Every year, as May approaches, I am reminded that “Graduation Season” is also approaching; bringing with it many people, spending MANY hours dealing with a variety of ceremonial occasions marking the end of the academic year, and remembering the fact that some of those people will have arrived at one of the various “stopping points” which are considered to mark the termination of some level of educational achievement.
I am one who has always tended to agree with Professor (and noteworthy author) Isaac Asimov that the notion that “People think of education as something they can finish.” is, for what I would argue are fairly obvious reasons, proof of the complete failure of the entire educational process. I find the whole idea of believing that one can do anything other than arrive at a completely artificially defined (and highly temporary) “pausing point” in one’s education to be quite ridiculous. Of course, I also believe that the notion of ceasing to learn is really only possible for the dead, or, perhaps, for those who weren’t really much more than a vegetable (therefore, probably incapable of achieving actual consciousness) to begin with. Yes, I agree with Descartes that “I think, therefore I am!”
Be that as it may, however, I HAVE been present at a fairly large number of the ceremonies which are used to mark people’s arrival at one of these “stopping” points, both by virtue of having achieved several degrees of “educational attainment” myself, and as a representative of the various Faculties on which I have served on both as a simple member and/or as one of the “leaders” of such a Faculty. Most of the certificates awarded at such ceremonies (called “diplomas”) do claim that it is these “Faculties” who are, in fact, the agencies which actually establish and recognize these levels of achievement, in spite of the fact that they are, actually, established more by bureaucracies and tradition than by the actual “Faculties.”
This, of course, means that I have had considerable experience with hearing what are commonly called “Commencement Addresses,” from a wide variety of, usually, recipients of Honorary Degrees (usually “Doctorates”) granted to all sorts of people; famous, wealthy, or, seemingly, just picked out of a hat. Some of these speeches have been stimulating, or challenging, or humorous, or some combination of those characteristics. All too often, they haven’t really had ANY of these features to any significant extent. In any case, the approach of this season suggested to me that I might want to take notice of it by offering some, few, comments on its nature and how I feel about it 10 years after attending the last of such events as the member of a faculty, since I retired just 10 years ago this year.
One of the “Commencement-related” things which affects both the students AND the members of a “Faculty” is, of course, that, in order to actually “commence,” a student must “satisfy the requirements for the degree,” which requires grades and (obviously) the dreaded “FINAL EXAMS.” Most faculty members, if they were to be honest, are not huge fans of “giving” and/or GRADING such “exercises,” especially on the, frequently tight, deadlines required by administrators; any more than those “exercises” are, generally, enjoyed all that much by the students who have to “take” them. Somehow, though, popular culture always seems to think that the student has the more difficult problem. Hence, we frequently find cartoons like that from Zits below
I am one who has always tended to agree with Professor (and noteworthy author) Isaac Asimov that the notion that “People think of education as something they can finish.” is, for what I would argue are fairly obvious reasons, proof of the complete failure of the entire educational process. I find the whole idea of believing that one can do anything other than arrive at a completely artificially defined (and highly temporary) “pausing point” in one’s education to be quite ridiculous. Of course, I also believe that the notion of ceasing to learn is really only possible for the dead, or, perhaps, for those who weren’t really much more than a vegetable (therefore, probably incapable of achieving actual consciousness) to begin with. Yes, I agree with Descartes that “I think, therefore I am!”
Be that as it may, however, I HAVE been present at a fairly large number of the ceremonies which are used to mark people’s arrival at one of these “stopping” points, both by virtue of having achieved several degrees of “educational attainment” myself, and as a representative of the various Faculties on which I have served on both as a simple member and/or as one of the “leaders” of such a Faculty. Most of the certificates awarded at such ceremonies (called “diplomas”) do claim that it is these “Faculties” who are, in fact, the agencies which actually establish and recognize these levels of achievement, in spite of the fact that they are, actually, established more by bureaucracies and tradition than by the actual “Faculties.”
This, of course, means that I have had considerable experience with hearing what are commonly called “Commencement Addresses,” from a wide variety of, usually, recipients of Honorary Degrees (usually “Doctorates”) granted to all sorts of people; famous, wealthy, or, seemingly, just picked out of a hat. Some of these speeches have been stimulating, or challenging, or humorous, or some combination of those characteristics. All too often, they haven’t really had ANY of these features to any significant extent. In any case, the approach of this season suggested to me that I might want to take notice of it by offering some, few, comments on its nature and how I feel about it 10 years after attending the last of such events as the member of a faculty, since I retired just 10 years ago this year.
One of the “Commencement-related” things which affects both the students AND the members of a “Faculty” is, of course, that, in order to actually “commence,” a student must “satisfy the requirements for the degree,” which requires grades and (obviously) the dreaded “FINAL EXAMS.” Most faculty members, if they were to be honest, are not huge fans of “giving” and/or GRADING such “exercises,” especially on the, frequently tight, deadlines required by administrators; any more than those “exercises” are, generally, enjoyed all that much by the students who have to “take” them. Somehow, though, popular culture always seems to think that the student has the more difficult problem. Hence, we frequently find cartoons like that from Zits below
I believe that I can speak for all faculty when I note that many of them are affected in much the same fashion.
Then, having survived Final Week (assuming that they actually have) at least some of those faculty are commonly required to (MUST) attend at least one set of “Graduation Exercises.” (NOTE: during the four years when I served as the Chair of the Faculty at Western Carolina University I was expected to attend FIVE of these ceremonies EACH YEAR (2 undergraduate and a Graduate school one each Spring; 1 at the end of the summer session; and, 1 at the end of the Fall Semester), making a total of TWENTY of them in just that four year period! I was, of course, expected to attend at least one of these occasions every year while I was simply a member of the general faculty, which made for 37-38 more. I was actually (more or less) pleased to be present when some of the students I actually knew from the Theatre program were graduating but, all too often, even these were not really exciting events. That was, fairly frequently, because, the Commencement Speakers were not really all that inspiring.
Occasionally, though, I would at least hear of one which was of some interest, at least to me. So, over the years, I have collected a few examples of such discussions which I wish had been presented at a “Commencement” ceremony I had actually attended. The following example, while not exactly a “Commencement Address,” may serve as an example of the sort of thing which I MIGHT have enjoyed and thought worthwhile. It is from the website of my brother-in-law, Dr. David K. Jordan, who served for many years as a member of the faculty of The University of California, San Diego, and held a variety of positions, teaching and administrative, there. On his website, he has posted the following story, which seems to me to be appropriate material for the sort of occasion one encounters during this season of the year. He wrote:
When I was a kid we sometimes went to see children’s plays at Chicago’s wonderful Goodman Theatre. Elegantly emblazoned across the proscenium was the inscription, “You yourself must set flame to the faggots which you have brought.” (It turns out to be a quotation from Kenneth Sawyer Goodman —1883-1918— in whose memory the theatre was founded after he died in the famous flu epidemic.)
Being little kids, we would ask what faggots were (kindling), and why you were supposed to bring them to a theatre (they were metaphorical, and being little kids we had probably brought loads of them), and whether that wouldn’t be a fire hazard (only for metaphorical fires, which were okay).
My father conceded that for a theatrical company it seemed an odd slogan, as though they lacked the power to inspire us. But the quotation has remained with me all my life, long after I have forgotten the plays themselves. There is something profoundly right-headed about it. It tells me that in a theatre or a university or anywhere else it is my own responsibility to be inspired, interested, instructed. If I refuse to engage myself, there is little anybody else can do for me; I will be destined to be bored … and boring.
Every June, as I watch graduating seniors leaving the university for different destinies, beyond our ability to provide them any further opportunities, I find myself wondering how many have managed to set fire to the fuel they brought with them. The old proscenium hangs over the scene in my mind’s eye like a Biblical vision: You yourself must set flame to the faggots which you have brought!
I (RSB is back, now!) find this to be quite directly to the point, particularly in relationship to education. I believe quite strongly that education IS, in essence, a “good thing,” but it’s only as good as YOU make it. Or, as the legendary Po (the Kung Fu Panda) was told by his adoptive father, the Noodle Soup Maker, that the “secret ingredient” in his “secret ingredient soup” is that “There is no secret ingredient.” I would suggest that his point was that, in the long run, it’s up to you! If you can not, or will not, first, acquire, then actually USE the skills which you were SUPPOSED to have acquired during your “school years:” to think critically; check your facts (AND your SOURCES); and engage with your society in a clear and comprehensible manner; you might just as well be a rather useless bundle of sticks, just waiting to rot away. (NOTE: the term, “faggot” has been around for quite a long time to refer to a bundle of sticks, often used to start larger fires, for those who want to believe that the term is, in fact, a derogatory term referring to some of the LGBTQ+ crowd.) You have to set those sticks to flame to “see the light,” otherwise, you’re just going to stumble around in the dark, like actors without a handy “light techie.”
My point here, and I think, Goodman’s (and Jordan’s), was that one HAS to MAKE ACTUAL USE of their education in order for it to have any real meaning, importance, or value. As Wiley points out in this below from Non Sequitur, just having a “diploma” doesn’t really signify that you are “educated.”
Then, having survived Final Week (assuming that they actually have) at least some of those faculty are commonly required to (MUST) attend at least one set of “Graduation Exercises.” (NOTE: during the four years when I served as the Chair of the Faculty at Western Carolina University I was expected to attend FIVE of these ceremonies EACH YEAR (2 undergraduate and a Graduate school one each Spring; 1 at the end of the summer session; and, 1 at the end of the Fall Semester), making a total of TWENTY of them in just that four year period! I was, of course, expected to attend at least one of these occasions every year while I was simply a member of the general faculty, which made for 37-38 more. I was actually (more or less) pleased to be present when some of the students I actually knew from the Theatre program were graduating but, all too often, even these were not really exciting events. That was, fairly frequently, because, the Commencement Speakers were not really all that inspiring.
Occasionally, though, I would at least hear of one which was of some interest, at least to me. So, over the years, I have collected a few examples of such discussions which I wish had been presented at a “Commencement” ceremony I had actually attended. The following example, while not exactly a “Commencement Address,” may serve as an example of the sort of thing which I MIGHT have enjoyed and thought worthwhile. It is from the website of my brother-in-law, Dr. David K. Jordan, who served for many years as a member of the faculty of The University of California, San Diego, and held a variety of positions, teaching and administrative, there. On his website, he has posted the following story, which seems to me to be appropriate material for the sort of occasion one encounters during this season of the year. He wrote:
When I was a kid we sometimes went to see children’s plays at Chicago’s wonderful Goodman Theatre. Elegantly emblazoned across the proscenium was the inscription, “You yourself must set flame to the faggots which you have brought.” (It turns out to be a quotation from Kenneth Sawyer Goodman —1883-1918— in whose memory the theatre was founded after he died in the famous flu epidemic.)
Being little kids, we would ask what faggots were (kindling), and why you were supposed to bring them to a theatre (they were metaphorical, and being little kids we had probably brought loads of them), and whether that wouldn’t be a fire hazard (only for metaphorical fires, which were okay).
My father conceded that for a theatrical company it seemed an odd slogan, as though they lacked the power to inspire us. But the quotation has remained with me all my life, long after I have forgotten the plays themselves. There is something profoundly right-headed about it. It tells me that in a theatre or a university or anywhere else it is my own responsibility to be inspired, interested, instructed. If I refuse to engage myself, there is little anybody else can do for me; I will be destined to be bored … and boring.
Every June, as I watch graduating seniors leaving the university for different destinies, beyond our ability to provide them any further opportunities, I find myself wondering how many have managed to set fire to the fuel they brought with them. The old proscenium hangs over the scene in my mind’s eye like a Biblical vision: You yourself must set flame to the faggots which you have brought!
I (RSB is back, now!) find this to be quite directly to the point, particularly in relationship to education. I believe quite strongly that education IS, in essence, a “good thing,” but it’s only as good as YOU make it. Or, as the legendary Po (the Kung Fu Panda) was told by his adoptive father, the Noodle Soup Maker, that the “secret ingredient” in his “secret ingredient soup” is that “There is no secret ingredient.” I would suggest that his point was that, in the long run, it’s up to you! If you can not, or will not, first, acquire, then actually USE the skills which you were SUPPOSED to have acquired during your “school years:” to think critically; check your facts (AND your SOURCES); and engage with your society in a clear and comprehensible manner; you might just as well be a rather useless bundle of sticks, just waiting to rot away. (NOTE: the term, “faggot” has been around for quite a long time to refer to a bundle of sticks, often used to start larger fires, for those who want to believe that the term is, in fact, a derogatory term referring to some of the LGBTQ+ crowd.) You have to set those sticks to flame to “see the light,” otherwise, you’re just going to stumble around in the dark, like actors without a handy “light techie.”
My point here, and I think, Goodman’s (and Jordan’s), was that one HAS to MAKE ACTUAL USE of their education in order for it to have any real meaning, importance, or value. As Wiley points out in this below from Non Sequitur, just having a “diploma” doesn’t really signify that you are “educated.”
Of course, common sense, and just a tiny bit of contemplation, will suggest that, no matter how hard we try, no matter how much we study, think, and write, we are unlikely to achieve anything resembling COMPLETE knowledge. That’s what deities are for. AND, no matter how hard you try, study, pray, or believe, while deities (pick your own from the many available) CAN ASSIST in making up one’s mind and MAY provide important clues towards achieving happiness and fulfillment, YOU have to actually “light the fire” EVERY DAY, EVERY HOUR, EVERY MINUTE, because NO one else CAN do that for you.
As we think about these questions it’s worth noting, as Wiley also suggests below, not even the best of us can possibly know, and/or understand everything, and the sooner we admit to being imperfect humans, who are still acquiring knowledge, the better off we will all be.
As we think about these questions it’s worth noting, as Wiley also suggests below, not even the best of us can possibly know, and/or understand everything, and the sooner we admit to being imperfect humans, who are still acquiring knowledge, the better off we will all be.
Oh, well, I guess that’s enough of a “Commencement Speech” for this year. Perhaps it’s worth at least the amount of consideration which most such things deserve.
I will be back in a couple of weeks, with more, different ramblings.
🖖🏼 LLAP,
Dr. B
I will be back in a couple of weeks, with more, different ramblings.
🖖🏼 LLAP,
Dr. B
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