Lessons

31stOct. × ’10

I.
Explain “culture,” explain the birth of civilization,
explain evolution as a theory,
(avoid the political landscape of why I’m saying it’s a theory
although anywhere else I wouldn’t disclaim it),
explain the difference between fact and opinion
in the name of naming it a theory.

Be prepared for questions like
“Who’s Christ?” when you explain the origin of the term B.C.
acknowledge that you shouldn’t explain deeply
although someone just shouted out
“You know, that guy on the plus sign.”

Explain to a mother that her daughter is
two years behind in reading.
When she asks you why, blink,
try to believe the words you form
“we’re working on it.”

Avoid avoiding the child you dreamt about
reforming.  Watch him flounder
the flapping, the flagging, the frustrating force
of time and expectations mounting.
We are merely forces in a disequilibrium
worth tolerating enough to contribute to.

Accept the inexplicable;
build the context.

II.
Explaining “theme” goes poorly
they are ten; understand birthday party themes
mean fairies, Sponge Bob, cowboys.

Continue to say unhelpful things ”It’s a universal idea?”
“What’s a universal idea?”
“Like how friendship is rewarding,”
“Isn’t that a topic?”

The radio mentions malaria in Haiti;
a room full of PhDs who can’t find employment;
the state of the tea party as a successful revolution;
no theme is alluded to.

Computers struggle
to recognize complex patterns
face recognition just charted.

A Levi’s commercial
says many people don’t believe
there are unexplored frontiers.

So where are the paths that connect us?
What became of exploring as a means to an end
not only selfish pontificating?

Unpack the patterns
teach them to identify the knowledge
that unites.

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