I asked further how a “basic” appreciation was to be distinguished from some other kind of appreciation. So, instead of answering the questionnaire, I paidĪttention to its language and I began by asking myself how “interpersonal relations” were diff erent from “relations.” Surely, I thought, our relations with domestic animals and edible plants were not at issue here why specify them as “interpersonal”? And how else can we “participate” but in groups? I couldn’t answer. Some very well-read people lack moral character and show no creative capacities at all, to say nothing of self-understanding or a basic appreciation of the liberal arts. It seemed possible, even likely, that some of those things might �ow from the study of language and literature, which is my damned business, but they also might not. Yet it seemed to me, on re�ection, that they were none of my damned business. It spoke of a basic appreciation of the liberal arts, a critical evaluation of society, emotional development, creative capacities, students’ self-understanding, moral character, interpersonal relations and group participation, and general insight into the knowledge of a discipline. This one intrigued me, however, because it was lofty. But he didn’t do as he had promised, and I had lost all interest in questionnaires. Many years earlier I had returned a similar questionnaire, because the man who sent it had promised, in writing, to “analize” my “input.” That seemed appropriate, so I put it in. I was told that the goals were pretty widely shared by professors all around the country. It was about my goals in teaching, and it asked me to assign values to a number of beautiful and inspiring goals. Foreword A colleague sent me a questionnaire.
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