P9: An affect whose cause we imagine to be with us in the present is stronger than if we did not imagine it to be with us.
P10: We are affected more intensely towards a future thing which we imagine will quickly be present, than if we imagine the time when it will exist to be further from the present. We are also affected more intensely by the memory of the thing we imagine to be not long past, than if we imagined it to be long past. (Spinoza, 1994a, p. 121)
Spinoza recognizes that the affects affect us much more powerfully when they are “near” us either in time or space, or both. For the teacher, this means he/she should consider the affects of actually having physical bodies in the room with him/her. A physical body being present in the company of a teacher creates many powerful affects which disappear when that body is not present. It sounds like an obvious point but it is not really. Think of infinite complexity of affects that being with someone creates upon you: their dress, their age, their status, their ethnicity, their size, their smell, the look in their eyes etc. all needs to be processed and absorbed. That person has a much bigger impact upon you when they are there in front of you than when they are gone, unless for some reason the affect of their physical presence has been replaced by a more powerful affect emanating from them, e.g. they have said they love you, or want to kill you etc. Part of releasing oneself from the bondage of the affects is understanding the “power of proximity”; understanding how things that are near us create affects upon us.
This diagram shows visually the power of proximity: how things that are near impact much more greatly upon the human subject than if they are far away. This true not only of physical proximity but also temporal proximity; immediate events generate more powerful affects upon us than if they are far away in time.
In an effort to utilise the power of the proximity affect, I try now to answer emails immediately, to get projects and proposals written early, to mark work immediately; then these are done, and they don’t “hang over” you, lingering at the back of your mind as a nagging worry, not a huge worry, but a worry nevertheless. Doing things immediately has the affect of “clearing the decks”. I found that my happiness as a teacher depended deeply upon this. At the end of the day, instead of leaving my marking/admin until later, I would do it all in school, marking my books at my desk and leaving later as a result, but not taking the work home with me. This made a huge difference to my well-being I noticed. I’ve spoken to other “happy” teachers who have said similar things: they’ve all completed the work they’d rather not do very early, doing it efficiently but not “over-exerting” themselves with it, which has then left them to do the things that they want to do. I suppose these teachers have had a deep sense of their own priorities. They are aware of what is important to them and that’s enabled them to get on with things that they don’t like as much quickly and efficiently. In this sense, they’ve overcome the “worry affect” of having lots of fiddling, nasty jobs hanging over them by doing them quickly because they have an adequate idea of what they enjoy and this has driven their desire to get the horrible jobs done.
This diagram shows how doing the “near” and “nasty” jobs quickly increases one’s powers of action. If you do the nasty jobs which are near quickly, you don’t forget to do them and they don’t hang over you.