Her: Knowing something that you can’t possibly know.
Him: And not knowing how it’s possible to know.
6.30 am: The darkness. The rain – like dried peas poured down upon the Velux windows. These days, the weather seems vengeful, relentless, and unforgiving:
8.30 am: Email catch up, friendly messaging, birthday greetings, and a review of the day’s obligations. 9.00 am: Onto the streets …
… through the rain, heading for the seafront, across the Promenade, to the Old College:
A day of first tutorials, across MA and PhD Fine Art schemes. New beginnings can be a fretful time, whatever level you’re at. We sense our inability in the face of the challenge’s magnitude. Ideally, I like students to begin energetically and intelligently: considering the path ahead in the light of what has gone before; clarifying a few realisable objectives in the short term; constructing a method of engaging them; and developing (slowly) a renewed sense of confidence in so doing. I held the PhD tutorial, in part, in a local watering-hole (not my usual):
11.30 am: Admin follow-up: ‘To whom was that document sent, and why have they not acknowledged it?’; ‘Is no one responsible for this any longer?’; Surely this can be done far more simply!’; and ‘This approach will cause more problems than it’ll resolve’; and so on. 12.30 am: I took an ‘In Office At My Computer’ lunch. Not advisable for the digestion, but necessary on this occasion (again). 1.00 pm: I discussed the nature of the MA schemes with a late MA candidate.
From 2.00 pm to 4.00 pm I held initial tutorials with my MA fine art tutees. Reticence, a lack of assurance and direction, and modesty were conspicuous attendees. I wasn’t surprised. These attitudes are fundamentally virtues at this stage in their development. Soon, courage and command will prevail. 4.00 pm: I held an MA inquirers meeting, and then dispatched more interminable admin. 5.20 pm: Homeward:
Some principles and observations derived from today’s engagements:
- It’s useful to let the work lie fallow for a while, in order to recalibrate your sense of vision, intent, and commitment.
- Each of us must subject ourselves to a discipline, as well as to a set of regulatory principles that’ll help to positively restrict our field of action.
- T: ‘The paramount need is for you to regain your self-confidence’.
- There’s progress and there’s evolution: they’re not to be confused.
- Dissect the whole and analyse the parts.
- The question underlying your research may announce itself as a feeling long before it speaks its name in words.
- Fun and fulfilment are not synonymous: the latter is richer, more abiding, and not dependent upon circumstances and feelings.
- Make self-fulfilment a goal. It’s not everything; but without it, you can achieve nothing of worth.
- You’ll never learn to swim by standing at the edge of the pool.
- T: ‘Trust me: within you is a well with water at the bottom. The well is deep and the water, sweet. Your task is to construct a bucket and lower it as far as the rope will allow, presently’.
- All insecurities are common to students.