The latest panel in my patchwork quilt of a life has me teaching quite a bit more, doing construction a bit less, and running not at all.
With four sections of the same ethics class, I sometimes lose track of my comings and goings. Did I say this in this class, or the other one? Is it morning or night? Did I tell the story about mistaking cranberry sauce for gravy today, or yesterday?
There are many ups, many downs, and a fair bit of aggravation. Trying to crack through the brick wall of most people’s moral perspective gets a little tiring, especially with the apparent correlation between ignorance and obstinance which many folks seem to enjoy. If you can’t say it better, say it louder. Or at least with a bit more emphasis.
But this morning was an even bigger challenge. One of my students (who has demonstrated a bit of an unnerving interest in Hitler) approached me with the long-awaited topic for his final project. He wants to do it on the Holocaust. *Gulp*
Open Minded Professor: “ummm…. ok. Can you give me the two sides of that ethical issue?”
Determined Student: “Well, there’s the one side, where people say it is wrong because all of those people died. But there were also a lot of projects which they completed with all of that labor, and some good experiments were done, and medical research was advanced there.”
OMP: (with a deep breath, and fear that he is staring pure evil in the eye) “That’s a legitimate ethical issue, I guess. It seems like you tend to lean toward the ‘pro’ side…”
OMP: “well, that will make a difficult topic, because you’re going to have to do a lot of work to help people see that perspective. And it’s not likely to be very well-recieved.”
DS: “Oh, I know.”
OMP: (with slow side nod, and high eyebrows) “OK, then, I guess.”
Should be interesting.
Note to self: bring crash helmet to last class. And put in for hazard pay.