Destruction and Creation

intellectual level. Destruction and Creation Perhaps the reason that so many of us feel we can, at will, influence others in improving their understanding is due in a large measure to the success of influence programs in unrelated areas. For example, the force of government influences most of us to pay our tax bill. The fear of vio lence influences many not to walk through a picket line. Half-truths, lies, and insinuations have influence in defa mation and character assassination. Barbarous slogans like "Kill all the Jews" - appeals to baser instincts have influenced millions to follow a demented leader. These are influence programs for the purpose of destruc tion. Any fool can destroy in a few moments a building which was finally achieved after centuries of creative learn ing. The techniques to be employed in destructiveness and in creativeness are as different as these two forces them selves. Destructiveness is as simple as standing at the top of an elevator shaft and letting yourself go. Creativeness is as laborious and as difficult as the slow rise of civiliza tion itself; it is, in fact, the same thing.

Who Has Influence? The way to find the answer to the question "How is understanding extended?" is simply to ask: "To whom do 47 I turn when seeking improvement in any activity - my profession, golfing, swimming, cooking, singing, or what ever? Do I turn to those whom I regard as knowing less than I on the subject? Or do I turn to those whom I regard as more expert than I?" The invariable answer is: "To the more expert." And other persons do, in this respect, just as you or I. Let it be said another way: A person does not influence others in expanding their understanding merely because he wishes to influence them. We have only to reflect on the daily experiences with those intimate to us to discover our own limitations in this respect. And what a lesser chance we have of influencing those beyond our imme diate circle of activity, those who never heard of us! Who Is a Teacher? A person does not become a teacher either by self-des ignation or by designation of a third party - govern ment or other. A teacher is designated solely and exclu sively by the student. Many persons believe themselves to be teachers because they hold certain titles, or because they expostulate before audiences, or because what they write appears in some entertainment or news journal with large circulation. And they are especially certain that they are teaching if they hold attention and receive applause; they may be confusing histrionic qualities with education.