It would seem that the apocalypse, whether religious or environmental, would lay to rest questions of vocation. But questions of purpose and meaning are front and center in many of the popular post-apocalyptic films and books with which our students are familiar. In fact, the post-apocalyptic genre presents excellent opportunities for thought-experiments that force students to consider the foundations and driving forces of purpose, meaning, and vocation. I do not wish to talk directly about the environment, Anthropocene, or end times and will leave fears about climate change and cultural decay, or, alternatively, hopes for sustainable energy and cultural renewal, to experts in those areas. But environmental concerns as well as cultural anxieties spurred by mass shootings, heightening racial tensions, and immigration-related issues weigh heavily on students’ minds. These anxieties are yet further reasons why teaching vocation via post-apocalyptic film and literature will resonate with students. I also think this genre is valuable because of its capacity to instill deep gratitude and a sense of responsibility for the world that is still there when a student closes a book or when the credits role on a film.Continue reading
Recently I found myself in a first-year seminar college classroom conducting an interview with the students’ professor. The class was arranged so the students made a horseshoe facing their professor, who was seated in a chair with her back to the whiteboard. I posed several questions designed to tease out the vocational narrative of the professor and simultaneously charted on the board the key ideas, concepts, moments, people, and influences she mentioned. The exercise is designed to provide an example of a vocational narrative to students and to visually represent active listening on the board. As the professor turned in her chair at the end of the interview to digest what the whiteboard displayed, I noticed for myself that as a result of my questions the entire board dealt with her past. Narrative is arguably the foundation of vocational reflection. Yet, does narrative draw our attention too strongly to the past? What opportunities for vocational reflection could occur by telling our future stories?Continue reading
I remember reading a long time ago that there were fifty different words in Eskimo languages for snow. I tried to imagine how to tease out nuances in texture, timing or other qualities that would be of significance. But I realized that the words were linked to Inuit cultural experience, and I came up short.
This exercise came to mind recently, after someone asked me if I was optimistic about the resiliency of American democracy amidst the current tidal wave of polarization and disruption. “No,” I replied, “but I am hopeful.” That set me to pondering the differences between pairs of related words. The distinctions I make are surely idiosyncratic as well as culturally bound, but some seem important.Read more
The annual “Mindset” list is an attempt to capture the milieu of the incoming class, offered to faculty and staff as a tool for understanding the new students arriving on campus. The class of 2022, we are told in this year’s list, have always been able to refer to Wikipedia and have lived in a world where same-sex marriage is legal somewhere. The world they know does not include Enron but has always included a vehicle known as a Prius and a television show called Survivor. Most of the 60 factoids on the list are light-hearted, referring to popular culture and some to political events.
But there, at number 4, is an item one could easily miss if breezing through the list. Nestled between the observation about Wikipedia and an image of people appearing to “talk to themselves” in public, is this statement: “They have grown up afraid that a shooting could happen at their school, too.”
The class of 2022 has lived in a world where mass shootings are recurring events. They have lived with a fear that it could happen to them at any time. Continue reading