Robert M. Pirsig

Philosopher

1928-09-06

Quotes by Robert M. Pirsig

But the ones who go posing as moralists are the worst. Cost-free morals. Full of great ways for others to improve without any expense to themselves. There's an ego thing in there, too. They use the morals to make someone else look inferior and that way look better themselves. It doesn't matter what the moral code is -- religious morals, political morals, racist morals, capitalist morals, feminist morals, hippie morals -- they're all the same. The moral codes change but the meanness and the egotism stay the same.
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The application of this knife, the division of the world into parts and the building of this structure, is something everybody does. All the time we are aware of millions of things around us - these changing shapes, these burning hills, the sound of the engine, the feel of the throttle, each rock and weed and fence post and piece of debris beside the road - aware of these things but not really conscious of them unless there is something unusual or unless they reflect something we are predisposed to see. We could not possibly be conscious of these things and remember all of them because our mind would be so full of useless details we would be unable to think. From all this awareness we must select, and what we select and calls consciousness is never the same as the awareness because the process of selection mutates it. We take a handful of sand from the endless landscape of awareness around us and call that handful of sand the world. -Zen and the Art of Motorcycle Maintenance
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I don't know why— it's just that— I don't know— they're not kin.— Surprising word, I think to myself never used it before. Not of kin— sounds like hillbilly talk— not of a kind— same root— kindness, too— they can't have real kindness toward him, they're not his kin -- . That's exactly the feeling. Old word, so ancient it's almost drowned out. What a change through the centuries. Now anybody can be kind. And everybody's supposed to be. Except that long ago it was something you were born into and couldn't help. Now it's just a faked-up attitude half the time, like teachers the first day of class. But what do they really know about kindness who are not kin.
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For three days and three nights, Phædrus stares at the wall of the bedroom, his thoughts moving neither forward nor backward, staying only at the instant. His wife asks if he is sick, and he does not answer. His wife becomes angry, but Phædrus listens without responding. He is aware of what she says but is no longer able to feel any urgency about it. Not only are his thoughts slowing down, but his desires too. And they slow and slow, as if gaining an imponderable mass. So heavy, so tired, but no sleep comes. He feels like a giant, a million miles tall. He feels himself extending into the universe with no limit. He begins to discard things, encumbrances that he has carried with him all his life. He tells his wife to leave with the children, to consider themselves separated. Fear of loathsomeness and shame disappear when his urine flows not deliberately but naturally on the floor of the room. Fear of pain, the pain of the martyrs is overcome when cigarettes burn not deliberately but naturally down into his fingers until they are extinguished by blisters formed by their own heat. His wife sees his injured hands and the urine on the floor and calls for help. But before help comes, slowly, imperceptibly at first, the entire consciousness of Phædrus begins to come apart — to dissolve and fade away. Then gradually he no longer wonders what will happen next. He knows what will happen next, and tears flow for his family and for himself and for this world.
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You can't really think hard about what you're doing and listen to the radio at the same time. Maybe they didn't see their job as having anything to do with hard thought, just wrench twiddling.
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Now we've a real intellectual impasse. Our reason, which is supposed to make things more intelligible, seems to be making them less intelligible, and when reason thus defeats its own purpose something has to be changed in the structure of our reason itself.
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He'd no longer be a grade-motivated person. He'd be a knowledge-motivated person. He would need no external pushing to learn. His push would come from inside. He'd be a free man. He wouldn't need a lot of discipline to shape him up. In fact, if the instructors assigned him were slacking on the job he would be likely to shape them up by asking rude questions. He'd be there to learn something, would be paying to learn something and they'd better come up with it.Motivation of this sort, once it catches hold, is a ferocious force...
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For every fact there is an infinity of hypotheses.
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We have artists with no scientific knowledge and scientists with noartistic knowledge and both with no spiritual sense of gravity at all,and the result is not just bad, it is ghastly.
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The TV scientist who mutters sadly, The experiment is a failure; we have failed to achieve what we had hoped for, is suffering mainly from a bad script writer. An experiment is never a failure solely because it fails to achieve predicted results. An experiment is a failure only when it also fails adequately to test the hypothesis in question, when the data it produces don't prove anything one way or another.
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As a result of his experiments he concluded that imitation was a real evil that had to be broken before real rhetoric teaching could begin. This imitation seemed to be an external compulsion. Little children didn't have it. It seemed to come later on, possibly as a result of school itself.That sounded right, and the more he thought about it the more right it sounded. Schools teach you to imitate. If you don't imitate what the teacher wants you get a bad grade. Here, in college, it was more sophisticated, of course; you were supposed to imitate the teacher in such a way as to convince the teacher you were not imitating, but taking the essence of the instruction and going ahead with it on your own. That got you A's. Originality on the other hand could get you anything – from A to F. The whole grading system cautioned against it.
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Grades really cover up failure to teach. A bad instructor can go through an entire quarter leaving absolutely nothing memorable in the minds of his class, curve out the scores on an irrelevant test, and leave the impression that some have learned and some have not. But if the grades are removed the class is forced to wonder each day what it's really learning. The questions, What's being taught? What's the goal? How do the lectures and assignments accomplish the goal? become ominous. The removal of grades exposes a huge and frightening vacuum.
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The fact that they were there as students presumed they did not know what was good or bad. That was his job as instructor...to tell them what was good or bad. The whole idea of individual creativity and expression in the classroom was really basically opposed to the whole idea of the University.
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When spontaneity and individuality and really good original stuff occurred in a classroom it was in spite of the instruction, not because of it. This seemed to make sense. He was ready to resign. Teaching dull conformity to hateful students wasn't what he wanted to do.
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This larger goal wouldn't be the imitation of education in Universities today, glossed over and concealed by grades and degrees that give the appearance of something happening when, in fact, almost nothing is going on. It would be the real thing.
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The student's biggest problem was a slave mentality which had been built into him by years of carrot-and- whip grading, a mule mentality which said, If you don't whip me, I won't work. He didn't get whipped. He didn't work. And the cart of civilization, which he supposedly was being trained to pull, was just going to have to creak along a little slower without him. This is a tragedy, however, only if you presume that the cart of civilization, the system, is pulled by mules. This is a common, vocational, location point of view, but it's not the Church attitude. The Church attitude is that civilization, or the system or society or whatever you want to call it, is best served not by mules but by free men. The purpose of abolishing grades and degrees is not to punish mules or to get rid of them but to provide an environment in which that mule can turn into a free man.
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The range of human knowledge today is so great that we're all specialists and the distance between specializations has become so great that anyone who seeks to wander freely between them almost has to forego closeness with the people around him.
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The real purpose of the scientific method is to make sure nature hasn't misled you into thinking you know something you actually don't know.
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The doctrinal differences between Hinduism and Buddhism and Taoism are not anywhere near as important as doctrinal differences among Christianity and Islam and Judaism. Holy wars are not fought over them because verbalized statements about reality are never presumed to be reality itself.
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Like those in the valley behind us, most people stand in sight of the spiritual mountains all their lives and never enter them, being content to listen to others who have been there and thus avoid the hardships.
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