Category: Education in the AI Age

If I had to confess to one of my worst flaws, it would be this: I’m a virtuoso at diagnosing other people’s defects and a coward when it comes to inspecting my own. I can spot hypocrisy at fifty paces, write a character analysis of your blind spots, and deliver a withering critique of your moral laziness—while remaining blissfully obtuse about the same diseases raging in me. It’s not insight. It’s evasion. Instead of interrogating my own failures, I distract myself by putting others on trial.

The hypocrisy deepens because I despise people who refuse self-interrogation. Over the years I’ve kept my distance from plenty of them—friends, colleagues, acquaintances—because their lack of self-awareness felt repellent. I judged them for their blindness without noticing I was practicing the same sin with better vocabulary. My watch hobby was an early case study in this delusion. I spent years buying grotesquely oversized timepieces—wrist-mounted monuments to masculine cosplay. In my private fantasy, I was Sean Penn starring as Colonel Lockjaw. In reality, I was a middle-aged man dodging a mirror. Why confront a crisis of purpose when you can drop five hundred dollars on a costume watch and call it identity?

Eventually I sobered up—sold the ridiculous pieces, learned what real watches are, and cleared out my collection the way a dieter purges Doritos and Twinkies. But the damage was done: I’d wasted three years of a hobby because I refused to ask what my compensation phase said about me. I demanded self-interrogation from everyone else. I granted myself a permanent exemption. Do as I say, not as I do—the oldest creed of the unexamined life.

That failure has been haunting me lately, triggered by a memory from thirty-five years ago: an English Department meeting that turned into a circus. I was a young instructor, terrified of tenure committees and power hierarchies, sitting quietly while the veterans argued about whether personal narratives belonged in college writing. One professor—let’s call him Foghorn Leghorn—was a legendary drunk who showed up to meetings in a black leather bomber jacket and a cloud of whiskey fumes. With disheveled silver hair and black horn-rimmed glasses, he declared that personal narratives were “sissy” assignments and that students needed “real-life” skills like argument and analysis. Susan, a colleague with more backbone than the rest of us combined, said that autobiographical writing gave students something called “personal enrichment.” Foghorn exploded. “What the hell does that mean?” he barked. “Personal enrichment? What the hell does that mean?” Susan backed down—not because she was wrong, but because there’s no winning an argument with a belligerent man auditioning for his own demolition.

Back then, I kept my mouth shut. I was young. I was a lecturer on a non-tenure track. I was scared. But in the decades since, I’ve had time to think about Susan’s phrase. Personal enrichment. What does it mean—and should I, as a writing teacher, care? The answer is yes, and yes again. Personal enrichment is the cultivation of skills no standardized test can measure: moral clarity, self-honesty, the courage to look at yourself without flinching. In other words, self-interrogation.

I learned that lesson early in my career without knowing what to call it. Around the same time Foghorn was grandstanding, I assigned a definition essay on passive-aggressive behavior. Students had to begin with a brutal thesis—passive aggression as cowardly hostility—then unpack its traits and finish with a personal narrative. I wanted them to stop admiring dysfunction as cleverness. The best essay came from a nineteen-year-old whose beauty could’ve launched a sitcom. She wrote about her boyfriend, a man who looked like life had given up on him. He was unemployed, proudly unwashed, and permanently horizontal—camped in her parents’ living room like a hostile occupier. He drank her father’s beer, ate his food, parked himself in his chair, and stank up the furniture with equal enthusiasm. Her parents hated him. Especially her father. And that was the point.

She resented her father’s authority, so she punished him the only way she knew how—by sabotaging herself. Romantic self-destruction as revenge. When we discussed the essay, she told me something I’ve never forgotten: writing it forced her to see her behavior with unbearable clarity. She kicked the boyfriend out. Then, clumsily but honestly, she confronted her father. A personal narrative—mocked by my alcoholic colleague—did what no grading rubric ever could. It changed a life.

Fifteen years later, I assigned another narrative, this one inspired by Viktor Frankl’s Man’s Search for Meaning. I asked students to write about a moment when tragedy forced them to choose between self-pity and courage. The finest essay came from a young mother who’d been abandoned by her own mother at two years old. She grew up with a hole in her heart, then gave birth to a daughter and decided she would be the mother she never had. In loving her child, she learned to love herself. I’ve taught for nearly forty years. Her story has moved me more than anyone’s.

That’s why I assign personal narratives more than ever. Not just because they resist AI shortcuts, but because they demand moral inventory. And here’s the final irony: Foghorn Leghorn—the loudest critic of self-examination—was the man who needed it most. Last I heard, he’d burned down his kitchen while making dinner, lost his family, and was holed up in a cheap hotel drinking himself toward oblivion. The mansplainer who sneered at Susan ended up a tragic footnote in his own cautionary tale. I hope he found sobriety. If he did, it began where it always does—with honest self-interrogation.

As for me, I’ll keep assigning personal narratives. I’ll keep asking students to look inward with courage. And I’ll keep reminding myself that the hardest essays to write are not on the syllabus. They’re the ones you compose silently, about your own life, when no one is grading you.