School has started again. For some of us academics, this means shifting from reading professional literature to papers written by absolute beginners. Over the years this can wear on you, especially since you’ll encounter the same moves over and over and over. The sheer repetitiveness of it will cause you to ask whether you’re having any effect at all on their work. If you’re smart, you’ll vent about it to your trusted colleagues in the friendly confines of the faculty lounge. They will commiserate with you, and hopefully remind you of your obligations as a teacher. After a scotch or two and some quality time in a chesterfield chair, you’ll return to class refreshed, or maybe a bit buzzed, but nonetheless ready to do whatever it is you do.
Should you lack good mentors or quality whisky, you may be tempted to go online with a post about how stupid the kids are. Before you do this, you need to remind yourself of three critical things.
First, this is the life you have chosen. You are in the instruction business and this necessarily requires a constantly replenished supply of people who need and (hopefully) who desire instruction from you. They stay the same age over the years as you get older. You are wiser than them each year; they are the same. This might account for the feeling that they’re bad at the thing you teach in exactly the same way.
Second, the people you teach, especially if you’re a philosopher, are brand-spanking new at the game of argument. They’ve got views all right, they’ve got views about everything. Some of them even have reasons for those views. But they’ve very likely never subjected those views to the kind of scrutiny they’ll face in a philosophy class.
Third, while you may tell them that you consider them an equal partner in discussion, they’re not. You’re the teacher for a reason. Your obligation is to improve their argument performances–not to treat them as the failures they might be. This obligation includes improving arguments for views you may disagree with. One essential feature to improving their view is recasting their deficient argument as a less-deficient one, fortifying it, as it were (trying out “fortify” for “iron man” by the way). Going around their backs and griping publicly about their failures undermines the whole idea.