Doing Well and Doing Good

I was driving home late last Saturday night on I-75. No one to talk with. Susan literally had fallen into a deep sleep before we got out of the hotel parking lot. Thank goodness for our energy drinks and some stirring words I heard at a business meeting in Ocala. Something someone said kept churning inside and keeping me from being mesmerized by the boring ribbon of concrete and the hypnotic rhythm of the approaching headlights. My mind was racing as fast as the car. Try I struggled to figure out what it was, I couldn’t put my finger on it. It didn’t begin to become apparent until I was almost on the exit ramp at Valdosta. It was still too vague. Then, it hit me like a ton of bricks yesterday afternoon as I had coffee with some colleagues whom I deeply admire. And, an obituary written by Richard Cohen into today’s WASHINGTON POST, made it all so crystal clear.

We all want to succeed. We all want to get that appointment; we all want to get that promotion; we all want to get that tenure; we all want to get that research grant; we all want to get that raise; we all want to get that publication; we all want to get that recognition; we all want to get that reputation; we all want to get that …..

We all want to live well; we all want to do well. But, if we don’t do good as well, well, what good is all that living and doing well? I have found that all that getting and all that living well and all that doing well, will never be good enough. Doing well puts the focus on our ambition, on our self-interest, on the confines of the classroom, on the limits of the subject matter, and on making a living. And, if we’re not careful, doing well can make us into what I call “short lookers” and “short hearers.”

These colleagues are intent on doing good–truly doing good. They know that doing good focuses our vision beyond ourselves, on the needs and interests of others, beyond the boundaries of classroom and subject, and on having a good life. They may not put it into these words, but they know that doing good can make us into what I call “long see-ers” and “long listeners.”

By coincidence, sometimes you don’t ask, Richard Cohen’s obituary column of his father appeared in today’s WASHINGTON POST. I copied bits and pieces of it. He wrote about his father, “He was the most ordinary of men–but God, I have known few like him and neither have you….he was a good man. Not once–not ever–did I know him to cheat: not in business, not on his wife, not on his friends and never on his children….The great men I have spent a lifetime around–the politicians, the statesmen, the rich, the powerful, the creative–can make no such claim. They always say they had to break some eggs to make their omelet. My father made no omelet. But he broke no eggs, either….He had his dreams, but the overriding one was to lead an honorable life….He did not set standards, he lived them….He was, I tell you, the most extraordinary of ordinary men, what in Yiddish is called a ‘mensch’—not a great man but, much rarer still, a good one. There is nothing greater.”

Make it a good day.

–Louis–

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About Louis Schmier

LOUIS SCHMIER “Every student should have a person who wants to help him or her help himself or herself become the person he or she is capable of becoming, and I’ll be damned if I am ever going to let one human being fall through the cracks in my classes without a fight.” How about a snapshot of myself. But, what shall I tell you about me? Something personal? Something philosophical? Something pedagogical? Something scholarly? Nah, I'll dispense with that resume stuff. Since I believe everything we do starts from who we are inside, what we believe, what we perceive, and what we do is an extension of ourselves, how about if I first say some things about myself. Then, maybe, I can ease into other things. My name is Louis Schmier. The first name rhymes with phooey, the last with beer. I am a 76 year old - in body, but not in mind or spirit - born and bred New Yorker who came south in 1963. I met by angelic bride, Susie, on a reluctant blind date at Chapel Hill. We've been married now going on 51 years. We have two marvelous sons. One is a VP at Samsung in San Francisco. The other is an artist with food and is an executive chef at a restaurant in Nashville, Tn. And, they have given us three grandmunchkins upon whom we dote a bit. I power walk 7 miles every other early morning. That’s my essential meditative “Just to …” time. On the other days, I exercise with weights to keep my upper body in shape. I am an avid gardener. I love to cook on my wok. Loving to work with my hands as well as with my heart and mind, I built a three room master complex addition to the house. And, I am a “fixer-upper” who allows very few repairmen to step across the threshold. Oh, by the way, I received my A.B. from then Adelphi College, my M.A. from St. John's University, and my Ph.D. from the University of North Carolina at Chapel Hill. I have been teaching at Valdosta State University in Georgia since 1967. Having retired reluctantly in December, 2012, I currently hold the rank of Professor of History, Emeritus. I prefer the title, “Teacher”. Twenty-five years ago, I had what I consider an “epiphany”. It changed my understanding of myself. I stopped professoring and gave up scholarly research and publication to devote all my time and energy to student. My teaching has taken on the character of a mission. It is a journey that has taken me from seeing only myself to a commitment to vision larger than myself and my self-interest. I now believe that being an educator means I am in the “people business”. I now believe that the most essential element in education is caring about people. Education without caring, without a real human connection, is as viable as a person with a brain but without a heart. So, when I am asked what I teach, I answer unhesitatingly, “I teach students”. I am now more concerned with the students’ learning than my teaching, more concerned with the students as human beings than with the subject. I am more concerned with reaching for students than reaching the height of professional reputation. I believe the heart of education is to educate the heart. The purpose of teaching is to instill in all students genuine, loving, lifelong eagerness to learn and foster a life of continual growth and development. It should encourage and assist students in developing the basic values needed for learning and living: self-discipline, self-confidence, self-worth, integrity, honesty, commitment, perseverance, responsibility, pursuit of excellence, emotional courage, creativity, imagination, humility, and compassion for others. In April, 1993, I began to share ME on the internet: my personal and professional rites of passage, my beliefs about the nature and purpose of an education, a commemoration of student learning and achievement, my successful and not so successful experiences, a proclamation of faith in students, and a celebration of teaching. These electronic sharings are called “Random Thoughts”. There are now over 1000 of them floating out there in cyberspace. The first 185, which chronicles the beginnings of my journey, have been published as collections in three volumes, RANDOM THOUGHTS: THE HUMANITY OF TEACHING, RANDOM THOUGHTS, II: TEACHING FROM THE HEART, RANDOM THOUGHTS, III: TEACHING WITH LOVE, and RANDOM THOUGHTS, IV: THE PASSION OF TEACHING. The chronicle of my continued journey is available in an Ebook on Amazon's Kindle in a volume I call FAITH, HOPE, LOVE: THE SPIRIT OF TEACHING. There a few more untitled volumes in the works..

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