As Steve Lopez interrogates the strange psychological territory of retirement in Independence Day, I discovered an unnerving similarity between us. Lopez can be on vacation, officially released from work, walking around somewhere he is presumably supposed to be relaxing, and still find himself composing a newspaper column in his head. Nobody assigned it. No editor is waiting for it. There is no deadline. Yet the sentences begin assembling themselves anyway. After decades of journalism, the column has become a phantom limb. The job may be absent, but he can still feel it twitching.
I understand the condition because I suffer from my own occupational haunting. Mine is the syllabus.
To most people, writing a syllabus sounds like administrative dentistry. They imagine policies, due dates, grading percentages, office hours, and several pages of warnings about plagiarism. I experience something entirely different. Writing a syllabus is glorious. It is the intellectual equivalent of sitting at the master control panel of a spacecraft, surrounded by switches, blinking lights, and navigational screens while plotting a sixteen-week journey through the cosmos.
Everything matters. Where does the first reading go? Which essay prepares students for the documentary? When do I introduce the counterargument? Which assignment arrives too early? Which one needs another week to ripen? I move readings forward and backward as if positioning armies before a decisive battle. A good syllabus has rhythm, escalation, reversals, callbacks, and a climax. It is not a calendar. It is narrative architecture.
And I always want the final week to deliver the intellectual equivalent of the ending of the original Planet of the Apes. Charlton Heston rides along the beach, sees the Statue of Liberty half buried in the sand, falls to his knees, and realizes what has happened. That is Week Sixteen. I want the semester’s earlier ideas suddenly locking together. I want the students to see that the course they thought they were taking was actually about something larger. I want the Statue of Liberty sticking out of the sand.
Then I can retire the course with a mic drop.
When I am building a syllabus, I enter flow—that peculiar condition in which concentration becomes so complete that time disappears. I can sit down at five in the morning intending to move one reading and look up two hours later having reconstructed half the semester. Breakfast has been forgotten. Coffee has gone cold. The outside world has temporarily ceased operations. I am exactly where I want to be.
This creates a problem for retirement.
What happens when there are no more courses?
I call it the Phantom Syllabus Principle: after decades of constructing courses, the professional task survives the profession that required it. Retirement can eliminate the classroom, the paycheck, the meetings, the grading, and the students, but it cannot necessarily shut down the machinery that spent forty years arranging ideas into sixteen-week journeys.
I can already see the pathology developing. Three years after retirement, I will be sitting at home reading some fascinating book when a thought strikes me: This would pair beautifully with “The Lottery.”
There will be no class.
This will not matter.
Within twenty minutes, I will have identified the documentary, formulated the essay prompt, devised three mapping components, constructed a counterargument, and determined that the entire unit belongs in Week Seven rather than Week Five. By lunch I will have a Canvas module for students who do not exist.
At first glance, this sounds like another warning about the inability to let go of work. But I think it points toward something more hopeful: The Unretirable Self.
One of retirement’s great terrors is the fear that when the job disappears, the person attached to it disappears as well. If I am no longer Professor McMahon standing in front of a classroom, who exactly is left?
Perhaps more than I thought.
The parts of teaching that exhausted me can retire quite easily. Grading can retire. Committee meetings can retire. Student Learning Outcomes can retire with full honors and never contact me again. I will not lie awake yearning for another opportunity to enter assessment data into an institutional website.
But the creative machinery may refuse the pension.
That is because some activities we perform at work are not merely occupational duties. They are expressions of temperament. Lopez doesn’t compose columns only because the Los Angeles Times pays him. His mind naturally turns experience into narrative. I don’t construct intellectual sequences only because a college gives me three units and a classroom. My mind likes taking books, films, arguments, cultural phenomena, and stray observations and arranging them until they reveal something larger.
That part of me may be unemployable after retirement.
It will not be retired.
Perhaps retirement does not require the wholesale invention of a replacement identity. Some identities were artificial scaffolding: title, office, department, schedule, institutional status. Those can come down. But underneath them may be habits of mind that belonged to us all along.
The institution can take back my office. It can remove my name from the schedule. It can deactivate my email, assign my courses to somebody thirty years younger, and eventually erase nearly every institutional trace that I was ever there.
Fine.
But someday, long after my final class has ended, I will wake at five in the morning with the sudden realization that Week Sixteen needs a better ending.
Cinemorphosis 
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