This essay is written by William Golding, is a case in point when talking of classification of thinkers. Many people never ponder what William Golding expresses an analysis of his hobby through thinking (Golding 194). He spent a great time of his life developing the classifications and division of the different categories of thinkers. These were classified in to grade-one, two, and three thinking. The effectual use of categorization portrays how things that are very similar could be very different from some point of view. Golding depicts the first category of thinking and he named it grade-three thinking, which he says involves more of emotions, or feeling, to a certain extent than thought.” In plain text, these people who are considered to be in grade-three are impetuous and react in accordance to their feeling rather than logic. Under division of thinkers, Golding portrays thinkers, whom he met in his own life.
In grade three thinking, thought is usually occupied by insentient prejudice, hypocrisy and ignorance. It will give details on fair-minded wholesomeness while its roll neck is being intensely perverse towards a skirt. It is technically about as skilled as businessmen’s golf, or as straightforward as a politician’s promises to the public or to recap my personal concern as coherently portrayed in most written books. It is of these reasons that the stage is looked as of more of feeling as compared to thinking.
For example, one category of grade tree thinkers he met in his lifetime was his Professor, who he says “Mr. Houghton thought using his neck” (Golding 196). This example explores how his teacher became very passionate the projection of emotions and passion could be evident from his bulge roll neck. This show how the professor used emotion but not logic reasoning and that is why his reactions could be seen on his neck. An encounter in Golding’s life, which he uses as an example, is Miss Parsons. She gave assurance to the class that her inner most wishes were the students welfare; Golding says that she seem to care about them because she has not been married to a husband whom she wanted dearly.
Miss Parson’s emotions show a heartfelt intent towards the students. She appeared to be a failure in romance, and thought a little less but rather indulges in her emotions. It is from Miss Parson that Golding realizes or so that individuals at some point in life do not need to think, but rather in most cases act because of their human feelings or emotions. In this category, grade-three, it comprises of people who are very docile. They are good in obeying other people wishes and follow order strictly. They always do not think for themselves and cannot differentiate lies from the truth. Third grade thinkers could be controlled by a dictator and make the do whatever he wanted as if they were robots. Golding makes use of expressive examples, such as a swarm of people cheering for a leader he thought not that brave and powerful. He browbeaten other people’s joy of the king for the reason that it had no relation to how he was feeling; it had to be wrong. This category of thinkers does not charge with any trouble as often they plunge into other mistake and hold-up behind.
The second category, Grade-two is said to be a withdrawal, but with ears and eyes open. It can become a hobby and on the other hand, bring contentment and being alone in either hand. This category of thinking destroys but lack the ability to recreate. An example of grade-two thing is watching the crowd cheer His Magnificence and King and asking yourself what all the activities were about, without giving yourself a chance to find out any positive outcome of what you are doing. Grade-two thought, thinking it full life with excitement, fun and or does not involve content. According to Golding (198), in “Thinking as a Hobby,” the second level of thinking consists of people who doubt what they are thinking. Grade-two thinking involves the detection of contradictions. Grade –two thinking is openly critical and possibly periphery nihilistic. It is the level of thinking that leaves someone on the fence hanging and undecided on what to do. It is established that the second grade category of thinkers are not as enlightened as grade one thinker. However, they are brilliant thinkers whose ideas can change the world.
For example, Lady Milo of Venus is a grade two thinker; she does not over think of what is wrong as she has no intention of making it right (Golding 131). This category of people tends to move with the crowd, they do whatever other people are doing. Golding explains grade –two thinkers make up 9 percent of the population in the world. According to Golding (143), the second grade thinkers have the will to show any form of contradictions. An example is the swimmer, who stood a distance away from the seashore and was left there at their own depth. It is also important to note that a grade – two thinkers might question the honesty of political and religious institutions, but fail to get new ideas to hold. Golding mentions a classmate in the essay this is Ruth. Ruth is a grade two thinker as she questions her faith, but author give no answer to this question. Golding then points out the fallacies of a person’s thoughts they mean nothing if what takes place around you lead to destruction rather than construction.
The last category of thinking according to Golding is grade-one thinking. This category of thinking is a pinnacle, only achieved by few enlightened individuals in the society. It comprises people who seek the truth, not just doubting the fact that is before them. They tend to see what happens, and also try to find out the truth behind what is happening. Their lives are by wisdom, beauty and knowledge. In grade-one, an individual has the ability to interpret and relate what happens around him or her and also to develop relations with a comprehensive range of concepts. Golding gives an example of a grade-one thinker as Albert Einstein, but in depth he never explained why he fits this category of people. It is said that Albert Einstein would look at the shadow with an aim of discovering why something is the way it is (Golding 157). In the modern society, such people include Michelangelo, Mozart, and Einstein who are known as creative and imaginative geniuses, who opened new art, worlds in music, and science.
In conclusion, William Golding explains the most significant motive is to read and to clarify a person’s own thoughts. It is very evident that the three categories of grade thinking have been there in our lives for a very long time now, until Golding gave them a perfect description. To ascertain your thoughts, creates self esteem, self-assurance and reinforces the idea that there are no real things. The essay also gives the reader different points of view. For example, I believed that in our time is not suitable for imaginative thinkers, and after reading the essay, I understood that the three categories of thinkers will always be in the world and hold a big portion of the world. While this is not a point of self realization, but it led me to face the reality, and bring to an end pretext and start owning up to my decisions and to have the need to find out the truth. Golding’s development is more often like what most people experience; starting from blind acceptance, the gradually pitiful to disagreement and pessimism, and finally developing the inner capability to reason. From the essay, it is correct that the growth of people’s thought takes this prototype and as people grow up they tend to learn more about the truth.
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Works Cited
Golding William, “Thinking as a Hobby.” The Norton Reader, Shorter Eleventh
Edition. Ed. Linda H. Peterson and John C. Brereton. New York: W. W.
Norton and Company, 2004.Print
