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"My
research really is the content of what I teach," says
Nina Scott, Spanish and Portugese, shown here at the Massachusetts
Center for Renaissance Studies. "You can't tear them
apart."
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 ook
at research and teaching as facing mirrors. Standing in between
them, a professor can see the studious side needed for research
in one mirror, and the eloquent side needed for teaching in
the other. This same professor can see his or her own image
ricochet between the facing mirrors and then recede ad infinitum
into the depth of field leading to the frontiers oflearning.
Unfortunately, the public often perceives the facing mirrors
of research and teaching in a different light altogether.
Some skeptics say that the benefits of having researchers
do teaching and teachers do research are merely smoke and
mirrors.
Nina Scott, Spanish and Portuguese, always reflects on such
public skepticism when she recalls an amusing incident that
happened some 15 years ago.
"Well, you know how Tom here goes
off to orthopedic conventions," she said about her brother-in-law,
"and tells how he's figured out a new way to set a hip?"
Fred nodded.
"That's what I'm doing at the conference," said
Scott. "Only I talk about literature."
Fred's eyes held Scott in a steady
gaze for several seconds. "Yeah," he finally said.
"But who'll come listen?"
In his good-natured way, Fred the banjo
player was asking a serious question, one that epitomizes
modern skepticism toward college scholarship.
Ever since that day, Scott has considered
his question whenever she thinks about the considerable task
of combining her research and teaching into one understandable
and (yes, if we must say it) "entertaining" package.
Who'll come listen?
In the face of recent attacks against the research culture
on university campuses, we tend to forget that research bashing
is an ancient sport. Just look at all the scholars and scientists
through the ages persecuted for their discoveries.
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