Category: Culture

  • Metaphors of global health: jazz improvisation ensemble or classical orchestra?

    Metaphors of global health: jazz improvisation ensemble or classical orchestra?

    In the realm of classical music, the orchestra stands as a formidable emblem of aesthetic grandeur and refinement. However, beneath the veneer of sophistication lies a deeply entrenched system that stymies the potential for creative exploration and spontaneity. As in a straitjacket, the rigidity of this system threatens to reduce the rich tapestry of human experience into a sterile hierarchy, devoid of the serendipity that breathes life into artistic expression.

    The classical orchestra is governed by a hierarchy that places the conductor at the apex, wielding an almost tyrannical authority over the musicians. It is a system that perpetuates a culture of conformity, where musicians are coerced into subsuming their individuality in the service of an imposed order. This stifling environment leaves little room for the musicians to contribute their own interpretations or creative impulses, and instead demands that they adhere strictly to the conductor’s vision, which is often based on a prescriptive reading of the composer’s intent.

    The result is a musical experience that is reductive in nature, an experience that is stripped of the chaos and unpredictability that are essential to the vitality of artistic expression. In its quest for order, the classical orchestra neglects the potential for serendipity, which can arise from the unscripted interplay of individual talents and the embrace of the unexpected. By eschewing the possibility of chance encounters and emergent beauty, the orchestra constricts the wellspring of creative potential, relegating the musicians to mere cogs in a mechanistic apparatus.

    Furthermore, the insistence on a strict adherence to the conductor’s interpretation perpetuates an illusion of coherence and stability that belies the complexities of the human experience. The orchestral structure does not allow for the acknowledgement of discord and dissonance that are inherent in life. Rather, it seeks to impose a singular vision of order, relegating the multitudes of voices and perspectives to the margins of the performance.

    In the end, the classical orchestra emerges as an antiquated institution that, in its blind pursuit of order, risks smothering the creative spirit that animates the very essence of artistic expression. It is a system that demands submission and conformity at the expense of individuality and exploration. By refusing to acknowledge the serendipity and complexity that lie at the heart of human experience, the classical orchestra risks becoming a hollow shell, a lifeless relic of a bygone era that has yet to fully grasp the true potential of the human spirit.

    Is global health more like a classical orchestra or jazz improvisation?

    In a dimly lit club, a hazy smoke fills the air, while the soft murmur of conversation weaves its way through the room. Then, the jazz ensemble erupts in a mesmerizing explosion of sound – an intoxicating mix of chaos and order, each musician adding their own unique twist to the shared melody. As their improvisation unfolds, the music becomes a living, breathing entity, transcending the boundaries of the individual instruments.

    This vibrant expression of creativity and spontaneity form the improvisational spirit. Could embracing the fluidity and adaptability inherent in jazz as a metaphor help us rise to meet the myriad challenges that crop up in our quest to improve the health of people across the globe?

    The notion of orchestrating global health initiatives like a classical ensemble, with a conductor dictating every note and movement, might be appealing at first glance. But the diverse and interdependent nature of global health demands that we adopt a more inclusive approach that values flexibility, adaptability, and collaboration. Just as a jazz ensemble thrives on its ability to respond to the unexpected, global health initiatives must be nimble enough to adjust to the constantly shifting realities on the ground.

    It’s a world where the unexpected reigns supreme, where musicians effortlessly dance between moments of chaos and harmony. In this realm of improvisation, there’s a certain magic that takes hold – a power that transcends the limits of scripted notes and carefully crafted melodies.

    The power of improvisation lies in its ability to tap into the uncharted territories of human creativity. It’s a process that relies on a deep sense of trust and vulnerability between the musicians, who must be willing to venture into the unknown, guided by nothing more than their intuition and their shared connection to the music. As they navigate this uncertain terrain, the musicians become explorers of a musical landscape that is constantly shifting and evolving, and in doing so, they discover new possibilities and pathways that would have otherwise remained hidden.

    Improvisation also fosters a unique form of communication, one that transcends the boundaries of language and culture. In the midst of a jazz jam session, the musicians engage in a conversation that is at once wordless and profound, speaking to one another through the language of their instruments. As each musician adds their own voice to the collective melody, they create a tapestry of sound that tells a story – a story that is rich in emotion and nuance, and that speaks to the universal human experience.

    Moreover, improvisation has the power to challenge and transform our understanding of what is possible. By breaking free from the constraints of traditional structures and forms, improvisation invites us to question the status quo and to reimagine the world in new and exciting ways. It teaches us to embrace uncertainty and change, and to see the beauty in the unexpected. In this sense, improvisation serves as a potent reminder of the boundless potential that lies within each of us, waiting to be unleashed.

    As the haunting strains of a saxophone solo rise and fall, and the pulse of the bass line echoes through the dimly lit club, the power of improvisation is laid bare for all to see. It’s a force that defies categorization, and yet it holds within it the capacity to move and inspire, to challenge and transform. In the ever-changing world of jazz, the power of improvisation is the lifeblood that courses through the music, and it’s a force that, if harnessed, can open up new worlds of possibility and wonder.

    In this context, the jazz ensemble emerges as the more fitting metaphor. By incorporating the principles of complexity and change found within the jazz improvisation, we can more effectively navigate the challenges that come with addressing global health issues. It is through this adaptable and collaborative approach that we can truly accelerate progress and create lasting, meaningful change.

    So, as the last notes of the saxophone linger in the air and the final beats of the drums echo through the club, we’re reminded of the power and potential of improvisation. It’s a lesson that, if taken to heart, might help transform our efforts to improve global health and the lives of those we seek to help.

    Is global health more like a classical orchestra or a jazz improvisation ensemble? Which should it be in the future?

    Reference

    Jacobson, J., Brooks, A., 2022. Reflections on “Orchestrating for Impact”: Harmonizing across Stakeholders to Accelerate Global Health Gains. The American Journal of Tropical Medicine and Hygiene. https://doi.org/10.4269/ajtmh.21-1101

  • Teaching and learning in The Walking Dead (S05E14)

    Teaching and learning in The Walking Dead (S05E14)

    In this episode, the young Noah has asked to meet with Reg, an elderly architect or engineer who had the know-how to build the wall that protects the community of Alexandria, which some believe has survived zombies and other predators mostly by sheer luck.

    Noah recognizes that it’s more than luck – and wants to Reg to pass on knowledge and expertise that is different from that needed only to avert death. Reg shows him a notebook in which he’s kept personal notes on events, and offers one of the notebooks so that Noah can begin to keep a record.

    Outcome? Noah dies in the next episode. So much for transmissive learning and container views of knowledge.

    (It appears that YouTube will prevent viewers in some countries from accessing the brief excerpt I’ve posted there. Apologies if you are unable to see it.)

    – How is it that you called this extremely early morning meeting, yet I’m the one bringing breakfast?
    – ‘Cause you’re a good guy.
    – The evidence seems to go in that direction.
    – What’s up?
    – Can we start meeting in the mornings?
    – So I can bring you steel-cut oatmeal and ask you why we’re meeting?
    – So you can teach me how to build things.
    – You want to be an architect?
    – I want to make sure those walls stay up.
    – Do you think they could fall?
    – I think they could get knocked in. Could be years from now, could be when I’m your age.
    – (chuckles) I’ll still be around when you’re my age.
    – Well, it wouldn’t hurt if I knew some of what you knew. For the walls, the houses. Some new buildings.
    – So you’re in it for the long haul?
    – Yeah. What are you writing?
    – Oh, I write everything down. Everything of note. Now you should.
    – There’s gonna be a lot to remember.
    – This is the beginning of this place. You should record all that. Along with everything I’m gonna teach you about building things. (turns off water)
    – Oh, no, thank you.

    Transcript source

  • How to Solve It

    How to Solve It

    Understanding the problem

    First. You have to understand the problem.

    • What is the unknown? What are the data? What is the condition?
    • Is it possible to satisfy the condition? Is the condition sufficient to determine the unknown? Or is it insufficient? Or redundant? Or contradictory?
    • Draw a figure. Introduce suitable notation.
    • Separate the various parts of the condition. Can you write them down?

    Devising a plan

    Second. Find the connection between the data and the unknown. You may be obliged to consider auxiliary problems if an immediate connection cannot be found. You should obtain eventually a plan of the solution.

    • Have you seen it before? Or have you seen the same problem in a slightly different form?
    • Do you know a related problem? Do you know a theorem that could be useful?
    • Look at the unknown! And try to think of a familiar problem having the same or a similar unknown.
    • Here is a problem related to yours and solved before. Could you use it? Could you use its result? Could you use its method? Should you introduce some auxiliary element in order to make its use possible?
    • Could you restate the problem? Could you restate it still differently? Go back to definitions.
    • If you cannot solve the proposed problem try to solve first some related problem. Could you imagine a more accessible related problem? A more general problem? A more special problem? An analogous problem? Could you solve a part of the problem? Keep only a part of the condition, drop the other part; how far is the unknown then determined, how can it vary? Could you derive something useful from the data? Could you think of other data appropriate to determine the unknown? Could you change the unknown or data, or both if necessary, so that the new unknown and the new data are nearer to each other?
    • Did you use all the data? Did you use the whole condition? Have you taken into account all essential notions involved in the problem?

    Carrying out the plan

    Third. Carry out your plan.

    • Carrying out your plan of the solution, check each step.
    • Can you see clearly that the step is correct?
    • Can you prove that it is correct?

    Looking Back

    Fourth. Examine the solution obtained.

    • Can you check the result? Can you check the argument?
    • Can you derive the solution differently? Can you see it at a glance?
    • Can you use the result, or the method, for some other problem?

    Summary taken from G. Polya, “How to Solve It”, 2nd ed., Princeton University Press, 1957, ISBN 0–691–08097–6.