20.4.20 Knitting and thinking
As discussed previously, this lockdown has meant that I’ve been forced to exclusively knit in private – in my house and garden. I have found that I really miss the ‘knitting alongside’ my normal activities and around other people, but it does have advantages. In the early weeks of this Covid 19 crisis, I found that focus and concentration were a very real issue. I found it almost impossible to read or think. I had high levels of anxiety and fear, and felt as if I were grieving, probably like most people around the world. However, the process of knitting has helped enormously. In my Critical knitting essay, I described the ways that knitting in private can free my mind, and lead to different ways of thinking. I call it ‘reflective knitting’.
It’s partly about the state of flow.
‘the repetitive rhythm …activates a deep and different way of thinking (Corkhill, 2014) associated with the psychologist, Mihalyi Csikszentmihalyi’s ‘state of flow’ (2002); the difficulty of the task is balanced by the level of ability, it’s a place of meditation where time flies’ (Baker, 2020, p.7).
And partly that it’s a bilateral activity, ie that it involves the left and right sides of the brain:
‘Occupational therapist, Betsan Corkhill (2014, p30) calls knitting a ‘bilateral, rhythmic, psychosocial intervention.’ Her research into its therapeutic benefits also provides evidence that knitting can ‘change thought patterns’ (ibid. p72)’ (Baker, 2020, p.9)
It’s calming.
I was especially interested to research more about the importance of the hands in this cycle of making and thinking, as it was something I’ve felt instinctively for a long time:
‘Knitting, the verb, is like breathing, connecting my body with my mind through the haptic nature of making and materials. Neurologist Frank Wilson (1999, p8) describes these complex links between the actions of the hand and the development of thought. He maintains that ‘the curious, exploratory, improvisational interaction of the hand with objects…gives rise to what we call “ideas”’.’ (Baker, 2020, p.7)
Writing specifically about education, in 2002, Wilson attributed issues with learning to the prevalence and use of computers in schools. He suggests that the limited range of hand movements used with a computer, also limit thought, and consequently, learning. Naturally, with the introduction of touch screens, smart phones and tablets, the use of screens has risen exponentially since then. He goes on to say that ‘the hand enjoys a privileged status in the learning process, being not only a catalyst but an experiential focal point for the organization of the … perceptual, motor, cognitive, and creative world’ (ibid).
Describing why all children learn to knit at a young age at Steiner schools, McCartney writes:
‘… if we do knitting with the children, we are working on their minds. Capacities are built up for logical thinking, forming judgements and solving problems. In knitting we are following a thread. One stitch in a row affects the one before and after, just as each step in a logical argument. We can discover faults in our knitting and thinking by unravelling these steps or stitches. When we are knitting we are making patterns, which corresponds with making patterns in our brain. When we repeat the movements, the connections become stronger, we become skilful. Our thinking is in our fingertips.’ (no date, p.2)
Also writing about the Steiner theory, Mahtani says:
‘If the hand and brain learn to speak to each other intimately and harmoniously, something that humans seem to prize greatly, which we call autonomy, begins to take shape’ (no date, p. 1)
Wilson also describes the hands as ‘the primary tool of self expression’ which ‘invests the hands themselves with unusual meaning, or with the power to give rise to intense feelings about particular activities or about others who are engaged in them’ (1999, p. 7)
I have also researched Anni Albers and the Bauhaus weaving theories.
‘Albers (Albers et al, 2017) describes this connection between making and thinking too when she says ‘thoughts…can…be traced back to the event of a thread’ (p xi). … Of the Bauhaus weavers, art historian T’ai Smith goes on to say:
‘thinking indeed emerges within manual practices...craft and labor are not about turning off the brain but about reactivating different centers…ideas became manifest in their physical manipulation of the loom’ (ibid. pxxv –xxvi).’ (Baker, 2020, p. 8)‘For Janine Antoni’s (1993) weaving performance, Slumber, the artist recorded her brain waves as she slept in the gallery at night and, by day, she wove her EEG patterns into a blanket which she then slept under at night. She says ‘this…is coming straight from the unconscious…without the conscious mind’ (ibid.). I feel that Antoni’s work parallels my own, forging links between body, consciousness and the unconscious.’ (Baker, 2020, p.10)
Albers and the Bauhaus weavers also incorporated critical writing into the cycle of making and thinking:
‘However, Albers also added critical writing into her cycle of reflection, confronting a ‘long standing assumption in art history that the crafts are manual or technical, but never intellectual, arts’ (in Smith, 2014, pxxi)’ (Baker, 2020, p 8)
And Csikszentmihalyi (1990, p5) ‘suggests that writing can also lead to flow when he says ‘(o)bserving, recording and preserving the memory of…events of life is one of the oldest and most satisfying ways to bring order to consciousness’ (in Baker, 2020, p9)
I have begun to add critical writing into my cycle of making and thinking too, although it’s been hard since the upheaval of lock down!. I do find that it helps to capture, formulate and develop those elusive thoughts that occur whilst making, by tethering them with words on a page. Knitting also helps with problem solving, which is obviously linked.
It feels to me as if the process of knitting, especially in private, is like an extension of, or connector between, my body, my mind and ultimately my self. It involves my whole being.
Albers, A., Weber, N.F., Cirauqui, M and Smith, T. (2017) On weaving. Princeton: Princeton University Press
Antoni, J. (1993) Slumber. Available at: http://www.janineantoni.net/slumber (Accessed: 2 December 2019)
Baker, L (2020) Critical knitting; knitting as a research method, unpublished post-graduate essay
Csikszentmihalyi, M. (1990) Flow: The Psychology of Optimal Experience Available at: https://www.researchgate.net/publication/224927532_Flow_The_Psychology_of_Optimal_Experience (Accessed: 7 November 2019)
Mahtani, P. (No date) Creative thinking Available at: https://pyrites.org/files/2014/7651/9421/Handwork__Creative_Thinking_-_Priya_Mahtani.pdf (Accessed: 12 December 2019)
McCartney, M. (no date)Will-developed Intelligence: Knitting begets Thinking! Available at: https://pyrites.org/publications_files/Knitting%20begets%20thinking.pdf (Accessed 12 December 2019)
Smith, T. (2014) Bauhaus weaving theory: from feminine craft to mode of design Minnesota: University of Minnesota Press
Wilson, F. (1999) The real meaning of hands-on education Available at: https://www.waldorflibrary.org/images/stories/Journal_Articles/RB5101.pdf (Accessed: 13 December 2019)
Wilson, F. (2002) Hand-made minds in the Digital age Available at: http://www.handoc.com/HandmadeMindsInTheDigitalAge_FW_ConferenceAddress_2002-June-21.html#DulcimerVideo (Accessed: 13 December 2019)
As discussed previously, this lockdown has meant that I’ve been forced to exclusively knit in private – in my house and garden. I have found that I really miss the ‘knitting alongside’ my normal activities and around other people, but it does have advantages. In the early weeks of this Covid 19 crisis, I found that focus and concentration were a very real issue. I found it almost impossible to read or think. I had high levels of anxiety and fear, and felt as if I were grieving, probably like most people around the world. However, the process of knitting has helped enormously. In my Critical knitting essay, I described the ways that knitting in private can free my mind, and lead to different ways of thinking. I call it ‘reflective knitting’.
It’s partly about the state of flow.
‘the repetitive rhythm …activates a deep and different way of thinking (Corkhill, 2014) associated with the psychologist, Mihalyi Csikszentmihalyi’s ‘state of flow’ (2002); the difficulty of the task is balanced by the level of ability, it’s a place of meditation where time flies’ (Baker, 2020, p.7).
And partly that it’s a bilateral activity, ie that it involves the left and right sides of the brain:
‘Occupational therapist, Betsan Corkhill (2014, p30) calls knitting a ‘bilateral, rhythmic, psychosocial intervention.’ Her research into its therapeutic benefits also provides evidence that knitting can ‘change thought patterns’ (ibid. p72)’ (Baker, 2020, p.9)
It’s calming.
I was especially interested to research more about the importance of the hands in this cycle of making and thinking, as it was something I’ve felt instinctively for a long time:
‘Knitting, the verb, is like breathing, connecting my body with my mind through the haptic nature of making and materials. Neurologist Frank Wilson (1999, p8) describes these complex links between the actions of the hand and the development of thought. He maintains that ‘the curious, exploratory, improvisational interaction of the hand with objects…gives rise to what we call “ideas”’.’ (Baker, 2020, p.7)
Writing specifically about education, in 2002, Wilson attributed issues with learning to the prevalence and use of computers in schools. He suggests that the limited range of hand movements used with a computer, also limit thought, and consequently, learning. Naturally, with the introduction of touch screens, smart phones and tablets, the use of screens has risen exponentially since then. He goes on to say that ‘the hand enjoys a privileged status in the learning process, being not only a catalyst but an experiential focal point for the organization of the … perceptual, motor, cognitive, and creative world’ (ibid).
Describing why all children learn to knit at a young age at Steiner schools, McCartney writes:
‘… if we do knitting with the children, we are working on their minds. Capacities are built up for logical thinking, forming judgements and solving problems. In knitting we are following a thread. One stitch in a row affects the one before and after, just as each step in a logical argument. We can discover faults in our knitting and thinking by unravelling these steps or stitches. When we are knitting we are making patterns, which corresponds with making patterns in our brain. When we repeat the movements, the connections become stronger, we become skilful. Our thinking is in our fingertips.’ (no date, p.2)
Also writing about the Steiner theory, Mahtani says:
‘If the hand and brain learn to speak to each other intimately and harmoniously, something that humans seem to prize greatly, which we call autonomy, begins to take shape’ (no date, p. 1)
Wilson also describes the hands as ‘the primary tool of self expression’ which ‘invests the hands themselves with unusual meaning, or with the power to give rise to intense feelings about particular activities or about others who are engaged in them’ (1999, p. 7)
I have also researched Anni Albers and the Bauhaus weaving theories.
‘Albers (Albers et al, 2017) describes this connection between making and thinking too when she says ‘thoughts…can…be traced back to the event of a thread’ (p xi). … Of the Bauhaus weavers, art historian T’ai Smith goes on to say:
‘thinking indeed emerges within manual practices...craft and labor are not about turning off the brain but about reactivating different centers…ideas became manifest in their physical manipulation of the loom’ (ibid. pxxv –xxvi).’ (Baker, 2020, p. 8)‘For Janine Antoni’s (1993) weaving performance, Slumber, the artist recorded her brain waves as she slept in the gallery at night and, by day, she wove her EEG patterns into a blanket which she then slept under at night. She says ‘this…is coming straight from the unconscious…without the conscious mind’ (ibid.). I feel that Antoni’s work parallels my own, forging links between body, consciousness and the unconscious.’ (Baker, 2020, p.10)
Albers and the Bauhaus weavers also incorporated critical writing into the cycle of making and thinking:
‘However, Albers also added critical writing into her cycle of reflection, confronting a ‘long standing assumption in art history that the crafts are manual or technical, but never intellectual, arts’ (in Smith, 2014, pxxi)’ (Baker, 2020, p 8)
And Csikszentmihalyi (1990, p5) ‘suggests that writing can also lead to flow when he says ‘(o)bserving, recording and preserving the memory of…events of life is one of the oldest and most satisfying ways to bring order to consciousness’ (in Baker, 2020, p9)
I have begun to add critical writing into my cycle of making and thinking too, although it’s been hard since the upheaval of lock down!. I do find that it helps to capture, formulate and develop those elusive thoughts that occur whilst making, by tethering them with words on a page. Knitting also helps with problem solving, which is obviously linked.
It feels to me as if the process of knitting, especially in private, is like an extension of, or connector between, my body, my mind and ultimately my self. It involves my whole being.
Albers, A., Weber, N.F., Cirauqui, M and Smith, T. (2017) On weaving. Princeton: Princeton University Press
Antoni, J. (1993) Slumber. Available at: http://www.janineantoni.net/slumber (Accessed: 2 December 2019)
Baker, L (2020) Critical knitting; knitting as a research method, unpublished post-graduate essay
Csikszentmihalyi, M. (1990) Flow: The Psychology of Optimal Experience Available at: https://www.researchgate.net/publication/224927532_Flow_The_Psychology_of_Optimal_Experience (Accessed: 7 November 2019)
Mahtani, P. (No date) Creative thinking Available at: https://pyrites.org/files/2014/7651/9421/Handwork__Creative_Thinking_-_Priya_Mahtani.pdf (Accessed: 12 December 2019)
McCartney, M. (no date)Will-developed Intelligence: Knitting begets Thinking! Available at: https://pyrites.org/publications_files/Knitting%20begets%20thinking.pdf (Accessed 12 December 2019)
Smith, T. (2014) Bauhaus weaving theory: from feminine craft to mode of design Minnesota: University of Minnesota Press
Wilson, F. (1999) The real meaning of hands-on education Available at: https://www.waldorflibrary.org/images/stories/Journal_Articles/RB5101.pdf (Accessed: 13 December 2019)
Wilson, F. (2002) Hand-made minds in the Digital age Available at: http://www.handoc.com/HandmadeMindsInTheDigitalAge_FW_ConferenceAddress_2002-June-21.html#DulcimerVideo (Accessed: 13 December 2019)