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    Jonathan Acuña Solano, Post Author
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Beyond Giving Choices: Building Student Agency Through Intentional Lesson Design

Choice Boards, Higher Education, Instructional Design, ISTE ASCD, Learner Ownership, Online Language Teaching, Reflective Practice, Student Agency, Student Voice 0 comments

Learning Paths
AI-generated picture by Prof. Jonathan Acuña Solano on October 25, 2026

Introductory Note to the Reader

     After more than three decades in education, I continue discovering that teaching is not simply about improving what we do, but sometimes about questioning what we have always done. My participation in the ISTE+ASCD course Designing Online Learning Experiences – U.S. Department of State has encouraged me to reconsider something fundamental: who actually makes the decisions that shape learning in my university courses?

     For years, I have carefully planned communicative activities, assessments, and learning experiences intended to engage my students. Yet I am beginning to recognize that even a well-designed lesson can leave students with little opportunity to influence their own learning.

     Understanding student agency has therefore begun to change how I approach lesson planning. Rather than deciding everything beforehand, I am learning to identify moments when students can meaningfully choose their learning pathways, contribute their experiences, and demonstrate achievement without compromising academic expectations.

     This paper documents that evolving understanding. It is not a declaration that I have mastered student agency, but a reflection on how intentional instructional design can transform the relationship between teachers and learners.

     Perhaps teaching becomes even more meaningful when we stop planning everything for our students and begin creating opportunities for them to shape their own learning.

Jonathan Acuña Solano


Beyond Giving Choices: Building Student Agency Through Intentional Lesson Design

 

Abstract

Student agency has become an increasingly important consideration in digital education, yet translating its principles into everyday instructional practice remains a challenge. This reflective paper examines how participation in the ISTE+ASCD course Designing Online Learning Experiences – U.S. Department of State has influenced the author's understanding of student agency and transformed his approach to planning university-level English language courses. Drawing on the four avenues of agency—pace, path, time, and place—and three instructional structures—choice boards, checklists, and playlists—the discussion explores how educators can create meaningful opportunities for learner ownership without compromising established learning outcomes. A practical redesign of a communicative lesson on invention and innovation illustrates how choice boards can provide alternative learning pathways while preserving linguistic objectives and assessment expectations. The discussion is further informed by Mitra's Student Voice Framework, Deci and Ryan's Self-Determination Theory, Schön's reflective practice, and Wiggins and McTighe's backward design principles. Particular attention is given to young adult university students and working adults participating in online language education. The paper argues that authentic student agency requires more than offering choices; it demands intentional instructional decisions that enable learners to influence their educational experiences while developing autonomy, responsibility, and meaningful engagement.

Keywords:

Student Agency, Learner Ownership, Instructional Design, Online Language Teaching, Higher Education, Choice Boards, Student Voice, Reflective Practice. ISTE ASCD

 

 

Resumen

La agencia del estudiante ha adquirido una importancia creciente en la educación digital; sin embargo, trasladar sus principios a la práctica docente cotidiana continúa siendo un desafío. Este artículo reflexivo examina cómo la participación en el curso Designing Online Learning Experiences – U.S. Department of State, de ISTE+ASCD, ha influido en la comprensión de la agencia del estudiante por parte del autor y ha transformado su manera de planificar cursos universitarios de inglés. A partir de las cuatro dimensiones de la agencia —ritmo, trayectoria, tiempo y lugar— y de tres estructuras didácticas —tableros de opciones, listas de verificación y secuencias de aprendizaje—, se analiza cómo los docentes pueden generar oportunidades auténticas de participación y apropiación del aprendizaje sin comprometer los resultados esperados. El rediseño de una actividad comunicativa sobre invención e innovación ejemplifica cómo los tableros de opciones permiten diversificar las trayectorias de aprendizaje y conservar los objetivos lingüísticos y los criterios de evaluación. El análisis se fundamenta en el modelo de voz estudiantil de Mitra, la teoría de la autodeterminación de Deci y Ryan, la práctica reflexiva de Schön y los principios del diseño inverso de Wiggins y McTighe. Se presta especial atención a estudiantes universitarios jóvenes y adultos profesionales que aprenden inglés en entornos virtuales. Se concluye que la agencia auténtica exige decisiones pedagógicas intencionales que permitan al estudiante influir en su experiencia educativa y desarrollar autonomía, responsabilidad y compromiso con su aprendizaje.

 

 

Resumo

A agência do estudante tem adquirido importância crescente na educação digital; entretanto, transformar seus princípios em práticas pedagógicas cotidianas continua sendo um desafio. Este artigo reflexivo examina como a participação no curso Designing Online Learning Experiences – U.S. Department of State, da ISTE+ASCD, influenciou a compreensão do autor sobre a agência do estudante e transformou sua maneira de planejar cursos universitários de língua inglesa. Com base nas quatro dimensões da agência — ritmo, percurso, tempo e lugar — e em três estruturas pedagógicas — quadros de escolha, listas de verificação e sequências de aprendizagem —, discute-se como os professores podem criar oportunidades significativas de participação e autonomia sem comprometer os objetivos de aprendizagem. A reformulação de uma atividade comunicativa sobre invenção e inovação demonstra como os quadros de escolha podem oferecer diferentes percursos de aprendizagem, preservando os objetivos linguísticos e os critérios de avaliação. A discussão fundamenta-se no modelo de voz estudantil de Mitra, na Teoria da Autodeterminação de Deci e Ryan, na prática reflexiva de Schön e nos princípios do planejamento reverso de Wiggins e McTighe. Destaca-se especialmente o contexto de jovens universitários e adultos profissionais que estudam inglês em ambientes virtuais. O artigo argumenta que a agência autêntica exige decisões pedagógicas intencionais que permitam aos estudantes influenciar suas experiências educacionais, desenvolvendo autonomia, responsabilidade e envolvimento significativo com a própria aprendizagem.

 


 

“The practitioner allows himself to experience surprise, puzzlement, or confusion in a situation which he finds uncertain or unique.”

— Donald A. Schön (1983), The Reflective Practitioner: How Professionals Think in Action

 

“Student agency does not require changing the destination. Instead, it requires designing meaningful opportunities for students to choose how they arrive there.”

— Jonathan Acuña Solano (2026)

 


Introduction

Throughout my years as an online English language instructor and curriculum designer, I have always believed that meaningful learning begins with thoughtful planning. Every lesson, activity, and assessment should help students move toward clearly defined learning outcomes while maintaining high levels of engagement. However, participating in the ISTE+ASCD course Designing Online Learning Experiences – U.S. Department of State has challenged me to reconsider one aspect of my instructional design that I had rarely questioned before: How much ownership do my students actually have over their learning?

Before taking this course, I often associated student agency with differentiation. If students could choose between two activities or decide which exercise to complete first, I assumed I was already promoting learner autonomy. The course helped me realize that these ideas, although related, are fundamentally different. As I wrote in my reflective journal,

"Taking the ISTE+ASCD course Designing Online Learning Experiences – Department of State, I have now come to understand the true meaning of student agency and how it differs from differentiation. Making this distinction opens more doors to having students co-create assessments where they can better demonstrate what they have learned in a course. Agency is not giving students more choices of my own, but to allow them to find a way to make their own choices to show teachers what they have learned" (Acuña Solano, 2026).

This insight marked an important turning point in my professional thinking. Instead of asking how I could offer students more choices, I began asking a more meaningful question: Where can students genuinely influence their own learning without compromising the intended learning outcomes?

For someone who teaches college young adults and corporate working adults online, this distinction is especially significant. My students are accustomed to making important decisions every day in their professional and personal lives. They manage projects, supervise employees, solve workplace challenges, and make decisions that carry real consequences. Yet, once they enter a virtual classroom, they often encounter learning environments where almost every decision has already been made for them. The ISTE+ASCD course encouraged me to reconsider this imbalance and to explore practical ways of designing learning experiences that preserve academic rigor while giving students meaningful ownership.

From Understanding Agency to Designing It

The first part of the course introduced the four avenues of student agency, pace, path, time, and place, as practical dimensions where students can experience ownership. Reflecting on my own courses helped me recognize that digital environments naturally support some of these avenues. For example, students in my online university courses can generally decide when and where they complete asynchronous work, and they often have some flexibility regarding the pace at which they progress before established deadlines.

However, one avenue remained noticeably limited: path. Although students could choose the order in which they completed certain platform activities, they had very little influence over how they reached the learning objectives. This realization reinforced one of the course's central ideas: "Knowing where agency can live in a digital lesson is the first step. Knowing how to build it in is the second." (ISTE+ASCD Learning Academy, 2026). This sentence captures an important distinction. Identifying opportunities for agency is valuable, but opportunities alone do not transform learning. They must be supported through intentional instructional design.

The course explains that student agency does not emerge because teachers simply believe in learner-centered education. Instead, it develops because educators intentionally create moments where students make authentic decisions that influence their learning experience. This perspective aligns closely with Wiggins and McTighe's (2005) principles of backward design. Effective instruction begins by identifying the desired learning outcomes and acceptable evidence of learning. Once these elements are clear, teachers can determine where flexibility can be introduced without altering the destination. In other words, the learning goal remains fixed, while students gain greater ownership over the journey that leads them there.

From the Four Avenues to the Three Structures

One of the concepts I appreciated most in this module was that it moved beyond theory and offered practical structures for implementing student agency. According to the course,

"Understanding the four avenues helps you see where students could have more ownership. But opening an avenue without a clear structure to support it often creates confusion rather than empowerment." (ISTE+ASCD Learning Academy, 2026)

This statement resonated with me because it recognizes an important reality of online teaching. Adult learners appreciate flexibility, but they also value clarity. Simply telling students that they have choices is not enough if those choices are poorly organized or disconnected from the intended learning outcomes.

To address this challenge, the course introduces three practical instructional structures:

 

·       Choice Boards

 

·       Checklists

 

·       Playlists

Each structure supports student agency differently. Choice boards primarily strengthen the path avenue by allowing students to select among different tasks that all address the same learning objective. Checklists primarily support pace, allowing learners to determine the sequence in which they complete required activities. Playlists integrate both required and optional learning experiences, opening multiple avenues of agency throughout longer instructional sequences.

What I found particularly valuable is that these structures do not remove teacher guidance. Instead, they organize student choice within carefully designed parameters. As Toshalis and Nakkula (2024) argue, structured agency consistently produces stronger educational outcomes than either excessive teacher control or unlimited student freedom because learners make meaningful decisions while working within a coherent instructional framework.

Choosing the Right Structure for My Own Teaching

One of the reflective activities in the course invited participants to examine a lesson where students currently had little opportunity to make learning decisions and redesign it using one of the three agency structures. As I analyzed one of my own lesson plans, I immediately thought about Unit 12: Invention or Innovation. This unit includes topics such as frugal innovation, Maurice Ward and Starlite, a TED Talk by Navi Radjou, role plays, innovation stories, memorandums, adverbials, and phrasal verbs. It is one of my favorite units because students enjoy discussing real-world innovation and connecting it to their own professional experiences. However, viewing the lesson through the lens of student agency revealed something I had never noticed before.

As I reflected in my journal,

"Looking at my planning for Unit 12: Invention or Innovation, through the student agency lenses, I noticed that my students are almost always making linguistic choices— which adverbial to use, how to argue, what opinion to defend— but they are not making many learning decisions." (Acuña Solano, 2026)

This distinction proved enlightening. Students were certainly thinking critically and communicating meaningfully, but they were doing so within a learning experience that had been almost entirely designed by me.

Redesigning a Role Play Through Student Agency

The role plays on frugal innovation illustrate this point clearly. Originally, every pair of students received exactly the same learning experience.

  • The same scenario.
  • The same professional roles.
  • The same discussion questions.
  • The same language prompts.
  • The same expected progression of the conversation.

Although students decided what they wanted to say, they had virtually no influence over how they would engage with the learning objective.

The instructional goals themselves were already strong and did not need to change. Students still needed to:

  • discuss innovation in professional contexts;
  • negotiate ideas collaboratively;
  • justify opinions with supporting evidence; and
  • accurately incorporate adverbials into spoken communication.

What changed was not the objective, but the pathway students could take to reach it.

After considering the three instructional structures presented in the course, I concluded that a Choice Board offered the best solution. Unlike a checklist, which primarily supports self-management, or a playlist, which is especially useful for longer asynchronous sequences, a choice board fits naturally within my highly communicative, synchronous online classes. Instead of assigning every pair the same simulation, students now select one of four professional challenges, each requiring the same language outcomes while encouraging different perspectives and forms of reasoning.

For example, one pair may evaluate why an innovative product such as Google Glass or Segway failed commercially. Another group may act as consultants recommending examples of frugal innovation for a company with limited resources. Others might design an original workplace innovation or debate whether inventors should always patent their ideas using Maurice Ward's story as inspiration. Although every option requires students to negotiate ideas, justify opinions, and accurately use at least five adverbials, each pathway allows learners to connect the lesson with their own professional interests and experiences. This redesign illustrates what I now consider one of the most valuable lessons from the ISTE+ASCD course: student agency does not require changing the destination. Instead, it requires designing meaningful opportunities for students to choose how they arrive there.

Student Voice and Shared Ownership of Learning

Redesigning my Unit 12 lesson also led me to think more deeply about student voice. While the ISTE+ASCD course focuses primarily on agency, my reflections naturally connected with the work of Dana Mitra, whose Student Voice Framework illustrates how students gradually move from simply expressing opinions to becoming partners in educational improvement. Mitra (2004, 2024) describes this progression through three interconnected levels: being heard, collaboration with adults, and building capacity for leadership. Initially, I interpreted student voice as collecting students' opinions through surveys or end-of-course evaluations. Although these practices remain valuable, I now recognize that they represent only the beginning of a broader process.

The redesigned role-play activity demonstrates this progression. Students are no longer limited to responding to a scenario selected entirely by the teacher. Instead, they participate in choosing the professional context that best matches their interests, experiences, or career aspirations. Their voices influence the learning process before the activity even begins. This seemingly small design decision changes the classroom dynamic considerably. Students are not simply completing an assignment; they are participating in shaping how they will achieve the learning objective.

Looking ahead, I can also envision extending this idea beyond the lesson itself. At the conclusion of the unit, students could evaluate which innovation challenge contributed most to their learning and propose additional scenarios for future classes. These suggestions could then become part of subsequent versions of the course. In this way, students move beyond participating in learning activities toward contributing to the continuous improvement of the curriculum itself. For me, this is perhaps one of the most powerful ideas emerging from both the ISTE+ASCD course and Mitra's work: agency is not about giving away instructional responsibility. Rather, it is about inviting students to share responsibility in meaningful and purposeful ways.

Why Structured Agency Matters

Another important lesson from the course is that meaningful agency requires structure. The course materials emphasize that educators often understand the importance of student ownership but struggle to translate that belief into practical lesson design. As the module explains,

"The gap between believing in student agency and actually building it into a lesson is where most educators get stuck. Choice boards, checklists, and playlists are not just organizational tools; they are design structures that make it possible to open specific avenues of agency in a controlled, intentional way." (ISTE+ASCD Learning Academy, 2026)

This statement resonated with my own experience. Like many teachers, I have occasionally worried that increasing student choice might reduce academic rigor or make classroom management more complicated. The course helped me understand that this concern often arises because agency is mistakenly associated with unlimited freedom.

Instead, structured agency provides carefully designed boundaries within which students make authentic decisions. This perspective is consistent with Toshalis and Nakkula (2024), who argue that students benefit most when they exercise meaningful ownership within a clearly defined framework. Too much teacher control limits autonomy, while unlimited choice can overwhelm learners and reduce instructional coherence. The challenge for educators is to design experiences that balance flexibility with purposeful guidance.

Reflecting on my own lesson redesign, I realize that the Choice Board accomplishes precisely this balance. Students do not choose whether to meet the learning outcomes. They choose how they will demonstrate them. Every pathway requires the same linguistic objectives, similar cognitive demands, and identical assessment criteria. The learning goal remains constant. The learning journey becomes personalized.Student Agency and Adult Online Learners

Teaching college young adults and corporate working adults has also influenced the way I interpret student agency. Much of the literature on student voice originates in elementary and secondary education. Although the underlying principles certainly apply across educational contexts, adult learners bring characteristics that deserve special consideration.

My students enter the virtual classroom with extensive professional and personal experience. Many manage projects, coordinate teams, negotiate with clients, analyze data, or make important decisions as part of their daily work. Consequently, learning environments that restrict every instructional decision may unintentionally overlook the expertise students already possess. Allowing learners to exercise meaningful agency acknowledges these experiences while maintaining academic expectations.

This perspective also aligns with Self-Determination Theory developed by Deci and Ryan (2000). Their research identifies autonomy, competence, and relatedness as three essential psychological needs that support intrinsic motivation. Student agency directly addresses autonomy by allowing learners to make authentic decisions. Competence develops as students demonstrate learning through meaningful tasks connected to their strengths and professional experiences.

Relatedness is strengthened when students collaborate, negotiate ideas, and learn from one another rather than relying exclusively on teacher-directed instruction. Taken together, these principles suggest that agency contributes to much more than engagement. It encourages learners to become increasingly self-directed, reflective, and responsible for their own learning. For adult learners studying online, these qualities are particularly valuable because independent learning plays such an important role in their academic success.

Reflection as a Tool for Continuous Improvement

One unexpected outcome of this course has been recognizing the close relationship between student agency and reflective practice. Throughout my career, I have considered reflection an essential component of effective teaching. Donald Schön (1983) argues that professionals improve their practice by systematically examining their decisions and using those reflections to guide future action.

The ISTE+ASCD course encouraged me to apply this same principle to instructional design. Rather than simply evaluating whether a lesson was successful, I now find myself asking additional questions:

  • At what moment during this lesson did students make a meaningful learning decision?
  • Which avenue of agency was open?
  • Which avenue remained closed?
  • What small design change could increase student ownership without changing the learning objective?

These questions represent a subtle but important shift in my professional thinking. Previously, I often reflected on whether students appeared engaged. Now, I also reflect on whether they experienced genuine ownership. This distinction has transformed the way I analyze my lessons. Engagement remains important, but I now recognize that meaningful engagement often grows from opportunities to participate actively in shaping one's own learning.

Implications for My Teaching and Curriculum Design

As both an online instructor and a curriculum designer, I believe the ideas presented in this course extend beyond individual lesson planning. They encourage educators to reconsider the purpose of instructional design itself. Rather than asking,

"How can I make this lesson more engaging?"

I now ask,

"Where can students meaningfully influence their own learning while still achieving the intended learning outcomes?"

Although the wording appears similar, the two questions lead to different design decisions. The first focuses primarily on increasing motivation. The second focuses on distributing ownership. This distinction has already influenced the way I think about assessment, collaborative learning, project design, and classroom interaction. More importantly, it has reinforced my belief that teachers remain essential, not because they make every decision, but because they intentionally design environments where students can make meaningful ones.

Conclusion

Completing the ISTE+ASCD course Designing Online Learning Experiences has prompted me to rethink one of the most fundamental questions in education: Who owns the learning? My reflections have shown that authentic student agency is not synonymous with differentiation, unlimited choice, or reduced instructional structure. Instead, it emerges when teachers intentionally create opportunities for students to exercise meaningful ownership while maintaining clear learning goals.

Redesigning my Unit 12 innovation lesson illustrated this principle in a practical way. By replacing a single teacher-directed role-play with a Choice Board, I preserved every linguistic objective while allowing students to select professional contexts that reflected their interests and experiences. A relatively small design change transformed students from participants following identical instructions into learners making authentic educational decisions. This experience has also reminded me that agency is not a destination but a continuous design process. Every lesson offers opportunities to ask where ownership can be expanded, how student voice can be strengthened, and which instructional structures best support meaningful learning.

Ultimately, I now see my role not simply as someone who delivers carefully designed lessons, but as someone who intentionally designs opportunities for students to become increasingly reflective, autonomous, and responsible learners. In my context of teaching college young adults and corporate working adults online, that may be one of the most meaningful contributions I can make—not only to their language development but also to their lifelong capacity to learn.

San José, Costa Rica

Sunday, October 25, 2026

Blog Post #595


📚 References

Acuña Solano, J. (2026). Reflective journal: Supporting student agency through intentional design [Unpublished course reflection]. ISTE+ASCD Learning Academy, Designing Online Learning Experiences – U.S. Department of State course.

Deci, E. L., & Ryan, R. M. (2000). The "what" and "why" of goal pursuits: Human needs and the self-determination of behavior. Psychological Inquiry, 11(4), 227–268. https://doi.org/10.1207/S15327965PLI1104_01

ISTE+ASCD Learning Academy. (2026). Designing Online Learning Experiences – U.S. Department of State [Professional learning course].

Mitra, D. L. (2004). The significance of students: Can increasing "student voice" in schools lead to gains in youth development? Teachers College Record, 106(4), 651–688. https://doi.org/10.1111/j.1467-9620.2004.00354.x

Schön, D. A. (1983). The reflective practitioner: How professionals think in action. Basic Books.

Toshalis, E., & Nakkula, M. J. (2024). Student agency and structured ownership in digital learning. In ISTE+ASCD Learning Academy, Designing Online Learning Experiences course materials.

Wiggins, G., & McTighe, J. (2005). Understanding by design (Expanded 2nd ed.). Association for Supervision and Curriculum Development.

Estruturas Didáticas e Dimensões da Agência do Estudante


Click to enlarge the infographics: Deiseñando la agencia estudiantil




Continue the Conversation: Watch the Explainer Video

Thank you for taking the time to read this article. If you would like to revisit its central ideas from a different perspective, I invite you to watch the accompanying explainer video.

Designed to complement—not replace—the essay, the video highlights its main arguments, provides additional context, and offers a concise visual journey through the themes explored in La Buenaventura. I hope it helps you see Alarcón's story from a fresh perspective.

If you enjoy the video, feel free to explore my YouTube channel, where I share more explainers and reflections on literature, English language teaching, linguistics, mythology, culture, education, and related topics.

📺 Visit my YouTube channel:

https://www.youtube.com/channel/UCflH3o-0ZoYauP8t5fcCM4Q

Thank you for reading, watching, and joining me on this ongoing journey of learning and discovery.





Sunday, October 25, 2026


Location: San José, Curridabat, Freses, Costa Rica

The Anatomy of an Unlived Life: Bernardo Soares, Erich Fromm, and the Alienated Self

Alienation, Bernardo Soares, Erich Fromm, Existential Meaning, Fernando Pessoa, Identity, Observing Life, Relatedness 0 comments

 

Bernardo Soares
AI-generated picture by Prof. Jonathan Acuña Solano in October 17, 2026

Introductory Note to the Reader

     There is so much to explore in the unlived life Bernardo Soares describes in Fernando Pessoa’s Livro do Desassossego. At times, I find myself identifying deeply with Bernardo’s experiences, his reflections, and his unsettling awareness of existence. At other moments, I cannot help wondering whether his consciousness has become so troubled and unstable that it prevents him from participating meaningfully in his own life. How can someone understand life so profoundly and yet seem so unable to live it?

     Perhaps this contradiction is precisely what makes Bernardo such a fascinating literary figure. He invites us to move beyond the temptation to judge him and consider a more uncomfortable possibility: How many Bernardos exist among us? How many people spend their lives contemplating their experiences, observing themselves, and imagining different possibilities without fully engaging in and with the lives they have been given?

     This essay explores Bernardo through the humanistic psychology of Erich Fromm, asking whether his disquiet reveals not only an individual struggle but also something troubling about modern existence. Ultimately, the question is not simply whether Bernardo knows how to live, but whether we, too, sometimes become spectators of our own lives.

Jonathan Acuña Solano


The Anatomy of an Unlived Life: Bernardo Soares, Erich Fromm, and the Alienated Self

 

Abstract

This essay examines Fernando Pessoa's Livro do Desassossego (The Book of Disquiet) through the humanistic psychoanalytic framework of Erich Fromm, interpreting Bernardo Soares as a literary representation of the alienated modern self. Rather than reducing Bernardo's isolation, introspection, and difficulty participating in life to individual psychological pathology, the essay situates his experience within the broader social and existential conditions of modernity. Drawing on Pessoa scholarship and complementary perspectives from Freud, Nietzsche, and Lacan, the analysis explores the relationships among alienation, fragmented identity, boredom, creativity, love, and the crisis of meaning. Its central conceptual contribution is the identification of observing as a third existential position between Fromm's orientations toward having and being. Bernardo resists conventional possession and achievement without fully attaining the presence, relatedness, and active participation associated with being. His consciousness consequently becomes both the source of his creative power and the mechanism through which experience is distanced, interpreted, and transformed into literature. The symbolic possibilities of Rua dos Douradores further illuminate the tension between social appearances and aesthetic creation, suggesting that Bernardo exposes the superficiality of modern existence even as he transforms its ordinary realities into literary beauty. Finally, the essay connects Pessoa's portrayal of alienation with contemporary tendencies toward self-observation, identity performance, and the mediation of experience. It argues that The Book of Disquiet remains relevant because it raises a fundamental question about human flourishing: what does it mean to live when reflection, possession, and performance increasingly substitute for meaningful participation in existence?

Keywords:

Bernardo Soares, Fernando Pessoa, Erich Fromm, Alienation, Observing Life, Identity, Relatedness, Existential Meaning

 

 

 

Resumen

Este ensayo examina el Livro do Desassossego (Libro del desasosiego), de Fernando Pessoa, desde la perspectiva del psicoanálisis humanista de Erich Fromm, e interpreta a Bernardo Soares como una representación literaria del yo moderno alienado. En lugar de reducir su aislamiento, introspección y dificultad para participar plenamente en la vida a una patología psicológica individual, el estudio sitúa su experiencia dentro de las condiciones sociales y existenciales de la modernidad. A partir de investigaciones sobre la obra de Pessoa y de perspectivas complementarias de Freud, Nietzsche y Lacan, se analizan las relaciones entre alienación, identidad fragmentada, aburrimiento, creatividad, amor y crisis de sentido. La principal aportación conceptual consiste en proponer la observación como una tercera posición existencial entre las orientaciones del tener y del ser planteadas por Fromm. Bernardo rechaza la posesión y el éxito convencionales, pero no alcanza plenamente la presencia, la capacidad de establecer vínculos significativos y la participación activa asociadas al ser. Su conciencia se convierte, así, tanto en fuente de su poder creativo como en el mecanismo mediante el cual toma distancia de la experiencia, la interpreta y la transforma en literatura. Asimismo, las posibilidades simbólicas de la Rua dos Douradores permiten explorar la tensión entre las apariencias sociales y la creación estética. Bernardo revela la superficialidad de la existencia moderna mientras transforma sus realidades cotidianas en belleza literaria. Finalmente, el ensayo relaciona la alienación representada por Pessoa con las tendencias contemporáneas a la autoobservación, la representación de la identidad y la mediación de la experiencia. Se sostiene que el Libro del desasosiego conserva su vigencia porque plantea una pregunta fundamental sobre la realización humana: ¿qué significa vivir cuando la reflexión, la posesión y la representación sustituyen cada vez más la participación significativa en la existencia?

 

 

Resumo

Este ensaio examina o Livro do Desassossego, de Fernando Pessoa, à luz da psicanálise humanista de Erich Fromm, interpretando Bernardo Soares como uma representação literária do eu moderno alienado. Em vez de reduzir seu isolamento, sua introspecção e sua dificuldade de participar plenamente da vida a uma patologia psicológica individual, o estudo situa sua experiência nas condições sociais e existenciais da modernidade. Com base em estudos sobre a obra de Pessoa e em perspectivas complementares de Freud, Nietzsche e Lacan, são exploradas as relações entre alienação, identidade fragmentada, tédio, criatividade, amor e crise de sentido. A principal contribuição conceitual consiste em propor a observação como uma terceira posição existencial entre as orientações do ter e do ser formuladas por Fromm. Bernardo rejeita a posse e o sucesso convencionais, mas não alcança plenamente a presença, a capacidade de estabelecer vínculos significativos e a participação ativa associadas ao ser. Sua consciência torna-se, assim, tanto a fonte de seu poder criativo quanto o mecanismo pelo qual ele se distancia da experiência, interpreta-a e a transforma em literatura. As possibilidades simbólicas da Rua dos Douradores também permitem examinar a tensão entre as aparências sociais e a criação estética. Bernardo revela a superficialidade da existência moderna ao mesmo tempo que transforma suas realidades cotidianas em beleza literária. Por fim, o ensaio relaciona a alienação retratada por Pessoa às tendências contemporâneas de auto-observação, representação da identidade e mediação da experiência. Argumenta-se que o Livro do Desassossego permanece atual porque formula uma questão fundamental sobre a realização humana: o que significa viver quando a reflexão, a posse e a representação substituem cada vez mais a participação significativa na existência?

 


 

“The main task in a person's life is to give birth to himself, to become what he potentially is.”

— Erich Fromm, Man for Himself (1947)

 

“One must still have chaos in oneself to be able to give birth to a dancing star.”

— Friedrich Nietzsche, Thus Spoke Zarathustra

 

 

 

 

 

 

 

 

“Perhaps the tragedy of an unlived life is not that we fail to experience the world, but that we become so absorbed in observing ourselves experience it that we forget to live.”

— Jonathan Acuña Solano

 

 


Introduction: The Man Who Watches Himself Live

Fernando Pessoa's Livro do Desassossego (The Book of Disquiet) presents one of modern literature's most unusual figures: Bernardo Soares, a modest assistant bookkeeper whose apparently insignificant existence becomes the material for an immense meditation on consciousness, solitude, boredom, desire, memory, identity, and the difficulty of living. Soares does not pursue conventional forms of success. He does not aspire to wealth, political influence, social prestige, heroic achievement, or even sustained romantic fulfillment. He works, observes, walks through Lisbon, returns to the office, and writes. His world is deliberately narrow. Yet from that narrowness emerges a consciousness of extraordinary breadth.

This paradox has made Bernardo Soares an enduringly fascinating figure. He appears to possess everything necessary for reflection and almost everything necessary for suffering. He sees the world with unusual precision, but his perception rarely develops into sustained participation. He observes other people rather than becoming deeply involved with them; he examines emotions rather than simply surrendering to them; he converts ordinary places into psychological landscapes; and he transforms everyday experience into literary meditation. His life is therefore not empty in any simple sense. It is saturated with thought. The deeper problem is that thought increasingly seems to substitute for living.

This essay, my 594th blog post on this blog, proposes that Erich Fromm offers a particularly productive framework for understanding this paradox. Freud can help illuminate the psychic consequences of loss, repression, and sublimation; Lacan can clarify the instability of the subject and the impossibility of complete self-coincidence; Nietzsche can illuminate the crisis of inherited values and the problem of nihilism. Yet Fromm makes it possible to ask a question that moves beyond individual pathology: What kind of society produces a human being who can think so profoundly about existence while becoming increasingly incapable of participating fully in it?}

The question is particularly important because Pessoa scholarship has repeatedly situated Livro do Desassossego within problems larger than Bernardo's individual psychology. Adorno (2022), for example, reads boredom in the work as a symptom of modernity and associates it with a loss of meaning. Raabe (2014) emphasizes the work's interrogation of identity and alterity, while Giménez (2016) places its prose within the material and urban experience of modernity. Ferraria (2016), meanwhile, draws attention to the relationship Soares constructs between external perception and internal emotion. Stoker (2013) demonstrates that the very textual construction of Livro do Desassossego is inseparable from questions of modernism, fragmentation, memory, and editorial instability. These approaches suggest that Bernardo should not be read merely as an isolated melancholy personality. He is also a literary representation of a historically situated form of consciousness.

The argument developed here is therefore deliberately Frommian but not reductively psychological. Bernardo Soares can be understood as a cultural symptom: a person whose profound sensitivity reveals the alienating structures of modern existence. His tragedy is not that he possesses no life. It is that he experiences his life increasingly from the outside. He becomes, above all, the man who watches himself live.

From the Psychological Individual to the Cultural Symptom

One of the most important contributions of Erich Fromm's humanistic psychoanalysis is his insistence that individual psychology cannot be separated from social conditions. Human beings are not shaped exclusively by unconscious drives or private histories; they are also formed by the economic, cultural, interpersonal, and ideological structures in which they exist (Fromm, 1947, 1955). Mental health, accordingly, cannot be defined simply as successful adaptation to whatever society happens to consider normal.

This distinction is crucial for reading Bernardo Soares. Bernardo is, in a conventional sense, functional. He works. He fulfills his responsibilities. He maintains routines. He inhabits a recognizable social role. He is not presented as someone incapable of performing the basic functions expected of him. Yet his interior life is profoundly estranged from the world in which that functionality takes place.

To comprehend Bernardo Soares, Fromm's concept of alienation provides a useful vocabulary for this contradiction. In The Sane Society, Fromm (1955) argues that modern social arrangements can produce individuals who experience themselves as separated from their own capacities, from other people, and from meaningful participation in the world. What appears socially normal may therefore conceal a deeper condition of human impoverishment.

This insight changes how Bernardo's withdrawal should be interpreted. His isolation is not simply a personal defect. It emerges within a world of commercial transactions, repetitive work, anonymous encounters, social roles, and externally defined measures of usefulness. His occupation as a bookkeeper places him inside a system of economic rationality, but it does not necessarily connect him with a sense of purpose.

Adorno's (2022) analysis of boredom becomes particularly useful here. She interprets boredom in Livro do Desassossego not merely as a private emotional state but as a symptom of modernity's crisis of meaning. Bernardo's tédio therefore becomes more than melancholy. It is the affective expression of a world in which conventional activities continue even when their existential significance has become uncertain. The problem is not that nothing happens. The problem is that what happens does not necessarily feel meaningful. Bernardo is therefore not simply bored with life. He is confronted with the question of whether the available forms of life deserve to be lived. And that is a very different problem.

Modernity, Fragmentation, and the Unstable Self

Pessoa scholarship reinforces the importance of reading Bernardo as a modern subject rather than simply as a psychologically unusual or impaired  individual. Raabe (2014) argues that Livro do Desassossego participates in Pessoa's sustained questioning of modern identity and alterity. The heteronymic system itself makes stable identity problematic. The subject is not necessarily one coherent interior entity but something divided, multiplied, and mediated through language.

This becomes particularly important in the case of Bernardo Soares because his status as a semi-heteronym already destabilizes the relationship between author and character. Casa Fernando Pessoa explains that Pessoa described Bernardo as a semi-heteronym, a "simple mutilation" of himself, and that the later texts attributed to Soares acquire a diaristic and confessional character. The character is therefore neither simply Pessoa nor entirely separate from him.

The instability of identity is consequently not merely one of Bernardo's themes. It is embedded in the formal construction of the work. Stoker (2013) is particularly important in this regard. His study of Livro do Desassossego demonstrates how difficult it is to establish the work as a stable textual object because Pessoa's manuscripts, attributions, and editorial arrangements do not yield a simple, definitive book. The work's fragmentation is therefore simultaneously thematic, psychological, and material.

This observation strengthens the Frommian interpretation. Alienation is not represented only through Bernardo's thoughts; it is reproduced in the very form of the work. The reader encounters fragments rather than a completed narrative, impressions rather than a conventional plot, consciousness rather than a stable sequence of events.

Bernardo's life is not narrated as a progression toward resolution

It accumulates.

He thinks.

He observes.

He remembers.

He returns to the same streets.

He returns to the same questions.

 

He does not arrive.

 

This is why Livro do Desassossego can be understood as the literary form of an unlived life: its fragments resist the conventional expectation that life should develop toward completion.

Fromm's Alienated Human Being

Fromm's theory becomes especially powerful when we consider Bernardo's relationship with activity. For Fromm (1955), productive activity is not reducible to economic productivity. Human beings become more fully themselves when they engage their capacities creatively and meaningfully. Alienation occurs when activity becomes something external to the self, something performed without genuine participation.

Bernardo's professional life embodies precisely this contradiction. He works, but his work does not constitute the center of his identity. His office provides structure, repetition, and economic necessity, but his deepest activity occurs elsewhere, in observation and writing. His employment belongs to the world of necessity; his consciousness attempts to escape it.

Yet his writing creates another paradox. Literature becomes his productive activity, but literature itself is generated from alienation. This means that Bernardo's creativity is both resistance to and product of his condition where he transforms his alienation into language, converts boredom into reflection, converts routine into aesthetic experience, and turns loneliness into prose.

This is one of the reasons that diagnosing him simply as "unhealthy" would be inadequate. His withdrawal has pathological dimensions, but it also produces an extraordinary form of creative perception. His inability to participate normally becomes the condition through which he can describe the experience of modern non-participation. The artist and the alienated individual therefore become difficult to separate.

Having, Being, and the Third Position of Observing

Fromm's distinction between "having" and "being" offers perhaps the most original way of approaching Bernardo. In To Have or to Be?, Fromm (1976) contrasts an orientation toward possession, acquisition, and control with an orientation toward active existence, presence, experience, and participation. Bernardo clearly resists the orientation toward having. He does not define himself through wealth, does not pursue status, is not obsessed with possessions, and has little interest in conventional achievement.

But this does not automatically mean that he has achieved the orientation of being. Instead, Bernardo seems to inhabit a third position: observing. This is the conceptual contribution I would place at the center of a Frommian reading of Livro do Desassossego. In other words, Bernardo does not simply have; he does not fully be. Bernardo observes, watches other people living, viewes himself feeling, witnesses how Lisbon changing, tracks his own thoughts, beholds desire without necessarily acting upon it, and watches the world from the threshold of participation.

This position explains the strange vitality of the book. Bernardo is extraordinarily alive at the level of consciousness and extraordinarily absent at the level of participation. He is present enough to perceive everything and distant enough to remain untouched by almost everything. Fromm's distinction therefore allows us to identify the central tension of Bernardo's existence: he rejects possession without achieving presence. His consciousness is active, but his life is comparatively passive. He thinks intensely, but he acts little. He feels deeply, but he often converts feeling into reflection before it can become relationship. And he possesses an enormous interior world, but that interiority does not necessarily produce the relatedness Fromm regards as essential to human flourishing.

Outer Perception and Inner Emotion

This is where Ferraria's (2016) scholarship becomes especially important. Her analysis of Bernardo focuses on the relationship between external perception and internal emotion. Soares does not simply describe the external world as an objective environment. The external world becomes inseparable from his emotional and perceptual state. This explains why Lisbon matters so much. The city is not merely where Bernardo lives; it is where Bernardo's consciousness becomes visible. Giménez (2016) similarly situates Livro do Desassossego in relation to the materiality of modern urban experience, placing Pessoa's Lisbon alongside broader European modernity. The city becomes a space of movement, commerce, visual stimulation, anonymity, and fragmented perception.

Bernardo's famous relationship with Rua dos Douradores should therefore not be reduced to sentimental attachment to a particular address. Casa Fernando Pessoa identifies the street as both the place where Bernardo lives and works and the physical environment that repeatedly generates his reflections. It describes his perception of Lisbon as a kind of personal cartography in which the external landscape becomes inseparable from his states of mind.

Bernardo himself gives the street an almost metaphysical significance:

"Sim, esta Rua dos Douradores compreende para mim todo o sentido das coisas, a solução de todos os enigmas..."

The statement is revealing because the street becomes the opposite of transcendence. Bernardo does not need a distant sacred landscape. His metaphysics occurs within the ordinary. This is precisely what makes the urban setting so important to the Frommian interpretation. The alienated subject does not necessarily escape modernity. He inhabits it more intensely.

Rua dos Douradores and the Gilded Surface

The name Douradores offers another interpretive possibility. A dourador is a person who gilds surfaces, applying gold to an object without necessarily transforming its underlying substance. We should be cautious here: nothing requires us to assume that Pessoa deliberately constructed the street name as a symbolic key. The connection is best treated as an interpretive hypothesis rather than authorial intention.

Nevertheless, the metaphor is remarkably productive because gilding changes appearance. It creates value at the level of surface and makes something ordinary appear precious. The metaphor corresponds strikingly with Bernardo's relationship to modern existence since modern society presents itself through surfaces: professional identities, social conventions, economic roles, manners, ambitions, respectable routines.

Bernardo sees through many of these surfaces. He recognizes their artificiality. Yet he also becomes a gilder, takes the ordinary street and makes it luminous through language, takes boredom and makes it beautiful, takes loneliness and gives it form, takes the meaningless routine of a commercial office and transforms it into literature.

This produces an extraordinary paradox: Bernardo both exposes and performs gilding. The world gilds reality socially. Bernardo gilds reality aesthetically. The difference is that social gilding can conceal alienation, whereas literary gilding can reveal it. This is where literature becomes ethically significant. Pessoa does not simply decorate Bernardo's suffering. He makes its structure perceptible.

Love, Relatedness, and the Problem of the Other

Fromm's The Art of Loving offers another essential dimension to the interpretation. For Fromm (1956), love is not merely an emotion that happens to an individual. It involves care, responsibility, respect, and knowledge. Mature love requires the capacity to recognize another person as an independent subject rather than merely as an extension of one's own desire.

Bernardo's reflections on love repeatedly expose the difficulty of such reciprocity. One of the most striking formulations attributed to him states:

"Nunca amamos ninguém. Amamos, tão-somente, a ideia que fazemos de alguém."

The statement is devastating because it reduces romantic experience to the projection of one's own concept onto another person. The beloved becomes less a person than an idea. And Fromm allows us to see why this matters. To love an idea is safer than loving another person because an idea can be controlled, does not contradict us, cannot leave us unexpectedly, and cannot demand reciprocity. But a real person can.

Bernardo's intellectualization of love can therefore be understood as a defense against vulnerability. His problem is not that he lacks emotional sensitivity. It may be precisely that he possesses too much sensitivity without sufficient capacity for relational risk. Ferraria's (2016) distinction between external perception and internal emotion helps illuminate this pattern present in this character; Bernardo continually converts external encounters into internal experience. The world enters him, but it does not necessarily lead him outward toward other people.

This is where Fromm's notion of relatedness becomes decisive. Bernardo knows humanity, but he does not necessarily participate in humanity. Bernard can analyze people without becoming intimate with them. He can also imagine love without surrendering to its demands and can recognize suffering without necessarily allowing another person to transform his existence. His loneliness therefore cannot be explained merely by the absence of companionship. It is a problem of relatedness.

Literature as Sublimation, Compensation, and Creation

Freud would help us understand Bernardo's literary activity as a form of sublimation: psychic energy that cannot find direct expression is transformed into cultural production. That insight remains useful. But Fromm allows us to go further by asking whether Bernardo's writing is productive in the humanistic sense.

The answer is complicated. It clearly is productive insofar as Bernardo transforms experience into something meaningful. His writing is not merely repetitive suffering. He creates, but the writing also compensates for what it cannot replace. Literature can give him expression without giving him companionship, can also give him beauty without giving him intimacy, can give him a voice without giving him social belonging. And it can make his existence meaningful without necessarily making his existence more participatory.

Thus, literature occupies an ambiguous position between liberation and compensation. This ambiguity should not be treated as a weakness of Pessoa's work. It is precisely the point. Bernardo's writing is both the evidence of his alienation and his most powerful response to it. He is alienated, but not silent. He is isolated, but not creatively empty. He is unable to live conventionally, but he can transform conventional life into an object of extraordinary perception. Fromm's notion of productive activity therefore allows us to avoid romanticizing Bernardo's suffering while still recognizing the creative power that emerges from it.

Nietzsche: The Failure of Self-Overcoming

Nietzsche (1974) provides a useful counterpoint to Fromm because Bernardo confronts a problem central to Nietzsche's philosophy: what happens when inherited systems of meaning lose their authority? Bernardo does not appear convinced by conventional social ambitions. He distrusts the promises of achievement and success. He does not find salvation in ordinary forms of progress. In this sense, he belongs to the modern crisis of value that Nietzsche analyzed. Yet Bernardo does not respond to the crisis in a Nietzschean manner.

Nietzsche's response to nihilism ultimately demands transformation, self-overcoming, and the creation of values. Bernardo instead remains fascinated by the absence of sufficient values. He sees the problem, but he does not overcome it. He writes about the void, but he does not fill it. This distinction makes Fromm more useful as the principal framework. Nietzsche helps explain Bernardo's confrontation with meaninglessness; Fromm helps explain why the response to meaninglessness becomes paralysis rather than productive transformation. Bernardo lacks neither intelligence nor imagination. What he lacks is existential integration. His consciousness outruns his capacity to act.

Lacan: The Fragmented Subject

Lacan (1977) offers another complementary perspective. Bernardo's uncertainty about identity is consistent with a conception of subjectivity in which the self is never completely transparent to itself. Pessoa's famous formulation, "Não sei quem sou, que alma tenho," could almost serve as an epigraph for the fragmented modern subject. Raabe (2014) demonstrates how questions of identity and alterity occupy a central place in Livro do Desassossego. Pessoa's heteronymic practice makes fragmentation not merely a psychological theme but a principle of literary creation.

From a Lacanian perspective, Bernardo's problem is therefore not simply that he has failed to discover a stable inner self. The modern subject may never possess such complete unity. Yet again, Fromm adds something essential. The question is not only whether Bernardo possesses a coherent self. The question is whether his fragmented self can enter into meaningful relationships with other human beings. Lacan helps explain the instability. Fromm helps us ask what kind of life might nevertheless be possible within that instability.

Is Bernardo Unhealthy, or Is the World Unhealthy?

This question brings us to the heart of the Frommian interpretation. Bernardo's suffering can certainly be read psychologically. His excessive introspection, withdrawal, loneliness, and inability to act may resemble symptoms of psychological distress. But Fromm's (1955) The Sane Society asks us to reverse the diagnostic gaze.

What if the individual who appears maladjusted is responding rationally to an irrational social environment? This does not mean that every form of alienation is healthy. Bernardo suffers, and his isolation hurts. His inability to participate limits him, and his consciousness does not liberate him completely. But his refusal to embrace conventional success may also reveal something about the conventions themselves. He does not become rich nor seek power. He does not build a conventional career and does not pursue the social rewards that modernity places before him.

Fromm would therefore force us to distinguish between adaptation and health. A person can adapt successfully to an unhealthy society. Conversely, a person who cannot adapt completely may perceive truths that adaptation suppresses. Bernardo occupies precisely this uncomfortable position. He is not a triumphant rebel, nor is he a healthy outsider. He is a suffering consciousness whose maladjustment gives him extraordinary critical perception. This is what makes him culturally significant.

The Unlived Life

The concept of the "unlived life" can now be understood as more than a poetic description of Bernardo's melancholy. His tragedy is not that he lacks experience because he experiences intensely. His tragedy is that experience is continually converted into observation. And for this reason, he does not merely experience the world; he experiences himself experiencing the world.

The additional layer of consciousness creates distance. An afternoon becomes an object of reflection. A person becomes an object of interpretation. A street becomes a metaphysical landscape. A feeling becomes a sentence. A possible relationship becomes an idea. A life becomes a book. This is the central paradox of Livro do Desassossego.

The book is extraordinarily alive because Bernardo is unable to live without transforming life into consciousness. He saves experience by writing it. But he may also lose experience by writing it. That is why the concept of observation is so important. Bernardo's third mode, neither having nor fully being, allows him to remain permanently close to existence without entirely entering it. He becomes the spectator of his own life.

From Rua dos Douradores to the Contemporary Self

The extraordinary contemporary relevance of Livro do Desassossego lies here. Bernardo's world is not our world. His office, streets, technologies, and social conditions belong to another historical period. Yet the structure of his consciousness remains recognizable. Modern individuals increasingly document their experiences, observe themselves, curate identities, monitor productivity, interpret emotions, and perform versions of themselves before others.

The contemporary individual can therefore inhabit Bernardo's third position on an enormous scale. We can observe ourselves living, can photograph the experience rather than inhabit it, and can narrate ourselves rather than encounter ourselves. Additionally, we can turn relationships into representations, can turn emotion into content, can turn identity into performance, and we can become spectators of our own existence.

Fromm's distinction between having and being becomes especially relevant in such a world. The pressure to possess, perform, accumulate, and demonstrate success can coexist with profound alienation. The contemporary individual may have more opportunities for communication while remaining uncertain about genuine relatedness. Bernardo's tragedy thus becomes a warning. The problem is not simply excessive introspection. The deeper problem is the substitution of observation for participation.

Conclusion: Fromm, Pessoa, and the Possibility of Being

Erich Fromm offers an unusually fertile way of reading Bernardo Soares because he allows us to move beyond the temptation to diagnose him. Freud can help explain psychic transformation and sublimation. Lacan can illuminate the fragmented subject. Nietzsche can clarify the crisis of inherited values and the problem of nihilism. But Fromm allows these dimensions to converge around a larger question: What conditions make it possible for a human being not merely to function, but to live?

This question transforms our understanding of Bernardo. He is not simply a melancholy clerk, or he is not simply an existentialist. Is he simply a fragmented modern subject? Is he a human being caught between consciousness and participation. His rejection of conventional possession does not automatically lead to authentic being. Instead, he occupies an intermediate position that we might call observing. He watches the world, watches others, watches himself, and transforms what he sees into language. This is both his weakness and his genius. His alienation prevents him from fully participating in life, but that same alienation allows him to perceive dimensions of modern existence that ordinary adaptation conceals.

The metaphor of Rua dos Douradores therefore becomes especially suggestive. The street of the gilders can be understood as a symbolic landscape of modernity: a world of surfaces, commercial activity, roles, appearances, and transactions. Bernardo sees through those surfaces. Yet he also becomes a literary gilder, transforming the ordinary into something luminous through language. The world gilds life socially. Bernardo gilds it aesthetically. And perhaps the distinction is that his literary gilding does not hide the wound beneath the surface. It makes the wound visible.

This is ultimately why Livro do Desassossego remains so unsettling. Bernardo does not simply tell us that the world is bad. He shows us how difficult it becomes to live when consciousness sees too much, when conventional meanings no longer convince us, and when reflection becomes easier than participation.

His tragedy is not that he cannot find meaning. It is that he can imagine so many forms of meaning that commitment to any one of them becomes almost impossible. He can imagine love without fully risking love, can imagine freedom without fully exercising it, can imagine a different life without fully entering one, and can imagine himself endlessly. But imagination is not yet existence.

Fromm would therefore leave us with a question that extends beyond Bernardo Soares and reaches directly into contemporary life:

What does it mean to be human when a society teaches us how to function, possess, perform, and observe, but not necessarily how to live?

Pessoa's answer is not theoretical. It is Bernardo. And Bernardo's answer is the book itself. He cannot quite live the life he imagines. But he can make us understand what it feels like not to live it.

 

References

Adorno, K. (2022). Tédio e modernidade no Livro do desassossego, de Fernando Pessoa. Interseções: Revista de Estudos Interdisciplinares, 24(2), 253–278. https://doi.org/10.12957/irei.2022.70836

Ferraria, A. (2016). Bernardo Soares: Desassossego e eternidade. Revista Desassossego, 8(15), 165–177. https://doi.org/10.11606/issn.2175-3180.v8i15p165-177

Fromm, E. (1947). Man for himself: An inquiry into the psychology of ethics. Rinehart.

Fromm, E. (1955). The sane society. Rinehart.

Fromm, E. (1956). The art of loving. Harper & Brothers.

Fromm, E. (1976). To have or to be? Harper & Row.

Giménez, D. (2016). Materialidade e modernidade no Livro do Desassossego. Terra Roxa e Outras Terras: Revista de Estudos Literários, 32, 8–22. https://doi.org/10.5433/1678-2054.2016v32p8

Lacan, J. (1977). Écrits: A selection (A. Sheridan, Trans.). W. W. Norton.

Nietzsche, F. (1974). The gay science: With a prelude in rhymes and an appendix of songs (W. Kaufmann, Trans. & Ed.). Vintage Books.

Pessoa, F. (2015). Livro do desassossego (R. Zenith, Ed.). Assírio & Alvim.

Raabe, C. M. (2014). O desassossego da modernidade. Revista Desassossego, 6(11), 113–127. https://doi.org/10.11606/issn.2175-3180.v6i11p113-127

Stoker, M. (2013). Challenging modernism: Fernando Pessoa and the Book of Disquiet [Doctoral dissertation, Utrecht University]. Utrecht University.

 


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