcome is
destructive to physical property as well as to
philosophy. Often there is even a war over which side
is correct and good. The soul-searching philosopher
may go off into seclusion as Lao Tse did and compose
short pieces about the balancing of opposites and the
legendary consummate philosopher in whom none of the
traditional conflicts get resolved even as he or she
comes into harmony with everything. This undominated,
liberated person steps outside of a culture based upon
domination and winning battles of words or swords.
Moreover, quite as the Zen archer shoots many arrows
without really striving to hit the target, the
consummate philosopher doesn't seek to win any
argument. In the consummate philosopher the balance
continues without being suppressed. The consummate
philosopher integrates both shadow and light, God and
the devil. This makes that person very difficult for
civilized people to understand because civilized
people as children were never taught about the
equilibration principle.
Philosophy, of course, has had many spinoffs,
including the long-famous idea from Empedocles of the
four basic elements composing all of nature: earth,
air, water, and fire. Concern over what matter is
composed of eventually led to the sciences of
chemistry and physics. Another basic idea is the idea
of zero. Zero is an essential concept in modern
science and mathematics. Another spinoff from
philosophy was Descartes idea of analytic geometry.
What is even more basic, though, is the idea of the
balance, which in most children gets suppressed so
deep that it remains down in the pelvic regions in
"the shadow" of the unconscious and never rises up
into consciousness. Down there in the pelvic regions
the sense of balance remains and it may be shared with
a sex partner. But sex is often regarded as a low
form of expression...below the realms of the dance,
theater, art, music, and literature. Furthermore, few
schools teach the tantric rituals. In certain parts
of the Orient the balance is much closer to the
consciousness of scholars and philosophers. But even
so, in the West, there is the phenomenon of many
philosophers joining in an ongoing exchange of ideas
which doesn't meet with a resolution and an end to the
ongoing struggle. This is actually a sign of
wellness, but in this culture of domination many
dominant personalities fail to recognize the
therapeutic nature of philosophical activity.
What is the argument against this concept of
equilibration and the suppression of the balance in
children? How can this be argued against when
children are taught to play games to win, and children
are taught to favor one hand over the other hand?
Well, one argument is this. Children are expected to
use both their eyes together in balance, and their
ears in balance. Young lungs are expected to work in
balance so that one lung doesn't atrophy from lack of
use. So certainly in many parts of the body it isn't
true that children are taught to violate the
equilibration principle. But when children are
expected to race to get the right answer, and dominate
what is wrong by being right, and prove how
intelligent they are by getting lots of right answers
on a test, this is an example of children learning to
dominate and be dominant. And the reflective
pondering mind that may make a child seem stupid and
slow gets tossed into Robert Bly's long bag we drag
behind us. Most every good and well-educated and
well-cultured child carries in that bag the balancing
rule of equilibration because of the way he or she was
socially conditioned.
If this is the case, and if the theories of Carl Jung
and Robert Bly have validity, we should observe that
often in an eruption of material from the unconscious
the inexplicably inspired person or the person
affected by the use of some mind-altering substance
would express this balance rule as an eruption of the
long-suppressed shadow from out of the unconscious.
Certainly Socrates expressed the balance in the way he
used verbal arguments to show that philosophers don't
really know even if they think they know. Time and
time again Socrates used careful arguments to show his
partner that his arguments were weak and not
trustworthy. Nor did Socrates advance his own theory
in an effort to dominate. We can say that Socrates
was functioning as a consummate philosopher, but of
course Plato was the actual philosopher whose
portrayal of Socrates is the one we know.
Regrettably, however, Plato didn't recognize what his
character Socrates represented, and Plato himself
didn't promote the equilibration principle as the
basis for doing philosophy and spinning off the
by-products of being open to many arguments from many
different points of view! In fact after presenting
the character of Socrates in his "Dialogues," Plato
went on to describe his ideal republic dominated by an
elite class of philosopher kings! Certainly a king
is supposed to dominate! One wonders how Socrates
would have challenged Plato's own ideas.
Observe the fluidity of an infant human, before
society has imposed this traditional standard of
domination of the one over the other. The infant
isn't yet aware of the civilized person's need to be
unbalanced and try to dominate the feeling of being in
balance up and down the spine and even up in the brain
at the top of the head. How soon it is the child
learns to imitate the ways of older humans who
suppressed the balance rule so many years before. And
how few of these persons grow up to become
philosophical in the way Socrates and the young Plato
were. So what caused Plato to lose track of the
wisdom of Socrates who shows how futile it is to
arrive at clear verbal definitions of vague human
qualities? Well, for one thing, Socrates didn't
really explain the fundamental process of inspiration
that is working the brain harder in accord with the
equilibration principle. Neither did Lao Tse, really
explain inspiration. Both of these men mainly
emphasized that "we do not know" or "the one who says
he knows does not know." Socrates and LaoTse both
made philosophy and brain work seem very mystical!
But you and I can observe the growth and development
of an infant and we can see the joy and the vigor in a
very young child. And we can see how this culture
takes this child and dominates the child with the rule
of unbalance. The dominated child learns to be very
skillful with the right hand or the left hand, and
the intellectually bright child learns to be very
facile in speech using words by working the dominance
rule inside of his or her brain. But observe that the
dominance rule is in violation of the balance rule.
We see this victory of the dominance rule over the
balance rule as a child is learning to be "good."
The bad child often lets the shadow come out and does
things which challenge the dominance of his or her
parents and other authority figures. The authority
usually tries to be more dominant and force the
rebellious child stuff the equilibration principle
back in the long bag. What happened with the
inspired Socrates and the inspired Jesus is that
society enforced the rule of dominance and these
enigmatic men were put to death. Most persons just
accept the rule of dominance and incorporate this rule
of into their own minds, bodies, emotions, and
demeanor. The schizoid child, though, is less
domineering. If the schizoid person becomes bolder
and senses in himself or herself the presence of Jesus
or Socrates, people will reject the insane man
because he can t justify this idea. In modern
civilization the rule of dominance is very strong and
the rule of balance keeps getting buried so deep in
the unconscious that people just don't ever get it
back. One wonders if Robert Bly will ever pull
equilibration out of his own bag.
John L. Waters
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