When I was a graduate student teaching the kinds of things about which I knew little, as graduate students must, I would spend my evenings working through these doorstop-sized Victorian novels, only to have some kid, only slightly more pimply than I was, ask me a question about which he surely knew more than I did. I would look thoughtful and quiz her or him on the specific passage that gave rise to the question and then rush to think a half-step ahead.
It was great and reckless fun at 25.
These days, I stand in terror of some 21-year-old who has read more philosophy than have I, some 18-year-old who has stumbled into my lecture with head spinning from sociological brilliance to prune my thoughts before they blossom.
But this, I fear, is the middle-aged-man's version of the adolescent nightmare in which we go to class naked having slept in while forgetting to study for an exam. It does not happen. It is not that my ideas are brilliant, particularly, it is just that they have not read the dissenting opinion. Everything seems like an introduction. Everything feels like an affront to their homespun, cracker-barrel assumptions about the world in which they live. If I was younger, I might pray for the challenging question.
In teaching a class last week on American transcendentalism, I longed for students to have more background in European romanticism. Oh, how Emerson would come alive if only they knew Wordsworth before they got to me. But, alas, Romanticism is pitched at the same level here, and two such courses cannot be pre-reqs for each other. And, anyway, the more proscriptive the requirements, the smaller the pool from which to fish.
So, I put the worm on the hook on the end of the string at the end of the branch, and off I go into waters of varying depths.
What is actually most troubling are the circumstances in which students who have some background ever do come to us. This is most often the student who is "repeating" a course or who has "background knowledge." At the University of Lethbridge, students in the former category can take any course twice, space permitting, and so it is not impossible to find a "C" student wanting an "A" to get into a professional program back in a class again. Do these students intimidate classmates who are hearing all this for the first time? Anecdotal evidence suggests this is so. The most troubling examples are in language courses, where students who have lived abroad bring, sometimes, advanced skills into the classroom, as in the latter category above. Can we penalize students who, on the basis of what language they heard their parents speak, know more than students just starting out? We certainly try. There are pre-reqs, credit restrictions, and placement tests. But the truth is that these regulations have few teeth.
I support trying, as far as is reasonably possible, to place students in environments where they will learn, not simply where they will have their prior learning assessed. To do the latter is not my job. I tell my students that as soon as someone invents a meat thermometer that can assign them a grade when placed in their ear, I will adopt it. Until then, I will test them on what we have done after we have done it. And, if someone's boredom impedes this exchange, if someone's keenness to demonstrate prior learning disrupts the class, I have to act.
But that is a terrible responsibility with which to burden an instructor. We need to find better ways in administrating places of learning to make sure people are in the right classes. I guess, at the end of the day, I'd rather have to stretch myself to fill in the gaps - even if that is less fun - than I would to find that there are no gaps for me to fill.