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many of my academia colleagues seem to dislike teaching. personally I much prefer teaching than the pressure to publish just because, the fetishization of ‘original research’. I'd be a happy girl teaching daily and publishing at will.

I think it does better for the world, too. if we put more energy into good teaching and less into article quantity we'd have more article quality.

@melissaboiko Perhaps such preferences ought to be understood under the prism of Stockholm's syndrom... agree on that wholeheartedly btw!

@melissaboiko There are parts of teaching I thoroughly dislike. Mostly it's grading and the need to constantly repeat myself because somebody wasn't listening. There's also an insane amount of administration around teaching in the UK, which I thoroughly hate.

There are parts of the publication process I dislike. A lot of that is discipline-specific, but I also don't like the fetishization of unreviewed peer review.

There's a lot I like about academia though.

@mplouffe I am against grading on principle. Administrative stuff aka labour exploitation is the bane of everybody, of course. Well almost everybody; I know 1 (one) person who likes administering and organising more than teaching or writing.

I hate peer review, but I think the obligation of continuous publication and the metrics based on numbers (of articles, of citations etc.) do more damage overall. probably only solvable by overcoming capitalism tho.

@alex @melissaboiko I enjoyed teaching grad seminars (modulo anxiety disorder), but putting me in front of a lecture hall did nobody any favors.

My favorite part was, without question, mentoring grad students, and I was great at it.

On the research side, I like being second or third author, and not PI, and making other peoples' science better. That's where I fluorish.

But the reward system is broken, as we're all saying.

@naga @alex in my case, putting me in front of a lecture hall means 1) tons of ppl will get to notice my outfit of the day, and even better 2) I get to talk about linguistics for 90 minutes straight and nobody can complain because, blessedly, this is one situation where it's socially acceptable to get carried on about your special interest.

from a purely egoistic point of view, I see it as an absolute win 😌

@melissaboiko I agree. My advisor said it simply - you publish something in a top tier journal, maybe ten people will actually read it a hundred could cite it.
But when you teach a group of 100 kids three times a week, he gets letters and emails decades later about how much he changed their life.
Of course teaching isn't perfect, but if we're thinking about the impactful things we do - that is the one that either lights people up or can shut them down.

@melissaboiko My advisor and I talked about pedagogy before I started teaching.
He said - don't lecture if you don't want to. If you're better at getting people to talk, do a discussion class. I'm good at lecturing so I lecture.

I think people try to be A Professor and can ruin the experience of teaching

@melissaboiko I got an email from a student about Frantz Fanon changing the way they thought about riots and protesting during the George Flloyd protests.
That means so much more to me than any publication.

If you want a career, do you have a choice? Or do you need to sacrifice your standing to follow your calling?
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Scholar Social is a microblogging platform for researchers, grad students, librarians, archivists, undergrads, academically inclined high schoolers, educators of all levels, journal editors, research assistants, professors, administrators—anyone involved in academia who is willing to engage with others respectfully.