Molly at Large1
我过去没怎么关注过冬天这件事，尽管我确实没那么喜欢冬天，但是考虑到我在夏天的时候也一样烦躁，所以这点对冬天的不喜欢也就不算什么了。
现在想起来，我从记事起就是一个在冬天想念夏天，在夏天想念冬天的人，朝三暮四、半途而废、永远期待远方、永远被困当下。
意识到这一点之后，就很能解释为什么屁股坐在上海的时候愿意读海明威，但是屁股坐在纽约的时候却只想读双雪涛了。不管肉体愿不愿意踏实地面对当下，精气神儿里面都在呼喊逃离。
2
我对冬天的记忆分散在很多个城市里，这些城市大概分属四个纬度区域。
PinnedPinnedPrivate
Probably the most dangerous thing about an academic education, at least in my own case, is that it enables my tendency to over-intellectualize stuff, to get lost in abstract thinking instead of simply paying attention to what’s going on in front of me. Instead of paying attention to what’s going on inside me. As I’m sure you guys know by now, it is extremely difficult to stay alert and attentive instead of getting hypnotized by the constant monologue inside your head. What you don’t yet know are the stakes of this struggle. In the twenty years since my own graduation, I have come gradually to understand these stakes, and to see that the liberal arts cliché about “teaching you how to think” was actually shorthand for a very deep and important truth. “Learning how to think” really means learning how to exercise some control over how and what you think. It means being conscious and aware enough to choose what you pay attention to and to choose how you construct meaning from experience.
David Foster Wallace, This Is Water
在生活方向与意义虚无的问题上到处扫描，读了大名鼎鼎的 this is water 演讲稿，还是那种感觉：看完得到的不是答案，是更多的问题。
我知道它在说什么，但，就好像这个世界上一切的答案，如果可以被表达出来的话，道理都是陈旧的，如果是这样，哲学还有意义吗？生活的答案可能会在什么地方？
我知道甚至连思考这个问题本身都是有毒的，因为它恰好在证明大卫华莱士的话，教育的诅咒是过多使用理智而忽视情感，而文科教育如果有意义或许就是来解决这个问题。
我已经大幅降低和减少、甚至可以说得上是抗拒过度理智的思考了，但情绪和感知尚未带来方向和答案。