I try to approach problems from the “well-centered” perspective. In other words, considering them Spiritually (i.e., other-centered, the world-does-not-revolve-around-me, approach), Physically (i.e., physiologically), Intellectually (i.e., what does the scientific literature say), Emotionally, and Socially (these, of course, can’t be separated from the Spiritual dimension when addressing complex issues. Problem are rarely black and white, and, certainly, my “black and white” is not always the same as another.
When I teach, I am open to the possibility—probability—that I am wrong. Understanding changes. Truth is concrete, but our knowledge and understanding of reality (should) grow as we grow. We must be open to the fact—and it is fact—that we do not and cannot know everything. Thus, while we may hold an opinion about reality, we must be open to the possibility of our reality being upset. As a physiologist, I teach my exercise science students to base their exercise decisions on physiology. If I don’t agree with your opinion, change my mind with facts, because I am going to support my opinion with facts (as I understand them). I cannot teach emotionally. Of course, I have to be sensitive to others (though I will present the facts even if they can be a “trigger”), but I must not teach with a delicate ego.
Undoubtedly, there will be times when our opinions will be challenged or we will see the need to (respectfully) challenge the opinions of other. There is an essential place in a democratic society for respectful discourse. I believe this to be at the heart of the First Amendment to the U.S. Constitution. Discourse is a “two-way street”. There must be hearing (not just listening) as well as speaking. Lately, we have become a society that attempts to shout over the voices of other. There is nothing “well-centered” about this.
I do not favor the word “expert”. To me, it follows the line: “Ph.D.s learn more and more about less and less until they know everything about absolutely nothing”. The more knowledge we have, the better we can know what we don’t understand or understand what we don’t know. I told my students many years ago that the foundation of a liberal education is respectful discourse. If I only lecture down to my students (or others), there is no possibility of planting the seeds for new discovery. If I “teach to the test”, there is no real learning. If I encourage them to challenge what they are hearing, I engage in the learning process, as well as the students. In more than twenty-one years of university teaching, I believe I have learned more than my students.
Be your best today; be better tomorrow.
Carpe momento!
