I think it’s important that you really keyed in on the ethical ramifications of various disciplines (being an ethical scholar myself). Unfortunately, these conditions require a more plural direction and often more work than many would like to allow. Rigidity and modeling appear to be safer and potentially easier for some, which may be why some of these concerns are left out. Another distinction that I would like to pull out of your post is the difference between “knowledge” and “understanding,” in regards to the soul as you call it. Understanding is a method and a destination that we typically do not push far enough for similar reasonings. When we accept knowledge as the final or penultimate step for embracing a problem, then I believe that we sell ourselves and others short. Great post.

Your sentiments ring true for many of us. Eliminating emotion takes out a substantial part of the learning experience. Making ourselves vulnerable and allowing ourselves to be excited at appropriate times can send a powerful message in and of itself to our students. Being sensitive to the variety of emotions they experience during the course of their education also allows us to connect with them beyond the information and to adjust our methods to better suit their needs. Leaving the course strictly to objectivity already involves particular emotional choices, and further robs both the instructor and students of a more full educational experience.

Thanks for the post, Maryam. Yes, as you said, instead of following already established rules, students (or future professionals) should think about better ways to take care of patients if needed. They only should be creative and independent a little bit. Even trying to find better options would be better for the profession at some point.

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We’re out there. Hitting that pavement.

It is comforting. And since I posted this, two of the three have come around and done really awesome projects. One wrote a poem and another did a short video editing project. So, some progress!

Thanks for the post, Bailey. I totally agree what you said here, but I am not sure if the reality would be the same as Chris said. Yeah, if students cannot apply whatever they learned in the classroom to real-world problems, we cannot say that learning process was successful enough. Students should find some new ways to solve those problems or create some solutions to solve them, instead of bringing up some memorized information. And we are the people who can make that difference in the education system as educators as you said.

Sarah, I really enjoyed your discussion. Your students do not understand how lucky they are in terms of having a teacher that creates these creative assignments. I think what is happening is very similar to what happens in many classrooms. Students are not creative, they do not want to be. I found that engaging with them throughout the semester, but even then some of my students are uninterested. Yeah solving a single problem is, pardon my English, problematic. We need to get involved!

Great point! Professionals do need to think about their work in connection with public and that needs further attention in educational settings.

Thank you very much for your thought provoing post ,Yousef. I totally agree with you that each of us has the “potential” to question the status quo and maybe the power to change the structural inequalities; however, I am very skeptical of our current educational system with its neoliberal perspective. I think unfortunately, we are moving more and more towards training automatons who mono-functionally try to solve technical problems rather than targeting the roots through a holistic approach.

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