When this new sensation of self arises, it is at once exhilarating and a little disconcerting. It is like the moment when you first got the knack of swimming or riding a bicycle. There is the feeling that you are not doing it yourself, but that it is somehow happening on its own, and you wonder whether you will lose it—as indeed you may if you try forcibly to hold on to it. In immediate contrast to the old feeling, there is indeed a certain passivity to the sensation, as if you were a leaf blown along by the wind, until you realize that you are both the leaf and the wind. The world outside your skin is just as much you as the world inside: they move together inseparably, and at first you feel a little out of control because the world outside is so much vaster than the world inside. Yet you soon discover that you are able to go ahead with ordinary activities—to work and make decisions as ever, though somehow this is less of a drag. Your body is no longer a corpse which the ego has to animate and lug around. There is a feeling of the ground holding you up, and of hills lifting you when you climb them. Air breathes itself in and out of your lungs, and instead,of looking and listening, light and sound come to you on their own. Eyes see and ears hear as wind blows and water flows. All space becomes your mind. Time carries you along like a river, but never flows out of the present: the more it goes, the more it stays, and you no longer have to fight or kill it. You do not ask what is the value, or what is the use, of this feeling. Of what use is the universe? What is the practical application of a million galaxies? Yet just because it has no use, it has a use—which may sound like a paradox, but is not. What, for instance, is the use of playing music? If you play to make money, to outdo some other artist, to be a person of culture, or to improve your mind, you are not really playing—for your mind is not on the music. You don't swing. When you come to think of it, playing or listening to music is a pure luxury, an addiction, a waste of valuable time and money for nothing more than making elaborate patterns of sound. Yet what would we think of a society which had no place for music, which did not allow for dancing, or for any activity not directly involved with the practical problems of survival? Obviously, such a society would be surviving to no purpose— unless it could somehow make a delight out of the 'essential tasks' of farming, building, soldiering, manufacturing, or cooking. But in that moment the goal of survival is forgotten. The tasks are being done for their own sake, whereupon farms begin to look like gardens, sensible living-boxes sprout interesting roofs and mysterious ornaments, arms are engraved with curious patterns, carpenters take time to 'finish' their work, and cooks become gourmets.

• time
• society
• culture
• body
• other
• money
• will
• work
• self
• light
• survival
• activity
• addiction
• ego
• control
• patterns
• music
• passivity

the fundamental experience that in earlier societies was associated with people’s primary work is in the process of being replaced (in sectors near the cutting edge of the system’s evolution) by an identification of life with nonworking time, with inactivity. But such inactivity is in no way liberated from productive activity. It remains dependent on it, in an uneasy and admiring submission to the requirements and consequences of the production system. It is itself one of the consequences of that system. There can be no freedom apart from activity, and within the spectacle activity is nullified—all real activity having been forcibly channeled into the global construction of the spectacle. Thus, what is referred to as a “liberation from work,” namely the modern increase in leisure time, is neither a liberation of work itself nor a liberation from the world shaped by this kind of work. None of the activity stolen by work can be regained by submitting to what that work has produced.

• time
• life
• freedom
• work
• experience
• activity
• the spectacle
• submission
• identification
• consequences
• evolution

In the Internal Phase, phrenes become the temporal pattern of sensations associated with respiratory changes. These come from the diaphragm, the intercostal muscles of the rib-cage, and the smooth muscles surrounding the bronchial tubes which regulate their bore and so the resistance of them to the passage of air, this mechanism being controlled by the sympathetic nervous system. We should remember here how extremely responsive our breathing is to various types of environmental stimulation. A sudden stimulus, and we 'catch our breath'. Sobbing and laugh-ing have obvious distinct internal stimulation from the diaphragm and intercostals. In great activity or excitement, there is an increase in both the rate and depth of breathing with the resulting internal stimulation. Either pleasantness or unpleasantness usually shows increased breathing. Momentary attention 264 The Witness of History is clearly correlated with partial or complete inhibition of breathing. A surprise, and our rate of breathing increases and becomes irregular. Apart from rate, there are also unique changes in the proportion of time occupied by inspiration and by expiration in a single breath cycle. This is best measured by determining the percent of the duration of the breath cycle taken up by inspiration. This is about 16 percent in speech, 23 percent in laughter, 30 percent in attentive mental work, 43 percent when at rest, 60 percent or more in excitement, 71 percent in subjects imagining a wonderful or surprising situation, and 75 percent in sudden fright.3 The point I am trying to make here is that our phrenes or respiratory apparatus can almost be looked at as recording everything we do in quite distinct and distinguishable ways.

• time
• work
• stimulus
• attention
• speech
• nervous system
• history
• activity
• situation

When we learn specific skills our needs fall into this pattern, which is summarised by the mnemonic educare? (educere, meaning ‘to lead out’, is the Latin root of the word ‘educate’). Learning a specific skill requires that the following needs be met: \r\n \r\n*E* Explanation. The students need to understand why the skill is carried out in the way it is, along with any important background information. \r\n*D* ‘Doing-detail’. The students must discover precisely what they are expected to do, and how it should be done. This is the ‘doing-detail’ which students often best learn by being ‘shown how’, for example via a demonstration or case study. These provide models of good practice to copy or adapt, and are useful precisely because they provide ‘doing-detail’. \r\n*U* Use. The students must use – that is, practise – the skill. \r\n*C* Check and correct. Students’ practice must of course be checked and corrected by the students themselves, and usually by the teacher. \r\n*A* Aide-memory. The students need some reminder or other – for example notes, handout, book, tape. \r\n*R* Review and reuse of earlier work is required to ensure that old learning is not forgotten. \r\n*E* Evaluation. Learning must be tested under realistic conditions, if the learner and the teacher are to be confi dent of the learning. \r\n*?* Queries. Learners always require an opportunity to ask questions. The ‘use’ and ‘check and correct’ needs are cyclic, and must continue until the skill is mastered. \r\n \r\nIn our thought experiment we imagined a short series of lessons, so review may not have occurred to you, though you may have thought of including a summary. When teaching covers an appreciable length of time, it is very important to revise or reuse old learning, or earlier work will be forgotten. It is very important to understand that the educare? elements are all learning experiences, not teaching methods. For example, the explanation can be provided in a multitude of ways. It could of course be provided by ‘teacher talk’, but just as effectively by the student: through reading, watching a video, carrying out an experiment, discovering for themselves, etc. What matters is that, at some time or other, the student does come across an explanation of why the activity is done in the way it is. How the explanation is obtained is not important, even if they read it on the back of a crisp packet or they find on the floor of a bus – they still get the explanation, after all!

• education
• memory
• learning
• etymology
• consciousness
• thought
• meaning
• time
• work
• will
• latin
• activity
• other
• fall

There is no doubt that creative work is itself done under a compulsion often indistinguishable from a purely clinical obsession. In this sense, what we call a creative gift is merely the social license to be obsessed. And what we call “cultural routine” is a similar license: the proletariat demands the obsession of work in order to keep from going crazy. I used to wonder how people could stand the really demonic activity of working behind those hellish ranges in hotel kitchens, the frantic whirl of waiting on a dozen tables at one time, the madness of the travel agent’s office at the height of the tourist season, or the torture of working with a jack-hammer all day on a hot summer street. The answer is so simple that it eludes us: the craziness of these activities is exactly that of the human condition. They are “right” for us because the alternative is natural desperation. The daily madness of these jobs is a repeated vaccination against the madness of the asylum. Look at the joy and eagerness with which workers return from vacation to their compulsive routines. They plunge into their work with equanimity and lightheartedness because it drowns out something more ominous. Men have to be protected from reality. All of which poses another gigantic problem to a sophisticated Marxism, namely: What is the nature of the obsessive denials of reality that a Utopian society will provide to keep men from going mad?

• creativity
• obsession
• society
• culture
• work
• labor
• causa sui
• humanity
• defense mechanism
• madness
• insanity
• routine
• compulsion
• reality
• being
• time
• nature
• will
• joy
• doubt
• activity

It can’t be overstressed, one final time, that to see the world as it really is is devastating and terrifying. It achieves the very result that the child has painfully built his character over the years in order to avoid: it makes routine, automatic, secure, self-confident activity impossible. It makes thoughtless living in the world of men an impossibility. It places a trembling animal at the mercy of the entire cosmos and the problem of the meaning of it.

• terror
• early childhood development
• psychology
• meaning
• existentialism
• existence
• self-confidence
• fear
• mercy
• time
• self
• routine
• character
• activity

Richard Schechner has made a careful and scholarly analysis of time patterns in the theater which also applies to the dramaturgy of real-life scripts.  The two most important types he calls 'set time' and 'event time.'  Set time runs by a clock or calendar.  The action begins and ends at a certain moment, or a certain time is given for its performance, as with a football game.  For script analysis, we can call this clock time (CT).  In event time, the activity is to be completed, like a baseball game, no matter how long or short a time it takes by the clock.  We will call this goal time (GT).  There are also combinations of these.  A boxing match can terminate either when all the rounds are completed, which takes a set time or clock time, or when there is a knockout, which is event time or goal time.\r\n \r\nSchechner's ideas are useful to the script analyst, particularly in dealing with 'Can' and 'Can't' scripts.  A child doing homework can be given five different instructions.  \r\n \r\n*Clock Time Can* \r\n* 'You need plenty of sleep, so you can stop at nine o'clock.'  \r\n\r\n*Clock Time Can't* \r\n* 'You need plenty of sleep, so you can't work after nine o'clock.'  \r\n \r\n*Goal Time Can\r\n 'Your homework is important, so you can stay up and finish it.'  \r\n \r\n*Goal Time Can't\r\n Your homework is important, so you can't go to bed until you finish it.'  \r\n \r\nThe two Cans may relieve him, and the two Cant's may irritate him, but none of them box him in.  \r\n \r\n 'You have to finish your homework by nine o'clock so you can get to sleep.'  \r\n \r\nHere Clock Time and Goal Time are combined, which is called a 'Hurryup.'  It is evident that each of these instructions can have a different effect on his homework and on his sleep, and when he grows up, on his working habits and his sleeping habits.

• early childhood development
• permission
• schechner
• time
• transactional analysis
• life
• work
• will
• sleep
• ideas
• activity
• scripts
• analysis
• patterns
• matter