A-Wishing for Graduate School [School for Superman]

Teaching isn't so bad. Then again- neither is dying. You get the hang of that too after you've done it. And, just like death, there's really no going back for some people. Most people. And trying to make a return to the academic world seems in some ways, almost superfluous. By now, one realizes that most of the research done these days is comparable to the perceived art scene: elitist, obscure, and done more for the subject's sake than for a less-than-gracious society. Art for art's sake. and it would seem - publishing about Mathematics for publishing's sake.

Very little effect is had upon the world by the sheer mass of published works in the ranging magazines and periodicals. Who's applying these in the actual classroom? Real teachers? -Hardly. They have little time to sift through the remains that was someone's dissertation- its glory flown the coop as soon as there were feather-pages enough to lift it; it then fluttering to a cozy perch  [read: University post] or lesser murder as some adjunct staff somewhere.
We're glad you were inspired with brilliance to defend a pseudo-Fibonacci page-turner that kept your enamored professor's bill for sleeping medications blissfully low; and that you've now convinced the hooded demi-gods to make a place for you somewhere near the bottom of the rotunda  rendered their Valhalla.

Meanwhile, the rest of humanity will see little to nothing of your provocative treatise which detailed the patterns of undergrads on their first day of class and why it has significant meaning to both scholar and layman alike. And they shall be about as impacted by its message.

Forgive a sarcastic pragmatist, but such purposely impotent creations are mostly self-serving rubbish, and yet more likely to be validated than the brief, direct idea's of the  non-commissioned-officer, hailing the academic world from the trenches. So much for the man in the arena's credit; the laurel always falls on the head of the Connected, the Networked. Suppose someone's done an analysis of college classroom instruction, and made a point of reforming it? All lecture, little activity, other than scribbling furiously for 40 minutes, give or take the odd five for turning board-to-class for a sweep of intrigue, then back to the lectern, and the perceived evergreen rhetoric. business as usual.

I say, if you want good teachers - hail and hearty, creative, innovative, loyal, ethical teachers - then by God, someone's going to have to model it. For 4 years. Is it likely? I do hope so...