TTE image of the benign, hard working purveyor of knowledge surrounded by mesmerized and ado ing students seems to have died with Mr. Chips and tele vision's Halls of Ivy. Today, Professor Cogent (his name is Legion) is afflicted with a destructive and debilitating syndrome. He feels he is rolling imponder ables up an academic hillside, and like Sisyphus of old is sure no one appreciates his efforts. Each semester brings nothing more than the chore of rolling the same boulders up the same slope again. There is ample evidence that he may be right. Stu dents Flunk the Faculty is the title of a chapter in a recent (1969) book College Scene, a collection of essays by students from coast to coast: The College Poll study on what students really want puts better teachers as the first area for improvement. (p. 78) Newspaper editorials excoriate professors for inciting students to riot by being too critical of American foreign and domestic policy. Student editorials in campus publi cations, on the other hand, lambast professors for being irrelevant, and not addressing themselves to critical issues of the day. Hate mail from parents and com munity leaders brings accusations of everything from obfuscation of issues to dangerous meddling, to outright subversion. State legislatures climax the assault by budgetary cuts. There is nothing new about town and gown conflict, but seldom has the teaching profession itself been so vilified as it is today in so many quarters of society. parameter of the problem is created by the pressures of that much overworked term, adminis trivia. In addition to his teaching load, the professor is expected to serve on committees. Such service in many instances seems to serve no purpose and to keep him from the research and writing which he must perform to justify his retention, promotion, and/or tenure. He then must create a variety of subterfuges and engage in what Hodgkinson calls, selective negligence (cf. Finding the Levers in Effective College Teaching, by William Morris, 1970). Still another problem for the professor is the con stant demand by students and fellow faculty to become in some cause. Professor Cogent wants to be liked, to be regarded as a man with a conscience. He is at the same time sensitive to the voice of caution (often arising as much from the administration as from his own psyche), which warns that getting involved may cost him the respect of his academic elders and con servative community members. He begins to rationalize that it is, after all, easier for protesting students to get into another college than for a faculty member to secure another position. Most syndromes have no specific cure. They are symptomatic of a complex of problems beyond immedi ate diagnosis. But while these deeper issues are being addressed, there is something every faculty member can do for himself each morning while driving into the college parking lot. Though it may seem only a hortatory exercise, he can say to himself: Another day; another chance to enrich a few more students' lives, and maybe even add an increment to the store of human knowledge. This will not motivate him to set the world on fire (a Quixotic ambition anyway), but will keep him at his task, and provide an antidote to that most corrosive of all emotions: self-pity.
Read full abstract