
Hello as I wait for my seating,
It’s a Monday midsummer, and it’s a warm one. It reminds me of summer days when as a child I would lay on the bed in the front screened-in porch of my parent’s house and read a book. I was fortunate that the neighborhood Public Library was only about two blocks away (and they were short blocks). Often I walked down, checking out as many books as my little arms could carry, and I read vociferously. While I did not realize how much all that reading helped me, I think it provided me hours of solitude, as well as a degree of safety, and additionally, it contented my mother because she knew where I was. To be fair to her, I was not aware of the fear she had, concerned that my biological parents might show up and steal us. Inadvertently, at least in my awareness, all that reading did was teach me about language. As I often told my students, reading models writing, you intuitively begin to understand what sounds correct. Language, and I must thank a former linguistics colleague for impressing this upon me, is dynamic. It does change, and it evolves both in terms of written language, which is much more difficult for us to accept, as well as how we speak. An example of a subtle change in our written language is there is no longer a requirement to double-space after a period. The reason for the change is technological, but most people beyond 35 are not pleased with this change. Likewise, in our spoken language, my grandparents would have never inquired if I wanted to “do lunch.” The point of all of this is what makes something correct or right, standard or non-standard? Or by extension, what makes a sentence “a true sentence”? The concept of writing a true sentence comes from the well-known author, Ernest Hemingway. When asked about what helped him overcome writer’s block, his response was to begin with a sentence that is true.
Writing is not difficult, but writing well is. When I ponder various writing projects, assignments, from blogs to reading responses, from edited chapters to my dissertation, each of them were a chore. There are more times than I wish to admit when I have felt incapable. There was a period of time when I was finishing my dissertation that I had a total of 24 hours of sleep in 12 days, mostly 45 minute to an hour and 15 minute power nap. If I was going strong at 2:00 a.m,, I kept writing. If I was brain dead at 2:00 p.m., I would sleep. I was cloistered away in Lydia’s basement bedroom, and with the exception of bathroom breaks, I did not leave. Lydia graciously made me PB&J sandwiches. The idea of writing something truthful or honest has consequence for me and my outlook on daily life. I do believe that one of my greatest attributes is my ability to be genuine. I have learned that my life has been extraordinary, and the opportunities have been blessed with have allowed me to do things, go places, and live a full life because of incredible experiences. I have traveled extensively, met wonderful people around the world, and lived with possibilities I could have never imagined from the beginnings I had. However, none of that gives me anything that makes me better or more special than any other person. In fact, I believe it places enormous responsibility upon me in how I share that with others.
The opportunity to see life as continuous learning is something I continue to enjoy and something I feel obligated to do. I am humbled by the fact that Benjamin Franklin did not go to school beyond the age of ten, but learned on his own terms if you will, in his own manner or by his self-decided process. Thomas Jefferson, the well-known writer, was also a paleontologist, an architect and agriculturalist. He became President, and yes, also a slave owner, which is repugnant to me, managed six languages and was a linguist. I would imagine meeting him could be quite intimidating. Most research says he was reserved and polite, and yet highly political. He is one of those people of history I would love to meet. I’m honestly not sure how I became such an inquisitive person, an incessantly pondering individual, even as a young person. The difference between when I was small until today was what I did with those questions. As a small boy, I seldom asked because I knew my constant interrogatives would not please my mother. So I was left to my own thoughts, mulling over almost everything that occurred, and learning to observe and store away what intrigued me. Of course, being a somewhat typical teenager, the questioning occurred even when it was probably not prudent, but hormones got in the way of discipline, and my earlier suspicions proved incredibly accurate. So while the introspection continued, the e er-present reflective questions were either held inside or asked of others.
What I seemed to realize early on was that much of the world falls into a grey zone, and looking back, I now believe my mother saw most of the world dichotomously; it was either/or, and her precocious (and even more profoundly adopted) kid lived his life as a “but what if?” This was both not enjoyable for her as well as it was perceived as disrespectful. However, that contemplative, overly excogitative, or ruminative propensity of mine would eventually serve me well. I often assert that being educated requires three traits: thinking critically, analyzing thoroughly, and synthesizing intentionally. I think it was the learning to see the connections and being able to synthesize that would be the piece that served me the best in my education, and continues to serve me yet today.
So where does it all leave me as I am retired, but as questioning of life as ever? Much like when I was in my last years of teaching, and I found myself awake in the middle of the night, some of my more creative and intricate assignments would find their way into my brain. In fact, when I told my students that, they offered to purchase sleeping aids for me. And yet, I have been told that some of the same assignments were some of their most influential or memorable. What I believe happened in those moments were when I was able to think about what allowed a student to understand both who they were as well as why they were that person. It encouraged a sense of reflection that helped them perceive more accurately what they needed to do to succeed. To put it another way, it compelled them to work more diligently, while understanding and developing both their thinking and their skills. It allowed them to begin with their own one true sentence. It allowed both them and me to be more genuine and supportive of creating a culture where opinions were valued, thinking was encouraged, and a community was built. For some it began and ended with the semester, but for others, who had my classes for multiple semesters over multiple years, I worked constantly to help them claim their education. It was an article and address by Adrienne Rich. It became the foundation of my teaching philosophy. When you make something yourself, it becomes part of you. It is you, and in that you become genuine. It is how you begin to create that true sentence.
Thank you for reading as always.
Michael










