Write for five minutes about one person who you believe lives a convincing life in the academy.
I’m grateful for John’s recent summary of our workshop in Victoria. I thought I would follow with this specific writing prompt for those of you interested in the conversation about staying alive. As John mentions in his post, the most illuminating part of our workshop was listening to one another describe people we knew who live convincing lives in the academy. If you take this up, you might consider writing about someone in one of the four phases of academic life we identify: 1) graduate school, or apprenticing (immersed in culture; involvement and engagement; observing culture and persons; learning and growing; choosing work you love; investing in the self; 2) the warrior phase (creating Place, in the tenure stream, outside tenure stream, administration, nonacademic; looking to colonize structures and spaces; diversifying options; keeping moving; 3) the settler and householder phase(inhabiting places, or degrees of permanence; thinking within and beyond institution; learning and growing with students; cultivating a beginner’s mind); and 4) the eldering phase (sharing experience, story, wisdom; modeling health, growth, vitality; giving back to the community though mentoring).
The stories we shared in Victoria corresponded well to what we believe are seven virtues for living a fulfilling life in academics: centeredness, wholeness, compassion, forgiveness, generosity; imagination; and collaboration. Do you have a story to share?
We offered an updated version of our “Staying Alive” workshop at the biennial conference of ASLE in Victoria BC earlier this month. About twenty faculty attended, representing every career stage and variety of institution. We piloted an enhanced format and a new series of ideas. It was great fun and encouraged us to think about taking our show on the road. For those of you who attended, we hope you’ll keep reading this blog and use it to carry on the conversation. For those who missed it, here’s a brief report.
We began with a circle and introductions. Mark then read our “recently discovered fragment of a draft of “Walden,” which supposedly details Thoreau’s disenchantment with academe. Knowing smiles did not begin to break out until he was about halfway through, and he laughingly explained that, when he read it as part of his acceptance speech for a teaching award back home at Keene State, no one got the joke until he had finished and remarked, “Of course this is only a parody.”
We then spent a half hour presenting basic concepts, some of which have appeared in these blogs: the dimensions of person, profession, and institution, the challenge of leading a balanced life, and the necessity of pursuing your own personal growth. We used yoga balancing postures as the master metaphor, explaining that balance is a process of entering and sustaining dynamic equilibrium.
It is effortful, requiring both strength and coordination, and it manifests internally as aliveness or pleasure while manifesting externally as beauty. There is typically a single axis or center, about which the other limbs configure, so that there are always four “points” in play. In our model these are the person, the profession, the institution, and the phase of life or career. We offer tools for balancing, which can be thought of as ways of organizing energy flows.
The four phases of an academic career we correlate to Erik Erikson’s stages of adult life, but also to the traditional Indian model, in which a man (sic) is first a student or apprentice, then a warrior, then a householder, and finally a sadhu or yogi practicing in the forest. For academic people, the apprentice phase is graduate school, where we are all learning the ropes (age 22-28). The comes the warrior phase, where one struggles to find a place in the world (28-38). Next comes the settler/householder phase (38-55), where one exercises leadership and achieves productivity and honor in the community. And finally comes the elder phase (55+), when one becomes a wisdom carrier and story-teller. (Mentoring and faculty coaching programs typically target the first two phases and neglect the latter two, but we feel that all are important and worth addressing.)
After this introduction, we moved on to discussions of each individual phase, a half-hour each. We asked everyone to do a short free-writing on someone they knew who had led a convincing life during that phase. Then we shared and discussed these impressions, looking for tools we could identify and use. These discussions proved extremely rich and exciting, no doubt because people seldom have such an opportunity to explore their deepest feelings and personal history in a professional setting free of competition. By the end of our three-hour session we had developed quite a few tools and were able to wrap up with a synthesis of principles and strategies for balanced living.
We’ll elaborate on some of these ideas and tools in subsequent posts. Please send us your views and let us know if your colleagues might benefit from a workshop like this.
Note: institutions represented at the Victoria workshop included Lafayette College, Salisbury University, University of Northern BC, University of Gothenburg (Sweden), Middlebury College, University of Dayton, Mount Holyoke College, South Dakota School of Mines and Technology, University of Minnesota – Morris, Penn State University – Altoona, and the University of Connecticut.