A few years ago, I went out for dinner and drinks with some friends of mine at a Manhattan restaurant. As we placed our orders, I noticed my waiter looked familiar; he smiled, walked over, and said, “Hey professor, remember me? It’s D_; I took your Modern Philosophy class a couple of years ago.” Indeed, I did; I remembered him quite clearly as a budding comic book artist, someone who was normally quiet and reserved in class, but sometimes spoke up to offer a thoughtful comment or two. His facial expressions were often more eloquent; he frequently seemed to perk up in response to either the passages read out loud in class, or to the commentary I offered. (Truth be told, this form of feedback was highly gratifying; it often helped sustain me during our long class meetings at night.) D_ was also a thoughtful writer, keen to improve his writing, and to this end, often came to meet me in my office hours to discuss his papers. In any case, I asked him what he was up to now, fully expecting to hear a variant of the usual “I’ve got x more classes before I finish,” or “I graduated last year and am now doing y.” D_’s response was “Professor, your class changed my life; after I took it, I dropped out of college!”
My student did not offer me too elaborate an explanation of what influence my class had had on him, and given my social commitments, I could not press much further. He did say that he was now spending more time on what he really wanted to do; from my perspective, he seemed much happier than I had ever seen him before. I can only venture a guess as to what effect the content of our class–one devoted largely to sixteenth and seventeenth century metaphysics and epistemology–could have had on my student: I suspect that talking about these sorts of foundational issues might have broadened my student’s perspectives on his own life and his attendant scheme of priorities. Thinking critically in one domain can often prompt critical inquiry in others; perhaps my student had realized that he was in college for the wrong reasons; perhaps he was merely going through the motions, and that his true passions lay elsewhere. Perhaps the concentration on questions in my class that were never asked elsewhere in my student’s life had prompted him to examine further those unexamined verities in his life that were keeping him in college; the result of that inquiry might have been to prompt him reorder his life’s priorities and make a bold decision to reconfigure how he lived it; perhaps he had realized that he had merely been molding himself into an ‘acceptable’ and ‘respectable’ form for the ‘real world.’ Perhaps philosophy had enabled the examined life and found it wanting in crucial regards. My student had made an existential choice in response.
After D_ made this pronouncement, I slapped him on the back and said, “Well done!” It’s not everyday that I congratulate a ‘drop-out.’ But D_ was sincere; and he had, like many others before him, showed that that term is far more pejorative than it needs to be. Alasdair Macintyre reportedly once said that “The point of a modern university education should be to ensure that it leaves the student entirely unfitted to the modern world.” There is a great deal to disagree with the way the modern world is structured and run; and too much of modern university education merely aids and abets those pathologies. I’m happy to have contributed, if only in the most minor of ways, to weakening one person’s allegiance to a way of life he had not chosen for himself, and had no further interest in pursuing.