An Educator’s Admission
Sunday, 13 December 2009
I not only fantasize about a particular female student, I am one-half composer of the integral and complex parts of our complicity with one another. That is, it is inherent that the pupil receive credit for attending a lecture that, in reality, she may or may not ever attend. The student, in turn, pleases my whims by using the most astute discretion in any interaction with me.
I mean, c’mon. Who’s kidding who? Correct? A difficult scenario, believe it or not, is one in which a student requests a favor; or better put, a situation in which a student is in need of a favor; which, by the very means of my position, translates into something akin to an obligation that comes with the territory. And I manage each case on an individual basis. What else can a teacher do? The control is not in when and how it happens. Understand?
But to carry out each situation in the most professional manner, accurately and politely — retaining one’s impenetrable and unblemished reputation, as it were — and not assert his authority otherwise. I conduct my behavior with my students as to exist beyond reproach; never to be accused of covering anything up, completely confident no colleague or student finds any taint or smear upon investigation of one’s character. Ask my students to find a lapse in integrity and you will get the answer you say you are looking for.
What is a challenge to the character is the constant scrutiny, the mundane and useless bureaucratic time-wasting
Academia separates itself when compared with other businesses. The mission is to educate. Each teacher has a voice in how we commit and execute this mission. Concerns can be freely expressed without fear of stone walls or black lists.
My resistance to bureaucracy however, seems to have created just the backlash
My refusal to answer to petty bureaucrats and their inane questions what did she wear or not wear, how did she smell or taste when she met with me one-on-one? These questions are impertinent and no business to anyone other than the teacher and student involved.
How does the institution expect that I can divulge, in an official and public capacity, on an educational process so sacred and personal? My students enter the world prepared, educated, satisfied. Bottom-line.
We can all have a stimulative effect as responsible and honest teachers. It is not imperative nor an admission of guilt to report how or in what way a particular student is motivated to achieve his or her education, irrespective of lectures attended, irrespective of the dynamics that one-on-one office hours are composed of.
What is the quality of her education? Is she prepared? Is she satisfied? Has our mission been accomplished? These are the important questions.
I argue, bureaucracy only impedes our progress in achieving our mission. The vicious cycle of bureaucracy represents the worst kind of over-analysis, has little to do with the mission to educate, and discourages students and teachers across academia.
Bureaucracy makes a mockery of the search for truth.
