In Pirandello's play The Rules of the Game the following conversation takes place:
LEONE: Ah, Venanzi, it's a sad thing, when one has learnt everymove in the game.
GUIDO: What game?
LEONE: Why . . . this one. The whole game—of life.
GUIDO: Have you learnt it?
LEONE: Yes, a long time ago.
Leone's despair and resignation come from believing that there is such a thing as the game of life. Indeed, if mastery of the game of life were the problem of human existence, having achieved this task, what would there be left to do? But there is no game of life, in the singular. The games are infinite.
Modern man seems to be faced with a choice between two basic alternatives. On the one hand, he may elect to despair over the lost usefulness or the rapid deterioration of games painfully learned. Skills acquired by diligent effort may prove to be inadequate for the task at hand almost as soon as one is ready to apply them. Many people cannot tolerate repeated disappointments of this kind. In desperation, they long for the security of stability—even if stability can be purchased only at the cost of personal enslavement. The other alternative is to rise to the challenge of the unceasing need to learn and relearn, and to try to meet this challenge successfully. Leone's problem is the dilemma of a man so far withdrawn from life that he fails to appreciate, and hence to participate in, the ever-changing game of life. The result is a shallow and constant life which may be encompassed and mastered with relative ease.
The common and pressing problem today is that, as social conditions undergo rapid change, men are called upon to alter their modes of living. Old games are constantly scrapped and new ones started. Most people are totally unprepared to shift from one type of game-playing to another. They learn one game or, at most, a few, and desire mainly the opportunity to live out life by playing the same game over and over again. But since human life is largely a social enterprise, social conditions may make it impossible to survive without greater flexibility in regard to patterns of personal conduct.
Perhaps the relationship between the modern psychotherapist and his client is a beacon that ever-increasing numbers of men will find themselves forced to follow, lest they become spiritually enslaved or physically destroyed. By this I do not mean anything so naive as to suggest that "everyone needs to be psychoanalyzed." On the contrary, "being psychoanalyzed" —like any human experience—can itself constitute a form of enslavement and affords, especially in its contemporary institutionalized forms, no guarantee of enhanced self-knowledge and responsibility for either patient or therapist. By speaking of the modern psychotherapeutic relationship as a beacon, I refer to a simpler but more fundamental notion than that implied in "being psychoanalyzed." This is the notion of being a student of human living. Some require a personal instructor for this; others do not. Given the necessary wherewithal and ability to learn, success in this enterprise requires, above all else, the sincere desire to learn and to change. This incentive, in turn, is stimulated by hope of success. This is one of the main reasons why it is the scientist's and educator's solemn responsibility to clarify—never to obscure—problems and tasks.
I have tried to avoid the pitfalls of obscurantism which, by beclouding these problems, fosters discouragement and despair. We are all students in the metaphorical school of life. Here none of us can afford to become discouraged or despairing. And yet, in this school, religious cosmologies, nationalistic myths, and lately psychiatric theories have more often functioned as obscurantist teachers misleading the student than as genuine clarifiers helping him to help himself. Bad teachers are, of course, worse than no teachers at all. Against them, skepticism is our sole weapon.
The Myth of Mentall Illness, Thomas Szasz.
