MY TURN: Library metaphysics

On May 20 we are having a consolidated election in Kootenai County.

One of the items on the ballot will be an open seat on the Community Library Network board of trustees (CLN).

Voters wanting to make an informed choice are probably already looking for sources of information that will guide their thinking. In an effort toward further “tip gathering,” this writer here offers some ideas regarding the vote for the CLN board.

Ancient historical records show that libraries have always been an important part of civilizations. They are not only store houses of information and expression, but also markers of the content and character of a culture. Probably anybody reading this can think of times when a visit to the library was a “bright spot.” Toddlers pick out their first story books; grade school kids engage with thrilling adventures; high school students find resources for their first term papers; grown-ups find helps for every day living and everyone benefits from the quiet spaces that encourage the discipline of learning.

The CLN’s website has an engaging motto on its front page: “We empower discovery.” But besides the specifics of any one library search, what, more generally, is being discovered? And how is that empowered? Any effort toward learning or positive development is in many ways a search for meaning and belonging. The human spirit has a “push” from within for the expression of new ideas that maintain and improve the human experience. Harnessing or channeling this inner push is what provides power for the work of discovery. As a repository for the record of every area of human effort, the library is a natural harness and channel for this “inner push power“ for growth.

One of the indispensables for thriving societies is positive childhood development. This leads into successful adolescence, transitions to young adulthood, adulthood, emotionally secure families and the emergence of wisdom.

Along with parents who are nurturing, encouraging and well attuned to the various needs of their children, libraries can play an important role in securing the success of this developmental process. Libraries often provide literature and programs specifically designed for children from toddler time to the late teens, and from young adult to adult or “mature.”

This development from infancy to a socially constructive “grown-up“ is both resilient and delicate. There are stages along the way that depend on each other. As each stage is successfully completed, “push” for the next stage becomes available to promote further forward movement. If a stage is delayed or interrupted, the next stage is less likely to succeed until the previous one is repaired. This process is especially significant during the first years of life, childhood and adolescence. So it is important that any programs for children can support this emotional and cognitive journey in a constructive way.

Here is why this is so important.

Some years ago, this writer attended a conference about childhood trauma. One of the presenters was showing us imaging of the movement of neurons within a newborn‘s brain. There are billions of them; and it was fascinating to watch how they seemed so eager to connect with each other.

The noted Canadian research psychologist, Donald Hebb, coined the phrase “neurons that fire together, wire together.“ Throughout all of life, and especially in the early stages, these “firings and wirings“ are side effects of interpersonal interactive experience. This is one of the ways in which learning and information about the world and the nature of the world is developed. This outcome is sometimes referred to as a “mindset“ or “lens“ through which we see ourselves, our relationships and the world around us. We always hope children can develop a constructive mindset and a positive lens.

Erik Erickson, the very well known Jewish German child psychoanalyst and researcher, proposed eight stages of human development. Every stage that is successful leads to a specific quality of character or “virtue”: age 0-1 (hope); 1-3 (will or determination); 3-6 (purpose); 7-11 (competence); 12-18 (fidelity); 19-29 (love); 30-64 (care); and 65 onward (wisdom).

Starting from birth (some would say even before birth) it is the quality and character of the interpersonal experience that influences the “firing“ and “wiring“ of neurons. This in turn supports or retards the success of each developmental stage. It is therefore important, and especially for children, that interactive and interpersonal experiences are consistent and carry the message of emotional safety. This is how a constructive “mindset“ and positive “lens” come into being and form a foundation for resilience and the ability to respond constructively to stress.

I keep these points in mind as I think about recent conversations regarding certain kinds of books in the libraries of the CLN. A recently enacted Idaho law (I.C. 18-1517b) restricts children’s (but not their parents‘) access to sexually explicit images, stories or narratives. This is a very good thing. For children who are not developmentally ready, the“energy“ deriving from encounters with such pictures or narratives can be confusing or disruptive, and therefore interfere with successful passage from one developmental stage to the next. For parents who believe their children are ready, they have complete access and can use the material with their children in whatever way they think may be helpful.

There are two candidates for the upcoming CLN election. I hope voters will consider these ideas in making their choice.

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William Green, Ph.D., is a Coeur d'Alene resident.