The Flippant Professor: Perception and Reality of Autodidact Interaction

Have you ever wondered why professors sometimes appear flippant and dismissive towards autodidacts? The notion that one must pursue a formal education through university to receive a proper education is deeply ingrained in society. However, this belief is not entirely accurate. In this article, we explore the dynamics between professors and autodidacts and examine whether professors are truly dismissive or if there are more complex reasons behind this perception.

Perception of Autodidacts in Academic Communities

The academic world is filled with a diverse range of personalities. Many of the professors I've encountered have been autodidacts themselves. They possess a wide range of interests that extend far beyond their specific fields of specialization. This breadth of knowledge and curiosity can lead to extremely engaging discussions and insights. Despite their intellectual capabilities, professors often find themselves dealing with a long succession of new students who propose 'novel' theories that have, in many cases, been explored by previous cohorts. This repetitiveness can make them wary of individuals who lack formal education.

For certain fields, the challenges and interactions with autodidacts can be quite revealing. Mathematicians, for instance, often deal with people who believe they have found a way to square the circle, a long-debunked problem in geometry. Engineers might encounter individuals who claim to have devised perpetual motion machines, a concept that has been thoroughly investigated. Literature professors sometimes come across autodidacts who present new theories about the identity of William Shakespeare, an assessment that has been made countless times. Geographers might deal with flat-earthers. These interactions often prompt questions about the purpose of education and the value of critical thinking.

The Purpose of Education: Critical Thinking

The true purpose of education is not merely to accumulate facts, as many of these can become outdated rapidly. Rather, education aims to cultivate critical thinking by engaging individuals with others of equal intellectual capacity but greater knowledge. A university professor must assess a student within just a few minutes to determine whether they possess the skills to think critically and have interests that extend beyond their education. This assessment can be subjective, but it is a fundamental part of the academic process. I have personally observed this dynamic in numerous academic meetings.

The unpolished aspects of academic interactions can sometimes be attributed to the professors' lack of commercial polish. Academics often fail to develop the smoothness that professions such as businesspeople or civil servants may possess. Some professors may express their opinions bluntly, even when they are incorrect, as it has become a habit from their experiences with students.

Encountering Autodidacts: Rare but Engaging

Encounters between professors and autodidacts are indeed rare. These interactions usually only occur when the autodidact has made an effort to engage with the academic community. In such situations, a flippant or dismissive response is more likely to be a judgment of incorrectness rather than a general attitude of disapproval.

Let's consider an example. Imagine an autodidact approaching a mathematician with a proposed solution to a complex problem. The mathematician may initially dismiss the idea as incorrect, but the interaction could potentially lead to a deeper dialogue and mutual learning. Similarly, an engineer dealing with someone claiming to have constructed a perpetual motion machine might initially dismiss the idea but may find value in discussing the theoretical and practical aspects of the concept.

Conclusion

The perception of professors as flippant and dismissive towards autodidacts is often more nuanced than it appears. While this interaction may be rare, it is a necessary part of the educational process. It is important to recognize the value of critical thinking and the contributions that autodidacts can make to academic discourse. By fostering an environment where both formal and informal education are valued, we can truly harness the potential of all learners.