Facing a terminal cancer diagnosis, Stanford professor Bryant Lin refused to abandon his students. Instead, he integrated his experience with esophageal cancer into his final course, "Living With Cancer," offering a uniquely personal and real-time perspective on the disease. He openly shared his treatment journey, physical struggles, and emotional reflections, providing students with invaluable insights into the medical, social, and ethical dimensions of cancer. Lin's dedication to teaching and his willingness to be vulnerable transformed his classroom into a space of shared humanity and learning, inspiring students even as he confronted his own mortality.
The 2015 Richmond Times-Dispatch opinion piece argues that America needs to rediscover the value of skilled trades. Author J.D. Holmberg laments the societal push towards four-year college degrees, neglecting the essential roles and inherent dignity of jobs involving manual labor. He believes this has led to both a shortage of skilled workers and a devaluation of craftsmanship. Holmberg advocates for promoting vocational training and apprenticeships, emphasizing the rewarding aspects of these careers, both personally and for the overall strength of the nation's economy and infrastructure. He suggests that recognizing and celebrating the contributions of skilled tradespeople will help restore their rightful place in society.
HN commenters largely agree with the article's premise about the value of skilled trades. Several shared personal anecdotes about the satisfaction and financial stability found in such careers, contrasting it with the often-disappointing outcomes of a traditional four-year college path. Some highlighted the societal perception problem surrounding trades, emphasizing the need for better education and respect for these essential jobs. A few questioned the romanticism of manual labor, pointing to the physical toll and potential for exploitation. The idea of promoting vocational training alongside traditional academics was also discussed, with commenters suggesting earlier exposure to trades in school could help students discover their aptitudes and interests.
Summary of Comments ( 3 )
https://news.ycombinator.com/item?id=43186717
HN commenters discuss the Stanford professor's decision to teach a class about his cancer journey. Several praise his bravery and openness, viewing it as a powerful way to educate students and destigmatize illness. Some question the emotional toll on both the professor and the students, wondering about the appropriateness of such a personal subject in an academic setting. Others express skepticism about the framing of the NYT piece, suggesting it's overly sentimentalized. A few commenters also share their own experiences with cancer and teaching, drawing parallels to the professor's situation. The potential for triggering students facing similar challenges is also brought up, along with concerns about the blurring of lines between professional and personal life.
The Hacker News post titled "When This Professor Got Cancer, He Didn't Quit. He Taught a Class About It" (linking to a New York Times article about Stanford professor Bryant Lin's cancer journey and his decision to teach a class about it) generated a moderate number of comments, primarily focusing on admiration for Professor Lin's approach and broader discussions on the nature of education and facing mortality.
Several commenters expressed deep respect for Professor Lin's courage and his innovative approach to dealing with his diagnosis. They saw his decision to create and teach a class about his experience as an act of incredible strength and a testament to his dedication to education. The vulnerability and openness he displayed resonated strongly with many, who viewed it as inspiring.
A significant thread of discussion emerged around the transformative potential of education, particularly when dealing with profound life experiences. Some argued that Professor Lin's class likely offered a unique learning opportunity, not just for the students, but for himself as well. The process of structuring his experience into a curriculum could have provided a framework for processing his emotions and finding meaning in his struggle. Others highlighted the broader societal benefits of open discussions about illness and death, suggesting that such conversations can help destigmatize these topics and foster greater empathy and understanding.
Some commenters shared personal anecdotes about their own experiences with cancer, either as patients or as caregivers. These stories often echoed the sentiments expressed about the value of community and open communication during challenging times.
A few commenters also touched upon the practical aspects of Professor Lin's situation, acknowledging the pressures of academia and the potential challenges of balancing teaching with medical treatment. They admired his perseverance and dedication to his students.
While there wasn't a dominant, singular "most compelling" comment, the collection of comments painted a picture of widespread appreciation for Professor Lin's approach to his illness and the broader conversation it sparked about education, mortality, and the human experience. The comments overall leaned towards expressing respect, admiration, and thoughtful reflection on the topic.