On engaging more with fellow class members:
i think on the engagement piece, i have to look to hook in more to where my peers are rather than where i want them to be. I have to start from their position and proceed rather than trying to drag them to my position.I think a lot of the frustration comes from the mixing of cohorts. Whereas our cohort’s research questions are mature and proceeding, with mentor relationships being fairly well developed, it’s easier for us to focus on classwork whereas the newer cohorts are still filled with so much uncertainty, and also may have less of a doctoral persona forming that they can feel overwhelmed. I think that tends to explain the vast majority of the “Yeah great point! You go girl! postings” Early on, the emotional support is much more important because the research hasn’t matured yet. That may also be an area where i can offer more value to the other cohorts and look for engagement. I will continue to offer resources as I find them.
On the subject of my students and helping them develop a personal credo,
I have been spending a lot more time on helping them develop a “field grade officer” persona; it’s usually a role they have not really thought about before, and it needs deep reflection to develop. So I have them write a management philosophy (distinct from a leadership philosophy which they write in other classes). I make it a point to discuss the all important mentoring role and what it takes to develop lieutenants and captains for their crucial roles. Its part of the tribal wisdom and culture that binds our profession together. Its really a bit deeper thana profession in the “professional” sense, as elements of “tribe” come in to play. Especially with the growing sense that we are an Army at war, but not a nation at war.
On the Ft Hood killings:
The incident earlier today is especially troubling for us, as the entire school remained riveted to the tube looking for info on names and families, scanning for people we might know. 9/11 was similar although much more horrific, by several orders of magnitude.
So, yes, the credo is an essential element of what I try to encourage in them (I would have said “teach” even just a year ago). Part of opening up myself and my thinking and writing to public inspection, the vulnerability of public writing, and the encouragement of voice is a way to try to model the behaviors I hope for them to develop. The relationships with students that extend beyond graduation to their next assignment are the most gratifying. I live for the chance to be of some help to them when they are in their next unit.
My son inducted into the National Honor Society tonight:
My son was inducted into the National Honor Society tonight, his speech was hilarious. We were talking about the Allegory of the Cave tonight to and from the ceremony, as I had found an hourlong CD of commentary on it at the store while searching for something else. there are elements of that i will probably weave into my Hadot paper, since the Allegory is kind of departure for Socrates, as he plays the unusual role of taking a position rather than dismantling someone else’s logic. To me, the Allegory has always sounded more like Plato talking through Socrates, tahn Socrates speaking himself, although we can never really know, since Socrates was content to just talk