Mind, Messages, and Madness: Gregory Bateson Makes a Paradigm for American Culture Studies

Abstract

In the winter quarter of 1979 I was teaching a junior-level American Studies core course that introduced our students to comparative culture study. Many of the students had taken one or two classes from me already; but I decided, nevertheless, to begin the course with an essay that would say again in a new way exactly what are the characteristics of interdisciplinary thinking. I had begun other courses in this way but not with much success. Faced with student puzzlement and confusion about what made American Studies different from disciplinary study about America, I had had to resort to naming examples for students to emulate. What we lacked was a way totalk aboutinterdisciplinary thinking, especially a way that was accessible to undergraduates. I had read and appreciated the previous summer an essay inThe CoEvolution Quarterly; so I decided to try beginning the course with that brief, breezily discursive piece. I was a bit nervous about deciding so. Gregory Bateson's essay “The Pattern Which Connects” reads much like a story and is based on a talk for a general audience in 1977. But Bateson could be “maddeningly obscure” in his writing and speaking. (I recalled my total awe and bewilderment when, sometime in 1972 or 1973, I had my only experience listening to a Bateson public lecture.) My only earlier experience teaching Bateson—two essays fromSteps to an Ecology of Mind—had been a miserable failure. My worry was that “The Pattern Which Connects” would be total gibberish to the students—not an auspicious beginning for a course.