In the 2016 essay AFFECTIVE FREEDOM,COGNITIVE RESTRAINT and in the two parts of 2019’s AND THE HALFTRUTH SHALL SET YOU FREE, I aligned the didactic and mythopoeic
potentialities with, respectively, my categories of “cognitive
restraint” and “affective freedom.” I made heavy use of Ernst
Cassirer in these essays, but for this one, I’ve decided to take a
different path in order to dilate on the salient differences between
the ways these potentialities operate.
In literature as in other cultural
forms, all potentialities express themselves through processes of
discourse. The discourses of “lateral meanings” deal with
concrete subject matter—that of what sensations the subject
experiences, and of the subject’s emotional reactions to those
sensations. In contrast, the discourses of “vertical meanings”
concern themselves with abstractions, with the didactic making use of
“ideas” while the mythopoeic makes use of “symbols.” For the
sake of argument, I will treat both ideas and symbols as if they
existed as discrete monads, which is not the way either are
experienced. Both ideas and symbols are best expressed in the form of
typical story-tropes. Levi-Strauss was pleased to term these tropes
“mythemes,” conveniently ignoring how such monadic forms were
dispersed throughout all forms of human communication, not just myth.
Didactic discourse and mythopoeic
discourse are not as intimately entwined as those of the kinetic and
dramatic potentialities. The discourses can appear independently of
one another, or they may intertwine within a narrative to support one
another, or they may conflict with one another so as to confuse the
narrative. An example of the last-named would be Steve Ditko’s
story “Am I Roma…,” which I explicated it in this post.
The word “discourse” stems from a
Latin root meaning “to run around.” However, all four discourses
run in different ways, though I’ll only discuss the two vertically
aligned potentialities here.
The didactic discourse runs in the
fashion of a single contestant in a one-on-one foot race. The course
of the race may be winding or straight, but the contestant runs in as
direct a line as possible from start to finish. Didactic discourses
may employ idea-tropes as disparate as “Christ died for our sins”
or “Capitalism is doomed by its own excesses,” but the discourses
are always aimed at teaching some sort of linear lesson to listeners.
In contrast, a mythopoeic discourse is
more akin to a team of runners in a relay race, opposed, naturally,
by a corresponding team. There’s still a goal that a given team
aspires to reach first, but achievement of the goal depends on the
successful interaction of all players on the team. Symbols can be
used to help convey linear lessons, but their primary potency is
poetic and associative. In my first post on the ARCHIVE, I quoted
William Butler Yeats, who asserted that “symbols are an endless
inter-marrying family.” The interactions of members in a family is
of course analogous to the concerted efforts of a relay-team, and
symbol-tropes in a mythopoeic discourse only win their “race”
when they work so as to reinforce one another.
As noted, the vertical discourses align
respectively with the categories I’ve termed “cognitive
restraint” and “affective freedom.” Didactic discourse aspires
to teach, and while some teachers seek to help students learn how to
think for themselves, it’s implicit that each student will still
end up choosing to advocate favored ideas over non-favored ones—in
essence, “restraining” any potential tendency to advocate the
latter idea-group. Even writers who analyze myths, both religious and
literary, must use didactic discourse to assign a particular set of
values to the myths analyzed. In this essay I showed how Claude
Levi-Strauss advocated a “scientific” approach to myth and stated
that he believed that mythic activity was on its way out of human
culture. By contrast, Ernst Cassirer championed myth as an
irreducible element of human culture. But both had to use didactic
discourse to explain their respective ideas and philosophies. The
didactic discourse thus is at its strongest within the sphere of
non-fiction but has a more tendentious hold in fiction.
The mythopoeic flourishes in fiction
but only appears sporadically in non-fiction, and then usually only
in commentaries on fictional constructs, such as Raymond Durgnat’s
FILMS AND FEELINGS. Mythopoeic discourse doesn’t so much send a
message as open up all lines of communication. In contrast to the old
saw “If it feels good, do it,” the mythopoeic discourse says, “If
it seems significant, symbolize it.”
Mythopoeic discourse aligns to the
category of “affective freedom,” meaning that symbols can combine
in any way a creator may please to arrange them, irrespective of
logical amenities. To be sure, mythicity takes on greater value when
an author relates the symbols to the epistemological patterns that
the audience recognizes from the world of experience. But I’ve
argued, as did Cassirer in MYTHICAL THOUGHT, that mythic symbols are
not gain their power from simply copying what audiences see around
them. Cassirer had a more Platonic emphasis than I do. On page 3, he
speaks of how Plato valued myth as signifying “the world of
becoming” in contrast to the adherents of the allegorical school,
and throughout the book he emphasizes myth’s potential to dissolve
the boundaries between inner reality and outer reality (particularly
on page 156). I agree, but for me the dissolution comes about when
myth and its near relative literature make use of “real”
epistemological patterns for “unreal” purposes.
In mythopoeic discourse, “perfect
freedom” not only doesn’t mean “perfect service,” said
freedom can be free of any utilitarian purpose. Case in point: Robert
E. Howard’s 1936 novelette BLACK CANAAN, recently reviewed here. I
pointed out that although Howard placed his story of an aborted
race-war in a real location-- an Arkansas town named Canaan-- the
author showed no real interest in reproducing the realities of life
in that time (post-Civil War) and place. I noted that the outcome of
the Civil War made no difference to the novel, and that Howard had no
interest in what inequities might have contributed to the mutual
hatred between the whites of Canaan and the blacks of the neighboring
swamplands, called Goshen. Going purely by the content of the
existing story—while acknowledging that the author was forced to
cut his original draft for publication—it’s apparent that Howard
wanted a pure “clash of civilizations.” The only motivation for
the strife is rooted in the tropes of fantasy-fiction, in that Howard
imagines the blacks of Goshen as having made diabolical alliances
with elder voodoo-deities. Yet this is certainly not a didactic
argument, since Howard says absolutely nothing about the presumed
Christian orientations of the Canaanites.
Indeed, the only references to
Judeo-Christianity devolve also to the blacks of Goshen. Howard named
his imaginary swampland after the Egyptian domain where the
pre-Exodus Jews were kept in bondage, before they escaped the land of
the Pharaohs into Canaan. This symbolic trope is reinforced by the
history of the way blacks of pre-emancipation America identified with
the pre-Exodus Jews, which I tend to believe a Southerner like Howard
could not help but know of. Thus, in the story the minions of Saul
Stark, by rising up against white Canaanites, duplicate the action of
the archaic Jews who conquered archaic Canaan and transformed that
land into the kingdoms of Israel and Judah.
But what message was Howard sending in
the story? None, I would venture. While he certainly could have
infused his story of a fictional uprising with his own political
opinions, as did many other authors, here Howard only cares about a
conflict of good and evil. And even Howard’s concept of “good”
may be problematic, since the righteousness of protagonist Kirby
becomes compromised by his unquestionable hunger for the “forbidden
fruit” of the quadroon voodoo-priestess, the Bride of Damballah. If
Howard had wanted only to denigrate the evil represented by Black
People—whom, to be sure, he denotes with the customary Nasty Taboo
Word of the period—he could have left out this tantalizing
sorceress. From first to last, though, she has Kirby under her
thrall, and she’s defeated only by the chance intervention of a
minor support-character. The hero enjoys the final triumph over the
evil Stark, but Kirby doesn’t win because he’s white, and in many
ways Stark and Kirby are mirror-images of each other, each striving
to make sure his own race holds the whip hand.
There’s no harm in admitting that
such a story has no moral to offer, but it’s far from proven that a
story with a moral is necessary superior. On a personal note, in my
youth I probably liked a good number of preachy stories, since my own
ethos was still being formed. But today I tend to find even the best
“idea-tropes” in fiction to have less value than the best
“symbol-tropes,” while in non-fiction I often fault authors who
load their arguments with clumsy symbolism, as per Frederic Wertham’s
tortuous comparison between children and garden-flowers. Both
discourses have their strengths, but the races they run come off to
best effect on level playing-fields.