Origins of Thinking at the Edge

“TAE stems from my course called “Theory Construction” which I taught for many years at the University of Chicago. Students came to it from many fields. The course consisted half of philosophy and logic, half of the difficult task of getting students to attend to what they implicitly knew but could not say and never considered trying to say. It took weeks to explain that the usual criteria were reversed in my course. Whereas everywhere else in the University only what was clear counted at all, here we cared only about what was as yet unclear. If it was clear I said “We don’t need you for this; we have it in the library already.” Our students were not used to the process we call “FOCUSING,” spending time with an observation or impression which is directly and physically sensed, but unclear. All educated people “know” such things in their field of study. Sometimes such a thing can feel deeply important, but typically people assume that it “makes no sense” and cannot be said or thought into.

“Oh,” one student exclaimed when he grasped what I was looking for, “you mean something about which we have to do hemming and hawing.” Yes, that was just what I meant.”

Eugene Gendlin, PhD

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