Abstracting.
Losing
the ability to abstract.
When
humans first evolved into their present form, they found themselves in
a world where the use of symbols was all important for communicating
with others. Early man's ability to create symbols was then an
essential part of his/her ability to survive. This ability is still
essential for babies and young children that have not yet learned to
talk. If they could not abstract objects and ideas into a single
element that can symbolise, they would never learn to talk,
because they would not be able to communicate enough to learn it. As
with imaging the need for abstracting no longer is essential to
survival and communication once a verbal language is learned. Verbal
language is so important for human communication and comes with a ready
made set of symbols. Thus most children begin
to lose the ability to make abstractions, as any they made would be
dismissed as being wrong. The more there ability to
use language improves the less need they have of the ability to
abstract. It follows then, that because children no longer
need to be able to abstract in order to survive, most of them tend to
gradually lose
this useful aid to understanding and genius.
Abstraction.
Abstraction is one
of the essential ingredients in creation. It is that way, by which we
decide to portray the whole of something as a single element or aspect
of itself. We take some aspect and highlight it and make it noticeable,
we bring it into the foreground where before it was invisible, lost in
the complexity of something. Often it is an effort to find the essence
of something. It is always a simplification. It is deciding what is
important and what can be left out. So called scientific laws are
simplifications of some very complex phenomena. It is often seeing past
the detail into what is the essential structure.
Abstracting
the Question.
You cannot find
the answer if you do not know the question. Abstraction is often a way
of finding questions. There is often, especially in science, an
enormous amount of information available and the only way to discover
what is important is to disregard, or at least temporally forget about
most of it. This process of finding some kind of essence is the process
of abstraction and it often comes in the form of a question rather than
an answer. But this is a good thing, because finding the right
question, finding the right problem to solve, is usually the hard part.
Sometimes, once the right question has been found the answer is almost
obvious, and most of the other time the answer will be apparent after
some hard work.
Scientific
Abstraction.
Scientists continually make use of abstraction
to isolate elements or characteristics from background noise. Gregor
Mendel's findings in hybridization gave us the beginning of what became
the science of genetics and they are still considered fundamental in
biology. He did this by ignoring most of what changes from generation
to generation and confined himself to studying the effects upon single
particular characteristics, and also he didn't take, as his
predecessors had done, only a summary view a whole generation of
hybrids but examined each individual plant separately. He basically
pared away the chaos and confusion of too much information and isolated
the essential information by the process of abstraction.
The
use of abstraction in science is often much more understandable to
ordinary people. This is because the things exposed by abstracting in
science can be shown to have immediate practical use. In their book
"Sparks of Genius" the Root-Bernsteins give the following very clear
understandable example from science:
"Santiago
Ramon y Cajal demonstrated that the differences between scientific
observation and art also disappear through abstraction. The
artistically talented neuroanatomist, who studied painting as a
teenager, eventually took the first color photographs at the turn of
the twentieth century. He drew all his own illustrations for his
studies of brain anatomy. Most people probably assume that he drew
directly from what he saw, but they could not be more wrong. Ramon y
Cajal explained that he would spend the morning preparing and observing
dozens of sections of the brain or the spinal cord.
Then
after lunch, he would draw what he remembered. Then he would compare
his drawings to his preparations. He would analyze the differences,
then draw again, repeating this process over and over and over. Only
when the drawings he made from memory captured the essence of what he
saw in an entire series of preparations would he consider them
finished. The result was not a specific representation of a particular
slice of a particular brain but a picture of what could be expected of
any such slice of that portion of the brain taken from any individual -
the abstract reality of the anatomy underlying the unique reality of
each individual.
Ramon
y Cajal's example puts the lie to the old adage that scientists simply
record what they see. In fact his drawings so accurately captured the
essence of neuroanatomy that even in this day of sophisticated
photography, high-tech stains, and three-dimensional representations of
the brain's structure, many textbook writers still prefer his drawings
for their clarity and conciseness."
Artistic
Abstraction.
Artists who abstract tend to try to make
apparent, something that is not really possible, and thus it is always
somewhat debatable if they have succeeded. Some people look at abstract
art and see nothing, where for others some profound vision may be
apparent. Picasso talks about trying to capture the footness of a foot
or the movement of a person in motion. It is a delicate balancing act.
The artist simplifies and simplifies till perhaps the meaning begins to
disappear. For some people it disappears all together. Despite this all
people recognize the genius of being able to covey some clear image
with a few deft strokes of a brush. All creative people and especially
geniuses use and make use of abstraction.
Artists
in their search for more abstract ways of expressing this essential
structure have turned to the art of primitive peoples and that of
children. There is good reason for this. Primitive peoples have less
knowledge and technology about how things may be represented and thus
have to find simple ways of expressing things in art. Likewise children
with less technical ability have to find ways of representing things
simply and directly.
Learning and Abstracting.
Abstracting is all about learning in such a way as
to be able to
communicate it to others. Abstracting is about representing something
by something else that is simpler. Abstracting is about commonality.
Concepts are abstractions. They are those characteristics or
properties, objects or other concepts have in common. This commonality
is testable, repeatable and thus communicable.
Language and Abstraction.
The
words of language are abstractions. As words become more abstract more
and more of the properties of whatever is being referred to are pared
away. This is in fact how concepts are formed and thus how words obtain
their meaning. When we are infants with no understanding of a word we
notice how it is used and in reference to what. We then take all those
things that have been referred to by the word and we try to pare away
from those objects all those characteristics they they do not have in
common. What we are left with is those characteristics, elements,
properties, or aspects that are common to them all. This then becomes
the concept that is symbolized by the word. In this way we form
categories and classes that fit neatly inside each other.
Children and
Abstracting.
Children perhaps not
surprisingly tend to very
good at abstracting and do it effortlessly. Children love to make up
words, to represent simply in drawing and painting and to find and
question what is important. As with many of the abilities of children,
this ability to abstract tends to disappear as we get older. This
happens because we learn about how things may be represented more and
more exactly and the ability to abstract seems a poor substitute. But
it is not a poor ability. It is rather an ability that is essential in
creation.
Practice as
iterative improvement is a necessity for life long creativity.
Like
imaging and observing, abstracting needs to be practiced with
improvement throughout
life, if it is to harnessed in the service of creation. The thing is,
at
the moment such activities in the home and school are generally thought
to be unimportant and thus discouraged. If however, we continually try
to abstract the world around us we will find this ability does not fade
but rather becomes stronger until in the hands of a creative genius it
is used to pave the way to a revolution in knowledge. Darwin for
instance found the essential information in evolution by distilling
information, by examining generations of creatures and discarding the
unessential till he arrived at survival of the fittest and natural
selection. This changed the world of knowledge as has no other
discovery.
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