I will tell you what to see—
Everything but me—
A variety:
First, the shape my lips take
When I smile
Then, only aspects of my style—
The ones that deceive the senses
Lower your defenses
Make you wonder
Confidence thrown asunder.
A breeze
Whizzing by your certainty
A tornado—
Or a reverie—
Where the facts
Are art-i-facts
Designed to twist
To burrow in your mind
Then to grow
Into trees of truth
Where flowers of falsified youth
And branches that carry the load
Explode into blossoms and
Inspire.
Time evaporates into years
My collection has piled
Your recollection defiled
Melted
Reshaped
Into unknown
Unsuspected, unsuspecting
Wisdom flown
From your mind
And into my hands
Like clay
Shaped, reshaped
The size of the holes
On either side of your nose
Where what you see
Is only dreams—
The ones I dare to
Echo
Deflected from the truth
Reflected onto the marquee
Like a refugee memory
No longer sure
Which way
Is home.
I will choose the color,
You will trust my hand
Not because your will is irrelevant
Only because
You cannot understand—
And—
You trust
The choices
I make
Wait for the plans
The paths
That I take
Like a child—
Hope outstretched
Faith recklessly displaced—
Still you smile
And wait to see
What you will be-come
When the operation is done
Your vision restored
To my point of view
The illusion of Truth
Wrapped inside
Like a film reel
Reflecting
My cinematic lies.
The seed is sown
The deed is done
Now water it with your tears
Blink until you make it your own
Follow my finger
First up and then
Down
First left and then
Right,
“Don’t fight
let it be
trust me
I know the plans
I have for you:
to kill the boredom
to steal the dream
to destroy the blinding vision
to replace it with soothing
fabrication and
elation
for today.
Today is all that matters.
One more spin
Your view will be new—
you will thank me
when I am through.”
“I can see”
said she who trusted.
“Thanks for your selection.
How can I repay your
close attention,
touch easing apprehension,
voice soothing
the searing dissonance of
incomprehension?”
She wiped a tear
From the corner
Of her newly installed
Perception.
She who answered
Leaned in
Close
Low
Bestowed the wages
To be collected on
Another day,
“Only three things I pray:
go further than you intended to go
stay longer than you intended to stay
pay more than you were willing to pay.”
I will tell you what to see—
Everything but me—
I will whisper in the breeze
Rolling from the sea,
Caress your lips
From a hot cup of tea,
Sing in your ear
On the notes of a melody,
Just as long
As you agree
Never
To set me free.
© Jill Szoo Wilson, 2025
Tag: writing
Poem: Broken People
The broken people
Write
Of themselves
Themselves
To mend
Before the stories
Clinging to sinewy tendons
And blood-covered veins
Break the remainder
Of the broken people.
Like bricks
Pulverized by word-hammers
And spread across
Paper
Weighted so
The paper
Will not be carried away by the wind
The anchor-stories
Are yanked from below
And are gasping and
Building
Something new.
Their minds have slipped
Into the core
Below the place
Where gray matter
Sloshes
And squishes about
And their eyes
Are inside and
See
What is there
And blink Morse code
To the hands
On the outside—
In this way
The stories are told.
The broken people
Choose not to walk
Though
Walking is easy
On feet that are strong
But movement against
Wind might seem like
Progression
But sometimes
Movement of the hands
Moves
Them
Further along
Than feet ever could.
“Do you dream?”
A fellow asked
Who smelled of Vodka
And beef
Whose face
Looked like it dripped with
Paint
Too thick
And crusted on
Forgotten
By the touch of
His painter’s hand.
“I dream,” answered
The broken man
Whose feather pen
Moved faster than before.
“How do you dream,”
He asked then he stumbled,
“With no head to call your own?”
He laughed at his question
Like old women
Laugh at dolls
When dementia
Has taught them
That dolls are flesh.
The broken man
Wrote on
And thought about
A song
He heard in his ears
Long ago
Many years
Before his head fell
Into his core,
“I see the crystal visions
I keep my visions to myself
It's only me
Who wants to wrap
Around your dreams and
[I wonder]
Have you any
Dreams
You'd like to sell?”
The broken people
Tell of themselves
They also tell of you
And when they
Cast
Silvery questions
Into the ocean of
You
It never is in vain—
For they will not
Throw your stories
Back
But
Instead
Transform them into
Something new
And then
You
Move through
Fingertips too.
© Jill Szoo Wilson, 2025
Rethinking Career Paths
By Jill Szoo Wilson
Connecting Creative and Analytical Skills
“My dad has a totally different expectation for how my life should go,” one student reflected recently. “It sounds easy. He tells me to do one thing, and that that thing will lead to the next thing and the next and the next. But it’s not working that way.”
When asked to explain, he hesitated, then continued. “He told me to go to college, so I did. Two years in, I realized there weren’t enough jobs in my major, so I came back to community college to find a different path. I’m working two jobs and still live at home because I can’t afford to move out. When he tells me about his life, it all sounds easy. He went to college, got a job, bought a house, and got married. It sounds so easy.”
His words captured a generational tension I see often. Namely, the struggle to build a meaningful life in a world that no longer rewards linear scripts. The milestones that once defined adulthood — education, employment, marriage, ownership — rarely appear in sequence. The narrative has fractured, and with that fracture comes both loss and opportunity. Herminia Ibarra describes this shift clearly in Working Identity when she writes, “We learn who we are in practice, not in theory. We reinvent ourselves by doing, experimenting, and stepping into new roles.” It is a problem that calls for a new framework for understanding how work and identity evolve, one I have come to call talent clusters.
The days of the single income and the single career may well be behind us. The camera lens has widened, and with it, the way success is defined must widen too.
Students entering higher education today often inherit an outdated expectation that success depends on finding one right path and staying on it. But the modern economy no longer rewards singularity. It rewards synthesis. This is where talent clusters come in — the natural intersections of ability, curiosity, and experience that form the foundation for meaningful work. Rather than viewing careers as straight lines, these clusters invite students to see the web of connections already present in their interests and skills.
I began noticing this pattern in my own career before I had a name for it. In my life, theatre and communication have been that intersection. They didn’t compete. They conversed. Theatre taught me to listen for subtext, to inhabit perspective, and to read emotion in real time. Communication grounded me in theory and structure. It taught me how messages take shape, how persuasion works, and how to communicate ideas clearly and confidently. Together, they formed a foundation that prepared me not only to teach but also to write, to use language as both performance and connection.
When I began writing professionally, I realized I was drawing from both disciplines at once. The rhythm and tone I developed in the theatre informed my writing voice, while communication theory clarified audience, purpose, and persuasion. What looked like two paths became one integrated practice.
My experience reflects a broader truth. What seems like wandering is often a kind of weaving; the gradual merging of abilities that form something stronger than any single thread. The actor who learns to embody another person’s experience develops the empathy essential to leadership. The stage manager who coordinates complex productions gains logistical precision transferable to project management. The student who studies public speaking acquires the rhetorical awareness needed in advocacy, policy, or entrepreneurship. Each of these evolutions demonstrates the elasticity of transferable skills.
Workforce research supports this pattern. The nonprofit Jobs for the Future identifies communication, problem-solving, and creativity as “the most reliable predictors of long-term employability across industries.” The University of California, San Francisco, similarly defines portable skills as those that endure across shifting technologies and economies. Both findings affirm that artistic and professional fluency share the same core capacities: interpretation, adaptability, and disciplined imagination.
David Epstein, author of Range, writes, “The most effective people are not those who follow one path but those who explore multiple interests and connect them.” The humanities, long dismissed as soft or impractical, may therefore be among the most resilient fields of all. Theatre and communication cultivate habits of perception that remain deeply relevant: reading tone, decoding motive, and adjusting the message to the moment. They prepare students not merely to perform roles but to understand the systems in which those roles operate.
Jonathan Haidt situates this generational experience within an even wider lens. In The Anxious Generation, he notes that many young adults “feel unmoored from the stable institutions that once gave direction to their lives.” Yet that instability, while disorienting, also creates space for creative recombination. The disappearance of predetermined pathways invites a new kind of agency. It becomes the freedom to design lives that integrate multiple disciplines into meaningful coherence.
Many of my former students who began in theatre or communication now work in fields as diverse as consulting, user experience design (UX), public relations, real estate, and education. They have not abandoned their earlier training. They’ve simply translated it. The ability to connect meaning across disciplines has become a form of expertise.
Such an approach reframes the anxiety of choice. By seeking patterns, the recurring connections among their abilities and values, students can seek to define their own paths. A meaningful career, viewed through this lens, becomes a cumulative act of interpretation rather than a fixed destination. The result is not mastery of one discipline but the capacity to see how ideas speak to one another.
Translating Performance into Professional Presence
When I first began writing professionally as a content and copywriter, I noticed something familiar in the process of finding a client’s brand voice or a publication’s style. It felt like preparing a role. The work required listening for rhythm, motivation, and what I call character keys, the same instincts I practiced in the theatre for years. What I once used to understand a character, I now used to understand a brand. That connection not only helped me build continuity between theatre and writing but also gave me early confidence and, more importantly, measurable success. I knew I was on to something.
Theatre taught me that playing a character is rooted in playing action. Every moment on stage is driven by verbs: to lasso, to comfort, to resist, to reveal. Acting is not about emotion but about pursuing intention. Writing works the same way. Every effective sentence carries an action. Good copy does not describe. It moves. Whether the goal is to inform, inspire, or sell, the writer, like the actor, must choose verbs that propel intention forward. Both crafts rely on clarity of motive. The moment the action disappears, the scene or the sentence loses energy.
Theatrical training, often dismissed as niche, is an education in adaptability. It teaches how to read a room, sense emotional temperature, and adjust delivery to context. Those same instincts translate to the written page where attention and authenticity must be earned in every line. To communicate persuasively, whether on stage or in print, requires more than argument. It requires presence.
What ultimately connects these practices is the pursuit of resonance. Whether speaking to an audience or writing to a reader, the communicator’s task is to close the distance between self and other, to let recognition pass quietly between them. That moment of recognition, the shared understanding that this is true for me too, is where both art and communication do their deepest work. Acting teacher Sanford Meisner said (paraphrased), “There is something going on over there (in the other person). And something happening in here (the inner self) . . . truly paying attention is what connects the two.”
Adapting Across Roles and Redefining Success
I’ve had so many students and young people in my own life say things like, “I don’t know what my purpose is,” or “How can I learn what my purpose is supposed to be?” or even, “What is the point of all this?” Part of what they seem to be reacting to is the constant barrage of discouraging news across social media and other platforms. The other part is the same question every generation has asked, only they’re asking it in a new landscape shaped by volatility, comparison, and the pressure to define themselves early. This is where we need to pay close attention. Too often, adults respond with pity, but pity creates distance. Brené Brown says it clearly: “Empathy fuels connection. Sympathy drives disconnection.” If we feel sorry for young people, we project limitations onto them, and we can no longer help them. They don’t need pity. They need hope, presence, and leaders who will help them meet new challenges with other-focused attention.
When most students talk about “purpose,” they’re not usually describing a single calling. They are trying to articulate a desire for coherence in a life that feels connected rather than scattered. In a world of shifting roles and unstable markers of adulthood, purpose emerges from the ways students participate in their communities and apply their abilities to real situations. Jonathan Haidt captures this idea in The Happiness Hypothesis when he writes, “Happiness comes from between.” Meaning, in Haidt’s framing, grows out of the relationships between a person and the world they inhabit: their work, their commitments, and their connections. Purpose is built through engagement, not isolation.
Seen through this lens, transferable skills become essential. They allow students to discover purpose through participation. A graduate trained in theatre and communication may evolve into a writer, strategist, or educator while retaining the same internal architecture of strengths. Each role draws on the same foundation: the ability to interpret, translate, and adapt. Purpose takes shape as those skills meet real needs . . . for others and then for themselves.
For many students, this realization carries profound hope. It suggests that the search for meaning does not require narrowing the self to one direction. One discipline can open the door to another, and together they form a structure that feels cohesive, lived-in, and human.
Identifying Your Talent Clusters: A Reflective Guide
Every person carries a set of abilities that naturally intersect. Some begin as skills. Others begin as interests or instincts that, with attention and practice, develop into genuine strengths. Taken together, these patterns form the early architecture of a talent cluster. The questions below are meant to help you recognize the intersections already present in your work, interests, and habits of mind.
1. Trace your through-lines.
Which activities have consistently engaged your attention or energy across different seasons of life?
Example: Maybe you were the friend who organized school projects, planned events in college, and now color-codes work tasks. That through-line points toward a cluster involving coordination, structure, and leadership.
What themes or methods appear in everything you do, even when the contexts change?
Example: You might notice that wherever you are — school, work, or volunteering —you tend to bring people together. You create group chats, organize meetups, or help resolve tension. That pattern suggests a relationship-building cluster.
Which skills seem to travel with you from one role or discipline to another?
Example: If you have used clear communication in many settings — calming a customer, explaining a task to a teammate, or helping a friend make a decision — that mobility signals a communication cluster that strengthens almost every profession.
2. Name your complementary skills.
What comes naturally to you that others often notice or rely on?
Example: If people often come to you to translate confusing information, whether it’s a work memo, a form, or a family decision, that points toward a clarity and interpretation cluster rooted in communication.
Which strengths balance or enhance one another?
Example: If you love generating ideas but also enjoy organizing them into steps, that pairing suggests a creative-strategy cluster that is valuable in writing, design, planning, or entrepreneurship.
Are there pairings of skills that make you unusually effective or fulfilled when used together?
Example: If you listen deeply but also know how to offer direct solutions, that blend indicates a strategic empathy cluster that is powerful in leadership, counseling, coaching, and team development.
3. Observe your patterns of satisfaction.
When do you feel most alive, focused, or capable?
Example: If you feel most energized when learning something new and then immediately teaching it to someone else, that signals a learning-to-teaching cluster common to educators, trainers, and communicators.
What kinds of tasks give you a sense of both challenge and clarity?
Example: If you love tasks where you get to make something make sense, like editing, organizing, or redesigning, that aligns with a problem-solving and systems cluster.
In which environments do you feel your perspective adds value?
Example: If people often say, I did not see it that way until you explained it, you may have a perspective-shifting cluster that is useful in storytelling, analysis, user experience, and leadership.
4. Reframe your so-called detours.
Look back at past jobs, studies, or interests that seemed disconnected at the time. What common learning thread ties them together now?
Example: If working in childcare taught you patience, retail taught you communication, and volunteer work taught you compassion, the thread points toward a people-centered service cluster.
What did those experiences teach you about how you think, solve problems, or relate to others?
Example: If you notice you always jumped in to calm conflict or clarify misunderstandings, your experiences reveal a mediation and understanding cluster.
Which past experiences might not be mistakes, but the raw material of synthesis?
Example: If a past interest in photography sharpened your eye for visual detail, that experience enriches a visual communication cluster even if you no longer pursue photography itself.
5. Articulate your emerging cluster.
If you had to name the intersection of your skills and passions in one phrase, what would it be, such as creative communication, strategic empathy, or analytical storytelling?
How might this cluster of strengths apply across different fields or industries?
What kinds of work would allow all parts of this cluster to grow together rather than compete?
Get Curious!
Talent clusters are not fixed identities. They’re living relationships among your skills. They reveal what you can do and how your ways of thinking and creating naturally connect. When you recognize those patterns, your career path shifts from feeling like a maze to functioning as a map.
Further Reading
Epstein, David. Range: Why Generalists Triumph in a Specialized World. Riverhead Books, 2019.
Haidt, Jonathan. The Anxious Generation: How the Great Rewiring of Childhood is Causing an Epidemic of Mental Illness. Penguin Press, 2024.
Haidt, Jonathan. The Happiness Hypothesis: Finding Modern Truth in Ancient Wisdom. Basic Books, 2006.
Ibarra, Herminia. Working Identity: Unconventional Strategies for Reinventing Your Career. Harvard Business Review Press, 2004.
Jobs for the Future. “Essential Skills Framework.” Jobs for the Future, 2020.
Brown, Brené. “The Power of Vulnerability.” TEDxHouston, June 2010.
Originally posted on my Jill Szoo Wilson Substack. Visit me there!
The Four Types of Listening
By Jill Szoo Wilson
The most basic of all human needs is the need to understand and be understood. The best way to understand people is to listen to them.”
— Ralph G. Nichols, often called the father of listening research
Listening is the most underestimated of the communication arts. We are trained to write, to speak, to persuade, and to present, yet few are ever taught how to listen with intention. To listen well is not a passive act but an active form of attention that shapes meaning, relationship, and understanding. It’s the moment where perception meets interpretation and where human connection either succeeds or fails.
Communication theory defines this exchange as transactional, meaning that communication is not simply sent and received but created between people. As Adler, Rosenfeld, and Proctor describe, it is “the process of creating meaning through symbolic interaction.” Within this transactional exchange, listening becomes the point of highest concentration, where attention turns into understanding. Carl Rogers called it dangerous, precisely because true listening requires vulnerability; it asks us to suspend judgment and risk being changed by what we hear.
Listening, then, is not one behavior but many. Research by Kittie Watson, Larry Barker, and James Weaver III identifies four dominant listening orientations: time-focused, task-focused, relational, and analytical. Each reflects a distinct way of processing information and a different set of underlying values. This essay examines these four types of listening as a framework for understanding how we attend, interpret, and ultimately connect with one another.
Time-Focused Listening (Chronemic Listening)
Time-focused listening is driven by the belief that attention should move quickly, clearly, and without excess. It values brevity, structure, and the efficient use of minutes. In communication studies, this approach is linked to chronemics, the study of how time itself communicates meaning. Anthropologist Edward T. Hall observed that we “speak” through time as much as through language; we reveal respect, impatience, or control by how we manage it. To those who listen in a time-focused way, punctuality and precision are signals of competence. Listening, in this sense, is a tool for progress.
There are contexts in which this style works beautifully. In an emergency room, efficiency can save a life. In an executive meeting, it can save a company hour after hour of unproductive debate. A time-focused listener cuts through digression and demands the essential: What happened? What’s next? The conversation moves forward.
Yet the very strength of this style can also be its undoing. When efficiency becomes the highest good, conversation risks losing its depth. Meaning is trimmed, edited, and sometimes distorted in the rush to move forward. A dialogue that might have opened into understanding ends the moment it becomes inconvenient. The drive to stay on schedule can flatten nuance and quiet emotion, both of which need more time than the time-focused listener is willing to allow.
Chronemic listening reminds us that time is both a boundary and a message. The length of a pause, the patience of silence, and the willingness to let another person finish communicate as powerfully as the words being used. The discipline of listening does not reject efficiency, but it resists hurry. To listen well is to know when time serves clarity and when it threatens understanding. The best listeners master both.
Most people do not choose their listening style any more than they choose their accent. It develops quietly, shaped by what life has required of them. A nurse learns to listen for urgency. A parent learns to listen for need. An executive learns to listen for solutions. Over time, those habits start to feel like personality, when in fact they are responses to circumstance. Yet habits can shift. Once a person becomes aware of how they listen, they begin to notice the moments when that habit no longer serves them. They begin to recognize what once went unnoticed — the pause that deserves patience, and the silence that carries meaning — and in that awareness, the act of listening becomes less about efficiency and more about presence.
Behaviors you might observe:
- Interrupts or redirects when conversation feels too slow or repetitive
- Prefers summaries, timelines, and concise explanations
- Checks the time or shifts body posture when discussions run long
- Emphasizes deadlines and next steps over reflection
- Speaks in short, efficient bursts rather than elaborating
Literary Reflections:
- In Hamlet, impatience with words that circle without arriving at meaning captures the time-focused listener’s need for progress.
- Hemingway’s Hills Like White Elephants turns brevity into both virtue and limitation; its spare dialogue mirrors the efficiency and avoidance of this style.
- The clipped exchanges in Beckett’s Endgame reveal how the desire to finish speaking can become indistinguishable from despair.
Task-Focused Listening (Action-Oriented Listening)
Task-focused listening approaches communication as a means to an end. It listens for action, not for feeling, and measures success by what gets done rather than what gets understood. Communication scholars often describe this as action-oriented listening because it privileges the completion of tasks over the exploration of emotions. Its central question is simple: What are the steps?
This listening style is common in professional and technical environments where precision matters. Engineers, coaches, and project managers often exemplify it. They listen for data, instructions, and solutions. They want structure, not story. The speaker who wanders into emotion or ambiguity risks losing their attention, not because they lack empathy, but because their focus has already shifted to implementation.
There is an undeniable efficiency in this approach. It brings order to complex projects and gives structure to communication. Teams stay aligned, and goals become measurable. A task-focused listener reduces confusion and promotes accountability, turning discussion into direction. Meetings that might once have drifted end with decisions. In a culture that prizes productivity, this kind of clarity can feel like mastery, the mark of someone who not only listens but delivers.
Yet the strength of this style can slip into excess. When listening becomes purely instrumental, every exchange is measured by its outcome. People start to feel like problems to be solved rather than voices to be heard. A colleague seeking understanding may receive a solution instead. A partner expressing worry may be met with advice. The task-focused listener hears information but misses emotion, and what is efficient begins to feel detached.
Good communicators learn to adjust. They sense when a conversation needs movement and when it needs mercy. In a crisis, this style can bring direction and calm. In a moment of fear or doubt, it can create distance. The art lies in knowing the difference. True listening asks for patience, for the courage to stay with what is unresolved. The task-focused listener grows when they learn that not every question requires an answer, and not every silence demands a plan. Sometimes the most skillful action is to wait, to hear fully, and to let meaning unfold on its own.
Behaviors you might observe:
- Asks solution-driven questions such as “What do we need to do?”
- Takes notes or creates lists while others are still talking
- Moves quickly from discussion to implementation
- Rephrases statements into actions or instructions
- Struggles to remain engaged when the conversation turns emotional or abstract
Literary Reflections:
- In Kafka’s The Trial, listening collapses into procedure. Every response is measured against a task no one fully understands.
- George and Lennie in Steinbeck’s Of Mice and Men illustrate how pragmatic listening preserves survival but erodes tenderness.
- Camus’ The Stranger exposes the sterility of communication reduced to function, where understanding gives way to process.
Relational Listening (People-Oriented Listening)
Relational listening is the art of hearing people, not just words. It centers on empathy, emotional nuance, and the subtle cues that reveal what someone truly means. Communication scholars describe this as people-oriented listening because it prioritizes understanding the person behind the message rather than the message alone. The relational listener’s guiding question is not What happened? or What should I do? but How does this person feel?
Where time-focused and task-focused listeners aim for progress, relational listeners aim for connection. Their attention is tuned to tone, pacing, pauses, and body language — the invisible grammar of emotion. They notice when a voice tightens, when silence stretches too long, or when laughter masks discomfort. To them, listening is a form of care. They listen to affirm dignity, create safety, and remind others that their experience matters.
The strength of this style lies in its generosity. When people feel heard, they relax into honesty. When they sense genuine empathy, they risk saying more. In counseling, teaching, and ministry, relational listening is often the bridge that allows difficult truths to surface. The listener’s patience becomes a kind of hospitality, a quiet invitation that says, Go ahead, and finish your thought.
Even empathy needs structure. When relational listening stretches too far, compassion can turn into depletion. The listener begins to carry emotions that do not belong to them, mistaking absorption for understanding. Out of kindness, they may soften hard truths or avoid conflict altogether. What begins as care can quietly become a burden. Over time, the constant pull to soothe and affirm leaves the listener weary. True empathy does not require taking on another person’s pain; it asks for presence without possession. Skilled relational listeners learn to stay open without being overtaken.
To listen relationally is to recognize that communication is not merely an exchange of information but an encounter between human lives. It transforms listening from a polite gesture into a moral act that honors both the speaker’s story and the listener’s limits.
Behaviors you might observe:
- Maintains gentle eye contact and open posture
- Uses verbal affirmations such as “I understand” or “That sounds difficult”
- Allows silence to stretch without rushing to fill it
- Mirrors emotion through tone or facial expression
- Notices changes in energy, mood, or body language and adjusts response accordingly
Literary Reflections:
- In Woolf’s To the Lighthouse, characters listen less to words than to the emotional current beneath them. Connection emerges in the space between sentences.
- Chekhov’s The Cherry Orchard depicts the fatigue of constant empathy; everyone listens, yet no one is truly heard.
- In Pride and Prejudice, Elizabeth Bennet’s insight arises from learning to listen without projection. Misunderstanding gives way to recognition.
Analytical Listening (Content-Oriented Listening)
Analytical listening seeks to understand before it judges. It is a methodical and often contemplative way of attending to information. Communication researchers describe this as content-oriented listening because it focuses on ideas, evidence, and reasoning rather than emotion or efficiency. The analytical listener’s question is, What is true here, and how do I know?
This orientation thrives in environments that prize depth of thought such as universities, courtrooms, laboratories, and newsrooms. Analytical listeners are comfortable with ambiguity. They prefer complexity to certainty and are willing to hold competing ideas in tension until clarity emerges. Their patience for uncertainty can feel unsettling to those who want quick answers, yet this restraint is precisely what allows analysis to deepen understanding.
Analytical listeners excel in situations that demand discernment. They attend to structure, logic, and supporting detail. They look for patterns in language, for assumptions buried inside arguments, and for evidence that distinguishes opinion from fact. They are often the ones who pause before responding, not because they are disengaged, but because they are still listening, not only to the speaker but to their own developing understanding.
Still, this style carries its own risks. The analytical listener may appear detached or overly cerebral. In a commitment to objectivity, they can miss the emotional undercurrents that shape how meaning is received. A purely analytical approach to human conversation can flatten what should be relational. Understanding the content of a message is not the same as understanding its impact.
The discipline of analytical listening reminds us that comprehension and empathy are not opposites but partners. Thought without empathy becomes sterile; empathy without thought becomes unmoored. The most effective communicators are those who can think critically without ceasing to care.
Behaviors you might observe:
- Asks clarifying or probing questions before responding
- Takes time to process before speaking
- Analyzes the logic or structure of what is being said
- References evidence, examples, or inconsistencies in arguments
- Appears calm or neutral even during emotionally charged discussions
Literary Reflections:
- In Twelve Angry Men, Juror Eight models analytical listening as moral discipline, withholding judgment until comprehension is complete.
- T. S. Eliot’s The Love Song of J. Alfred Prufrock portrays a mind so devoted to precision that it loses the ability to act.
- Orwell’s 1984 presents analytical listening under constraint, where discernment itself becomes an act of rebellion.
Conclusion
Listening represents a continuum of attentional choice. Each orientation, time-focused, task-focused, relational, and analytical, highlights a distinct way of organizing perception and constructing meaning. Together, they illustrate how listeners shape understanding through focus, habit, and value.
Within the transactional model of communication, meaning arises through interaction. Listener and speaker participate equally in that exchange, shaping one another’s interpretations as the dialogue unfolds. Listening functions as the center of communication, the place where awareness becomes understanding and understanding becomes relationship.
To study listening is to study connection itself. Every exchange of attention expands the shared field of meaning between people, allowing communication to do what it was designed to do: create understanding that endures beyond words.
Further Reading
Adler, Ronald B., Lawrence B. Rosenfeld, and Russell F. Proctor II. Interplay: The Process of Interpersonal Communication. Oxford University Press, 2018.
Floyd, Kory. Interpersonal Communication. McGraw-Hill, 2011.
Hall, Edward T. The Dance of Life: The Other Dimension of Time. Anchor Books, 1983.
Nichols, Ralph G., and Leonard A. Stevens. Are You Listening? McGraw-Hill, 1957.
Rogers, Carl, and Richard E. Farson. Active Listening. University of Chicago Industrial Relations Center, 1957.
Watson, Kittie W., Larry L. Barker, and James B. Weaver III. Listening Styles Profile. Spectra, 1995.
This essay was originally posted on my Jill Szoo Wilson Substack.
From Realism to Meta-Absurdism: The Evolution of the Modern Stage
By Jill Szoo Wilson
Prologue: A New Theatre Movement
In a series of conversations on modern theatre, my students and I began to notice a pattern: the world seems to be circling back to Absurdism. Yet we agreed that the cycle could not simply repeat itself. The conditions of the twenty-first century—the digital landscape, the collapse of attention, the constant performance of self—have altered the human experience too profoundly. What was once silence has become noise; what was once absence has become overload.
Together, we set out to name what is now taking shape: a new movement of theatre and art that inherits the Absurd but transforms it. We call this emerging sensibility Meta-Absurdism. This essay traces the lineage that led to it and considers what it means for artists, audiences, and a culture learning to see itself again through performance.
This essay is dedicated to my students, whose insight and curiosity continue to make the stage—and the world—new.
Introduction: Theatre as a Record of Disenchantment
From the candlelit realism of Ibsen’s drawing rooms to the barren wastelands of Beckett’s imagination, modern theatre traces a steady movement from certainty toward fragmentation. Each major development that followed the nineteenth century—Realism, Naturalism, Expressionism, Surrealism, and Absurdism—marks both an artistic and a philosophical transformation. Theatre has always reflected what it means to be human within its own age.
In the nineteenth century, dramatists could still study human behavior with confidence. By the middle of the twentieth century, they could only endure it. Today, we stand at another threshold. Our culture’s relationship with reality, shaped by screens, fragmented by algorithms, and shadowed by irony, points toward a new theatrical age. In this context, irony does not mean humor. It means the self-conscious detachment that defines a society aware of its own performance, a way of speaking and living that protects sincerity by disguising it. We perform authenticity while knowing it is a performance.
This era mirrors Absurdism yet extends beyond it. If the theatre of the absurd revealed a world stripped of meaning, the theatre now emerging exposes a world overwhelmed by it: too much meaning, too many truths, too much noise.
This essay traces the major movements of modern theatre, from the moral candor of Realism to the existential collapse of Absurdism, and considers how these patterns have begun to repeat. The arts seem to have circled once more through the same questions—about truth, emotion, and meaning—and returned to the threshold of absurdity. Yet what emerges now is not a simple repetition but an evolution: a post-Absurd theatre that laughs at chaos while still, against all odds, searching for coherence.
I. Realism: The Mirror and the Moral Self
Approximate dates: 1870s–early 1900s
Realism developed in Europe in the late nineteenth century as artists, novelists, and playwrights grew restless with the emotional exaggeration of Romanticism and the moral simplicity of melodrama. Before Realism, melodrama had dominated the popular stage. Its world was one of pure heroes and villains, where virtue always triumphed and vice was punished. Emotion was heightened through sweeping gestures, musical underscoring, and spectacular rescues or coincidences that resolved every conflict. Such plays invited audiences to feel deeply but not to think critically. The characters embodied moral lessons rather than psychological truth. By contrast, the emerging Realists wanted to replace this emotional excess and moral certainty with complexity. They turned their attention to ordinary people whose lives unfolded in shades of gray rather than black and white, creating stories that demanded reflection rather than reassurance.
Several cultural shifts shaped this turn.
Industrialization and Urbanization. Industrialization and urbanization transformed daily life. Cities expanded, and factories restructured work, family, and community. People began to speak more openly about labor conditions, gender roles, and class disparity. Society no longer appeared as a divinely fixed hierarchy ordained from above; it now looked like a system built by human hands, and therefore one that could be questioned and changed.
The Rise of the Social Sciences. Thinkers in psychology and sociology began to treat human behavior as something that could be studied systematically rather than assumed. This new way of understanding people—as subjects shaped by environment, emotion, and motive—encouraged playwrights to create characters with psychological depth instead of relying on stock types such as the virtuous maiden, the dastardly villain, or the comic servant.
A New Appetite for Truth. Readers and audiences had grown accustomed to novels by writers like Flaubert, Tolstoy, and Dickens, who depicted ordinary people in intricate detail. Theatre began to follow that path. The stage shifted from spectacle toward scrutiny.
Realism did not simply aim to look more “real.” It made a specific argument: if theatre shows people as they actually live, then audiences can confront the real moral and social problems of their time.
Key Features of Realist Theatre
Ordinary settings. The action often unfolds in living rooms, studies, dining rooms, or modest interiors that feel lived in. These spaces suggest that important moral events happen in private life, not only in palaces or battlefields.
Complex, believable characters. Realist characters possess mixed motives. They speak in everyday language rather than in verse. They struggle with marriage, money, vocation, family loyalty, and personal integrity.
Cause and effect. The plot grows out of choices, secrets, and pressures that feel logical rather than arbitrary. When something happens, it usually has a clear reason grounded in character and circumstance.
Moral pressure. Realist plays often expose hypocrisy. They show how respectable surfaces hide injustice or denial. The question beneath many Realist plays sounds like this: “What happens when truth knocks on the door of a comfortable lie?”
Ibsen: Realism as Moral Confrontation
Henrik Ibsen (1828–1906) stands at the center of theatrical Realism.
In A Doll’s House (1879), Nora Helmer lives as the cheerful, obedient wife in a carefully ordered home. The play gradually reveals that her lightness masks a lifetime of dependence, first on her father and then on her husband, Torvald. She has learned to please, to perform, and to survive through charm rather than autonomy. When a secret loan she once took to save Torvald’s life threatens to come to light, the illusion of their marriage begins to crumble. Torvald’s reaction exposes not gratitude but possessiveness; he cares more for his reputation than her sacrifice. Confronted with the truth of her own confinement, Nora recognizes that she has never been treated as an equal or allowed to think for herself. The final scene, in which she closes the door behind her, is both literal and symbolic: a woman stepping out of her father’s and husband’s authority to begin life as her own person.
The famous ending, when Nora chooses to leave her husband and children, shocked audiences. Many saw it as scandalous, but Ibsen was not simply trying to provoke. He used a realistic situation to expose how a “good” marriage could rest on control, performance, and inequality. The play suggests that a woman cannot live as a full moral agent if she exists only as someone else’s doll.
Nora’s final choice marks a key Realist moment. She does not die in melodramatic fashion. She does not reconcile in a sentimental embrace. She walks out. The action arises from her growing awareness of herself as a thinking, responsible person. Realism turns the spotlight on that inner awakening.
Chekhov: Realism as Quiet Ruin
Anton Chekhov (1860–1904) offers a different, more subtle version of Realism.
In The Cherry Orchard (1904), Madame Ranevskaya and her family return to their estate, burdened by debt. The family clings to its memories and status. Lopakhin, the son of a former serf who has become a successful businessman, urges them to cut down the orchard and build rental cottages to survive financially. They delay, avoid, reminisce, and refuse to act. In the end, they lose the estate.
Very little “happens” in the melodramatic sense. No villain engineers their doom. No miracle saves them. The tragedy comes from inaction, denial, and nostalgia. Chekhov shows how people talk around their problems, retreat into sentiment, and fail to adapt to changing social realities.
The Cherry Orchard introduces a central Realist idea: the most devastating conflicts often unfold in interrupted conversations, small evasions, and postponed decisions. The play invites the audience to listen closely and notice what characters cannot say.
The Significance of Realism
Realism replaced the mask with the mirror. It insisted that the lives of women, workers, professionals, and families deserved serious, dramatic attention. It suggested that theatre could function as a moral and social instrument without preaching. By inviting audiences to recognize themselves in the characters, Realism created a space for self-examination.
Almost every “serious” television drama or film that focuses on believable characters in everyday settings inherits something from Realism. When audiences watch a courtroom drama, a family story, or a workplace series that treats motives and consequences seriously, they are seeing Realism’s legacy.
In the larger arc of this essay, Realism marks the last confident moment when many playwrights believed that if we looked closely enough at ordinary life, we could discover truth, make sense of behavior, and correct injustice. The movements that follow will test, fracture, and eventually abandon that confidence.
II. Naturalism: The Laboratory of Life
Approximate dates: 1880s–1910s
If Realism served as the mirror, Naturalism served as the microscope. Inspired by Charles Darwin and Émile Zola, Naturalism treated human behavior as a phenomenon shaped by heredity and environment. Life appeared not as a moral choice but as a biological outcome.
Zola called the stage a “slice of life,” demanding scientific precision from playwrights and directors. August Strindberg’s Miss Julie (1888) became a model of the form: a claustrophobic dissection of class, gender, and instinct, set on Midsummer’s Eve when social boundaries briefly dissolve. The characters act less from will than from the forces that shape them—namely, lust, resentment, and social conditioning.
Naturalism rejected the artifice of plot and heroism, seeking instead to record life with scientific accuracy. Its goal was observation rather than judgment. Playwrights treated the stage like a laboratory where heredity, class, and environment could be tested as forces shaping human behavior. Characters acted not from moral choice but from the pressures of instinct, poverty, social expectation, or desire. The playwright’s task was to show how these forces collided, not to offer solutions. Yet this commitment to objectivity created its own unease. When every action can be traced to circumstance, freedom begins to disappear. The stage, once a space of moral decision, becomes a specimen jar. Human beings are observed rather than understood. The soul, once dramatized, is diagnosed.
IV. Surrealism: Dream Logic and the Unconscious
Approximate dates: 1920s–1940s
Surrealism emerged after the devastation of World War I, when reason itself seemed to have failed. If logic could lead to such destruction, perhaps truth lay elsewhere, not in rational order but in the hidden language of dreams. Influenced by Sigmund Freud’s The Interpretation of Dreams (1900), artists and writers turned to the subconscious as a source of creativity. They believed that genuine expression came from the mind set free from social rules, logic, and moral restraint.
In his Manifesto of Surrealism (1924), André Breton defined the movement as “pure psychic automatism,” the act of letting thought flow without censorship or control. In painting, this meant spontaneous, dreamlike imagery; in theatre, it meant abandoning conventional plot and sequence. Events could unfold as they do in a dream, connected not by cause and effect but by association and emotion. Characters might shift identity, time might collapse, and familiar objects could appear strange or symbolic.
Guillaume Apollinaire’s The Breasts of Tiresias (1917) embodies this new freedom. The play reverses gender roles as its heroine transforms into a man and her husband gives birth to thousands of children. These plot points were a surreal satire on war, gender, and creativity. Nothing follows a logical sequence; instead, the play operates on metaphor and imagination. Jean Cocteau’s Orpheus (1926) takes a classical myth and renders it dreamlike: mirrors become doorways between life and death, and the poet speaks with the underworld as though in a trance.
In Surrealist theatre, logic steps aside so imagination can lead. The stage becomes a dream world where time bends, meaning shifts, and the unconscious speaks aloud. What seems strange or impossible points to deeper truths found not in reason but in symbols, emotion, and the language of dreams.
V. Absurdism: The Collapse of Meaning
Approximate dates: 1950s–1970s
After two world wars, faith in progress and reason could no longer stand. The existential philosophy of Albert Camus and Jean-Paul Sartre defined the new condition: life without inherent meaning. Theatre responded with silence, repetition, and dark humor, using pauses and empty dialogue to reflect a world where language itself had lost power.
Samuel Beckett’s Waiting for Godot (1953) redefined dramatic form. Two men wait endlessly for a figure who never arrives, filling the void with circular talk and fleeting hope. Eugène Ionesco’s The Bald Soprano (1950) turns conversation into nonsense, exposing the emptiness beneath polite language. Edward Albee’s The Zoo Story (1958) stages the brutality of human isolation in a single park bench encounter.
These plays offer no resolution. They simply continue, mirroring the endurance of life itself. Absurdism exposes the collapse of structure and certainty, showing that meaning, if it exists at all, must be created moment by moment. The laughter that arises is uneasy, the sound of people confronting despair and choosing, somehow, to keep going.
VI. The Digital Turn and the Rise of Meta-Absurdism
Approximate era: early twenty-first century to the present
If modernism once faced the silence of a world stripped of meaning, contemporary art now faces the noise of one drowning in it. For playwrights like Samuel Beckett and Eugène Ionesco, “silence” did not mean the literal absence of sound but the absence of response. After two world wars, faith in reason, progress, and even God had fractured. Humanity continued to ask the ancient questions—Why are we here? What gives life purpose?—and the universe offered no reply. The stage became the echo chamber of that unanswered search. Beckett’s tramps wait for a figure who never arrives. Ionesco’s couples speak in circles until language collapses. The silence is existential: a world that listens but does not speak back.
The modern imagination inherits Beckett’s emptiness but fills it with light: the artificial glow of phones, computers, and screens that both illuminate and distort our sense of presence. What was once shared in the immediacy of physical space now unfolds through pixels and algorithms. We watch others and are watched in return, performing our identities within the same systems that promise connection while deepening isolation.
Where Absurdism once mourned the loss of meaning, our age wrestles with its excess. Meaning now multiplies endlessly, scattered across feeds, refracted through commentary, and layered beneath irony. The result is not understanding but saturation. We no longer face an empty stage; we face one crowded with competing performances. The question is no longer What does it all mean? But which version of meaning can we trust? The existential anxiety of mid-century theatre has evolved into a distinctly digital unease, marked by overstimulation, fragmentation, and self-surveillance mistaken for participation.
The arts have begun to absorb and interpret this condition. Annie Baker’s The Flick (2013) quietly captures the loneliness of the digital age through the monotony of a failing movie theatre. The characters, three minimum-wage employees sweeping popcorn and trading fragments of conversation, inhabit a world both intimate and estranged. Their dialogue mimics the broken syntax of online life: hesitant, elliptical, punctuated by silence. Baker’s realism feels almost radical in its slowness. In a culture of constant refresh, she offers duration by way of a space to feel boredom, tenderness, and human distance without a glowing screen between the characters and their own emotional lives, or between the audience and the immediacy of human presence.
In contrast, Bo Burnham’s Inside (2021) transforms isolation itself into performance. Alone in a single room, surrounded by cameras and lights of his own making, Burnham becomes actor, director, and audience. His songs move from irony to despair to laughter, mapping the exhaustion of a generation trapped in perpetual self-broadcast. The work’s brilliance lies in its recursion: a performer trying to escape the very performance that defines him.
A similar unease unfolds in Apple TV’s Severance (2022), a television series that extends Absurdist logic into the architecture of the modern workplace. Employees undergo a surgical procedure that divides their consciousness in two—one self that exists only at work, and another that knows nothing of it. The result is a haunting allegory of digital compartmentalization: the algorithmic partitioning of identity and the surrender of autonomy to systems we barely understand. Visually, Severance resembles an Expressionist office dream, full of sterile corridors, circular routines, and bureaucratic doublespeak. Yet beneath its corporate absurdity lies a distinctly modern question: what happens when convenience and control demand the sacrifice of consciousness itself?
This emerging aesthetic might be called Meta-Absurdism. If the Absurd dramatized the impossibility of meaning, the Meta-Absurd dramatizes the impossibility of escaping it. Where the Absurd offered silence, the Meta-Absurd offers feedback loops; where Beckett’s tramps waited for revelation, our digital selves livestream the waiting in real time.
Meta-Absurdism thrives on contradiction. It acknowledges the void but fills it with data. It mocks the spectacle yet depends on it. It laughs at sincerity while longing for it. Its characters and creators understand that the stage has expanded beyond theatre walls into every public and private performance of self. We live lives that are continually streamed, curated, revised, and replayed. Every post meant to reveal something of ourselves also conceals something else. In the digital theatre of the self, confession and disguise have become the same act.
In this context, the artist’s task shifts from depicting reality to navigating mediation. The playwright no longer asks, What is real? but What is performed? The actor no longer strives only for truth but for authenticity within layers of simulation. The audience no longer gathers simply to witness but to reflect, recognize its own gaze, and its complicity in the performance of modern life.
Meta-Absurdism, then, is not an abandonment of art’s past but its synthesis. It inherits the Realist’s eye for detail, the Expressionist’s distortion of feeling, the Surrealist’s dream logic, and the Absurdist’s existential wit. Yet it places them within a new environment defined by speed, multiplicity, and hyperawareness. Its power lies in revealing what it feels like to be alive in a world that never stops performing itself.
The ultimate question this movement poses is neither moral nor metaphysical but phenomenological: what does it mean to be present when presence itself is a performance? The answer may not come through clarity but through recognition of a shared awareness that we are all both audience and actor, scrolling and watched, real and constructed, alone and connected. Yet even within that self-consciousness, the longing for truth persists. The human impulse to seek coherence, to love what is real, and to reach beyond imitation, remains the quiet rebellion at the heart of art.
The cycle has not ended; it has multiplied.
Further Reading
Beckett, Samuel. Waiting for Godot. Grove Press, 1954.
Chekhov, Anton. The Cherry Orchard. 1904.
Ibsen, Henrik. A Doll’s House. 1879.
Ionesco, Eugène. The Bald Soprano. 1950.
O’Neill, Eugene. The Hairy Ape. 1922.
Strindberg, August. Miss Julie. 1888.
Zola, Émile. Naturalism in the Theatre. 1881.
Breton, André. Manifesto of Surrealism. 1924.
Camus, Albert. The Myth of Sisyphus. 1942.
Esslin, Martin. The Theatre of the Absurd. Doubleday, 1961.
Baker, Annie. The Flick. Dramatists Play Service, 2013.
Taylor Mac. A 24-Decade History of Popular Music. 2016.
This essay was originally posted on my Jill Szoo Wilson Substack.
Teaching Gen Z in the Age of AI
For as much as my university colleagues are talking about how AI affects students, and how it’s either sharpening or dulling their cognitive tools for research, I find it curious how little the students themselves are actually using AI or even talking about it. When I brought the topic up with my freshmen, one of them said, “When you say AI, do you mean TikTok?”
That response startled me, but it didn’t entirely surprise me. I work with students ranging from middle school to college: teens and young adults who are bright, creative, curious, and digitally native. They live online. They edit videos, write fanfiction, build memes, and scroll endlessly. They’ve never known a world without the internet. So I assumed, perhaps naively, that when ChatGPT exploded onto the scene, they’d have thoughts, opinions, even fears.
What I’ve seen instead is something more slippery; a kind of casual indifference. AI is in their world, sure, but it doesn’t seem to register as world-changing, at least not in a way they can name.
Surface-Level Familiarity
Most of the students I work with know about AI in the same way they know about autocorrect or Spotify recommendations: it’s background noise. They joke about using ChatGPT to write essays. They’ve seen their favorite YouTubers feed prompts into image generators. They might even follow meme pages that poke fun at AI’s awkwardness.
When I ask how they feel about it—what it means for their future, for creativity, for work—I get blank stares, or shrugs, or “I don’t know, I guess it’s just part of life now.”
This isn’t ignorance. It’s ambient awareness without urgency. Which, ironically, might be even more dangerous.
Apathy or Adaptation?
There’s a fine line between not caring and not questioning because something feels inevitable.
What I’ve come to believe is that many young people are already adapting to AI, but without the language or guidance to examine what that adaptation means. They are, in a sense, growing up alongside the machine and assuming this is simply how things are. As tech philosopher Douglas Rushkoff puts it, “We are living in a world that is no longer about us. We are living in a world designed for technology” (Rushkoff, Program or Be Programmed, 2010).
To them, AI isn’t a disruption. It’s just Tuesday.
What Schools Aren’t Teaching
One college student told me, “We never really talk about AI in class unless it’s to say don’t cheat with it.” This reflects a larger issue: many schools are still struggling to update their policies on AI use, and even more so when it comes to adapting their teaching methods. Instead of exploring AI as a tool for learning, the focus tends to be on warning students about using it dishonestly.
While some educators are doing meaningful work to incorporate tech conversations, many schools, especially in the humanities and arts, haven’t integrated AI into their curricula at all. When AI is addressed, it’s often treated as a threat: “Don’t use this to plagiarize.” But that’s not education; it’s a warning label.
Topics like algorithmic bias, the ethics of automation, surveillance capitalism, copyright confusion, and the commodification of creativity are rarely discussed, yet these are exactly the areas that today’s students will inherit. The limited discourse tends to be reactive rather than proactive. In many cases, teachers themselves (me included!) are still figuring out what these tools mean.
And there’s a gap here that’s worth naming: students are increasingly using AI informally (for brainstorming, summarizing, solving equations), but they’re not being taught how to assess its limitations, how it was trained, or what implications it carries. Without structured critical thinking exercises or media literacy units built around AI, students are left to sort fact from fiction on their own. Unsurprisingly, many disengage altogether.
Even though organizations like Common Sense Media and UNESCO have called for AI literacy education (UNESCO, Guidance for Generative AI in Education and Research, 2023), most students are still being handed tools without blueprints. They’re digital natives, but that doesn’t mean they’re digitally literate.
In a discussion with my college freshmen about potential dangers in using AI, one of the students astutely said, “I don’t fear being repetitive, I fear never being able to say something unique because everything has already been said.” Philosophically, I empathized with her statement. I think in some ways we all feel this. But what struck me was that I wondered if she was right.
One of my high school students told me that his father works with AI software and let him use it to write an essay for school—not one he actually turned in, but as a means to demonstrate how AI generation works. The student’s final analysis was that it caused him anxiety. He said, “How can I ever write anything that will be truly helpful to the world? I feel like my brain would have to speed up and get to the point more quickly than AI, and I don’t think that’s possible.” Another student responded, “Calm down, bruh. Just keep playing The Last of Us.” The class laughed. I laughed too. But I also felt a sense of foreboding that I didn’t want to introduce into these fifteen- and sixteen-year-olds.
A Creative Way In
What’s worked best in my world isn’t lecturing about AI ethics; it’s storytelling. And more specifically, asking “what if” questions that make the abstract personal.
For example:
- “What if an AI wrote your favorite show, and it was good enough that you didn’t notice?”
- “What if your voice was cloned and used in a YouTube ad you never recorded?”
- “What if your college application essay was flagged because someone assumed AI wrote it?”
- “What if AI generated a fake video of you doing something you didn’t do?”
These questions shift the conversation from distant tech talk to immediate personal stakes. I’ve watched students, middle schoolers even, go from smirking to stunned in a matter of seconds when shown a real deepfake. It’s not just about explaining what generative AI is; it’s about helping them feel the implications of it.
Creative expression helps unlock that shift.
In one class, I asked students to write short monologues from the perspective of someone living in a world where human art is outlawed because AI does it faster. The results were moving. Several wrote about grief. Some wrote about rage. One student wrote about forgetting what real creativity feels like: “I lifted my hand to paint a flower, and the petals reminded me of a flower I saw online. I stopped seeing the real flower and tried to paint the one I remembered instead.”
I don’t know about you, but that still gives me goosebumps.
This kind of imaginative work invites empathy, agency, and reflection—all of which are in short supply when the conversation stays stuck at “AI is just a tool.”
Art-based learning has always been a mirror to society. When we let students look into that mirror through theatre, creative writing, or design, they begin to see their own digital landscape more clearly.
The Urgency of AI Awareness
Middle schoolers, high schoolers, and college students are not just future workers in an AI-saturated economy. They are future parents, pastors, teachers, lawmakers, and ethicists. If they are passive now, the consequences will be exponential later.
And here’s the thing: they don’t need to become experts. They don’t even need to have polished positions. But they do need space to ask questions, and adults who are willing to ask those questions with them.
The rise of AI in their lives is not a looming threat on the horizon. It’s already here, shaping how they search, think, interact, and create. If we want them to be active participants in this moment rather than silent subjects of it, we would serve them well to begin where they are: with curiosity, with context, and with imagination.
The future of AI won’t be written by algorithms. It will be written by the choices we make and by whether we prepare students to shape what comes next.
Poem: Things That Grow
This poem was inspired by German artist Ruprecht von Kaufmann‘s piece, Die Welle.

There are things that fly
They twist and bend
Against blue sky illumined yellow
Black splattered with white
Gray interrupted by scatters of light—
Flap their wings
Or float
Like dreams
Stretching long on
Currents of wind
Winding through branches
And higher still
Playing with the stars
Before floating
Softly
Down.
There are things that stay
They cut the horizon with Always—
Mountaintops jutting high
Above valleys cradling
As seasons pass,
Children with wild hair
Wrinkle and fade
While limbs of Earth
Press toward
Eternity
Wrapping themselves
Around, holding together
The pieces that
Neither
Ascend nor
Sink.
There are things that rest
They are supple and sway
Discover stillness and move
Both in a single day—
Blades of grass yawning
Amidst beds of life,
Frogs lazy as clock towers strike
Croaking songs of love
In the dark of night,
Dogs whose paws
Chase squirrels inside dreams
Awakened
By flies frenetic
Then alighting
To sow, slowly,
Life.
There are things that fall
They rise and are pulled
Held close by the moon
Then dropped in cascades—
Swells shrouded by waves
Climbing and crashing low
Furious contrast tempered by
Mystery of falling—
Petals, eyelids, snowflakes, the sun—
Or, he whose courage inflates
Buoyant inside his soul
And on the surge
Not treading but digging
Through cold
Slicing holes in which
To plant his teardrop heart—
© Jill Szoo Wilson, 2025

Slow Art: Unhurrying Your Mind
Museums invite looking, yet most visitors treat art the way they treat emails: a quick skim, a polite nod, and on to the next thing. We spot a recognizable subject or a pleasing color, think, “Ah yes, culture,” and keep walking. Studies suggest that viewers spend less than thirty seconds with a work of art before moving on. It is possible to tour an entire gallery without truly arriving anywhere at all.
Slow Art suggests another way to exist among masterpieces.
Rooted in the broader Slow Movement and formally organized with Slow Art Day in 2010, the practice encourages viewers to remain with a single artwork long enough for something meaningful to happen. The idea is simple: stop rushing. Stop conquering exhibitions like they’re errands. Let a painting interrupt the pace of your day.
Of course, the mind resists immediately. The moment we sit down and dare to look, our thoughts fling themselves into crisis: seventeen neglected texts, three unpurchased groceries, and the intrusive belief that productivity is our moral duty, and this bench is a crime scene. Apparently, stillness is very dramatic.
Yet if we continue to sit, the noise eventually settles. We start to notice the obvious things we missed when our thoughts were busy staging a coup: light falling across a shoulder, a line of color we would have sworn was not there a moment ago. Philosopher Maurice Merleau-Ponty argued that seeing is never passive; we do not merely observe the world. We are in conversation with it. Given time, a painting stops acting like an object and begins to behave like a presence. It answers back.
Meanwhile, neuroscience is offering evidence for what artists have always suspected. When we linger with an artwork, the brain does more than register shape and shade. Regions connected to memory, imagination, and empathy start sparking awake, as though the mind suddenly recalls it has a richer job than survival. Interpretation emerges. Emotion slips in without asking permission. You are no longer deciphering the art. You are encountering yourself.
Slow looking becomes a decision to let meaning unfold at its own pace.
It is a tiny rebellion against the cult of efficiency. Instead of demanding results from a painting — explain yourself, be profound, hurry up — we allow the experience to be unmeasurable. Sometimes revelation arrives. Sometimes quiet does. Both are victories over the museum sprint that ends with a gift shop purchase and no recollection of the gallery that preceded it.
This week, I sat with a painting of moonlit fields and distant wind. Nothing moved, yet somehow everything did. The air itself seemed to stretch across my skin, my breath eased, and the horizon widened inside me. It felt like remembering how to be a person rather than a calendar.
I answered the art’s invitation in the only way I know:
by writing.

Hush
By Jill Szoo Wilson
My dear, now hush. Unburden every care;
The silent fields invite your breath to slow.
The wind lifts strands of worry from your hair
And strokes your cheek with touches soft and low.
O moon, shine steady, hold your silver ground;
A lantern calm above the world’s unrest.
Pour down a peace too deep for any sound
And press a quiet knowing to the chest.
Kind wind — sweet wanderer — move as you will;
Let coolness glide along these open hands.
Brush thought from thought, invite my heart to still,
And ferry calm across the quiet lands.
Here, nothing strives. The wide horizon sighs—
At last, the soul grows spacious as the skies.
The Mind-Body-Emotion Circuit: Learning How to Respond on Purpose
By Jill Szoo Wilson
In acting, emotion is often treated as the goal. Many students arrive hoping to unlock a secret reservoir of feeling, as if tears or rage or heartbreak could be summoned by force of will alone. Yet experienced artists and psychological researchers alike know that emotion resists direct manipulation. The human heart refuses to be commanded. Instead, emotion tends to emerge as a consequence of the way we think and move through the world. This reality, long understood intuitively by actors, has now been documented in cognitive and behavioral science. As Meisner observed, performance becomes truthful only when the actor lives with authenticity inside imagined circumstances rather than attempting to manufacture emotional display on cue (Meisner & Longwell, 1987).
This understanding is essential in my work as an acting teacher. One of my current private students, whom I will call Paige, embodies the determination required to bridge intellect, body, and imagination. She asks thoughtful questions, listens without pretense, and possesses a grounded confidence that draws others toward her. In the studio, she is learning that the actor’s instrument is not the voice alone, nor the body alone, nor even the mind alone, but the constant interplay among them. When that interplay is disrupted, performance becomes flat and disconnected. When it flows, the actor’s work becomes alive.
To explain this interplay, I teach what I call the mind-body circuit, a cycle rooted in both performance pedagogy and psychology: thought → emotion → action → new thought → emotion → action, and so on. The sequence appears simple, yet it reveals something profound. The actor can enter it through thought or action, but rarely through emotion alone. Emotion depends on a catalyst. It responds to meaning and circumstance. This is why actors who begin with the desire to “feel sad” or “play anger” inevitably fall into generalization. They are grasping at the byproduct rather than engaging the cause.
Directors and psychologists alike recognize that embodied behavior shapes inner life. Neuroscientist Antonio Damasio describes the body as a “theater of feeling,” where emotion is both generated and displayed through motion and sensation (1999). Onstage, this principle becomes visible in dramatic form. To demonstrate this, I once handed a student a hammer and instructed him to break scrap wood in character for thirty seconds. The task was intentionally physical, forceful, and resistant, because the body cannot remain neutral when exerting strength against an object that pushes back. There was no discussion of backstory or psychology. The action demanded urgency and focus, which silenced self-consciousness and awakened the nervous system. As the student swung the hammer, his breath shifted, muscles tensed, and emotion surfaced unbidden. Within moments, he found himself articulating thoughts and personal stakes that had felt inaccessible when he tried to intellectualize his way toward feeling. Stanislavski identified this phenomenon nearly a century ago: “In the beginning, you must not settle matters of feeling. Begin with the action” (1936).
There are other occasions when thought becomes the most generative entry point into the mind-body circuit. During rehearsals for Hamlet, Paige and I worked through a scene in which Ophelia confronts a lover who, until recently, adored her. Before this scene, Hamlet has pursued Ophelia with gentle attention and romantic promise. He has spoken of love and a future together. Then suddenly, with no explanation she can understand, he turns on her. He tells her she should enter a convent, that she should never marry, never bear children, never bring more life into a world he now condemns. At first, Paige named her character’s feelings: confusion, concern, hurt. These were legitimate emotional states, but they did not yet clarify what Ophelia believed was happening or what she needed in response. We returned to the text to articulate the specific rupture: this is not Hamlet being odd or distracted; this is Hamlet erasing their entire future with a single, devastating reversal. Once Paige understood that she was experiencing rejection not only of affection but of identity, legacy, and security, her body changed. Her posture leaned forward, breath tightened, and she instinctively reached toward her scene partner, trying to recover the man she once knew. Thought created meaning. Meaning triggered emotion. Emotion propelled action. The circuit closed into a continuous chain.
Psychologist Richard Lazarus offers a framework in which emotion arises from the mind’s effort to interpret and evaluate experience. He proposed that individuals engage in a form of cognitive appraisal, a rapid assessment of what an event means for one’s safety, identity, or sense of belonging, followed by an assessment of whether one has the capacity to respond (Lazarus, 1991). Through this process, emotion becomes a reflection of significance. Fear signals the presence of danger. Grief testifies to the worth of what was lost. Anger reveals a boundary that matters. These meanings take shape first in the mind, then move through the body as behavior and physiological response. Acting technique embraces this sequence. When the actor fully recognizes the stakes—the value of the moment, the cost of failure, and the depth of desire—inner life begins to organize itself accordingly. The heartbeat quickens, posture shifts, and voice carries urgency. Stella Adler emphasized this principle in her own vocabulary, insisting that powerful performance grows from vivid circumstances and clearly drawn stakes. “You have to have a life,” she wrote, “so that you can bring something to the stage” (Adler, 2000). Through this kind of interpretation, the actor does not strive for emotion; instead, the emotional experience grows naturally from an understanding of what the story demands.
The insights found in performance theory also apply broadly to human interaction. Consider a common moment of betrayal between friends. One friend learns that another has broken confidence. Immediately, thought begins to organize meaning: She violated our trust. That thought produces feeling: anger, hurt, humiliation. The emotion then provokes action: perhaps a confrontational text or a cold withdrawal. In ordinary life, we navigate this circuit constantly, often unconsciously. Acting simply requires that we notice, name, and render the process visible.
Actors become investigators of cause and effect, tracing the thread from impulse to action with the curiosity of scientists and the sensitivity of artists. Within the rehearsal room, questions take on the weight of inquiry: What shift redefines the moment? What desire rises beneath the surface of my breath? What force complicates that desire? Which strategy carries the greatest hope of success? These questions reach beyond technique. They cultivate a heightened awareness of the subtle negotiations between inner experience and outward behavior. Through this discipline, actors recognize emotion as a current generated by the convergence of thought, intention, and physical choice. When these elements align, audiences engage instinctively with the authenticity of the performance, sensing a unified direction in every gesture and word. Emotional truth grows from coherence, and the stage becomes a place where meaning moves through a living body.
When Paige recently completed a difficult scene, she paused and said with surprise, “I finally felt something I wasn’t trying to feel! That was amazing! And terrifying.” In that moment, she encountered the paradox that defines the work. Emotion, once chased, becomes elusive. Emotion, once approached through purposeful action and clarified meaning, becomes inevitable. The mind-body circuit had connected, and she no longer had to reach for authenticity. It arrived.
Actors remind us that the human body carries intelligence of its own. Thought shapes emotion. Emotion prepares movement. Action generates new meaning. The circuit continues, alive and responsive. When actors understand this relationship, they work with the grain of their own humanity rather than pushing against it. They can shape a truthful inner life by pursuing clear objectives, taking bold physical action, and recognizing what matters in each moment of the story.
This is the heartbeat of the craft. Acting trains us to observe how feelings arise, how impulses travel, how the body communicates meaning long before words appear. Performers practice this awareness with intention, so audiences can recognize themselves in the characters before them. The mind-body circuit is not only a technique; it is a reminder of how people operate in the real world. We feel because something has happened. We respond because something matters.
Paige experienced this discovery in rehearsal. She did not demand emotion. She followed the logic of the moment, committed to the physical truth of the scene, and allowed meaning to do its work. The emotion arrived when it had something to say.
References
- Adler, S. (2000). The Art of Acting. Applause Books.
- Damasio, A. (1999). The Feeling of What Happens: Body and Emotion in the Making of Consciousness. Harcourt.
- Lazarus, R. (1991). Emotion and Adaptation. Oxford University Press.
- Meisner, S., & Longwell, D. (1987). Sanford Meisner on Acting. Vintage Books.
- Stanislavski, K. (1936). An Actor Prepares. Theatre Arts.
Poem: Opposite Sides of the Wall
I wrote this poem after visiting Berlin in 2015, where I was fascinated by the messages people had left on the remains of the Wall. This piece was inspired by one of those messages.
From the highest story
Of a building gray and cracked
Peer two eyes
Through dusty window panes
Pestered by a mosquito
Flying along the edges.
Below the eyes
A hand
Holding tin
Filled with coffee
Cold and strong—
A cigarette burning.
The fog of stagnation
Fills the room
As one wisp of smoke
Links arms with another
A silent dirge
Circling like vultures.
Her gaze is blank
She closes her eyes
Then opens them wide
Each closing a respite
Followed by
Disappointment.
She sighs
She coughs
She smiles for a moment
As the mosquito
Bumps against the glass
Bruised and trapped.
Above her head
Noisy neighbors shout
The song of frustration
Rings out and falls
Pulled by gravity and
By doubt.
She begins to hum a tune
She has not heard
Since she held a doll
Inside chubby arms
And kissed its head
With sugary lips.
Her raspy alto
Lays itself on the notes
Her Now
Transposes the music
From major to
Minor keys.
The mosquito brushes past
Her hand
And then lands and
Sticks his needle
Into her skin—
She observes the transaction.
A flashing light—
Her gaze arrested
Handcuffed to a mirror
Reflecting the sun a
A Morse Code message
.-.. --- ...- .
Which translates, “Love.”
She dunks her cigarette
Into her mug
Shakes her hand
The mosquito falls
Disconcerted but
Full.
She strikes a match
Holds it to a candle
Thick and matted
Like a paint brush
Spotted with colors
Dried from previous use.
A thin line rises from the flame
Gentle in its approach
And dancing in the haze—
She lowers and raises her hand
.- .-.. .-- .- -.-- ...
“Always,”
She replies
In this expression
They devised
From opposite sides of
The wall.
She blows out the fire
Puts her hand to the glass
Closes her eyes and
Kisses the air
As though it is
The last kiss in the world.
He lifts his fingers
Catches her lips
In mid-air—
Hungrily brings them down
Pressing their sweetness hard
Against his own.
The moment has passed
But their love
Will last—
Reach beyond time and space
Breaking past
The Wall.
© Jill Szoo Wilson, 2015

