10-2-01, Lisa Laird, 751 words
Learn, Live, and Refrain from Lecturing
By Lisa Laird
IPS Features
The ongoing learning process we are continuously encircled by generates three stages necessary for task mastery. The linking chain of knowledge consists of students, graduates, and professors. The order of procession and progression follows such sequence…usually. Although depending on life’s many transitions, one may oscillate like a shiny pendulum on a spiritless string. These steps go beyond their basic utilization for individual accomplishment; they embed themselves in our very beings and determine the people we are during various phases of our lives. They chisel and define our chosen responses at pinpointed time periods when we’re trapped in specific circumstances. And thus, we are constantly evolving each and every day of our lives, as a result of situations, dilemmas, and decisions…in essence, the intangible tools that are ultimately responsible for finely shaping us.
On the lowest rung of the academic ladder, stand the
students. They clench the aluminum
sides with a tight grip. These are
the people who are basically insecure with themselves, hence, their entire
existences. They may become
seemingly self-absorbed due to continually striving for achievement.
These individuals are motivated by fantasies of success, but
simultaneously may very well fear the possibility of its actual attainment.
Students reject beliefs that may contradict and crush perceived ideals. Hopes and desires remain securely fastened as a medley of
uncertainties.
Let’s now take a few steps more and ascend halfway up
the purposeful ladder. Upon feeling
more comfortable with the steady climb, hands may loosen a bit; the right or
left fist might perhaps open completely for brief intervals, while the one
remaining intact grasps tighter to compensate for the absence of the other.
These people are usually comfortable and content with themselves and
their current existences. They are set in their routine ways and have a moderate level
of self-confidence when interacting with those around them.
Goals and aspirations are actively sought.
Unlike students, graduates have more solid foundations on which to
concretely build their tentatively sketched blueprints.
The necklace of success is strung one bead at a time, enough already to
wear proudly, but plenty of room is available to make welcomed additions.
Graduates accept obvious beliefs that can no longer be denied by
innocence.
Situated on the highest possible rung are the acclaimed
professors. These perceived victors
eagerly let go with both hands and appear to others as confident, assertive, and
fearless. Even if nothing more than
mere optical illusions, we, as onlookers, are convinced.
And they know that. While
dancing, these folks unquestionably lead. Gathering
admiration from those with whom they interact, the professors often believe they
have earned the privilege to look down from their lofty perches and advise
unworldly subordinates. Knowledge
and self-assurance, like a sizeable inheritance, must be managed wisely.
Professors may pompously discredit standard beliefs and attempt to create
and boast their own. Boundaries overstepped, whether clearly visible or shadowy,
are danger zones that even treaded lightly upon could cause havoc.
Most of us tend to ping-pong from one classification to
another. Students behold a certain
naiveté, while graduates have been around the campus numerous times and know
the layout of the land. Professors
are well seasoned in terms of playing, manipulating, and benefiting from the
game of life; or at least they think they are.
And we think so, as well. While
mounted cavalierly at the tallest peak, they must be especially careful not to
wave the sharply pointed fingers of judgment and condescension at the others
still holding on. Any one of many
predictable or unpredictable events may come along to rattle one’s confidence
and cause the loss of balance that was previously taken for granted.
Remember, after a quick, harsh, and unforeseen plunge, the puffed-up
professor is eye to eye with the uncertain student.
Neither one gets a boost. They
both set out with shaky legs.
Just as we all do.
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