Development
The Metaphysics of Quality originated with Pirsig's college studies as a biochemistry student at the University of Minnesota. He describes in Zen and the Art of Motorcycle Maintenance that as he studied, he found the number of rational hypotheses for any given phenomenon appeared to be unlimited. It seemed to him this would seriously undermine the validity of the scientific method. His studies began to suffer as he pondered the question and eventually he was expelled from the university.
After spending some time in Korea as a soldier, Pirsig realized that Oriental philosophy was a better place to search for ultimate answers. On his return home from Korea, Pirsig read F. S. C. Northrop's book The Meeting of East and West which related Western culture to the culture of East Asia in a systematic way. In 1950, Pirsig continued his philosophical studies at Banaras Hindu University, where he came across the Sanskrit doctrine of Tat tvam asi -- in his words, "Thou art that, which asserts that everything you think you are (Subjective), and everything you think you perceive (Objective), are undivided. To fully realize this lack of division is to become enlightened." The nature of mystical experience plays an underlying role throughout his work.
In the late 1950s, Pirsig taught Rhetoric at Montana State University and, with the encouragement of an older colleague, decided to explore what exactly was meant by the term Quality. He assigned his students the task of defining the word. This, coupled with a Native American Church peyote ceremony he attended with an anthropologist friend, James Verne Dusenberry, led Pirsig into what he called "a mushroom cloud of thought." Pirsig began developing his ideas about Quality in his first book, Zen and The Art of Motorcycle Maintenance, and expanded and codified his ideas into the MOQ in Lila.
Read more about this topic: Pirsig's Metaphysics Of Quality
Famous quotes containing the word development:
“The work of adult life is not easy. As in childhood, each step presents not only new tasks of development but requires a letting go of the techniques that worked before. With each passage some magic must be given up, some cherished illusion of safety and comfortably familiar sense of self must be cast off, to allow for the greater expansion of our distinctiveness.”
—Gail Sheehy (20th century)
“For the child whose impulsiveness is indulged, who retains his primitive-discharge mechanisms, is not only an ill-behaved child but a child whose intellectual development is slowed down. No matter how well he is endowed intellectually, if direct action and immediate gratification are the guiding principles of his behavior, there will be less incentive to develop the higher mental processes, to reason, to employ the imagination creatively. . . .”
—Selma H. Fraiberg (20th century)
“... work is only part of a mans life; play, family, church, individual and group contacts, educational opportunities, the intelligent exercise of citizenship, all play a part in a well-rounded life. Workers are men and women with potentialities for mental and spiritual development as well as for physical health. We are paying the price today of having too long sidestepped all that this means to the mental, moral, and spiritual health of our nation.”
—Mary Barnett Gilson (1877?)