Comparing La Vie D 'Ennui And Against School'

The True Boredom
Imagine staying indoors on a rainy day, lying down listening to music softly playing through the stereo, and letting thoughts wander off into the unknown. I find this scene appealing. However, my friend considers letting the thoughts wander to be dull. My stepfather, Mike, has a habit of speaking enthusiastically about history and other topics that my mind does not comprehend nor cares to ever find interesting. There is a clear difference between what I find entertaining and what others spend their time enjoying. John Taylor Gatto and Colin Bisset analyze the term “boredom” and give their own opinion on the affect that boredom has on our lives. In the philosophical articles, “La Vie D’ennui” by Bisset and “Against School”
by Gatto, both writers provide a different viewpoint of boredom, but these are just philosophies and have to be viewed as someone’s personal perspective of boredom, not as facts.
Writers have the potential to twist and manipulate the definition of words into their own meaning.
According to the Macmillan Dictionary, boredom is a feeling of “impatience or dissatisfaction because you are not interested in something or because you have nothing to do.” Boredom is a state of mind that we find ourselves in when we have “explored the hotel and got used to the swimming pool, and everything has become totally familiar.” (Bisset, 350) Because of his grandfather’s lesson in life at a young age, Gatto learned that “the obligation to amuse and instruct [himself] was entirely [his] own,” and if he was bored, it was his “fault and no one else’s.” (Gatto, 301) Throughout his writing, Gatto has a realistic opinion, using facts to support his critiques of the educational system and doesn’t twist the definition of boredom. Bisset, on the other hand, has bent the truth to a certain degree. The very definition of boredom suggests a lack of interest and yet Bisset finds boredom within itself interesting. That is a contradiction within itself. Bisset enjoys such simplicity, and it can be interesting to some, but that is a personal choice. That does not signify that boredom is anything other than disinterest. Since Bisset finds interest in the stillness of his state of mind, it cannot rightly be referred to as boredom. Boredom is boredom no matter what writer’s philosophy twists the definition to fit their
viewpoint.
When referencing the affect that boredom has on our lives, Gatto and Bisset once again have contrasting use of the term “boredom,” whether it is negative or positive. Gatto states, “I found it futile to challenge the official notion that boredom and childishness were the natural state of affairs in the classroom.” (Gatto, 301) It’s not often we find someone who is truly interested in what they are learning in school. Mostly, we hear the constant buzz of complaints from students saying they are bored. The wearisome routine schooling has students bored in their path to education and success, stilting the possibilities of personal improvement. “We have been taught (that is, schooled) in this country to think of “success” as synonymous with, or at least dependent upon, “schooling,” but historically that isn’t true in either an intellectual or a financial sense.” (Gatto, 302) Gatto has a point, even if he goes onward in his thinking towards a conspiracy theory of the education system. There is a ring of truth to his words. “Well-schooled kids have a low threshold for boredom; help [children] to develop an inner life so that they’ll never be bored. Urge [children] to take on the serious material, the grown-up material, in history, literature, philosophy, music, art, economics, theology.” Boredom stifles our curiosity and stops our education from developing into all kinds of ideas and knowledge. This is the ring of truth to Gatto’s words. Contrasting to Gatto’s philosophy, Colin Bisset describes a purpose to boredom. Considering Bisset has misinterpreted the definition of boredom, there cannot be a true purpose to lazing around doing absolutely nothing. However, he was simply applying the wrong word. What Bisset is really doing is meditating and relaxing. During these periods of thinking, he’ll have a moment of clarity through the drifting thoughts and come to a conclusion. Such is his view to learning. “Wasn’t Newton sitting underneath an apple tree staring into space… when clarity suddenly struck,” he reasons. (Bisset, 351) As a child, Bisset would sit and think profound thoughts. “In my own insignificant way, I think I have always understood that doing nothing is the key to getting somewhere.” (Bisset, 351) Dismissing the term boredom, Bisset is partly correct when implying that relaxing and just thinking can lead to conclusions. It helps us solve problems and find inspiration when we are feeling unmotivated. Otherwise, boredom is absolutely a waste of our time. As a final thought, someone’s opinions cannot be taken as fact unless supported by valid evidence.
Gatto’s conspiracy theories and ideas about boredom and the affect it has on our education is well founded and is truth to a certain degree. Boredom is a state of mind we make of situations and no one can fix that except ourselves. Bisset, on the other hand, believes boredom is an enjoyable moment, which is a contradiction to what the definition of boredom is. He is a confused man who should use the dictionary more often. Although these writers have their own philosophies on boredom, their opinion has to be viewed as someone’s personal perspective of boredom. At the same time, these two writers propose valid elements that should not be easily pushed aside without first finding out if there is a ring of truth to anything they say. I agree with Bisset on thinking and relaxing to inspire and to draw conclusions, but I don’t agree with his use of words. In Gatto’s case, I agree with his common sense. What is boring is up to us and it is our own job to fix it. However, I don’t believe the education is entire conspiracy theory in the making. It could possibly be, but not to the dramatic extent that he is alluding to. If these two men were to one day cross paths, I am sure the discussion on boredom would be something I’d lounge in a chair with popcorn to
watch.

Works Cited Bisset, Colin. “La Vie D’Ennui.” Acting Out Culture: Reading and Writing. Ed. James S. Miller. Boston: Bedford/St. Martin’s, 2011. 349-52. Print.
Gatto, John Taylor. “Against School.” Acting Out Culture: Reading and Writing. Ed. James S. Miller. Boston: Bedford/St. Martin’s, 2011. 300-07. Print.