I entered graduate school to study English literature in the late 1980s, eventually receiving a Ph.D. in Ren-aissance literature, and have been a professional academic ever since.
I have reached that point in life where I am sufficiently wizened — and sufficiently jaded — to be allowed the luxury of griping about how much tougher it was growing up for my generation.
As a life-long teacher, I might also be granted indulgence if I grumble about how little my college students actually know compared to what I learned. And although there is as much justice as exaggeration in these observations, the thing that never ceases to amaze me is how morally stunted and ethically underdeveloped our students are, how utterly unable to make even obvious moral distinctions, and how completely uninterested in differentiating between virtue and vice.
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