University culture treats the self as emptied out once the classroom threshold is crossed

Evidence

This support reinforces the dualistic separation of public and private, encouraging teachers and students to see no connection between life practices, habits of being, and the roles of professors. The idea of the intellectual questing for a union of mind, body, and spirit had been replaced with notions that being smart meant that one was inherently emotionally unstable and that the best in oneself emerged in one’s academic work. This meant that whether academics were drug addicts, alcoholics, batterers, or sexual abusers, the only important aspect of our identity was whether or not our minds functioned, whether we were able to do our jobs in the classroom. The self was presumably emptied out the moment the threshold was crossed, leaving in place only an objective mind—free of experiences and biases. — bell hooks, Teaching to Transgress, 45

Categorization

• XREF: The mind-body-split this describes connects to neighboring work on academic alienation, and to the disquiet about education as a moral-political force explored throughout this book and in texts on the corporatized university. — connects to: Classroom teaching requires warding off forces that deaden the self. — James D. Kirylo (ed.), Reinventing Pedagogy of the Oppressed:…, 659; Academics equate seriousness with docile, disengaged students rather than lively reciprocity — bell hooks, Teaching to Transgress: Education as…, 273; Liberatory teaching in one classroom can leave students voiceless and alienated elsewhere — bell hooks, Teaching to Transgress: Education as…, 285 (+5 more)

Broader Connections

• Accountability-driven evaluation forces teachers into fabricated performances that erode their sense of self #exemplifies (0.80) — James D. Kirylo (ed.), Reinventing Pedagogy of the Oppressed, 675
• Classroom teaching requires warding off forces that deaden the self. #corroborates (0.78) — James D. Kirylo (ed.), Reinventing Pedagogy of the Oppressed, 659
• Teachers can only cultivate student selfhood through their own self-cultivation #qualifies (0.76) — James D. Kirylo (ed.), Reinventing Pedagogy of the Oppressed, 655
• Liberatory teaching in one classroom can leave students voiceless and alienated elsewhere #complicates (0.75) — bell hooks, Teaching to Transgress, 285
• Treating the classroom as static and repeatable serves institutionalized domination #expands (0.74) — bell hooks, Teaching to Transgress, 314
• The student movement split between revolutionary strategies and demands for self-directed study. #exemplifies (0.73)
• Academics equate seriousness with docile, disengaged students rather than lively reciprocity #expands (0.72) — bell hooks, Teaching to Transgress, 273
• Modern education arrives as truncated abstraction, ancient as self-formed universality #corroborates (0.71) — Catherine Malabou, The Future of Hegel, 1016