Steps to an Ecology of Mind

Abstract

arguments, that Gregory and others labored to “unpack” over the intervening years; and still there are surprises hidden within them that become visible as the reader comes to move freely in the text. Frequently , during his career, as his Introduction indicates, Gregory felt as if he were speaking and writing in a foreign language. People did not simply agree or disagree with him; they were bewildered or intoxicated. Mark Engels, in his 1971 Preface, recognized the analogy between the “mind expanding” experiences of drugs and religious conversion and the kinds of intellectual change that could be achieved by a pervasive reshaping of patterns of thought. In retrospect it strikes me that intoxication and conversion were common responses even to these abstract and difficult pieces—responses in which a fraction of the argument was carried on a tide of intuitive affirmation. Today, however, it is becoming increasingly possible to come to grips with Gregory’s thinking, to select, affirm, contest, question. Throughout his life, he treasured the relationships in which he found opportunities for intellectual grappling that went beyond admiration adulation; critical reading is essential. This new edition, then, invites readers into an encounter with the work of Gregory Bateson that was only available to a few when the collection first appeared. My advice to readers would be to hang on to the challenge as well as the affirmation. We have not as a civilization achieved those epistemological shifts that may some day enable nuclear disarmament, ecological responsibility, and new approaches to both education and healing that will value and enhance the complexity of persons in their familial and social setting. In these and in Gregory’s later books (Mind and Nature: A Necessary Unity, Dutton 1979, and, jointly with me, Angels Fear: Toward an Epistemology of the Sacred, Macmillan, 1987) the intellectual tools are offered. Today they will come more readily to hand, be easier to balance and handle in a disciplined manner than they were in the early 1970s, be more accessible to practice and skill. But still there remains the challenge of using the tools in such a way that they be-come a part of the user. And still the tasks for which these tools have been shaped largely remain to be done, more urgent today than ever. —Mary Catherine Bateson Cambridge, Mass. August 1987

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