Another late-late, quick-quick:
Started my summer class last week, and man, it was a good start. A small class, but lively, and ready to talk about anything—crucial when you’re stuffed in a room together for 2 1/2 hours at a pop.
(I give them my standard warning: I do love the sound of my own voice, but ye gods, that’s too much even for me. If y’all don’t participate, we’re all going to want to throw ourselves out the window. . . .)
Anyway, what I wanted to mention was their reaction to my standard epistemological-ontological-practical mini-lecture: they could not get enough of it; specifically, they could not get enough of the ontological piece.
Only one student had any familiarity with the word (which, for the purposes of this course, I define as being or being-in-the-world) itself, but they keyed in immediately on the meaning of the concept, especially after I mentioned that while most folks don’t think much or ever about epistemological matters, and while most of live day-to-day at the practical level, the ontological does intrude. Moments of crises or transition, I observed, are when we really question ourselves, who we are and what are we doing.
And with that, they were off, offering all kinds of insights about being and how they’ve handled their own experiences with the question of being. They kept going and going and it’s quite likely almost the entire class would have stayed past the third hour had I not signaled that it was time to go.
And even then, that wasn’t enough: They came up one by one to say something more, anything more, to keep the conversation going. One man, probably around my age, came up to me, eyes wide, and said, I never heard of that word before, but I know exactly what that is. I didn’t know there was a word for that, but I know it, I’ve lived it. He was, simply, stunned.
I joke that my pedagogical mantra is I aim to trouble you, but, honestly, this is the best kind of trouble.
This is why I teach.