Del,

I don't flat out tell student how to live, but I do ask them to reflect 
on opinions they hold.  So, while I wouldn't consider such an answer a 
complete answer, I do not personally find it inappropriate.

What is the purpose of higher education?  I still subscribe to the idea 
of a liberal education where learning is encouraged because it makes us 
better people.  I do not think that the pursuit of more money is an 
adequate justification for academia.

I wonder if in response to the student's question about mobility it 
would make sense to move into a discussion of the structure of American 
education, how it has changed, and the sociological impact of that change.

Brian

Del Thomas Ph. D. wrote:
> Brian,
> 
> Do you consider it appropriate to answer a student who questions 
> mobility.... with
> 
> "only the examined life is really worth living?"
> 
> Do you tell students how to live?
> 
> Del
> 
> 
> 
> Brian Burchett wrote:
> 
>>Del Thomas Ph. D. wrote:
>>  
>>
>>>Hi, Glad to see that some of you are awake. Mine is not an examined life 
>>>:-) . At least I try not to.
>>>
>>>This thread started with student reaction to the "myth of upward 
>>>mobility"...suggesting that  students who question the data should be 
>>>told  "I would tell the student
>>>that only the examined life is really worth living"  is to be 
>>>encouraged?  Not only does it cut off learning but it is inappropriate.  
>>>    
>>
>>
>>Sorry, I normally just lurk, but I happened to look up from reading 
>>Plato to see the admonition to examine one's life labeled 'inappropriate.'
>>
>>I thought it was rather ironic, and couldn't stop myself from sharing.
>>
>>  
> 
> 
> 
> > 


-- 
Brian Burchett
Manager, Classroom & Cluster Services
Office of Information Technologies
University of Notre Dame

230 DeBartolo Hall
1.574.631.6503
[EMAIL PROTECTED]

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