The Seventh Continent Quotes

There’s light at the end of the tunnel. The problem is that tunnel is in the back of your mind. And if you don’t go to the back side of your mind you will never see the light at the end of the tunnel. And once you see it, then the task becomes to empower it in yourself and other people. Spread it as a reality. God did not retire to the seventh heaven, God is some kind of lost continent IN the human mind.

I had to take a moment to wonder who else fell into this category of default enemy. I went through a mental list of people who, in theory, I’d want to hit in the face with a meat tenderizer. My coworker from ten years ago who owes me like three grand? It was ten years ago! You were addicted to OxyContin! Go! Be free! My seventh-grade teacher, who told me that most child actors don’t succeed as adult actors? You just wanted to scare me into having a backup plan! Farewell! Good luck! Tori from fourth grade, who accused me of writing mean stuff about all our friends on the playground wall? BURN IN HELL, TORI. I KNOW IT WAS YOU!!! I’m still working on it.

In his movie The Seventh Continent, Michael Haneke depicts a normal middle-class family who, for no apparent reason, one day quit their jobs, destroy everything in their apartment, including all the cash they have just withdrawn from the bank, and commit suicide. The story, according to Haneke, was inspired by a true story of an Austrian middle-class family who committed collective suicide. As Haneke points out in a subsequent interview, the cliché questions that people are tempted to ask when confronted with such a situation are: “did they have some trouble in their marriage?”, or “were they dissatisfied with their jobs?”. Haneke’s point, however, is to discredit such questions; if he wanted to create a Hollywood-style drama, he would have offered clues indicating some such problems that we superficially seek when trying to explain people’s choices. But his point was precisely that the most profound thoughts about whether life is meaningful occur once we have swept aside all the clichés about the pleasure or lack thereof of “love, work, and play” (Thagard), or of “being whooshed up in sports events and being absorbed in the coffee-making craft” (Dreyfus and Kelly). Psychologically, or psychotherapeutically, these are very useful ways of “finding meaning in one’s life”, but philosophically, they are rather ways of how to avoid raising the question, how to insulate oneself from the likelihood that the question of meaning will be raised to oneself. In my view, then, the particular answer to the second question (what is the meaning of life?) is not that important, because whatever answer one offers, even the nihilist or absurdist answer, is many times good enough if the purpose is to get rid of the state of puzzlement. More importantly, however, what matters is that the question itself was raised, and the question is posterior to the more fundamental one of whether there is any meaning at all in life. It is also intuitive that we could judge someone’s life as meaningless if that person has never wondered whether her life, and life in general, is meaningful or not. At the same time, our proposal is, in my opinion, neither elitist, nor parochial in any way; I find it empirically quite plausible that the vast majority of people have actually asked this question or some version of it at least once during their lives, regardless of their social class, wealth, religion, ethnicity, gender, cultural background, or historical period.

Most East Asians speak and dream in the language of the Han Empire. No matter what their origins, nearly all the inhabitants of the two American continents, from Alaska’s Barrow Peninsula to the Straits of Magellan, communicate in one of four imperial languages: Spanish, Portuguese, French or English. Present-day Egyptians speak Arabic, think of themselves as Arabs, and identify wholeheartedly with the Arab Empire that conquered Egypt in the seventh century and crushed with an iron fist the repeated revolts that broke out against its rule. About 10 million Zulus in South Africa hark back to the Zulu age of glory in the nineteenth century, even though most of them descend from tribes who fought against the Zulu Empire, and were incorporated into it only through bloody military campaigns.

HOME IS AN elusive concept for people like me. By the time I was twelve, I’d attended six schools on three different continents. From seventh grade onward, we’d stayed put in Saratoga, for the most part, but I never grew to feel like I was from there, or anywhere else for that matter. I got antsy when I stayed in the same place for longer than a year or two, afraid of getting stuck, like a barnacle to the hull of a ship. This is the curse of the mixed child who grows up betwixt cultures and countries, creeds and customs: too white, too brown, too exotically named, too ambiguously other to ever fully belong anywhere.

Women like Hild chose to join monasteries, rising to positions of great power as abbesses, gaining wisdom and influencing decision-making within the newly emerging church. They had a choice and they embraced lives that brought them in touch with the Christian continent, with new ideas, beautiful art and architecture, and a world of stories, saints and sinners that would change the ideological landscape of Britain long-term. Not until the last decades have women been able to assume such roles within the modern church, but for a short time in the seventh century they were the movers and shakers. [...]

the Irish thought of education as essential for a man of God. Irish monasteries became the main educational centers in Europe during the sixth and seventh centuries. These centers included the continent’s major scriptoria (places where manuscripts were copied) at Luxeuil and Bobbio in France, and particularly a major school at York in England, another church founded by Irish missionaries. In fact, in the late 700s, over a century after the reintroduction of education to the continent, when Charlemagne decided he wanted to overhaul education in his empire, the best scholar he could find was Alcuin, a deacon at York. So Charlemagne sent for him, and Alcuin developed a system of schools, textual study, and copying that laid the foundation for the later widespread revival of education in Europe.

Those few individuals quickly multiplied across the continent into a population of 120 million, distinguishing the European starling as about the seventh most abundant bird species in North America today (after the American robin, dark-eyed junco, red-winged blackbird, red-eyed vireo, white-throated sparrow, and yellow-rumped warbler, according to Partners in Flight). Few species have ever spread so fast or multiplied so quickly—except humans.