My Life as Teacher, Writer, and Artist: Part 2: Teaching

If you read my last post you got some general idea of my life trajectory in broad terms. In this post I want to pay special attention to how and why I became a college instructor with a couple of side trips on scholarship and the philosophy of teaching. Many of my colleagues teaching at the college level get their first taste of teaching in high school. Not me. I never intended to teach in high school. Something about high school teaching appealed to me, but I wasn’t interested in going to university in the Education faculty for a year of professional development which would have allowed me to teach in BC high schools. So, what was my alternative? It was going straight from university into college teaching. University faculty don’t need professional development, or so they have insisted for decades. Theoretically, aspiring university teachers learn the teaching craft by watching and emulating their professors. I always though that was a bit strange because of the variability of skill exhibited by faculty. Still, working as a teaching assistant was a form of preparation for eventually taking over the big job. Frankly though, I got a job teaching on a sessional basis at Douglas College as I entered graduate school so I had no real previous experience teaching or managing a classroom. I learned by doing what my colleagues were doing but I also learned from books, lots of them. I questioned everything about teaching, including the setting, the materials, the psychological, sociological, political, and economic assumptions, the goals and the means.

As a student of the social sciences I was already prepped for a critical stance with regard to what I was doing. The time was the mid to late 1970s. I graduated with a B.A. in 1975 and went on to study for my Master’s degree in 1976 after I was recruited by the Sociology and Anthropology Department at SFU to be a teaching assistant. We needed the money, so it was a no-brainer. I was definitely cocky enough to believe that I could pull it off and I think I was pretty good at it. Academia suited me to a T. At the same time, most of the colleges in BC were either in their infancy or about to be built. Most of them were begging for teaching staff. One of my former teachers at Douglas College asked me if I would consider teaching there. I only had a B.A. but was in a grad program and that was enough for them. I started then on a 5 year stint as a sessional faculty member at SFU, Douglas College and eventually Kwantlen College before moving to the Comox Valley in 1983 to teach at North Island College (NIC), although at NIC we were called tutors and not instructors. The college started as a distance education organization which worked closely with Athabasca University to provide university-level courses to people in the northern half of Vancouver Island. Eventually it morphed into a regular college and by 1992 had pretty much made to transformation completely. I worked at NIC until 2012, the year I retired. Now, reading back on the words I have just written I can assure you that I’ve only provided you with some of the backbone events and circumstances that make up my story as a teacher. The reality is much more nuanced and complex. Teaching is all about human relations and love. Yes, love*.

Going to university as an undergraduate was a fairly new thing for someone of my class background. SFU, and the newly named University of Victoria, were a new kind of university set up to train a much needed workforce in a new world of work that demanded a higher education than ever before. The BC college system came into existence around the same time and for the same reasons.

Social roots and standard teen silliness

Coming from a basically working class family with hints of an agrarian past, I had no expectations of going to university. Initially I worked in lumber mills and at odd jobs here and there, jobs that were easy to come by at the time. I was not a particularly stellar kid and for a time hung around my brother-in-law’s used car lots. I tried selling used cars but I just didn’t have it in me. I was wracked with indecision, bounced around from job to job, smoked and drank way too much. I was like a lot of my peers. Because we’re raised to think of ourselves as quintessentially individual, I though the world revolved around my belly button and had no idea about what anyone else was doing, nor did I care. Eventually, as I got older and worked my way slowly, painfully, and hesitatingly out of my teens and into my twenties, my interests changed as did my attitude and behaviour. I got involved with a French-Canadian organization and found in that group a mentor, Roméo Paquette, who helped me understand my potential and encouraged me to get more involved. I had a lot to learn if I was going to go to university and much of my interest started with my French-Canadian connections. At that time I also struggled with by Catholic upbringing. It wasn’t easy. For some time I had ceased to believe in the teachings of the Church and I had an increasingly clearer and clearer appreciation of evolutionary theory. Church teachings just didn’t make sense to me any longer especially in the light of science. Still, I loved my parents and I knew that my newfound perspective on the world was something they could not understand or accept. It’s strange in a way. My parents were very proud of me and my academic career yet they were never able to relate to my life in the least. Their faith in the Church was what sustained them and they could not understand anyone abandoning that faith. They prayed for me. For me, a break from Catholicism was inevitable. I haven’t looked back since.

Back to 1971

I spent 18 months at Douglas College as a student, then transferred to SFU in 1973, the year we got married. By 1976 I had gotten a BA. Carolyn and I decided it would be fun to travel a bit and we did. We packed up our car and a travel trailer, stayed with my sister in 100 Mile House for a bit, found out Carolyn was pregnant, then moved on to Edmonton easily finding jobs. Our intention had been to make it to Ottawa so I might find work, but our plans changed with the pregnancy and we moved back home to BC. I happened to go to SFU upon my return and was offered a job as a teaching assistant. That clinched it for me. As I started work as a teaching assistant the faculty just assumed that I would enter grad school there so I did. I studied at SFU until 1980, got my MA and decided to apply to the grad program at the University of BC. I studied at UBC for a couple of years on a PhD, but couldn’t keep it up because I needed to work and help raise a family. Still, that was my introduction to teaching. I sort of fell into it. I readily took to teaching. I loved it. In 1983 I got a job at NIC as I already noted. That job lasted 29 years.


Of course, teaching was only a part of what I was up to at the time. I did graduate work and settled on a dissertation about Harold Adams Innis’ work. Innis was a well-known but entirely misunderstood scholar teaching at the University of Toronto until his untimely death in 1952. My dissertation was an attempt to set the record straight on Innis. I don’t think it had much of an impart on scholarship but it got me my M.A. Working in my dissertation I had to deal with my previous studies of Marx, Durkheim, Weber, etc., but a new scholar entered my life at that time. I discovered him through Innis. His name is Thorstein Veblen. He was born who knows when but he definitely died in 1929. His work blew me away and laid the groundwork for much of my later research. His influence on me was closely followed by Ernest Becker and a panoply of scholars associated with his work including Marx, Freud, Rank and many others. The archives of this blog are filled with references to their work.  Later, I read Norbert Elias and was immediately struck by the lucidity and strength of his analysis about the relationship of the individual to society. For Elias we are interdependencies and interweavings and it’s barely logical to speak of individuals unless the immediate qualification is that we are essentially social.  All of that time, I also read voraciously authors like the French social historian Fernand Braudel, the economists David Ricardo, Adam Smith, iconoclastic psychiatrists like R.D. Laing and Thomas Szasz. I’ve never stopped reading. I must say, though, that there has been a consistent thread running through my reading and that’s been the rise and fall of empires and the globalization of capital. My library at home is replete with books on the nation-state, revolution, European history, ideology, and capitalist expansion.

Of course, if you took a tour of my library you’d figure out quickly enough that the above hardly scratches the surface. The scholars I mention above are but the high points on my literary landscape. The meadows and valleys are filled with books on Canadian history, religion, philosophy, language (semiotics and pragmatics), sexuality, ethnography, evolution, biology, psychoanalysis, and art. Now, my attention has also turned to YouTube and other digital formats. Robert Sapolsky of Stanford University, a neuroscientist, has a series of lectures on YouTube that are brilliant to say the least. To a non-expert, they explain clearly the social class basis of stress not only in olive baboons on the African savannah, but also in Whitehall, the seat of British government bureaucracy.

The above is not a trip through my intellectual story, but it does provide a scaffolding for more interesting backstory commentary. Neither is this a place for a wander through my intellectual trajectory. I suppose I have to get down and write that sometime for me, if anything. The archives here contain a lot of insight into my worldview, but it’s not condensed and focussed. That condensation and focus really defines a retrospective for me. I can do that. What I hope you will get from this is some appreciation of the time and effort it takes to put together the worldview I have. It’s unique and idiosyncratic. You could never duplicate it. Parts of it are accessible to all, but not the whole thing. There are just too many elements to it, too many connecting strands that I alone have experienced. That makes it infernally difficult to share. I will try.


*Love is a word that begs definition. Maybe in a future blog post.


2 thoughts on “My Life as Teacher, Writer, and Artist: Part 2: Teaching

  1. We did learn a lot about teaching from our peers, but very little from our professors who were notoriously bad at that. Or rather, tended to think that teaching was beneath them or not something that needed thought, craft or planning of any kind. I had profs who looked out the window, dozed off, or ate fish and chips while “teaching”. Others read verbatim from their latest book or hooked their thumbs in their lapels while praising themselves. We, on the other hand, worked our butts off to learn the craft. Yeah, us!

    1. Hi Marilyn,
      I had some good profs, no doubt about that. You were one of the good ones along with Noel Dyck. At SFU most of my profs were my age and fairly new to academia themselves. My colleagues at Douglas College were mostly in it for the teaching. Research and publication were not high on their agenda.

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