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Sharing Ambivalence

August 25, 2006

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A student asks me what I am doing this weekend. I respond, “I am going on a date.” “Where,” he asks? I answer coolly, “Dinner,” not wanting to provide details. He responds, “First you sleep with her; then take her out to dinner and get to know her.” As a college professor in Portland, Ore., I encounter this candor all the time.

This student is not alone in sharing his views. He and his cohorts are neither cynical nor angry; that myth has been perpetuated by pseudo-intellectual, 40-something bloggers and pop sociologists who think that their anomie is also ours; we yuppies, sadly, have bought the bloggers’ angst -- hook, line and sinker.

We shouldn’t.

Students’ absence of boundaries today alarms us. They casually talk about and experience drugs and sex the way we talk about laundry detergent and books. Their openness is at times inappropriate, but in their willingness to disclose, today’s youth are sharing their ambivalences and ambitions.

Are they skeptical? Yes, and they should be. They are repeatedly told (by us) that politics matters, but when they listen to debates between Democrats and Republicans, they have good reason to be disappointed and disbelieving. They are told (by us) about the primacy of family, but their fragmented family unit relegates quality time to cell phone discourse. Is it any wonder that they take with a grain of salt the concepts of fidelity and solemn vows? After all, as mom and dad (sometimes called by their first names) "grew apart," discussions about separation were the norm. The result was a questioning of permanence, an affinity for transience, and a simultaneous affinity for frank discussion.

Their doubting of elite sensibilities demands an appreciation for sarcasm, most notably Jon Stewart and J"The Daily Show." Stewart’s berating of "Crossfire" hosts Tucker Carlson and Paul Begala serve as their post-9/11, defining media moment. Finally, someone was speaking their language and articulating their thoughts. Why do Americans listen to pundits and "spokespeople"? Why are ideologues’ sound bites so predictably and artificially contrived? How can we change this crap?

Politics -- most notably inequality -- plagues them, even as their behavior perpetuates it. Young women are willingly infantilized, preferring to be referred to as "girls." Thursday night tequila shots (or pick the drink du jour) drunken off of their naked navels are celebrated as normal. Early Friday morning promiscuity undoubtedly ensues, paradoxically generating an emptiness that accompanies the concomitant pleasures associated with gratuitous sex.

Selfish and at times sarcastic, today’s youth are trying to create a meaningful, hedonistic life. How, they ask, does one change one’s politics when the world around them evolves so quickly, and they admittedly have no patience or discipline to contemplate? They have no answer, and it pesters them. Doggedly, they seek to make politics real and spiritual in an era when the superficial Desperate Housewives and the narcissism of Terrell Owens reign supreme.

They are frustrated and lonely, but their actions are neither childish nor childlike. One of my students, I’ll call him Zak, discusses his active sex life as if it were James Bond’s. Zak is artistic, athletic, confident, and by his own admission, a bit lost. Numerous conversations with him reveal a remarkable forthrightness. When he has gotten high, the potency of his sex drive, his inability to focus, his relationships with friends, Zak shares anything and everything, without hubris or solicitation.

Zak’s eagerness to divulge may be the product Dr. Phil and Oprah, but Zak does not watch television, and his disinterest in it is palpable. I-Pod and Wi-fi, yes, but cable, why? A semester in Africa taught him that television is a luxury best avoided. Music is another matter entirely. Zak downloads all types of music illegally; it is a part of his generation’s weekly routine. He enjoys our occasional discussion about morals, in large part because he has not seriously considered the consequences of downloading, or for that matter, of other ostensibly victimless crimes. Pot smoking? No biggie. Pot dealing? Buying black market Ritilin before an exam? Whatever. Is this laissez-faire moralism a product of our culture? Maybe so, but Zak dismisses television and video games as overly commercialized and conventional.

Instead, give him a latte (fair trade coffee preferred) and a companion to share -- anything -- and he is ready to consume life. Not cognizant of the latest trends in fashion, Zak nonetheless owns a vast wardrobe of T-shirts, khakis and comfortable, thermally advanced gear. This casual coolness is borne in a beige, calm indifference that my generation (born, 1965, raised on television) entirely lacks. Extroverted 40 year old males who once wore red power ties, now sell annuities or real estate. Zak sells his earthy earnestness.

He spent this past summer working for an environmental group, and actually enjoyed hustling door to door, seeking monetary contributions from liberal Portlanders. Zak was canvassing in a dangerous neighborhood; a man was shot nearby, and Zak, close to the scene, consoled the man until the police arrived. Soon afterward, Zak returned to canvassing. A woman answered her door, looked at him in shock, and only then did Zak realize that he was covered in blood. Zak is proud of his willingness to help a wounded stranger, simultaneously showing a peculiar, Garden State-like detached forgetfulness. After all, how do you forget that you are bloody? For Zak, the lesson here is “Damn, the streets are tough.” For me, the questions are, “Why continue the shift after consoling the wounded?”  “Does Zak realize that even progressive do-gooder non-profits can exploit their workers?” “How come the shooting never made it to the front pages of the newspaper?” My queries are lost on Zak; he is caught up in the moment, not the history or the politics.

Zak consumes life by seeking innovative ways to give back to society. He sends me moveon.org e-mails, and listens attentively when I detail their faulty logic and reasoning. He participates in "Critical Mass,” a group of bicyclers protesting automobile riding, almost agreeing with me when I argue that the radical cause of making the working poor late for their shift may be doing more harm than good. He speaks openly about his intolerance for homophobia, but also of his reticence in silencing a buddy’s anti-gay epithets. Zak yearns for social justice without pretending to have all the answers, yet still possesses too much modesty and trepidation to take the necessary risks needed to alter the status quo.

He rides his bike because he likes the breeze on his back, and because his versatile 21-speed does not burn fossil fuels. He also owns a gas guzzling truck, often used for driving to campus, the gorge or the coast. For him there is no paradox, no contradiction, no cognitive dissonance. Do what you gotta do, but do not become preoccupied with logical consistency. Logic is an optional college class -- not a credo. Living, after all, is about relationships -- physical, intimate, casual and drifting.

Zak and his peers pay the bills, cook for themselves, go to concerts, and have multiple friends, some of whom have sex with when they feel like it and refer to as "fuck buddies." Yet they are lonely. Living for today implicitly demands an acceptance of the temporary, and a rejection of stability.

Zak is not alone. There is Jeff, who told me about his anger toward his father for not leading by example. Jeff’s dad used to bring home several women (simultaneously), and the bedroom sounds of group sex, excited and confused Jeff as he realized that his father was disrupting community and family in the name of pleasure and immediacy. There is Meredith, who smokes too heavily and eats too little, yet shuns my attempts to assist her, or even my attempts to engage her in a discussion about health. There is Joel, who thinks his frequent partying may emanate from his parents’ emotional and physical disabilities. Katie plagiarized, later admitting that her father wrote her term paper. They openly admit that their parents cheat on each other and on financial aid forms.  They also share their own indiscretions -- misdemeanors and occasional felonies -- without shame. These youth have yet to develop a moral core, in part because they find passing judgment a dangerous enterprise. Why vocally question mom or step-dad? Why bother? Who cares if smoking is bad for you? Have not we all erred?

They lack discipline -- a skill that escapes them in the age of carefreedom. The thought of showering daily and putting on a business suit -- basically, of becoming mainstream -- is foreign to their world. Yet their idealism slowly is being transformed to moderation. Drug use no longer fascinates them as it once did even a year ago. The superfluous sex is becoming more banal and less fulfilling. Even hedonism fails to satisfy them.

Time for a toke? No Forget the weed -- it is time for late night bike ride, alone -- without a helmet. Zak will soon be thinking about friendship, intimacy, freedom and privilege. A meaningful life beyond college -- with Roth IRA’s, monogamy and mortgages, is not even a dream; it is a fiction neither shared nor pondered.

Robert M. Eisinger is chair of political science at Lewis & Clark College, in Oregon. He is the author of The Evolution of Presidential Polling (Cambridge University Press).  

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Comments on Sharing Ambivalence

  • Enjoyed; A Prospective Student; Sympathies.
  • Posted by Nicholas Miller on January 1, 2008 at 10:00pm EST
  • Anxious and excited, after being accepted to L&C for the fall of 2008, as a prospective philosophy and poli sci major, I searched the publishings of the faculty and came upon this article.
    Your words are the words that were given to me Junior year my AP U.S. History teacher whom was giving me a private lecture about "the rules of a radical."
    I presented myself to this teacher similarly as Zak does to you and I carried most of his contradictions like you say, with out cognitive dissonance or consistency.
    Having not even experienced life on my own I had read about its "reality" through Chomsky and Zinn, and my friends fed off it all.
    We used critical mass, we joined the punks in Food Not Bombs, and we all own a copy of a certain cookbook which has little to do with cooking.
    But what made me realize how undeveloped this attitude is was being exposed to reality outside academia. I took a few courses in rural sociology. I interviewed local farmers, all very poor, and I began to see why their economic choice of using pesticides and GMO's was never going to be swayed by my eco-aesthetics.
    I was continuously stalked for cash by a middle aged black heroin addict, forced to buy him cloths and food. I felt the results of my own fiscal desires, and didn't bother to avoid Walmart and high-fructose corn syrup in his diet.
    I suppose what it comes down to is a slap in the face, which may hit my generation at different points in each individuals lives.
    Its not a slap towards moderation or apathy, but a slap towards understanding how difficult consistency is.

  • Posted by LC Student , Too Casual? on November 14, 2008 at 10:50pm EST
  • I find this article very contradictory to the man I see in class, but not the man who grades our papers. In class I see a casual man sharing with the entire class many anecdotes and personal life stories and jokes yet one who does not expect the same treatment back. I find this type of behavior to be insincere and almost putting on an act for the class yet too stuck in old ways of feeling above the students and a large sense of inequality. This reads as your essay grading side, an inability to let yourself become somewhat equal with your students, able to learn from them as well as teach them.

  • Life in PDX
  • Posted by L.L. , Former resident at PDX on August 25, 2006 at 7:10am EDT
  • Insightful and telling. When I lived in PDX, I began to understand why The Left Coast laughs at the East Coast. SEA, PDX, SFO, LAX, SDO -- so far away from the silly phoniness that is the WDC/NYC/BOS complex.

    That is, some WDC government lifer-bumbler makes some grand pronouncement on C-SPAN -- hey, we're three time-zones away, dude. Got a snow-boarding meet at Timberline, home-boy. Later.

    On the other hand -- the lack of focus on the ugly side of life (e.g., working, making a living) -- not good. As in, with millions of dot-commers fired, one would think Zak and his pals would be more serious about the future. It is not a 100% probability that the next revolution will be televised on 102-inch LCD monitors as newsbreaks during ESPN's "Extreme Sports."

    But instead it is "hey, dude -- going to Timberline -- later on, y'know." For a visual elaboration of this, see "Jeffrey Redfern" in "Doonesbury."

    Logical outcomes for this are more "lost generations." As in, Syd Barrett, ex-Weathermen, Jerry Rubin, et al. How unfortunate, the waste of talent. No wonder the Asian economies are killing the U.S. economically -- which is sapping the life out of U.S. higher-ed and other social services.

  • Beg to Differ
  • Posted by Another perspective on August 25, 2006 at 1:30pm EDT
  • I think it's dangerous to make any sweeping generalizations about "today's youth". At my university, an Hispanic-serving institution with 40% first-generation students, I see a much different picture. Many of my students are more concerned about job security than choosing a major and they work an astounding number of hours while going to school full-time. They don't have time to ride their bikes to feel the breeze.

    I'm sure this article is an honest look at the author's experience, but I think we need to remember that that experience comes from a specific geographical and cultural source.

  • Same as the 60's
  • Posted by Craig C , political pundit at http://blogresponder.blogspot.com on August 25, 2006 at 9:35pm EDT
  • The attitudes of the students today is quite similar to that of those in the 1960's. Fortunately, most of those rebels pulled their heads out in time to have decent lives and careers.

  • Posted by willie mink on August 28, 2006 at 10:25am EDT
  • "He participates in 'Critical Mass,' a group of bicyclers protesting automobile riding, almost agreeing with me when I argue that the radical cause of making the working poor late for their shift may be doing more harm than good."

    Oh come now, must there be something wrong with EVERYTHING he does? The working poor can usually go around the block. Also, most Critical Mass rides don't stay on particular streets for long, so they don't even delay those riding the bus for long. Any traffic will be held up for a couple of minutes at most, a small price to pay for having their consciousness raised regarding the right of bikers to the road. (And by the way, the point is less to protest automobile riding than to assert the rights of bikeriders.)

  • Posted by James on August 28, 2006 at 11:10am EDT
  • The students described in this article are exhibiting typical behavior for their age group. Read David Elkind, Erik Erickson, James Marcia, Peter Blos, and other before being astounded.

  • Posted by h on November 10, 2006 at 11:45am EST
  • I think its ironic that he can say these things when he crosses the line himself, shmoozing up to students by taking them out to bars and trying to befriend students and get on their good side. Very very ironic, and else would you expect then but students that will treat you like a student?

  • There are those of us who are out to change the world
  • Posted by Sarah , I strongly disagree at Lewis and Clark College on November 10, 2006 at 4:50pm EST
  • Being a student at the university which Robert teaches and having heard other students rave about how invested he is in their lives means very little after having read this article. I feel betrayed and I've never even had him as a professor. This article coming from a man who routinely takes students out for dinner, out to bars, and listens closely to their problems? This article coming from a man who, instead of actually listening appears to have been judging and then generalizing the judgments over the entire lot of students at his institution?

    In his article, he makes sweeping generalizations about my generation, without stopping to consider the fact that in any given group of people there are those who don't care, those who are actively promiscuous, those who do drugs, and those who are alcoholics. Within any group of people, however, there are also those who are driven, goal-oriented and passionate about making the world a better place.

    Before writing the article, I think it would have been wise for him to consider the students at this particular institution who have received the Goldwater Scholarship, who have gone on to graduate school, who have traveled with peace corp, who are passionately attempting to reach their goals, and etc.

    I would like to know:

    What happens to young people when a mentor, somebody who should be a positive influence, stops believing in you? What happens when you feel betrayed by the very person who should help you to be realizing your dreams?

    Half of inspiring people is allowing them to see their own potential. If, as a professor, he truly thinks so little of the students he is instructing, I don't believe he or the students needs are met by the relationship.

  • A young woman's divergent opinion
  • Posted by Student on November 12, 2006 at 12:35am EST
  • It might encourage you to know that I am a student at your college who is unable to relate to the viewpoint of the student you call Zak. Truly, I feel that he is part of a minority subculture at our school. My social activities have been modest, disciplined, and goal-oriented. Indulgence to any of my friends means chocolate cookies or a couple of beers shared responsibly on a Saturday night. It seems that you have assumed that the opinions of students who speak openly to professors of their social lives are representative of the rest of the student body. I believe that your generalizations are unfair.

    I agree with you that the student Zak is in serious need of guidance. Because you are a faculty mentor, I'd ask you to take responsibility in drawing the line when students disclose too much about their personal lives. And when they speak disrespectfully of others (i.e. of young women).

  • Posted by An LC Alum on November 14, 2006 at 3:40pm EST
  • Professor Eisinger is notorious for his 'close relationships' with students -- going with them to bars and parties -- treating them, at some level, as members of his own cohort. It is, therefore, no surprise that these students open up to him about their lives, sometimes expressing bravado to cover the insecurity of youth. What I find appalling is that Eisinger has chosen to write--in such graphic detail--about the lives of his students. What is his purpose here? What in this article is meant to educate administrators or to serve students? Perhaps he is merely writing to provide an excuse the ways he works to undermine and humilate students in and outside the classroom--asking for their opinions, only to tell them how naive, shallow, and ignorant they are.

    Readers, I ask that you do all Lewis & Clark students a favor -- don't support his fishing expedition for affirmation of his own judgemental behavior, and don't assume that just because Eisinger can't read their moral compasses, that L&C students simply don't have them. At an institution where the faculty and administration is largely exemplary in terms of student support, the day Eisinger was tenured was a sorry one, indeed.

  • The Power of the Professor
  • Posted by Current LC Student on November 14, 2006 at 9:25pm EST
  • I have been a student under Robert Eisinger. I have taken his classes. I have attended the lectures he recommends. I have watched his interviews, listened to his radio shows, and read his various published works. Most importantly, I have gone to his office for personal meetings asking advice not only concerning class curriculum, but also personal issues. I sought assistance and input from an older, more-experienced, and formerly respected source.
    Upon reading this article, I was appalled. Not only is this a violation of trust, it is a frightening example of authority abusing its power; a phenomenon Robert has himself frequently touted as dishonest and manipulative. Utilizing the problems and concerns of students to increase the "shock" value of an article in, I will admit, a competitive field is disgusting at best. If students are no longer able to go to professors seeking advice assured of confidentiality, where else can they go? Other students are just as confused as we are. Family is usually so removed from the college scene it is difficult for them to grasp the concepts we speak of. That leaves us few choices, with Robert Eisinger effectively being eliminated from consideration.
    Robert is assured a difficult and tumultuous academic career from now on at the institution of Lewis and Clark College. Authority figures such as professors derive their power from the perceptions of those below them, namely their students. Consensus among the student population is that Robert has crossed the line. He has violated a relationship so precious it will be difficult for him to repair. An apology is in order, and I recommend it be hasty.

  • Posted by Rose Smith , Get To Know The Student Body Better at Lewis and Clark College on November 16, 2006 at 7:25pm EST
  • I have never had Robert as a professor, nor have I ever interacted with him. But out of personal experience with many Lewis and Clark students, with diverse interests (some of which do fit his description - aside from drugs and sex), I can honestly say that this article has no regard for a vast majority of the LC community who are in monogamous relationships, who refrain from promiscuous sexual relations, who choose not to drink too much, or smoke too much, and do take into consideration not only the contradictions that our actions have, but of those outside the LC community. I have found many LC students to be self-actualizing adults who question the world around them and recognize the ignorance of political values and social norms, and who generally just want to become more educated and become better people. These persons who question contradictions and strive for knowledge do in fact exist. Robert made vast assumptions in this article and shows a shallow depth of knowledge for what the students are really like.

    I would like to also add something that Ted Nordhaus and Michael Shellenberger pointed out at Lewis & Clark at the 2006 Environmental Symposium [http://www.lclark.edu/dept/envs/symposium.html]. Addressing environmentalism as something that was dead and politically ineffective, they added that students are limited in their base of knowledge and ability to create progressive movements because they are taught their "parents" environmentalism. I believe this applies to all fields of study and knowledge in general. We are only as ignorant and contradictory as our professors tend to be. Aren't they, after all, as much apart of this contradictory and changing social system as there students?

  • Protecting Students' Privacy?
  • Posted by A Concerned Student on November 17, 2006 at 6:45am EST
  • Professor Eisinger seems to ignore is own role in the story he feels compelled to tell. It seems that Lewis and Clark students who have responded to this article believe that Professor Eisinger interacts with his students in both situations and fashions inappropriate to his position. Not having any idea whether or not this is true myself, I still feel uneasy regarding the nonchalance with which Professor Eisinger seems to reveal information told to him personally by students. Whether or not he specifically encouraged the revelation of these details or they were offered up, unprompted, to him by students, it seems to me like a particular kind of ignorance which assumes that not only is it appropriate to share information given to him by a student (presumably with some degree of confidence) but also that the same students whom he sees as so anomic and lacking in morality would also lack the most basic of internet savvy required to discover this potentially inappropriate article. Certainly there is a way in which an article such as this could be written while appropriately protecting the identities of the students involved in the "research", but it seems that this article was written with only a passing regard for the privacy of the students involved. Revealing enough information about a student to identify him to his friends or acquaintances, despite renaming him, seems a weak attempt at protecting privacy. I cannot help but question Professor Eisinger's motives as he simultaneously criticizes students' lack of personal boundaries while seeming to have no conception of what a "private conversation" implies. Finally, it also seems to me that the only thing more inappropriate than sharing your OWN personal life in a private conversation with a professor is sharing someone ELSE'S private life with the whole world.

  • Posted by LC Alum on November 21, 2006 at 4:30am EST
  • I think professor science has come down with a science fiction bug. Eisinger has always wanted to write a novel. Perhaps this is practice. By the way, who's privacy was violated? The ghost-named kids that tell everybody their stories anyway? In any case, who cares? Is this news? And even if it were, again I ask, who cares? Obviously not many. 99.99% of the people in this country don't even know where LC is, or that it exists. The best part about this article was the writing. Great writing, Eis-man.

  • Posted by Alex Johnson at Lewis & Clark College on November 21, 2006 at 4:30am EST
  • If nothing else, Eisinger should be praised for taking an interest in his students lives and being genuinely concerned for them.

  • Posted by A Recent L&C Grad , Thank You on November 21, 2006 at 4:30am EST
  • I would like to thank Professor Eisinger for his refreshing and astute observations about my former peers. After spending four years at Lewis & Clark College, I was utterly astounded by my classmates and their collective inability to function as mature human beings. I found them to be unreliable, hypocritical, and unabashed about sharing personal information in public. They exhibited unwarranted arrogance and an unwillingness to consider different viewpoints or ideas. Classes were tiresome, as were the weekly occurrences of drunken debauchery. Inconsistencies abounded among many of the students I sat in classes with. I recall one girl who would preach about the benefits of socialism and bewail the plight of the Nicaraguans oppressed by the imperialistic superpower to the North, show up to class bra-less and hairy, and put her dirty bare-feet upon the chair in front of her, but then casually chat on the her cell phone in the bookstore about the limo picking her up from the airport at the end of the semester. I remember seeing a girl in the computer lab drinking tea out of a glass jar while listening to her cute little green i-Pod. My poor logical brain attempted to comprehend this contradiction. Coffee mugs are clearly evil, but I-pods are totally acceptable? I found my classmates to be unbelievably lazy and much more willing to talk about the injustices of the world rather than actually do anything about them. They were self-proclaimed environmentalists who would stuff every mailbox with leaflets and brochures and post flyers on every door and bulletin board on campus to announce their upcoming Symposium. They would eat only organic fruit and tofu but then fill their lungs with noxious cigarette smoke. For these reasons and others, I found Professor Eisinger’s class to be a pleasant surprise. He and several other professors were actually capable of making their students think. In a sea of liberal zealots, there was Professor Eisinger and several of his colleagues who would actually challenge their students’ beliefs. While Professor Eisinger often times came off as harsh to many of his students, he was at least realistic. Personally, he made me think about what I believe and why. He made me look at the world from more that one angle. He made me think about the way I think. Many of my fellow students were unwilling to listen to or consider accepting an opinion that was different than their own; they were unwilling to look beyond the narrow ideas they had come to see as truths. I fully recognize that to some extent these are generalizations and stereotypes and that not all my classmates at Lewis & Clark exhibited these characteristics. However, the thing about generalizations and stereotypes is that they often hold many truths. I appreciate that Professor Eisinger has the balls to say what I’ve been thinking for the last several years. By the way, Critical Mass is one of the most idiotic practices I have ever encountered. Pissing off motorists is a wonderful and brilliant way to convince them not to run you over. Good luck in reality, my friends.

  • Posted by LC student , Don't Praise Inappropriate Behavior on November 21, 2006 at 1:15pm EST
  • If Eisinger was actually concerned about students, he would work with Student Support Services and the Dean of Students. Again, many L&C students are not anything like the descriptions in this article. If this 'pop-sociologist' really wanted to do research on our generation/culture, he would use a representative sample. For someone who teaches methodology, this article is pretty easy to pick apart. Also, I want to know how common it is for students to drink/make mistakes in College! Please let me know what critique in this article is unique to Lewis & Clark students? I cannot find any and this article only serves to lessen the value of my degree and destroy any confidence or trust I had in academic advising. I pay over $30,000 a year for a community and supportive environment, not the lame comments and backward nature of Robert's interactions with students. My roommate last year was one of his advisees--Robert always suggested they meet at Tryon. So, who's crossing what line? Robert makes me sick and his behavior is not reflective of Lewis & Clark faculty...I wonder if the faculty finds this appropriate?

  • Too comfortable
  • Posted by Student , Not surprised at Lewis & Clark on November 21, 2006 at 3:45pm EST
  • This article was not surprising. This is only a continuation of Professor Eisinger's behavior that I have observed over the years.
    He shares inappropriate information with colleagues and students, masking it as a way to seek advice. In class, the occassional student and professor-bashing is "honesty" or "constructive criticism." This article shows that Professor Eisinger feels comfortable with doing this, becuase few confront him about it.
    Zak in the article does not seem to have a sense of propriety regarding student-professor relationships. What professor Eisinger does say is that he himself does not either. You want students to have morals? Why don't you be the example? I cannot think of any other professor I know writing something like this, not because they are not bar-buddies with their students, but becuase they know that this is improper.

    I took classes with Eisinger, and learned a lot about writing good papers, reading well, about relationships, and about myself. What I had learned about Professor Eisinger is confrimed by this article - that he seems confcerned, and he will take you out to the bar, but then he will tell everybody about it. What the professor probably didn't expect is that students would eventually find this article, and they would know that no matter how concerned and righteous you depict yourself as, there are those who know better.

  • condescending and cartoonish
  • Posted by christopher on November 29, 2006 at 4:30am EST
  • As an alumnus of Lewis & Clark, I recognize bits and pieces of the students Eisinger describes. But his depiction of the student body as granolas in limousines is laughable. It makes a tittilating post, but is unworthy of what we expect from a college professor.

    The arrogance is cartoonish. Pointing out the logical errors in an appeal from moveon.org? Oh, the folly of signing an online petition! Calling your Congressman? Absurd! Contributing to campaigns of worthy candidates? Don't be so naive!

    Eisinger may be a talented professor, but fails to post insightful, thoughtful analysis.

  • Posted by Scot on November 29, 2006 at 5:55pm EST
  • It's sad to see Prof. Eisinger painting over the LC student body with such broad brush strokes. Surely he knows a few students do not constitute an accurate sampling of the whole student body, or a whole generation. The beauty of colleges and universities is that they attract all sorts of students- those who are there to earn a degree and a job offer upon graduation, and those who may be there just to find themselves. Don't knock either one. When I was at L&C the hedonistic lifestyle Eisinger disparages was fairly commonplace among many freshmen(persons) and sophomores. First time away from the parents, mimimal rules- why not have some fun? But for most it didn't take long to realize that all that partying was putting a crimp in the GPA. So we worked out a balance, and made it out with good grades, good jobs, and good memories. We hung out with professors ouside of the classroom, perhaps for a discussion over a pint at the Fulton, but topics never veered to the personal. That's what's a bit odd in this case- even if the professor did not initiate the personal aspects of the conversation, there should be a delineation between personal and professional, and all professors should make that clear to their students. How can a professor not be prejudiced after hearing about a student's drug use? Was he high when he wrote this?? Focus on educating the students, and leave the Dr. Phil crap to Dr. Phil. And don't exploit the student's naivete by publishing a thinly veiled account of their situation.

    LC Alum '91

  • Posted by Jeff ('90) on November 29, 2006 at 7:45pm EST
  • Poor "Zak." He had the misfortune to meet Dr. Eisinger when he was an undergrad. No doubt he will, like other students, outgrow his youthful hypocrisies and naivete--but not until after his professor has condemned his generation. Kids were like that in the 80s when I was at LC, and they were like that in the 60s when other kids were at LC--and I suspect they've been like that since the beginning of time.

    In fact, young people are returning to the civic sphere in more robust numbers than they have for decades. For the first time, they may have played a pivotal role in national elections. They volunteer in increasing numbers. Sure, some of them are self indulgent and jejune. In this they are far from unique.

  • Zing zing, it's for the best
  • Posted by Carissa , alum at Lewis & Clark on December 1, 2006 at 5:35am EST
  • Eisinger has reached his audience, and I don’t think it’s the higher education sphere. This article has been forwarded through the ranks of current and past LCers, and based on the comments, it looks like alums from twenty years ago are paying as much attention as freshman. I’m guessing nearly every current L&C student has read this, and some have been riled up enough to respond in well-articulated comments. And it’s the student attention—and their thoughtful responses—that I think Eisinger was after all along.

    How many profs, deans of students, and other frequenters of insidehighered.com have seen the movie Garden State? How many students, or recent students, knew exactly what “a peculiar, Garden State-like detached forgetfulness” means, and can think of a time when they listened to the movie soundtrack and felt that way? And who identifies with this: “dismisses television and video games as overly commercialized and conventional” or this, “it is time for late night bike ride, alone — without a helmet.” When Eisinger calls out typical student behavior, it’s student ears that perk up. Administrators have surely been making these complaints in staff meeting for years, it just doesn’t reach the student body in such a raw, uncensored form.

    Imagine if Eisinger had instead written an open letter to students promoting critical thinking and correspondingly thoughtful actions. A tiny percentage would read it, and it would never make the alumni email circuit. He tells us that even his one-on-one attempts to create skepticism in Zak have fallen on deaf ears, “Does Zak realize that even progressive do-gooder non-profits can exploit their workers?” “How come the shooting never made it to the front pages of the newspaper?” My queries are lost on Zak; he is caught up in the moment, not the history or the politics.”

    Eisinger gives students some credit; they’re not stupid, it’s just that they’re not thinking. And what does a good professor teach, if not the ability to think and argue a point? I don’t know that Eisinger cares about drinking, smoking, or monogamy. It’s ambivalence that’s dangerous. He wants students to be active, complaining that, “Zak yearns for social justice without pretending to have all the answers, yet still possesses too much modesty and trepidation to take the necessary risks needed to alter the status quo.”

    He is nicknamed The Zinger, after all. And this piece is humorous, and uses contemporary slang, which keep a young readers attention. As a friend pointed out to me, it could be downright satirical. Zinger must have taken some glee in writing “fuck buddies” on a higher education site. For a generation with “an appreciation for sarcasm, most notably Jon Stewart,” being lambasted in the same way Stewart cleverly nails his targets isn’t easy, but it is familiar. And how better to get attention and motivate? Zing!

  • Moderation?
  • Posted by Chris , First-year at Lewis and Clark College on December 5, 2006 at 8:20pm EST
  • While I agree with Alex Johnson's comment above about Eisinger being genuinely interested in his students, I think Eisinger has a strange way of demonstrating that interest. It can't be denied that he violated a number of students' privacy, and I find it difficult to agree with his statements about young people. College is the first time away from a large majority of students, so it shouldn't be a surprise that they often experiment with drugs and sex. Surely Eisinger doesn't think his students will persist in this behavior the rest of their lives! They are learning. That's what college is all about, isn't it? Learning. I don't excuse hazardous drug use and dangerous sex, but 18 year-olds can't be expected to magically turn into adults when they go off to college.

  • Smoke and Mirrors
  • Posted by Nyx on December 6, 2006 at 4:45am EST
  • Have any LC students READ the entire article? Eisinger's not bashing us, folks, he's observing us. He's a scientist: that's what scientists do!

    And frankly, we're a lot more revealing -- and harsher -- in our own blogs, every day.

    C'mon. Take a deep breath and read the whole thing through...

  • Is this how we build community?
  • Posted by Senior at Lewis & Clark College on December 6, 2006 at 9:15pm EST
  • Like Professor Eisinger I have also noticed trends in our generation. I have noticed the students studying in the library late on a Saturday. I have noticed Roger and Fulbright scholars. I have noticed alums that joined the Peace Corp and Teach for America. I have notice the hundreds of fliers of students groups promoting Amnesty International, environmental justice, and workers rights. I have noticed full-time students working full time jobs to support their schooling. I find it offensive that Robert has chosen to focus on a few bad apples(whom he seems to attract) and use their experiences, not to generalize just Lewis & Clark, but our whole generation.
    t is so easy to focus on the negative, when there is so much good going on at Lewis & Clark. Robert, who prides himself in his connection with students, truly proves his disconnect from the Lewis & Clark community and our generation.

    Should Lewis & Clark's Director of Student Fellowships, Awards and Internships really be someone who has given up on our generation?

  • Posted by Alex Johnson on December 8, 2006 at 6:30am EST
  • Above, I wrote that Eisinger should be praised for taking a concern in the lives of students, which he should be. I wish my professors were a little more personal sometimes. That being said, Eisinger may have made a bad decision in revealing so much about one "anonymous" student. Hopefully, he created his character "Zach" out of many students rather than just one.

  • Posted by PolSci Student at Lewis & Clark College on December 8, 2006 at 3:10pm EST
  • Throughout my college career I have not had a professor that expresses as much concern or is as invested in the lives of his students as Robert Eisinger. I do believe that Eisinger does engage some students in a level of discourse that many teachers may not feel comfortable with. I also believe it is unfair to say that students "casually talk about and experience drugs and sex the way we talk about laundry detergent and books" considering the dialogue he seeks with his students. However, one must keep in mind that this is an essay, not a study or a journal article. Robert should be given a degree of freedom in expressing his views in such a forum. It is important to recognize that Robert is an excellent professor that genuinely cares about the performance and the lives of his students. A single essay that paints my generation in a mildly unfair light is not an act of betrayal nor should it compromise his reputation as a professor.

  • disappointed
  • Posted by current sophmore at lewis and clark on December 8, 2006 at 3:10pm EST
  • This article makes huge generalizations about the lewis and clark student body, and youths in general. As a student, part-time worker and full time activist who has been in a steady relationship for 3 years and does not do drugs, I do not relate to what this article supposedly tells me that I am. While I know that some people do, I would like to echoe the comments above in saying that they are not a majority, and certainly not all of us.

    As far as people drinking organic tea while listening to ipods...this subtle hypocrisy is certianly not limited to students or youth. ALL Americans suffer from this odd conflict. Unless you make your own clothes, grow your own food and reject every technological machine, you cannot truly say that you are 100% "pure" in your fight against capitalism and curroption. We need to eat, some of us can't afford the market of choices and whole foods, so we buy meat that's been packaged by illegal immigrants. No one lives a life that is completely dedicated to social justice in every aspect, it's impossible. We are humans, not machines.

    I try to remain as consistent in my choices as I can. However, to me, the struggle is not just about doing everything perfect to change the world. It's about helping people, one soul at a time. As they say, whoever saves one life, saves an entire world.

    I would recommend that Eisinger interview the more reserved students on campus who he has overlooked. Furthermore, he should examine his fellow-teachers and fellow-Americans to see that the generalizations he makes do not only apply to today's youth.

    I appreciate his attempt to understand his students, but this article is discouraging and it appears to me that it's more about Eisinger himself, and how many witty references he can make in one sentence.

    I would

  • It's the bourgeoisie
  • Posted by John Arlotto at Lewis & Clark on December 8, 2006 at 5:05pm EST
  • As a senior at LC, I have to say that Eisinger's discussion of student behavior is rather acccurate. However, the common denominator is not generational, it is socio-economic. The students here are bourgeoisie to say the least and thus have neither the class and good breeding / manners of the aristocracy nor the work ethic and humility of the roses that grow from concrete. They come from a suburban limbo class of people with few goals. Many are from the wine country in NORTHERN California where they spend lazy sheltered days getting high and thinking deep thoughts about what little they know of the big bad world. Very few students here are from major cities and very few no anything that even appoximates hardship. In a verb, they are "bored." And consequently, they tend to be boring if and when one is forced to share a classroom with them.

  • Telling stories beyond print
  • Posted by LG , student at Lewis and Clark on December 8, 2006 at 7:35pm EST
  • Dear Mr. Eisinger,
    I congratulate you for extracting responses. I congratulate you further, as the current nature of student "organization" completely removes the possibility for student-organized backlash. Should reprimand ensue, it will be on behalf of the administration only, and will have nothing to do with the current student population.
    For such a small population, the dysfunction and bickering that follow any contended issue (be it racism, food production, social justice, etc) are telling of a further dissonance within the student population.
    Consider:
    I would argue that the observations you provide about ambiguity and contradictions are inherently present in a society composed primarily of wealthy participants. Lewis and Clark students (I would like to say as well as other US institutions like it, but I have not looked into it yet) live a life that is impossible for all but a tiny fraction of the worlds population, but are also expected to become leaders. Higher education in the elite institution is the only method considered traditionally valid for pursuing leadership roles.
    "I-pods and glass jars" as one response summarized, are dissonant, perhaps, but more importantly, much in acceptance of the removal of life and living in a traditional sense. Accepting wealth, social concern, and responsibility together under one mind is expected and encouraged here at Lewis and Clark. This is perhaps the greatest farce our generation (or at least our student population) faces.
    As a guilty member of this community, I am not surprised by your observations, Mr. Eisinger. I am also not surprised at the student responses. The indignance and self-proved sarcastic nature of our (insert preferred unit here) is telling of a deep resignation into the awkward state of our over-driven world.
    To the Lewis and Clark Community:
    What now? Would you like Professor Eisinger fired? Would you rather teach? You could always leave. Or, start your own school. Start a student group, maybe. Whatever feels best, I suppose. I would ask you only to consider your recent involvement in this community as a positive and unifying force. If these resources and minds on top of this hill were all we had left, would we be so quick to consider dismissing one of them? Or are we just hoping for disposable professors, too?

    Respectfully yours,
    Lynnae Griffiths, Lewis and Clark Student

  • Posted by Matt , Student at Lewis & Clark College on December 8, 2006 at 7:35pm EST
  • I find many of these anecdotes compelling, but as a member of those students of Lewis & Clark College who study hard, obstain from the use of illicit substances, purchase music legally, and never deviate from a clearly focused academic and moral path, I take offense in being so hastily generalized. Individuals of such aimless standing exist in all generations and demographics of society. This is neither special nor unique. I respect Professor Eisinger as a man of high standards, but these stories represent only a small minority of Lewis & Clark students as a whole. I could easily write an equally convincing essay on how many bright and motivated young individuals I find on this campus everyday. This essay, though not entirely incorrect, is unrepresentative and grossly unfair.

  • Purpose?
  • Posted by Jason , Student on December 12, 2006 at 5:45am EST
  • This article was sent to me by a friend of mine who is attending Lewis and Clark. I am surprised to read here, the number of negative reactions to this article. What though, is his purpose in this article?

    Surely he is not simply trying to paint a negative picture of college students, or the student body at Lewis and Clark. Have we all made the decision to "turn on, tune in, and drop out"? I think not, some have, but certainly not all. He does not claim that all students are engaged in this behavior, and his observations are given in a largely nonjudgmental tone. After reading the article, I feel that its purpose is to give observation on the student body, if only a small fraction of it, and inspire discussion on various topics and issues.

  • Posted by ME , STUDENT RESPONSIBILITY at Lewis and Clark on December 14, 2006 at 6:05pm EST
  • Small colleges are known for allowing students to have close relationships with their professors, its one of the things that I love about our college. The professors at our school know who we are, which is an unique element that lacks in larger universities and probably the reason that I choose to attend Lewis and Clark. I think that students are taking advantage of the open door policy that professors, such as Robert, encourage. As a student you need to decide how much you want your professor to know about you. You wouldn’t go into your boss’ office and discuss your sexual habits. The main question that should be asked is why students feel that it is appropriate to tell their life story to their professor? We should talk to our professors on a personnel level but there are some topics that should be left out of the conversation. I also think that Robert is correct in saying that our generation speaks rather openly about drugs and sex. Students need to develop a sense of when these topics should be discussed and with a professor is not one of them. I have had the pleasure of graduating from Lewis & Clark College with a degree in Political Science and getting to know Robert on more than just a student-teacher level, however, I know there are certain topics that are for my knowledge only. We should embrace Robert and the rest of the professors for taking the time to get to know us individually but take responsibility for what we say during our conversations with our professors.

  • Posted on January 3, 2007 at 4:16pm EST
  • The wide range of responses and opinions on this essay intrigued me about Lewis and Clark Students.

    As a high school student with Lewis and Clark College as one of my top choices, I take interest in following what goes on with the student body through the Pioneer Log. Through one of the articles, I found a link and read the entire essay written by Professor Eisinger, and not knowing anything about him or his personal relationships with students, I took interest in the various sides and points of view of students and alumns regarding the wide issues in the essay that included professor/student relationships, acting on one's own values, the values of students at Lewis and Clark, and the wider distribution of values of my generation, to name only a few.

    What pleases me and draws me towards this college even more is that students are involved and passionate enogh about controversial essays such as this to take time out of their busy college lives and write a well-argued, insightful response to the essay that portrayed a genuine deep interest in topics that affect them.

    I'm glad there are a wide range of opinions on the issue, and regardless of one's own opinion, it's great to see a group of students who care, which I think shows a bit of contradiction to some of the generalizations Professor Eisinger made about Lewis and Clark students as well as an entire generation.

  • Posted by GDH , Like, OMFG! on January 10, 2007 at 7:35pm EST
  • An iron skillet of wake-the-fuck-up, I believe, is in order here. Seriously, before typing a mini-thesis of woe is me, look-up victim in the OED. Also worthy terms are defensiveness, close reading, opinion, and angst.

    Eisinger is making observation, not a vitriolic judgement of our generation. I have seldom encountered an idealism, albeit cynical, more salient than his.

    Want to understand his position on our generation? Have an actual, corporeal conversation with him. He is more than willing to listen.

  • Posted by Deborah Abbott on February 8, 2007 at 11:43am EST
  • I remember Mr. Eisinger when he himself was an undergraduate. When he arrived in the Fall of our first year, he was already more mature, more adult than the rest of us. He knew what he wanted to do and for four years he incessantly pursued his goals. He wanted close contact with his professors, and I remember that on one occasion he was hurt when one reprimanded him for callling him by his first name. How wonderful it is that Rob has become the professor he wished he could have had! I am sure that Zac is a pastiche of years of conversations with open students and I think that Lewis and Clark students are very lucky to have such a caring scholar-teacher.
    Deborah Abbott, Haverford College '87