Using Your Brain —for a CHANGE

A lot of the problems that bring people into therapy, or into jail, have to do with motivation. Either they're not motivated to do things they want to do, or other people want them to do, or they are motivated to do things they, or other people, don't want them to do. What we've done here today is explore a little bit about how motivation works, so you can have some control over what you're motivated to do. What we've done here is only the beginning of what we can do with motivation, but it gives you something you can explore more on your own.

VI. Understanding Confusion

Many people get into difficulties because they're confused about something. I'd like to show you how to take confusion and make it into understanding. I need someone to play with, to demonstrate how this is done. After I demonstrate, I'm going to ask you to pair up and do it with each other, so pay attention.

Bill: I'd like to do that.

First think of something you're confused about, and you'd like to understand.

Bill: There are a lot of things I don't understand—

Stop. I want you to listen carefully to what I asked you to do, I did not ask you to think of something you don't understand; I asked you to think of something you're confused about. "Confusion" and "not understanding" are very different. There are a lot of things that you don't understand, because you don't know anything about them. You probably don't understand open–heart surgery or how to design a hydrogen bomb. You're not confused about them; you just don't have the information you'd need to understand how to do those things.

Confusion, however, is always an indication that you're on your way to understanding. Confusion presupposes that you have a lot of data, but it's not yet organized in a way that allows you to understand it. So I want you to think of something you're confused about: something you have a lot of experience with, but it doesn't make sense to you. . . .

Bill: OK. I'm thinking about—

Hold on. You're not allowed to tell me the content of what you're thinking about. You only need content if you are nosy. I'm a mathematician; I'm only interested inform. Besides it's too easy for the rest of these people to get lost in the content. I want them to learn the process that I'm demonstrating.

You've thought of something you're confused about. Now I want you to think of something similar that you understand. When I say similar, I mean that if your confusion is about someone's behavior, have your "understanding" also be about someone's behavior. If your confusion has to do with how a car engine works, make understanding be something mechanical, like how your toaster works, for example.

Bill: I've thought of something I understand.

Now you have two internal experiences; we're calling one of them "understanding" and the other one "confusion." Do they both have pictures?

Bill: Yes.

What I'm interested in are the differences between the two. How do they differ? For instance, one might be a movie and the other a slide. Or one might be in black and white and the other in color. I want you to go inside and examine those two experiences, and then tell me how they're different. . . .

Bill: Confusion is a slide, and it's small. Understanding is a movie, and it's large.

Are there any other differences? If the picture of confusion is smaller, it's probably also farther away.

Bill: Yes, it's farther away.

Do either of them have sound?

Bill: Yes, understanding has a voice describing what I see. Confusion is silent.

How do you know that you're confused about one, but you understand the other one?

Bill: I have different feelings when I look at those two pictures,

OK. How do your feelings know to feel that when you look at those pictures.

Bill: I suppose because I taught it that.

I want you all to notice something. I asked a "How?" question, asking about process, and he answered a "Why?" question. "Because" always answers "Why?" All you'll get out of "Because" is a bunch of historical theory. I only have one theory: that the reason people have so much trouble running their brains is because the Earth is tilted on its axis. So actually you have someone else's brain, and it's mad. That's as much theorizing as I do.

Let's try again. Bill, how do you know to have different feelings when you look at those two different pictures? . . .

Bill: I don't know.

I like that answer.

Bill: After I thought about it, I decided I didn't know.

That happens sometimes. Pretend you know. Talk. The worst thing that can happen is that you can be wrong. Years ago I realized I had been wrong so many times, I decided I'd just go ahead and be wrong in the ways that were more interesting.

Bill: When I look at the understanding picture, I can see how things work. That gives me a soft feeling of relaxation. When I look at the other one, I can't see what's going to happen next; I feel a little tense.