Amidst the stomping of feet rushing to arrive on Harvard time and the low grumble of a student deciphering Descartes in section, the sound of typing emanates from Emerson 103. Inside, Lauren Kopajtic sends emails in between writing about Adam Smith’s moral philosophy and the place of emotions in our ethical lives for her dissertation.
A PhD candidate in Philosophy at Harvard, Lauren is also the Head TF for Humanities 10a, an Essential Works Colloquium that examines works by Homer, Plato, Aristotle, Sophocles, Dante, Shakespeare, Descartes, Mozart, Rousseau, Austen, Nietzsche, Kafka, Joyce.
With a B.A. in English Literature from the University of Connecticut and M.A. in Liberal Arts from Simon Fraser University, Lauren early on committed herself to the life of the mind. She cites her transition from literary to philosophical pursuits to the passions she fostered while an undergraduate. “The themes I loved exploring in the books were philosophical, and I realized I wanted to continue philosophical discourse.”
Lauren enrolled in Harvard’s Graduate School in 2011 and proceeded to undergo a year-long pedagogy training course, becoming a TF in the 2013 fall semester. The duality embodied in the TF position, that of concurrent student and teacher, has reinforced Lauren’s individual learning, allowing her to “interact with and teach material that I am not an expert in.”
Being a TF in Humanities 10a has been especially conducive to this continuous evaluation of varying textual interpretations. “There’s arm-chair philosophy and then there’s Socrates’ form of philosophy: engaging in conversations with people in the marketplace. As a TF, I’m able to engage in the latter form.” This interpersonal mechanism to examine highly personal philosophical issues is why, Lauren explains, she wants to become a professor. Her face beams and mouth perks into a smile as she describes her “exhilarating experience” as a professor adjunct at St. John’s University. “Discussing important life questions and trying to find answers with individuals who are extremely passionate: I want to do that with my life.”
Regarding William Deresiewicz’s controversial claim that Ivy League students are “excellent sheep”, Lauren acknowledges that there’s a “saddening” utilitarian mentality among students whereby “education is often seen as instrumental.” Yet, she notes that philosophical studies, like Humanities10a, give students the opportunity to view education as a lofty end in itself. “By reflecting on humanity in class, you become receptive to other modes of thinking, you gain perspective on your own frame of mind. Accordingly, you can either justify or modify your worldview.”
When asked for any final thoughts, Lauren sheepishly gives a “shameless plug” for students to capitalize on their TFs’ office hours. “We love getting to know to know our students! Especially for those of us who didn’t come her as undergraduates. Students are our gateways to familiarity with Harvard’s college culture.” She cites Housing Day as an example. “I had no idea what to make of upperclassmen running around the yard in the spring until a student explained the sorting process during office hours.”
As Lauren’s role as TF indicates, our campus celebrities reside not only in our entryways our on the field, but also in the classroom. Offering necessary assistance, TFs occupy a pivotal place in our acquisition of knowledge.