Spring semester, 2024, begins tomorrow and I will be teaching another section of “Mindfulness and Skillful Living,” a hybrid class that combines a fairly demanding research and writing component with daily mindfulness meditation and journaling. On paper, it looks like a fluff class and, not surprisingly, the course is always full with a ten-student waitlist. In practice, it’s kind of ferocious. And students can often feel overwhelmed by its level of seriousness.
This time, I’ll be co-teaching it with the chair of the department, who originally created the class. We’ve made guest appearances in each other’s sections and we work closely together on a regular basis. So I mostly know what to expect. But I’d be lying if I didn’t admit that the first day of instruction always gives me pause.
Despite all efforts to the contrary by university bureaucrats and dodgy malingerers coasting through tenure, nothing in academia ever stands still. If you want to be an effective teacher, you have to accept this and learn to move with the interpersonal, departmental, intellectual, and even biorhythmic currents of the semester. At the same time, you have to profess something, which does not mean you have to be agreeable or popular.
It makes me think of spinning plates. Let them start wobbling and you might as well prepare for death. As Martin Amis puts it in Money, “If you so much as loosen your seat belt or drop your ash or pick your nose, then it’s an Alcatraz autopsy with the questions asked later. Any indiscipline, you feel, any variation, and there’s a bullhorn, a set of scope sights, and a coptered pig drawing a bead on your rug. So what can a poor boy do?” Well, you can shut your mouth and get to work, for one. Keep your head down. Keep them plates in motion. Indiscipline was severely chastised in the university’s ancient monastic predecessor institutions. And so it is now. Brother Severus, do hand me the scourge.
Co-teaching is much harder than going it alone. It adds yet another spinning plate, the need to keep an open, deferential space for your colleague, who may (in fact, who should) have different ideas, reactions, and assumptions. As a co-teacher, you’re less like the captain of a ship and more like a highly engaged, small-time politician somewhere in rural Wyoming.
Sometimes, the course will seem like a town council meeting. Other times, like a church bake sale. Yes, we can do it like that, but have you considered this other alternative? Yes, certainly, I understand your concerns and I think we should definitely address that in week three. We’ve accounted for the issue in the workshop component at the end of the semester, but let’s bring it up at the meeting. No, that was not my intention, but I hear you and I like your idea. . . . Everything will be fine.
In my other job, the admin one, I spend a lot of time looking at CVs, syllabuses (let’s avoid the faux-Latin ending just once in our short lives, shall we), and schedules. It gives me double vision. I see what I’m doing as a lecturer and what other faculty are doing, have done, will be attempting in their courses. Often, I am dismayed, mostly at myself and my lack of pedagogical precision. Some professors have pristine, metallically sterile assignment sequences that run identically every semester like some kind of cyborg utopia, while mine are more like serendipitous Rube Goldberg machines that induce a strong belief in miracles.
Meanwhile, I’m a short-story writer, writing another novel, which often (maybe usually) feels like clawing my way up a rock face centimeter by centimeter. It’s the first plate to start wobbling when my multiple jobs, masks, roles, institutional Kabuki performances claw into my creative energy. It’s the central fear I carry every semester—that I won’t be able to keep everything spinning through the air or that the quality of my work will decline in spite of my efforts or that my comforting façades won’t be believable (I masquerade as a human, painfully aware that I’m actually a hideous alien space ghost).
Anyone who has tried to write a novel knows it’s a tremendous gamble. All those small hours need to add up to something more than just lost sleep, frustration, and bad nerves. All the things you’ve sacrificed or left undone to take those hours will eventually need attention. All the relatives and old high school pals on the internet, who resent your attempts, will still need to be kept on mute. The rent will need to be paid again. The neighbor dog will need pets. And you will admit you have human needs and are not actually a hideous space ghost, even if you regularly feel otherwise. But go on.
So it begins. And there is nothing I can do to call a false start or a raincheck or a postponement for bad weather. Spring 2024 will commence, all cyborg systems go, mayoral press conference down at the Bob Smith Agricultural Community Center to begin right on time, Alcatraz autopsy dungeon ready.
Nevertheless, I can’t help think of the ultimate lines from Ecclesiastes, “And I gave my heart to know wisdom, and to know madness and folly: I perceived that this also is vexation of spirit. For in much wisdom is much grief: and he that increaseth knowledge increaseth sorrow.”
The Writing Expedition 