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Showing 17 similar quotes for quote #1214 from How Our Lives Become Stories: Making Selves by Paul John Eakin

How Our Lives Become Stories: Making Selves

Publisher: Cornell University Press (1999)

140

In speaking of amnesia and autism as pathologies, I want to get at the psychological rather than the neurological dimension of these phenomena, the strange absence or loss of affect in such individuals that in case after case makes so deep an impression on the clinicians who study them. This sense of something missing, an inner chill or deadness, seems to be associated with a 'dysnarrativia' that bespeaks a damaged identity. Who can say for sure, however, that the identities in question are truly damaged? It is the fact that those who observe such individuals should think so that interests me, suggesting that we live in a culture in which narrative functions as the signature of the real, of the normal. (I should add that, given the opportunity for first-hand observation, I suspect that I would agree that identity has been damanged in these cases.) In a remarkable essay that I keep going back to, 'The Value of Narrativity in the Representation of Reality,' Hayden White makes this point in connection with history, whereas I want to apply it here in connection with identity. Social accountability requires identity narrative; in The Woman Warrior, Maxine Hong Kingston gives a nice rendering of a child's perception of this requirement: 'I thought talking and not talking made the difference between sanity and insanity. Insane people were the ones who couldn't explain themselves' (216).

114

What, it is fair to ask at this point, does 'memory talk' look like? Here is an example of an exchange between a twenty-four-month-old boy and his mother, which Nelson quotes to illustrate the dominant role of the parent in the memory work involved:\r\n\r\n>C: Mommy, the Chrysler building\r\nM: The Chrysler building?\r\nC: The Chrysler building?\r\nM: Yeah, who works in the Chrysler building?\r\nC: Daddy\r\nM: Do you ever go there?\r\nC: Yes, I see the Chrysler building, picture of the Chrysler building\r\nM: I don't know if we have a picture of the Chrysler building. Do we?\r\nC: We went to..my Daddy went to work\r\nM: Remember when we went to visit Daddy? Went in the elevator, way way up in the building so we could look down from the big window?\r\nC: big window\r\nM mmhm... (Language 166)\r\n\r\nFrom such fragmentary beginnings as these, where the parent is doing most of the work, the balance of power will gradually shift until the child, having acquired the habit of reviewing autobiographical memories and mastered the narrative skills to organize them, can perform a self-narration of her own, such as this one by Emily in monologue at thirty-three months:\r\n\r\n>We bought a baby.\r\n[False starts: cause, the, well because, when she, well]\r\nwe thought it was for Christmas,\r\n*but when* we went to the store we didn't have our jacket on,\r\n*but* I saw some dolly,\r\n*and* I yelled at my mother and said\r\nI want one of those dolly.\r\n*So after* we were finished with the store,\r\nwe went over to the dolly and she bought me one,\r\n*So* I have one. (Language 204)\r\n\r\nStudy of this material, Nelson concludes, reveals children in the process of learning 'to talk about - and to remember - their experience in specific ways': 'They learn, that is, to 'narrativize' their experience' (Language 170). \r\n\r\nIn this formative phase of 'memory talk,' where parents are teaching the child how to work with autobiographical memories, parental styles of engagement can exert an enormous influence, transmitting both models of self and story.\r\n\r\n*Language*: Katherine Nelson, Language in Cognitive Development: Emergence of the Mediated Mind

108-109

Since it has been established that very young children do in fact have episodic memories¹ , it becomes reasonable to ask why they don't retain them. Rejecting any Freudian notion of repression, Nelson embraces instead an evolutionary perspective which prompts her to focus on the function of event-memories: 'As an adaptive system, the general function of memory is to predict and prepare for future encounters, actions, and experiences. That is, memory as such has no value in and of itself, but takes on value only as it contributes to the individual's ability to behave adaptively' ² . In early childhood, accordingly, memory work is dedicated to the generation of general event-memories or scripts that help to organize the child's knowledge of daily routines - bathing, eating, going to bed, and so forth. In this early developmental context, Nelson reasons, memory for novel experience (the one-time event that at a later stage will be valued and stored as autobiographical memory) 'does not have the same functional value, unless it is repeated' ³ , and so, if it is not incorporated into a general event-memory, it is not retained.\r\n\r\n\r\n¹ Katherine Nelson, Language in Cognitive Development: Emergence of the Mediated Mind, pg 162\r\n² Katherine Nelson, 'The Ontogeny of Memory for Real Events.' In Remembering Reconsidered: Ecological and Traditional Approaches to the Study of Memory, pg 265\r\n³ Katherine Nelson, Language in Cognitive Development: Emergence of the Mediated Mind, pg 158

...autobiographers are primed to recognize the constructed nature of the past, yet they need at the same time to believe that in writing about the past they are performing an act of recovery: narrative teleology models the trajectory of continuous identity, reporting the supreme fiction of memory as fact. 'You' and 'I' and 'she' and 'he' and 'we' - the dialogic play of pronouns in these texts tracks the unfolding of relational identity in many registers, in discourse with others and within ourselves. The lesson these identity narratives are teaching, again and again, is that the self is dynamic, changing and plural.

94-95

...Patterns of Childhood is indeed [Christa] Wolf's self-narration, an *intra*relational life which works steadily, as we shall see, to reforge the link between selves past and present. Wolf recognizes continuous identity not only as a fiction of memory but also as an existential fact, necessary for our psychological survival amid the flux of experience. \r\n\r\nLooking back some twenty-five years after the end of World War II, the German novelist seeks to understand her own participation in the pernicious ideology of the Third Reich: as a teenager, she had been an ardent member of a Hitler youth group. But how, the narrator asks, can she connect with an earlier self she has repudiated and repressed? How to begin when at least three distinct stories claim her attention? In this intricately layered narrative, Wolf tracks all three chronologies of her inquiry into the past simultaneously: Nelly's childhood in the 1930's through World War II up to 1946, the narrator's trip to Poland to revisit Nelly's childhood home in July 1971, and the narrator's writing of Nelly's story from November 1972 to 1975. What, Wolf would have us ask, can possibly bind these periods of personal history together? Memory? Narrative? Identity? The use of the first person? 'We would suffer continuous estrangement from ourselves,' she observes, 'if it weren't for our memory of the things we have done, of the things that have happened to us. If it weren't for the memory of ourselves' (4). \r\n\r\nDoes memory indeed provide a basis for continuous identity, uniting us to our acts, our experiences, our earlier selves?

...the key environment in the individual's formation is the family, which serves as the community's primary conduit for the transmission of its cultural values.

[Henry Louis Gates, Jr.]'s sensitive - and also startlingly funny - account of the permutations of racial identity, of 'being colored' (xiv), demonstrates how 'we'-experience shapes the trajectory of 'I'-narrative, not only his own but the one he projects for his children: 'In your lifetimes, I suspect, you will go from being African Americans, to 'people of color,' to being, once again, 'colored people.' ...But I have to confess that I like 'colored' best, maybe because when I hear the word, I hear it in my mother's voice and the sepia tones of my childhood.

...developmentally speaking, the rise of the self that is the subject of autobiographical discourse dates from the child's initiation into a lifelong practice of self-narration.

The premise of Shotter's concept of social accountability is that 'one ontologically learns how to be this or that kind of person' in conversation with others (138). Identity formation, then is socially and (more specifically) discursively transacted: thus 'the capacity to be addressed as a 'you' by others is a preliminary to the ultimate capacity of being able to say 'I' of oneself' (143). \r\n... \r\nIf Shotter's theory of social accountability is correct, and I think it is, the longevity of the myth of autonomy is hardly surprising: in this view, we are conditioned precisely not to recognize the relational dimension of selfhood; possessive individualism, functioning as the dominant social 'text' to which we are held 'accountable,' masks the contribution of the 'practical social processes going on 'between' people' (137) toward making us what we are: 'we fail to register the fact of our involvement with others' (142).

The psychologist John Shotter has worked out a much more searching answer to the enduring vitality of the myth of autonomy. In order to correct psychology's - and his own - one-sided preoccupation with inner states, Shotter proposes 'to repudiate the traditional 'Cartesian' starting-point for psychological research located in the 'I' of the individual, ...and to replace it by taking as basic not the inner subjectivity of the individual, but the practical social processes going on 'between' people' (137). \r\n \r\n'In my earlier views,' Shotter writes, 'I was clearly still in the thrall of classic 'text' of identity, possessive individualism' (147). Possessive individualism is C. B. Macpherson's term for the proto-capitalist model of identity proposed by Hobbes and Locke, which posits the individual as 'essentially the proprietor of his own person or capacities, owing nothing to society for them' (quoted in Shotter 136). Stepping back, Shotter asks why he - why we all - continue to account 'for our experience of ourselves...in such an individualistic way [as Macpherson describes]: as if we all existed from birth as separate, isolated individuals already containing 'minds' or 'mentalities' wholly within ourselves, set over against a material world itself devoid of any mental processes' (136). We talk in this way, he answers, because we are disciplined to do so by 'social accountability': 'what we talk of as our experience of our reality is constituted for us very largely by the already established ways in which we must talk in our attempts to account for ourselves - and for it - to the others around us...And only certain ways of talking are deemed legitimate.' So pervasive is this discursive discipline that not only our talking but 'our understanding, and apparently our experience of ourselves, will be constrained also' (141).

53-54

Like Benjamin, Steedman conceives of identity as relational, and the autobiography she writes is also relational, for she believes that her mother's self and story provide the key to her own. 'Children are always episodes in someone else's narrative,' she affirms, 'not their own people, but rather brought into being for particular purposes' (122).¹ In this way the familiar and perfunctory beginning of so many autobiographies - 'I was born...' - acquires a new and signal importance, for Steedman argues that her dawning recognition of the circumstances of her conception - her realization that she was neither a wanted nor a legitimate child - determined the very structure of her personality. \r\n\r\n¹ /publication/67

If Shotter argues that the individual's sense of self is generated in conversation with others, several theorists in Burkitt's survey - including George Herbert Mead and Rom Harre - propose that our subjectivity is itself structured as a conversation. Harre writes: 'The fundamental human reality is a conversation, effectively without beginning or end, to which, from time to time, individuals make contributions. All that is personal in our mental and emotional lives is individually appropriated from the conversation going on around us and perhaps idiosyncratically transformed.

...when we look at life history from the perspective of neural Darwinism, it is fair to say that we are all becoming different persons all the time, we are not what we were; self and memory are emergent, in process, constantly evolving, and both are grounded in the body and the body image. Responding to the flux of self-experience, we instinctively gravitate to identity-support-structures: the notion of identity as continuous over time and the use of autobiographical discourse to record its history.