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Posts tagged excellence

Andy:

from Shop Class as Soulcraft: An Inquiry into the Value of Work, by Matthew B. Crawford, p. 196–197

I like to fix motorcycles more than I like to wire houses (even though I could make about twice as much money wiring houses). Both practices have internal goods that engage my attention, but fixing bikes is more meaningful because not only the fixing but the riding of motorcycles answers to certain intuitions I have about human excellence. People who ride motorcycles have gotten something right, and I want to put myself in the service of it, this thing that we do, this kingly sport that is like war made beautiful.

My job of making motorcycles run right is subservient to the higher good that is achieved when one of my customers leans hard through a corner on the Blue Ridge Parkway, to the point of deliberately dragging his well-armored knee on the inside. This moment of faith, daring, and skill casts a sanctifying light over my work. I try to get his steering head bearings as light and silky as they can be without free play, and his swing arm bushings good and tight, because I want him to feel his tires truly. . . .

I try to be a good motorcycle mechanic. This effort connects me to others, in particular to those who exemplify good motorcycling, because it is they who can best judge how well I have realized the functional goods I am aiming at. I wouldn’t even know what those goods are if I didn’t spend time with people who ride at a much higher level than I, and are therefore more discerning of what is good in a motorcycle. So my work situates me in a particular community. The narrow mechanical things I concern myself with are inscribed within a larger circle of meaning; they are in the service of an activity that we recognize as part of a life well lived. This common recognition, which needn’t be spoken, is the basis for a friendship that orients by concrete images of excellence.

Andy:
from "Genius - The Modern View," by David Brooks, NYTimes.com, 1 May 2009

By practicing . . . performers delay the automatizing process. The mind wants to turn deliberate, newly learned skills into unconscious, automatically performed skills. But the mind is sloppy and will settle for good enough. By practicing slowly, by breaking skills down into tiny parts and repeating, the strenuous student forces the brain to internalize a better pattern of performance.

Then our young writer would find a mentor who would provide a constant stream of feedback, viewing her performance from the outside, correcting the smallest errors, pushing her to take on tougher challenges. By now she is redoing problems — how do I get characters into a room — dozens and dozens of times. She is ingraining habits of thought she can call upon in order to understand or solve future problems.

The primary trait she possesses is not some mysterious genius. It’s the ability to develop a deliberate, strenuous and boring practice routine.