Fall 1993 thru Spring 1996.
Henry Gurr USCA Professor of
Physics April 26, 2001
“Meaningful Learning”. “Real
Learning”. Call it by any name you want, we all know what it is. When good,
productive, challenging, satisfying,[1] learning
is happening, student retention and
institutional recognition are bound to follow.
Student success one year
builds a base for an even larger success in following years. A positive
exponential multiplier (compound interest) will operate during a student’s
school carrier and professional carrier. Student
retention and institutional recognition are bound to follow.
A climate of active and
successful learning is infectious. A positive chain reaction will occur as
students share their knowledge and excitement with their class mates.
Student retention and institutional
recognition are bound to follow.
The Goal of Education Denied by Superficial Learning.
During the years 1993 to 1996 students desiring to get an “A” grade in
physics, were required to convince me, as their professor, that they had read
the book Zen and the Art of Motorcycle
Maintenance. In 1992, after fourteen years of physics teaching, I concluded
that our present day educational milieu promoted exceedingly superficial modes
of learning. Despite the fact that student learning & performance in my
physics classes was at least equal in quality to that of other universities in
the southeast, there was still a huge problem.
Except for the pressure of future professional examinations, my students
(on average) had the essential expectation that physics did not have, and would
never have, any practical use in their personal or professional lives.[2] Because
of this expectation, they were “learning” in such a manner that physics had
marginal personal or scientific meaning. Despite my best efforts, even the good
students were “learning” the material in a rote manner. Their study was
primarily directed toward doing just what they were told and only
what was necessary to “get a good grade”. Really understanding the concepts,
identifying and resolving confusion, and applying course ideas to the
surrounding world, were all but absent. They had, in essence, a plan to forget
as soon as the course was completed. From my study of a wide range of Science
Education Research, I have come to realize that this problem is equally serious
in the other sciences at USCA and is prevalent in many institutions of higher
learning. Howard Gardner in The Unschooled Mind (1991) accurately describes what I have seen and
come to understand. He also proposes excellent solutions in the context of a
reformed undergraduate liberal arts education.
USCA Physics Students Asked to Read the Book
Zen
and the Art of Motorcycle Maintenance.
I requested my students to read
the “Zen Book”, as an attempt to improve
their attitudes concerning why they are learning and how they should learn.[3]
I was willing for the students to receive and understand the book at their own
level and they could fulfill the requirement by reporting to me their
reactions, learning break-troughs, and personal development. Students were
given wide latitude as to how they could “convince me”. Students could choose:
1) Regular office & hallway discussion as their reading progressed. 2) An
office appointment conversation after they had finished reading the book,
usually at the end of the semester. 3) Regular writing of a brief synopsis of
the student’s current Zen reading. This could be written as an appendix in their
Physics Laboratory Notebooks (due weekly). 4) Writing a standard full-length
paper (or book report) concerning what they had learned and what the book had
meant to them. I endeavored to give the students much “one-on-one” feedback,
support, and conversation concerning their Zen Book responses, but they were
not directly given a grade on their efforts. Since at most only half of the
class read the book, little class time was devoted to the Zen Book. In the Fall
Semester 1995, several students requested regular Zen Book discussion sessions.
Weekly Zen Book discussion meetings were conducted in the Fall Semesters of
1995 and 1996.
Student Written Response To the Book Zen and the Art of Motorcycle Maintenance.
My various conversations with students
helped me confirm the positive merit of the Zen Book as a supplement to the
physics class. However these conversations were too fleeting for me to
adequately record what the students were saying and thinking. Moreover, my
interpretation of what the students were saying would never be sufficiently
factual.
By far the best view of how the Zen Book impacted students, in the
context of a physics class, is contained in their own writing. The pages below
present some of the more thoughtful student reports from my physics classes in
years 1993 to 1996. During this time, approximately 114 students read over one
half of the Zen Book out of a total class attendance of 197. I have omitted
reports wherein the Zen Book has provided little change in the student’s
thinking and/or showed a superficial reading of the book. The reports omitted
would not contain a different over-all impression of what the students
were saying nor reveal a general negative student sentiment. With the exception
of the fact that three “A” students declined to read Zen,[4] negative
reactions to the Zen book were not expressed directly to me. Certainly the
general “ground swell” of student objection I have received on occasions of
other projects the students really hated, was not evident in the case of the
Zen book reading requirement.
I believe that the student’s own writing shows that reading the “Zen book”:
1)
Propels the
student, as reader, to think a great deal about their own life and why they are
in school.
2)
Helps students
realize they must take charge of their own life, their own education, and set
their own standards. The book provides students tools and motivation for doing
this.
3)
Brings the
student to pay more attention to the processes of learning and problem solving,
especially insight problem solving and attendant stuck ness. Moves students to
care about their study and thus take up the struggle and the risk of the
unknown of problem solving which is the real juice of real problems.
4)
Moves the
student in the direction of more active, purposeful, and meaningful learning.
Helps students want to learn.
5)
Shows students
that they must study for understanding as opposed to “good grades”. Knowledge
motivation as opposed to grade motivation. Students come to realize that
studying for “high grades”, but ignoring
deeper understanding, is ultimately destructive of the educational enterprise.
6)
Specific
topics support and amplifies what students are learning in the physics class,
their science classes, and indeed all their university classes
7)
Supplies the
student with a large tool kit for better techniques in: a) productive learning, b) problem solving, and c)
trouble-shooting.
8)
Helps the
student appreciate that art, science, math, literature, rhetoric, philosophy,
and history, all must be learned together to achieved a coherent
understanding of the world. Integrated inter-disciplinary learning is thus
effectively and powerfully supported.[5]
The student’s own
writings are below. I hope you, the reader, will see the significant and
positive student progress as stated above. I believe this progress was
achieved despite the ever present problems of superficial learning mention
previously. The changes were at the level of individual personal motivation.
This is a territory deep within each student. It is hard to call forth changes let
alone know if any thing has happened.
To discern the student’s
progress toward more meaningful learning, you the reader must sift through
their words and listen closely.[6]
Shaded
areas indicate writing where, in my judgment, the student achieved
especially noteworthy learning progress or discovery. As is true in any
educational setting, it is very hard to discern just what any human being
“gains” from books or university course offerings. However the writings below
show that significant student intellectual and emotional progress has taken
place in the minds and hearts of these student
authors. And for every student who has spoken, there are probably
several other students in whom the same or similar seeds are planted.
Student writing in many of the reports herein
are quite informal and even “improper”. Please remember the writing
circumstances: Prior to writing their Zen Report, the student has just
completed writing a long arduous Lab Report or a long tiring Final Examination.
Lab Reports and Exams are for grade credit calling for the students’ best
formal effort. Their Zen writing is optional and had no promise of a
grade “reward”. Their Zen writing was intended to be informal communication to
me as their professor and no more. Please study what the student is saying
inside the less than perfect grammar.
To prevent the problem of writing taken out of context, the
entire (somewhat lengthy) student writing has been included. Minimal editing of
punctuation and spelling has been supplied to preserve meaning and increase
readability,
where a reader unfamiliar with my physics classes would have difficulty
understanding what the student means.
[Brackets] indicate editing additions. Original text will be supplied on
request. A (nearly complete) collection of final exams and laboratory notebooks
is available on request.
******************************************************************************
Student Written Responses
Zen and the Art of
Motorcycle Maintenance
KM APHY 201 Fall 1993
Well what can I say about this book? It is hard to put my feelings about this book
down on paper, especially when your feelings change faster than the minutes of
time. One moment I am in crystal clear
water when he explains something and the next moment, I am at the bottom of
murky water asking myself, "What is he talking about???" However, overall, this book has raised my
awareness of what is going on around me and I have found that I am now
questioning why things happen as they do.
The scary part is that when I question something, I am never satisfied
with a simple answer. I want to know
more. I also have experienced some of
the traps that he explained and how they lead me to frustration. This book made me go back to my past and
remember what led me to my own "insanity". [Kimberly here makes
reference to the fact that she is a
“Type A” personality, and always takes on much more than she can handle.]
Even after finishing the book, I still feel that knowledge and concepts that we deal with as soon as we are born are "ghosts" that forever haunt the earth. They (concepts, knowledge, etc.) are discovered by one individual, or more, and then those individuals convince others that these "ghosts" exist. In turn these newly convinced individuals convince others and it goes on down the line. Just so everyone does not see their own "ghost", rules are set up to regulate these "ghosts" and verify them. These rules are referred to as the scientific method. Once a "ghost" is verified as existing, scientists stick them in schools so that students will be forced to acknowledge and accept their existence. Some schools allow students to question the "ghosts" as to why they exist, while other schools want you to just know them. This book states this observation and it makes me wonder what professors (that I come in contact with) want to tell me what to think or allow me to think for myself.
AK APHY 201
Fall 1993
The main objective I reached by reading Zen
[And the Art of Motorcycle Maintenance] is the realization that the laws,
rules, and equations are a part of my everyday life. “The equations mean nothing, but they really
meant everything.” (taken from Zen quote).
Before I never realized how important kinetic energy, potential energy,
velocity, acceleration, gravity, and pendulums (just to name a few) affect my
life. Some things (equations and all)
seem so complicated and so philosophical; often, I would get so caught up in
the complicated equations and meaning, just like the narrator in Zen did with
quality and the real philosophical meaning about life, that I forgot (or
ignored) what was really important - the general answer and how I am affected
by things and people around me like the deteriorating relationship between the
narrator and his some. The important
objective I learned is to be aware of my surroundings at all times - even if I
don't understand all points because getting caught up in the small details
deters the focal image (can't see the forest for the trees!). It seems that modern society is caught up in
these details and the movement of technology.
Yes, understanding physics and the structure of knowledge is
important. In fact, it is critical to
the survival and further development of man.
Life is precious - don't let it go to waste.
Author Anonymous APHY 201
More than anything else, Zen and the Art of
Motorcycle Maintenance is helping me to understand modern society. In particular, in the early parts of the
book, when he discusses people identifying or not identifying with their work,
and people no longer caring about their work, has been especially helpful.
He talks, in an early part of the book,
about the problems he has in getting his motorcycle repaired. The people in the shop seem to be only there
in the spare time rather than the other way around. I see examples of this in everyday life and
including the academic world. We have
become so disgusted with our work, our occupations, and vocations that we tend
to identify with our pass times rather than our work. He clearly reflects, in this section, the
situation that permeates every fiber of modern society. We are too concerned with the end result to
get the process down properly. The
result is that we border on anarchy:
A.) We are so concerned with profit that we make substandard products
and give less than adequate service. B.)
We are so concerned with grades that [as a result] we might make an A and yet
learn nothing.
KM APHY 201 Fall 1993
I think of one of the author’s main points: He
is trying to look at life by means of every detail. Everything he does or
everywhere he goes, he notices everything. He notices the weather, the ground,
the sky, his motorcycle, and so on. He
takes in everything. I guess I’ve kind of looked at life like that more so.
I walked outside last week Wednesday, Thursday, and Friday. I noticed what the
conditions were. It was fairly nice out and not real cold. It was so
beautiful—the sky was pinkish red, and Venus [a planet & part of our
astronomy study] was so bright and twinkly. I pointed it out to my mom and she
agreed. We both watched it, on and off, as we rode to Aiken. I think something
like that is what the author advises people to take heed of. Notice your
environment and enjoy your environment.[ At a later time Kathleen continues.]
Zen helped me realize that I need to
"stop and smell the roses!" I
consider myself a go-getter but after reading Zen I wondered what
"getting" goal really was. I
have realized that you can memorize a million equations and get a correct
answer, but what good does it do if you are confused and if you really don't
care. The author tells you to look
around and observe and learn from you surroundings. Take these principles, theories, and
hypothesis and relate them to you everyday life. Don't just memorize something, [instead]
enjoy it and learn from it.
Society, as a whole, are go-getters. Get a good job, drive a new car, and make the
most money. But the author believes what
good do these things do if you're not learning and most of all if you're not
enjoying the process of learning and living.
My father always pushes me to learn and enjoy it. He reminds me of the author in a lot of
ways. I honestly believe that older
people realize this much easier than younger people. I am finding myself maturing into thinking
this way, rather than "get a grade."
Zen, the book, influenced me to take a "chill pill" and not
get upset when I don't make an A on a test.
The author says to look at how much you learned and to strive to learn
more from the class, the people, and the whole environment. There is so much to learn about every
particle and atom in the universe.
Book Commentary
GS
Phys. 202 May 12, 1994
Since this is the last PHYSICS LAB, I thought it
might be appropriate to write a little about something R. Pirsig wrote and how
it relates to something I see a bit more
clearly now. When I first came to your class last
August, I was quite content to "jump through the academic hoops" you
described to us. I wanted to do my work, get my A, go to dental school, [and] become
a dentist. All I saw was the goal, and I was ignoring the journey that
would take me there. I was being shallow! My attitude was not right. I was
performing the prescribed tasks in the order given so that I may earn a treat
(an "A") just as a dog performs a trick for a "dog biscuit"
reward. I wasn't REALLY LEARNING, but I was getting' a lot of dog biscuits.
You
teach your class a bit differently from any of my other
Professors
and this class did require more "work"* from the
others. But, if you consider [in a usual science
class] that one unit of work [produces] one unit of reward (not an A this time,
but actual useful knowledge obtained). In [comparison to] any other class, then
this class [Dr. Gurr’s] would be 1 unit of work for 1.2 units of reward.
Perhaps a better way to say it is: I got a better return on my investment
(HIGHER INTEREST RATE) so the higher initial investment was warranted. I
PROFITED MORE!
Anyway, three passages in Pirsig's
book describe very well what I got out of this class besides a Hell of a lot of
good physics knowledge. They are:
(1) "The nature of our culture is such that if
you were to look
for instruction in
how to do any of these jobs, the instruction would always give only one
understanding of Quality, the classic. It would tell you how to hold the blade
when sharpening the knife, or how to use a sewing machine, or how to mix and
apply glue with the presumption that once these underlying methods were
applied, "good" would naturally follow. The ability to see directly
what "looks good" would be ignored." (PIRSIG 262).
(2) "You want to know how to paint a perfect painting. It's easy. Make
yourself perfect and then just paint naturally. That's the way all the experts
do it. The making of a painting or the fixing of a motorcycle isn't separate
from the rest of your existence. If you're a sloppy thinker the six days of
the week you aren't working on your machine, what trap avoidance’s, what
gimmicks, can make you all of a sudden sharp on the seventh? It all goes together." (PIRSIG 293).
(3) "TO TRAVEL IS
BETTER THAN TO ARRIVE" (PIRSIG 136).[Here Greg quotes one of the 31 “Master
Motifs” Pirsig repeatedly uses to drive home major points.]
AN OVERVIEW OF ZEN AND THE ART OF MOTORCYCLE
MAINTENANCE
DL APHY 201
SPRING 1994
I found this
novel to be overall excellent, despite it's confusing content at certain
intervals. The story starts off very simply with the narrator and his son,
Chris traveling across country to the West Coast along with two friends, John
and Sylvia. The narrator is also accompanied by the "ghost" of a past
self, named Phaedrus. It took me quite a few pages of reading before coming to
this conclusion. I encountered the same process when reading about [the idea
of] Chautauqua before I realized that it is his story of life.
I found that
this novel is not a typical "story" of a man's journey to Montana. Rather it
is a search for identity and one's true self. The concept of Quality as a means
for attaining spiritual wholeness is another major component in this book. The
motorcycle traveled on and properly maintained served not only as a
transportation device, but also as a metaphor for oneself that is constantly in
need of attention for which Quality is the psychological medicine just as proper
tune‑ups is for his motorcycle. The paths taken and the weather
encountered throughout the journey reflects the feelings and inhibitions of the
narrator.
The
experiences of Phaedrus are reflective of our times. His conflicts are our
conflicts and it is directly related to the alienation of technology. John and
Sylvia do not wish to enter the dehumanizing world of wrenches and fix things.
Then they would be "ants" in society (so they think). The mechanics
that worked on John's motorcycle where, in a way, like John and Sylvia. They
were not willing to be fully involved with technology because they didn't care
about the work they were doing. At 5:00 the wrenches dropped and it was time to
go home no matter what. If they really cared about what they were doing they
would take the time to do the job right and pay no attention to the clock on
the wall. Caring about what you are doing is considered either unimportant or
taken for granted. The mechanics' actions showed the lack of pride they
have in their work and they view what they do as simply work. This part of the
book stayed with me because I could relate to it so well. Being that I work in
a machine shop I view the work on engines being rebuilt. [Often] The workers
are unsympathetic toward the engines they are rebuilding. [However] I can tell
a difference when an engine is being rebuilt for someone the employee knows. It
seems like they take extra precautions to make sure everything goes well.
As I read this
book, I could relate to so many things that I never really sat down and thought
about. By realizing this, the book has changed my life.
My favorite part of the book was at the end of
Chapter three. Every culture has ghosts
that they believe in. The Indians believe in ghosts and spirits in their own
context of thought just as we believe in the laws of physics and logic ‑
these are our ghosts. We believe in them
so much, they seem real. Isaac Newton and his laws of gravity exist in peoples
heads (ghosts). His [the author’s] explanation is "mass hypnosis"
(education).
Therefore, science
along with everything else is only in our mind. "The world has no
existence outside the human imagination".
It is through our
own life experiences that we come to believe in whatever we believe in.
Book Commentary
DB
Phys. 202 4/13/94
Zen and the
Art of Motorcycle Maintenance (1974), by Robert Pirsig, is about
a trip out West on two motorcycles, one ridden by the author, an editor and
writer of engineering manuals, and his son; the other by a couple named John
and Sylvia. The author fidgets with both, his surroundings and his new self
that emerged from insanity and a series of shock treatments. The author also,
demonstrates how each person relates to difficulties encountered in life, and
how one ought to approach modern technology. At first, this means the
motorcycle itself, but as the book goes on, we come to understand that the
motorcycle represents the human form.
It is quite clear
that Pirsig is a thinker dedicated to a new or "high" kind of seeing.
This phenomenon identifies with the term "Zen", a realization in
experience, not in theory.
After finishing the
book, I could not help but to realize the similarities with a previous article,
AHA‑-Memory, Perception, Insight, and Problem Solving, by Henry
Gurr, Ph.D. Physics. Along with the articles, I can also, correlate classroom
conduct by Dr. Gurr with Pirsig. For example, in the book by Pirsig, there was
a reference made to the whole grading system being eliminated, and to make it
[the class] into something that involved the students in what they were
hearing. After doing lab [and] trying to relate* to Dr. Gurr what we learned
from each of the [labs], I can understand that all that he is trying to do is
truly involve us and make us realize the efforts of what we do. This is where
"Zen" and Aha!" come into play.
When I finished my ride through Pirsig's book, I
was surprised to learn that Zen and the Art of Motorcycle Maintenance
was not as I thought it would be. In fact, it was rather interesting and taught
me how to tackle and deal with some of my own difficulties in school, home,
etc.
Basically, it seems
as though the whole intent of Pirsig's book was to break through abstract
divisions between our thinking and feeling, science and art, reason and emotion, and our outer and inner selves.
[* Deana’s words “Trying to relate to Dr. Gurr what we
learned”, must be translated here. The word “relate” is Deana’s way of
expressing what she is trying to achieve when composing her weekly written lab
report. Lab reports are to be an extensive written analysis of what the student
has learned and are usually three pages or longer in addition to data tables,
graphs, etc.]
Zen and the Art of
Motorcycle Maintenance
JS APHY 201 Fall 1996
After reading this book I finally understood what its meaning was; I don't believe any book has shown me in some ways how I am and what I am missing.
I am going to tell you what I got out of the book through my viewpoint. It has been brought to the attention more vividly now, that quality is far more than quantity. The richest people or poorest people in the world can never truly be happy by missing the quality of life -- the opportunities, the peace, and strength along with courage can be given by God. For a long time I did not see the Lord in my life. I have lost two brothers as a little girl and that closed a part of me that I couldn't open again. I am 22 years old now and I have finally found that peace I had been looking for. I let the Lord in. Like in the book, all my life, I have been satisfying other and neglecting me. People all over the world are seeking for peace - We are given education, freedom, technological advances, and beauty of the land; but no one sees why, where, and from who. Commitment in the right direction can give you a lift and encouragement in life. This book opened my eyes to how to look and teach our children. Love them unconditionally, teach them the way, and be there for them though things may be bad. The book used the land, humans, animals, and even a motor bike to open the eyes and heart of a reader - me.
Zen and the Art of
Motorcycle Maintenance
CG Fall 1995
Thanks to Zen, I now understand why I've had so much trouble deciding on whether to choose to study Science or English. This is because unlike many people, I am pretty close to equally split between a Romantic and a Classical mind. What I've come to realize through that is this: I don't necessarily have to choose which discipline to go into, because studying both is actually going to make me a more "aware" human being.
I am also coming to accept (or should I say "tolerate"), more readily, ideas that are different from my own without passing judgment on the person who has that idea or belief.
The most important thing that I am taking away from this course is not a mathematical equation or even a physical law. It is the knowledge that gaining an education is so much more than manipulating formula. It is developing the ability to look at situations in life and being able to apply what you have learned to those situations. By the way, I finally figured out the isolation problems. (You know, the ones I've been struggling with since the beginning of time!) Check the back of my review sheet and you will find also that I did almost entirely without help from the book!
It's odd that you brought up the correlation between the road trip and Phaedrus story in Zen and the Art of Motorcycle Maintenance. [Here CG is referring to Pirsig’s consistent practice of using the road traveling conditions, at the beginning and end of every chapter, to metaphorically amplify the philosophic discussions in the center of that chapter.] At first, I didn't see it. It wasn't until I was almost done reading the entire book before I even had the slightest glimmer of a relation between the two and had to stop reading to go back and prove the truth of that recognition to myself. One of the times that just seemed to jump out and slap me in the face was when (beginning on page 173) Phaedrus has his student write a term paper on the subject of the abolition of the degree and grade system. After its success with her, he began to use it as a "demonstrator" (p. 173) with his persuasive writing class. He "used the demonstrator to avoid talking in terms of principles of composition, all of which he had deep doubts about," (p. 173), so you see, Phaedrus was relatively at ease at this time. He had gotten out of nit picking his students' work accordingly. Chris and his father are at a place in their trip, where after the initial three days to the snow, there will be four easy days. The three days represent Paedrus' time spent having to perform the ritual nit picking and the four easy days represent the time after he had come to the solution of using his demonstrator to replace the despised ritual.
Also before the return to Phaedrus' story the comment is made that "There's a negative reaction to all the weight. As we go on though, it'll become more natural," (p. 174). This is symbolic of Phaedrus' decision to withhold his students' grades. At first they all hated the idea, but in the end it seemed natural and the majority of students approved of the idea.
In Zen and the Art of Motorcycle Maintenance, Robert Pirsig puts forth the idea that mental "stuckness" is not a bad thing at all. He says that, basically, mental stuckness forces a person to sit back and clear his mind until he see where to go from wherever he is. I think that I can relate to that. When I've exhausted all of my options, eventually, when I completely clear my mind, new options make their way in, almost like cells in the skin dying to make way for new cells. I say this to lead me into my second appendix.
I am absolutely, positively, undoubtedly stuck! I can't figure out how to do the problems from the end of chapter 3 for anything in the world. I have had everyone that I could think of try to explain it to me and it gets me no further down the road at all. The problems that I am referring to are the isolation problems. It's so odd. Most of the time when I don't understand how to do something, there is just one or two parts of it that I don't understand. With these problems, I can't even get started. I am in desperate need of an AHA!
Zen
BC APHY 201 Fall 1995
This semester has been very educational. In other physics classes you learn just physics, but in here I learned a large variety of lessons. I now have a deep love for the stars and planets. Every night I go outside to see Orion, Pleiades and Taurus. (My roommate has software on his computer with Nebulas, stars, and space travel. It's great!) I have also learned to be practical by recycling and not being wasteful. You've set a good example by using solar power and recycling as well. I've also gotten a fair grasp on velocity and forces. I may not be able to do all of the math, but I do understand the principles and why things happen the way that they do. But most of all I truly admire your work at the Ruth Patrick Center. The lab over there was very enlightening. I learned how to use the sun to tell time and Earth location. The planetarium was breath taking! I'm sure that everyone was impressed by the presentation, I sure was. I also learned moral lessons from Zen. For example, taking care of responsibility of our lives is the most important thing.
JH APHY 201 Fall 1995
I really enjoyed the chaos video and its relations to medicine. I was fascinated by the way brain waves and respirations are chaotic while the heart beat is regular, but they are reversed when on drugs. I also learned some valuable lessons from Zen that will stay with me for life. I am going to try to worry less about grades and more about gaining information for myself. I am also going to concentrate on getting rewards from my undergraduate instead of just doing it in order to get to medical school. That book has really made me take a step back and look at my life and how I view things. I will definitely strive to change my ways of thinking for the better.
ZEN
RK APHY 201 Fall 1995
I thoroughly enjoyed reading Zen and the Art of Motorcycle Maintenance. The book contained so many things that made me really think. I know that to understand many of the things in the book, I would have to read it again. I had read little by little all semester but finally got to finish it over the Thanksgiving break.
I think
what I liked most about the book were the ideas expressed about education. The idea that ,students are taught to imitate
in school. I agree with that because I
feel that I was taught to imitate by my teachers in elementary school. From the time we are born we imitate our
parents and adults to learn to speak, write, and even behave. In school, our teachers express their ideas
and ways of doing things. If the student
does things differently, their grades may be low even though they may
understand to concepts and have learned the material.
Another
part was about the fact that students only learn if they have the desire to
learn. The real university is in the
mind. I only learn when I want to [and]
if I enjoy going to a class and find the material interesting. I really liked the part about the grades
experiment. The students learned more when
they didn't have to worry about grades.
I always try to predict what I
have to know for a test and won't try to at least learn a little about
everything.
I also liked the part about instructions. By not following the directions, sometimes one can open up new ideas and ways to do things. One can be creative and possibly do things an infinite number of ways.
One other thing that I agreed with him about is that we control our lives. The decisions we make are our own and no on can make us choose to do something. We do what we want and the consequences are what we make them. We are the mechanic and our lives are our motorcycle!
Zen and the Art of
Motorcycle Maintenance
MG APHY 201 Fall 1995
There are many parts of the book that I don't understand, but I found the book to be interesting. Throughout the book, the author mentions Zen as a philosophy, and he brings up interesting points that we think about in everyday life.
I found the part where Phaedrus discusses the withholding of grades very interesting. It's true that if grades were removed, students would be forced to wonder each day what one is really learning.
The basis of the
Zen practice being the idea that truth is indefinable and cam be apprehended
only by non-rational means is also discussed in the book. It's strange how much importance the author
places on the maintenance of the motorcycle like it is just as important as or
equal to life itself. The
motorcycle is fixed, altered, and maintained throughout the book just like our
lives are changed or altered in some way because of different
circumstance. If a motorcycle is not
maintained, it will break down or fall apart just like our lives will if they
are not maintained.
The discussion of boredom meaning that you're off the "quality" track was also interesting. The author says that when you're bored, you've lost you "beginner's mind" and you motorcycle is in great danger. Boredom means you gumption supply is low. My reading this was a big plus one for me personally because rarely am I bored because I feel that there is always something that needs to be done.
Beginning in chapter 8, I learn that Phaedrus and the author are the some person. The author has been talking about himself and his life teaching and as a student throughout the book. I believe that he was thought to be insane at some point in his life, and Phaedrus tries to prove to himself throughout the book that he is not insane. At the end of the book, he admits that he was insane for a long time, and is close to it again. However, a better relationship between Chris and his father has been established.
Recently, I have and two flashes of insight. One flash was concerning the book. It really puzzled me that the name of the narrator was never said in the book. I know the book was an autobiography, and the name of the main character and the narrator was on the front cover of the book. I wanted to believe that Zen was his name because it is in the title of the book. My flash of insight came when Dr. Westbrook told me that had had to do with philosophy, not the name of the narrator. I thought to myself. . .Self, it pays to look up unknown words and phrases. I also thought to myself, aahhh! Now, I am beginning to understand what the principles of the book are based on philosophies.
Another flash of insight came while I was working on my organic chemistry. We are now working on reactions with alcohols to make ketones, aldhydes, etc. using Grignard reagents and other reagents. I thought to myself, I am never going to understand this complicated stuff. Just as I was about to give up, I worked one last problem, and I got it right! Then it hit me. All of the reactions we are studying follow a particular pattern to get the desired product. Of course, not all reactions work completely the same way, but I now have the understanding and tools needed to work most of the problems.
Zen and the
Art of Motorcycle Maintenance:
A Brief
Analysis
by SG
Dr. Henry Gurr
Physics 201
December 2, 1999
Nothing
signifies a great book more than its ability to leave the reader in deep
contemplation or with a different perspective of life. Zen and the Art of
Motorcycle Maintenance has achieved just that effect. The author,
Robert M. Pirsig, describes his search for identity within himself while
observing Quality in the world around him. His obsession with the logical
definition of Quality resulted in a lack of it in his relationship with Chris.
Pirsig sees technology as an art
form; beautiful ideas uncovered through the scientific method; but he despises
the way in which it is presented to society in such a dull lackluster,
confusing form with no defining basis. As a result, many people form opinions
based on their personal experiences with technology. For example, a car owner
doesn't understand why his engine keeps misfiring; he feels too intimidated by
the complexity of its appearance, so he allows someone else do the work for
him. If the owner understood the functions and concepts involved in the engine,
he would feel more comfortable in pinpointing the problem on his own. I believe
a comparison to the quality of learning and education applies to this.
Individually gaining true knowledge and understanding depends on the attitudes
of both the teacher as well as of the student. An effective teacher must first care
about his line of work, about those involved in it, and he must apply that care
to his methods before the student can truly benefit from his instruction.
Building enthusiasm, reducing anxiety, encouraging creativity with a
challenging presentation of the material can build a better, more experienced
learner. If an instructor cares for his work it will show in his approach and
in those students willing to listen.
However, the student must also recognize the
importance of a good quality education and the most effective methods of
achieving it. Too many students come into college with conditioned attitudes
originating from previous learning experiences that usually hinder the
potential for new learning. Lack of enthusiasm, intimidation, fear of failure,
fixed adherence to values, boredom and impatience all hold the deadly potential
to destroy interest in learning. It is up to the individual to become educated
to his fullest potential. He must develop a strong desire for learning; he must
hold an interest and a positive attitude towards the material; he must not be
intimidated by the unknown, but overall, he should keep an open mind to new
ideas. When "gumption traps" arise, the ability to overcome them can
only benefit the student if he learns from his experiences, (Pirsig, p. 274).
Applying the scientific method to a certain problem an individual may have can
result in a positive solution. Developing a hypothesis as to why the problem
might be occurring and then to test it by seeking additional help or
information from other sources actually enhances learning. The entire point,
however, is that the student must be willing to struggle with his difficulties,
be persistent in finding a solution, learn from his mistakes, and most of all
he must care about the quality of his education‑----- emotional
involvement that is felt from within. This view can be applied to any type of
problem that may confront an individual.
The author himself discovers that
his struggle to find his identity resulted in an improved relationship with his
son, Chris. Before his confinement to a mental hospital, Phaedrus was an
honest, eager, and extremely passionate individual‑------ he believed in
his concept of Quality but had reached a level of understanding that was beyond
the comprehension of his peers. His confinement changed him--- destroyed his
passion‑-- the ultimate gumption trap. He no longer was the emotionally
driven, caring man that Chris knew; he had become a recluse within himself.
Pirsig consistently observed the world around him and analyzed his observations
logically. However he became blind to the emotional needs and desire for
attention that his son desperately tried to convey‑-- he neglected to
analyze the Quality in his relationship with Chris. He did not reach full
understanding of Chris' behavior and feelings only until Pirsig looked within
himself and discovered his own. Phaedrus was not the enemy, it was the man he
had [to] become.
So how does this book apply to a Physics class?
It is an attempt to encourage the new Physics student to take a new approach in
learning; it is a description of learning itself and of the best methods to
achieve it. This book can serve as a guide, as a motivator, or as a "gumption
builder" for the struggling student. It has definitely changed my way of
perceiving things, and has reinforced the desire to understand the world that I
am a part of
[A Series of Five Writings That Shows a Student’s
Development.]
Lab Appendix. Zen and the……………
LI 8-30-96
Thoroughly enjoying
this novel every night before bed. Latest thoughtsà His son does
not seem to show interest in some beautiful things, but shows an interest in
other beautiful things. (At a young age)----
Why do we begin to appreciate more
of the simple things as we grow older?
What is in us at a young age that doesn’t see the beauty if the simplest
things? Why do we look past them at times? (Even now as a young adult.) What are we looking for in place of them?
[Lisa continues her thoughts in a series of writings below.]
Lab Appendix. Still enjoying Zen and the Art………….
LI 9-5-96
Learned a great deal
about the levels of machinery involved in a motorcycleà inspired me
to try and change my own oil, etc.
Bought some decent tools to do some work-- my own work-- on my own car--
if I can with out causing a disaster. Enjoyed reading the Scientists view of the
Romantic and vise versa.à Very true.à
to the point where it’s comical. [Lisa continues her thoughts below.]
Lab Appendix. ZMM
LI 10-24-96
Unfortunately my
progress has become slow on reading the novel. Since I am now caught up from
being sick, I will have more time to read.
Where I am at right now: Phaedrus is looking back at why he chooses to
study philosophy more than science when he pondered the question
“What does it all mean? What is the
purpose of all this?” [Lisa continues her thoughts below.]
Lab Appendix. ZMM
(Where I am right this minute.)
LI 11-14-96
John, Sylvia, Chris,
and his father travel through beautiful Montana to visit with their friends,
the DeWeeses. Apparently, Mr. DeWeese and the narrator go way back to their
college [teaching] days. However, the narrator appears to have changed a lot
more than Mr. DeWeese—who may have liked the way the narrator thought in the
past more so than the present. Before this, however, I saw exactly where you
[Dr. Gurr] get some of your thinking and opinions on college or the Church of
Reason:
“ The Real
University is not a material object” it is a state or mind”, and “there is a
legal entity which is unfortunately called by the same name, but which is quite
another thing.” (Page 131, 132)
Unfortunately, grades, syllabus
outlines, project deadlines, etc keep this theory of the Church of Reason down.
[One month later, at the end of the semester, Lisa continues her thoughts
below.]
The Church of Reason
LI 12/12/96
The narrator speaks of the offense of a
group of townspeople after seeing an old church renovated into a bar. He
explains the emphasis they had on the building itself, not so much what
happened inside. He coincides this thought with the principle of the
university.
The author explains that most students have lost touch with
the purpose of attending a university ‑ to learn for themselves, not to,
as a previous student said, "jump through hoops". We should not, the
author states, come to get grades, but, instead, attend to better ourselves.
This is not always easy ‑ in fact, it is not easy at all.
So much emphasis is put on grades in many areas of academia.
Your GPA may not be as important later on, but at the time, this number may
have given you a scholarship to attend school. I have gone through this
personally.
In high school, my vision of what college would be like was
partly clouded. I believed that college would make me an intellectual, someone
well rounded. I saw most of my professors this way, and this motivated me.
During my first few
semesters, I was very observant as to how my older peers and professors
portrayed themselves. I decided to become very involved in extracurricular
research and study in order to better myself. I worked very hard, but this was
very satisfying to me. Looking back, I believe I had grasped the idea of the
Church of Reason. However, through the years here at USCA, as one who strived
to be amongst the professional and scholastic, I learned another side of the
coin. The closer I became to my peers, the more I saw the truth. It was there
all along, but I choose to cover it with my "intellectual fantasy".
The people, who had seemed the least likely to jump through hoops, were doing
it the most. This may sound like a bold statement and very critical, and I do
not want to go farther with detail, but it was very disappointing to see this.
I have since reevaluated why I am here. I have realized that I have also fallen
into this trap, and have decided to make a conscious effort to stop myself from
going any farther like this.
During the summer,
I picked up Zen and the Art of Motorcycle Maintenance in the school
bookstore because I thought the title looked very interesting. Reading the book
a second time though, I have caught on to much more, I believe anyway.
Regardless, I would definitely say the narrator's description of the Church of
Reason truly grabbed my attention.
[Zen Discussion Group; A
Series of Lab Appendix Writings]
AB Physics 201 April 1996
In the Zen
discussion we wound up talking about more analogies and why the book was even
written. We talked about how the Author was talking in his sleep and how Chris
had noticed and asked him about it. The Author thought Chris was crazy and had
no idea that he was really talking [the one whom was sleep talking]. We talked
about similar experiences we’d all had and also about why the Author even took
time to write Zen. We came to the conclusion that it was to help himself
out in deciding what to do about Phaedrus. I know in my everyday life, I work
things out better after talking about them and /or writing. Sometime when I ask
for advice I figure out my [own] answer just my trying a different approach.
Now
we are really making connections with this book.
[The next week
AB continues in her lab report book:] Because were late arriving, the Zen
discussion was rather short but was on gumption traps and how pushing yourself
to the limit was not always good. We discussed the monkey with the rice and the
roses. Both of these symbolize how to learn to let go (literally for the
monkey) and learn how to prioritize your life. A very beneficial discussion
as far as I’m concerned!!
[The next week
AB reports in her lab book, a discussion she had with her classmates as
they were traveling on a field trip.]....... We also discussed Zen [and the Art
of Motorcycle Maintenance]. I talked about quality and the train, romantic and
classical personalities, and the rewards in life and how each step to the end
should be a separate reward in itself. ......
CH Physics 201 December 9, 1996
Zen and the
Art of Motorcycle Maintenance is a very complex book. The story
is of a man who is with his friends and his son on a motorcycle voyage. At
first the reader is made to believe that it is his first visit to the towns and
cities the voyage takes them through. The reader soon finds out it is not his
first time but he has been to these places before. The man has a past that is
jumbled and not quite put together. His memories have been erased, because of
his mental problems. His memories are coming back to him as he reaches certain
places on their voyage and as he thinks of certain thoughts. The man in the
past was called Phaedrus. Phaedrus was a
professor at one time and had his own way of thinking. He saw the world in different modes, for
example the classical and romantic mode. The classical mode saw the world and
how things work. This mode got into the nitty‑gritty of why things
happen. The romantic mode was more of the immediate vision of things, take
things as they are. He split these modes from reality. Classical was with the
mind and intellectual. However romantic was physical and used emotions.
While
reading this book I began to judge myself and I realized I use my emotions and
just take things as they are. I never really sat down to think of how things
work and why they work the way they do. At first when I started reading this
book I asked myself why are we reading this book, it has nothing to do with
physics. But as I read more and more it started to make sense. Physics happens
at every moment in time whether it be a drop of water being pushed up a
windshield of a car or a person falling off a ladder. There is more to life than meets the
eye. Most people don't think about why
things work the way they do. This book
compelled me to reason what I am doing in life and what am I doing it for.
******************************************************************************
APHY 202 FINAL EXAM
RESPONSES SPRING 1996.
On APHY 202 FINAL EXAM SPRING 1996 Students
were asked two questions: 1) Convince
me, as your professor, that you really understand proportion at “deeper levels”
and 2) What did you learn in Physics? These questions were placed at the end of
the examination, after the student had completed eight physics problems.
PLEASE NOTE THAT SIX STUDENTS OUT OF A
CLASS OF SEVENTEEN STUDENTS SPONTANEOUSLY MENTIONED THE ZEN BOOK AS A
SIGNIFICANT PART OF THEIR PHYSICS LEARNING!!