Leaving Las Vegas

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Leaving Las Vegas is a powerful, yet tasteful portrayal of alcoholism and love. Nicholas Cage plays a businessman who, through the overuse of alcohol, loses his family and his job. As a self-confessing drunk, he becomes brash and obnoxious. With no friends he heads off to hurl himself into the grandest human-made pit in the world—Las Vegas.

Amide the splendour of bright lights and a soundtrack of music including Sting and including My One and Only Love, we travel with Ben as he discovers a world where he can let go and fall into the pit of gambling, prostitution, drugs and, of course, alcohol. He takes a room in a seedy hotel and wanders his way into a stupor.

Elizabeth Shue plays a prostitute who befriends Ben and she eventually takes him in. Sera and Ben have an unexplainable bond and an unlikely non-sexual relationship. She is beautiful, yet showing wear from her life in prostitution; he is middle-aged with thinning wiry hair and gaining a growing gaunt look from not caring for himself and too much alcohol. Drawn closer by love, Sera spends her nights working the streets while Ben travels down his road of destruction. During the day they enjoy short bursts of being together.

While Ben is entirely out of control throughout the movie, Sera is also trapped by her life of prostitution. They accept each other, yet seem to long for each to find their own way out. Ben had instructed Sera, “You can never, ever, ask me to stop drinking.” She replies in agreement “I know.” Yet later she says, “I want you to see a doctor.” “No, no doctor,” replies Ben.

It is difficult to identify what takes a person down particular destructive roads. Ben can’t understand why Sera can care for him and calls her his angel. Someone tells him that drinking is a way of killing himself, to which he with a smile replies to the man, “Killing myself is a way of drinking.”

I found the movie to be tasteful in showing the deep extensive darkness of a world where most of our society thankfully never venture. In a scene, where Sera is tragically beaten and raped by some young college men out for a thrill in Vegas, we see only enough to understand the painfulness of such an experience. Yet it is not enough pain for Sera to get away from her slavery to that world.

In depicting alcoholism, there are no stops. Cage plays the battle with stark and shocking realism. I awoke in the morning realizing that, as we came to believe and understand, ‘there but for the grace of God go I.’

We all live trapped lives to some extent and the deeper pits are always waiting just around the corner for us to fall into. It happens to so many in our society and world. On the merry-go-round and downward spiral, it is difficult to get off. We may reach the point where we think, ‘Stop the world, I want to get off.’

Speaking of pits, my favourite jazz musician is cornet player Bix Beiderbecke who lived in the 1920s amide the early days of jazz and bathtub gin. His life was one of spiralling into the pit of alcoholism from which he never returned. His music is always clear, inspired, full of energy and life. It stands in striking contrast to his life, never hinting to the true pain he lived with.

Yesterday, I played my cornet in church with the choir. I had never done this before and never played that type of music. It was a challenge and exhausting both physically, mentally and musically. It was exhausting musically because of the key signatures and the variety of sheet music, or lack of for some songs, ranging from choral arrangements to lyrics and chords, from the seventeenth century to the present.

I think it was physically and mentally challenging because I have not really played much since I was young as a kid. I was a record collector of vintage jazz and swing from the 20s, 30s and 40s. I spent a lot of my time buying records and hanging around jazz.

While living in the US going to college, I met many musicians; some in the pits of human existence. I once took in a fellow who I found in a jazz joint; he had been kicked out of his house and with no place to go. As a child prodigy trumpet player, he had ended up playing in Las Vegas. Because of dentures, he had switched to flugelhorn. As a regular sitting-in with the band he then became a bartender there. When I would walk in, a drink would immediately land in my hand. Sadly he died before his time.

I bought my cornet from a fellow whom I was listening to regularly. He was leaving town for a new opportunity and sold it to me for $100, including a new hard case. It was the top professional cornet from the manufacturer. Thankfully he is still alive and playing today. He informed me that the other owners I also knew well. Two of them have passed before their time.

The history of human existence is littered with the stories of those who fell into a pit and were unable to crawl out. They struggle, become numb, lose traction in life and succumb. They become lost; there is only one way out for them. I fell into that pit. Over thirty years ago, I was lifted out. I know with all surety that the pit is just one step away. The movie Leaving Las Vegas is a realistic and shocking reminder.

 

Special Note:

After writing this, I did some reading about the movie. Some remarks from reviewers indicated the movie had far more explicit content than what I had seen on TV. Perhaps I was so taken by Cage’s incredible performance that I simply missed it. However, my wife would have insisted it be turned off. One remark stated that the DVD version had scenes not in the theatre cut of the film. Someone confirmed this by obtaining a copy from the library.

The movie was very compelling to me and when I discovered that there is some very explicit content absent from the version I saw, I was somewhat creeped-out and felt cheated and betrayed. I had said here that the movie was tasteful, yet it seems to have an explicit twin that is so much more like the trashy sex obsessed material that Hollywood puts out minus the happy ending. I had thought that Hollywood had finally been able to deal with some very disturbing subject matter, take it to the edge and yet not cross the line into having to show the filth.

The movie was disturbing enough in the way it portrayed alcoholism and the death wish driven addiction that goes to the heart of humanity. I want to point out and state to Hollywood that a movie can be amazingly compelling without going over the edge. I feel it is a far greater accomplishment to get the message across, be entirely artful, without crossing the line. Please Hollywood, think about this. The human mind is powerful and can get the message without being bombed.

 

See Leaving Las Vegas (too)

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Finding innovation—creative problem-solving with metaphors

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1950s, 1960s, 1961, analogies, analogy, analyze, arthur, bible, brainstorm, brainstorming, capacity, characteristics, cohort, college, color, colour, concepts, creative, creative outlooks, creative problem-solving, creatively, creativity, develop, development creative, distract, distraction, dryer lint, education, elements, faculty, familiar, force, force-fit, forget, fuzzy, garment, george, georgeprince, gordon, group, groups, harper, imagination, innovation, insight, instruction, interconnectedness, interest, interview, invention design, jesus, learning, little, masters, metaphor, metaphoric, metaphors, new york, parable, parables, prescribe, prescription, prince, problem, problem-solving, professional, publishers, research, result, row, solution, staff, strange, syncticsworld, Synectics, tape, tape recorder, teach, team, think, tool, transformative, transformative learning, unconnected, unknown, unrelated, weight, william, workshop, world

One day, while I was working for a college, the school was closed and a day was put on for all staff and faculty, to do some professional development all at once. During the afternoon sessions I found a workshop about creative problem-solving with metaphors. It caught my interest.

The process we learned was remarkable and, according to the originators, William J.J. Gordon and George M. Prince, guarantees to provide a solution that would not have been found using other methods. It began way back in the 1950s when companies were beginning to realize that innovation was no longer something that could occur through a single person. They realized that innovation needed to occur in groups or teams. Wondering how this could be encouraged, the Arthur D. Little Invention Design Unit took tape recorders into meetings to discover how creativity and innovation happens. After analyzing the tapes, distraction from the problem turned out to be the key.

When a group became distracted from the problem, innovative solutions usually resulted. Eventually, a carefully constructed set of instructions was developed. The person who was teaching us the process, had attended a workshop with one of the developers back in the 1960s and could produce only a single page of instructions for us.

At the time, I was doing a Masters of Education with a focus on transformative learning. I wondered if this might be a transformative process, so I began to research and was finally able to develop a workshop that I could deliver based on the original process. I called it Creative Outlooks—creative problem-solving using metaphors. I delivered it to my study cohort and many times over the following years.

The process is simple. It is called Synectics, meaning, “the joining together of different and apparently irrelevant elements.” The problem with solving a problem is that one may know too much about the problem. Problem-solving, according to the developers, is the opposite of learning, which intends to take the strange or unknown and make it known. Problem-solving involves making the familiar strange. In a way, we need to forget what we know about something in order to think creatively. They came up with using analogies or metaphors to distract one’s thinking away from what they know about the problem.

What has always amazed me, and I discovered I have a knack for metaphoric thinking, is just how much we can learn about something by using a seemingly unrelated and unconnected metaphor of something else. It demonstrates the unique interconnectedness of everything in our world.

In one of the workshops I was delivering, when we came to the step where groups selected a metaphor, someone raised their hand and asked if dryer lint would work. I got it immediately as an excellent example of a metaphor that has interesting characteristics. Characteristics is the foundation of the process.

Once the group has done a brainstorming session on the problem and selected an unrelated analogy, they carefully analyze the analogy for all its characteristics. With dryer lint: it is made up of tiny pieces of other garments; it looks grey from a distance, but actually may have many colours; it is soft; it is light in weight; it is fuzzy; it comes apart easily. The list can go on for quite a length. The process even involves someone becoming the metaphor and the other group members interviewing it.

Once all the steps are done, the group then force-fits the characteristics back on to the problem with amazing new insights, results and solutions. While not all the participants are quick to catch on the process, when they do, it becomes and exciting time of imagination and creativity within the group.

We usually think of creativity and innovation as being something that is not easily prescribed. Yet Synectics is a prescription for achieving creativity and innovation in a group setting with guaranteed results. Learning Synectics gave me a new tool for looking at the world and learning new things. In the Bible, Jesus always used parables (a metaphoric story) and metaphors to teach concepts.

The Synectics research lead to many innovative learning tools. I continue to learn through metaphors and gain new insights by applying a metaphor to something seemingly unrelated.

My workshop, Creative Outlooks, works well in about 2–4 hours. This provides time to learn the process and run through a couple of problems in each group.

Gordon, William J.J. Synectics: The Development of Creative Capacity. (New York: Harper and Row, Publishers, 1961)
http://synecticsworld.com
http://www.georgemprince.com

Round peg, square hole

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abilities, adaptable, archery, attributes, backward, box, business, chaotic, characteristic, circles, citizen, college, compartmentalized, confine, contention, contribute, corner, creating, criteria, curve, decade, define, degree, department, description, difficult, disorganized, education, efficiency, essence, experience, expression, fit, fluid, force, forcing, function, golf, grad, graduate, group, guarantee, hockey, hole, human, humanness, idea, ignore, imagine, inabilities, interest, job, keywords, leaner, learn, learning, mould, myself, natural, notion, oblong, organize, organizing, oval, peg, people, person, phrase, popular, position, possibilities, posting, problem, profitable, resource, reversed, rigid, round, rounded, roundish, roundness, scan, sense, sharp, situation, society, speak, specific, square, squarer, squarish, squish, stock exchange, straight, talk, think, thinking, tighter, train, training, trim, trimming, uncomfortable, unique, uniqueness, universities, university, unusual, useful, valuable, website, worker, workplace

Have you heard the phrase ‘He’s a square peg in a round hole?’ I don’t like it! To me it doesn’t quite make sense and I think it is time to set the expression straight.

The ‘peg’ phrase is generally used to describe a person who does not fit into a job or position. Hold on, my contentions is that it is backwards. To me, society is made up of all sorts of boxes, not circles. The boxes are getting squarer and tighter and more defined. Look at a list of job postings on one of the many job related websites and you will find most postings are for a sharply defined position. The don’t seem very round.

I propose that the expression be reversed. After all, people seem more rounded to me. Let’s have it make sense. Now, i’ll bet you are thinking that the round peg can actually fit into the square hole. Sure, that could work, however, the corners would be empty and that wouldn’t work. I like to think that the round peg exceeds the size of the hole, so in essence, the round peg has attributes and characteristics that don’t fit the mould.

In a group of people, if you can talk hockey or golf, you will easily find someone to talk to. If your interests are in something less popular, like archery, your chances are less. You might well have many interests, more than most people and, yet, if you don’t speak the popular ones, you can be left out.

Now, apply the same idea to the workplace and jobs and you will get what I mean. I feel I am a round peg, many possibilities and, well, you get the idea, I’m sure.

How is it that we can’t have a world that is fluid and adaptable, one that can allow the abilities and inabilities to be used to the fullest? Is it just a natural result of humans organizing their society that everything becomes more rigid and compartmentalized? Is it necessary for all aspects of society to be so organized in order to function? How about the stock exchange? I’m not sure what it is like now, but I know at one time, it looked about as disorganized and chaotic as one might imagine. And yet, it functioned.

For a few decades now, the business world has been working toward more efficiency, to be leaner and more profitable. Education has become more about training and preparing workers for specific work and jobs, rather than creating citizens to contribute to society in a variety of settings. In doing so, they seem to carve the curves of their humanness into sharp edges—into a shape that I would call square. Shaping people into a squarish shape means trimming unique aspects of each person, uniquenesses that are valuable and useful. Somehow, they must fit in and the place they must fit is square.

Here is another view of this notion. Perhaps the round peg is a bit soft. In that case forcing the peg into the hard, square hole might cause it to squish, thus becoming uncomfortable. Now that rings true.

I would consider myself a roundish person. Perhaps not a circle, or even an oval, or oblong shape—certainly not square. I feel I have uniqueness that I have never been able to bring to any job I have had. Usually, I have to confine myself to the specific needs of the job.

My experiences in education have shown me that the same thing applies to learning. As I have said, this is what education is about. Trim learners into square pegs that can easily fit into society. Those who are not easily trimmed will have difficulties and even be deemed a problem. Why are graduates of universities going back to colleges? Because a general degree does not guarantee a job in today’s society. To get a job, one must be trained for a specific job. To get a job one must meet all the criteria in the job description and have experience that matches. New grads can have a huge problem here in some situations. These days, human resource departments may scan job applications for specific keywords. How square can this get?

Our society seems to have little use for uniqueness. I’m not talking necessarily about unusual people. I think everybody has roundness and uniqueness that usually gets ignored in order to fit in. Thus, square pegs in square holes. Well, I’m still a round peg trying to fit into a square hole.

Education or learning

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I’ll let you in on a bit of my past. School for me was, well not for me, right from the start. School and I simply did not get along. It is not that I didn’t have interests that were covered in school curriculum. Something about the classroom experience and the delivery of information really didn’t suit me. I guess I had some difficulties settling in to the routine and understanding what was happening and what was being taught.

This is the story of how I came to learn about education and became educated about learning. Most important, it is about how I came to learn how to learn. If that sounds strange to you. Keep reading. You might be interested in why learning is more important to me than education.

As I scraped through the grades, made to repeat a grade when we moved from the U.S. to Canada, I began to live for the weekends. In later grades, I needed to forget the week and find some way to enjoy the weekend. I hated Sunday night and Monday mornings. Parties and drinking became weekend norms. By grade twelve, with just passing grades, I vowed to never set foot in an academic environment again.

Today, I still struggle with plenty of life, yet, I have managed to avoid alcohol for over 30 years and have earned an M.Ed. among other certificates and diplomas. How did this happen? What do I know now that has made the difference?

Let’s pick up the trail after grade twelve and race through a few years. After working in a dairy, I decided to go to college to learn about printing. I didn’t consider this academic and thus not breaking my vow, even when I studied some journalism. The number of educators who have strongly influenced me during my life have been few. One was an associate music teacher in high school. Yes, there were a few positive experiences. This teacher asked me if I would like to do an entertainment review for the local newspaper. My response, ‘But I’m barely squeaking through in English.” His, “You know what you like and don’t like, so just write what you think.” So began a small career as a part-time entertainment reviewer that lead me to take some journalism so I could get more free press passes to shows.

After working in the printing industry for a few years, I managed to get my hands on a Mac Plus computer to teach myself the new prepress method then known as desktop publishing. Soon, I found myself doing some training. One other piece of the puzzle developed when I was contracted by an educational institution to help develop a new distance education project using an online groupware product I was a representative for. I ended up writing the first course and delivering it to the group of instructors who developed the courses and programs at the institution. I had little understanding of what I was doing. I remember the project manager saying “To ensure your long-term participation in this project, you might what to get some training in developing training courses.” We traded some work for the Instructional Skills workshop, part of the Provincial Instructor Diploma.

During that workshop, the reality of the world of education and learning began to be revealed to me. Wait, was this academic, could I actually learn something and enjoy it? Even more surprising, this shy guy actually ended up standing in front of people to teach a short lesson. I enrolled in another course and got to really grapple with my own learning. It was a tough slog. I had to find my learning legs. I had to apply the little I had already learned about learning to my own learning. Finally, I learned a few things about how to learn, how I learn.

In the following years, I completed the Provincial Instructor Diploma, the Advanced Diploma in Adult Education, a Leadership Coaching Certificate and an M.Ed. in Curriculum and Instruction. Perhaps one day I’ll continue my story about learning. For now, let me talk a bit about education and learning.

What comes to the forefront of your mind when you think of school, education, or learning? What is the difference? What do they look like to you?

Would it surprise you if I stated that education, to me is a production machine? It is an attempt to bring about the result of learning to the masses of society and to indoctrinate them into the norms of society; to make citizens who can function within the framework of society, meet the employment needs of corporations and to behave in an acceptable manner. That may sound like a strong accusation of a major societal institution, yet, this is what school is about.

The institution of education is so massive that it actually has a number of difficulties. When you think of school you probably think of a classroom of tables and chairs and the teacher at the front of the room teaching. The sage on the stage as we came to call it. Educators now know so much more about how people learn than when I went to school. With this research, one might think that the school experience would be quite different. Perhaps it is, slightly, but in truth the machine keeps churning as usual. Even with the ability to deal with the students who struggle or have other differences or challenges, the system can’t help in ways that could make a huge difference.

In the past, less was known about what the problems really were, or how to provide assistance. Those who did not fit in, might be labelled as troublesome or lazy. Today, research has revealed much about how people learn, yet, notions such as mainstreaming all students or financial cutbacks have limited improvements to education. In addition, the educational machine is very slow to change and seems to be entrapped by the expectations of what school and education should look like—people expect it should look the way it looked when they went to school. Teachers teach the way they were taught.

Here’s the point. So much more is known about how we learn. From varying the delivery of instruction and teaching to meet learning styles to brain research, the educational experience should be so different from what it is. In addition, we now know that creative, innovative thinking needs to be developed in learners to meet the complex needs of society today. Employers are constantly changing what they are looking for in potential employees.

Since education seems inadequate, at least to me, I tend to focus on learning. Now, you should understand why education to me is a formal ridged, inflexible processing machine. What I seek are creative learning solutions. I’ll probably write more about creative learning solutions. Perhaps a series. Watch for it.