University of Virginia Library

Stabilized Impediment

A counselor is a relatively lucky
fellow. His students often come to him
singly or in groups because of a deeply
felt desire to understand what is going on
within themselves. Few teachers in a large
university ever face a class so motivated
to investigate an academic discipline. On
the other hand, what instructor ever
began his introductory class with the
remark, "Welcome, I'm pleased to meet
you - all 100 of you. What is it that
brings you here today? May I help you in
some way?" Nor does he often conclude
the class at some indefinite time with a
request, "Please reflect on what you have
learned about this discipline and its
relation to other areas of knowledge. Put
into writing what you understand of this
area of man's endeavor. Finally, indicate
the facets that appear hazy or problematic
- questions that you might wish to
pursue further in the future."

It is probable that the very structures
we erect to stabilize society also act as
impediments to the society's growth.
These structures, (let's take familiar
examples, close at hand, such as Universities,
academic disciplines, course
requirements, etc.,) have parallels in our
individual lives as well. Each person, by
his very efforts to constitute a "self"
apart from his object world, creates what
he believes are necessary limits on his
freedom. At first, a child does not
understand that his family is not "the
whole world." It is his world made more
understandable by the development of
language skills, and he tries to come to
terms with it. For awhile he invests
absolute power in his parents and they, in
turn (hopefully), confirm him as a
worthwhile and lovable person. They also
intentionally, and unwittingly, teach him
their necessarily limited view of the
world: what values are to be held to have