2 legit 2 quit

It's finally happened: most days, I mostly don't feel like a fraud!

Or to put it more positively: I feel, increasingly, like a legitimate Knower of Things.

I wouldn't say that this is the end of Impostor Syndrome, exactly; I'm still painfully aware of how clumsy my language skills are and how little I know about various things that are, technically, within my specialty (the Continental Renaissance! Most of the sixteenth century! Playwrights who aren't Shakespeare, Marlowe, or Jonson!). But I feel, finally, that I know enough about some things that all the stuff I don't know isn't totally discrediting.

This sense of legitimacy has been a long time coming. I submitted my dissertation eleven years ago and I've just finished my tenth year as tenured or tenure-line faculty. I've felt comfortable in the classroom for a very long while. But as a scholar I've tended to feel, at best, just minimally competent--in possession of exactly enough knowledge to write a given conference paper or article, without a datum to spare.

There are probably a couple of reasons it's taken so long. First, my first book covered 100 years and six authors (and focused almost entirely on noncanonical texts), so I really did know only a small slice about each of the authors/historical moments in which I was ostensibly an expert. And then, at just the point that I started to feel comfortable with my mastery of that material--as well as more canonical figures like Shakespeare--I started working on my second book, which immediately required lengthy detours into totally new areas (Patristics, the Middle Ages, liturgical history). So my sense of the shallowness and insufficiency of my learning is partly a side-effect of trying to be conversant in a lot of different things.

But some people emerge from grad school--heck, even from college--with a blithe confidence in their learning and the ability to speak glibly and persuasively about any manner of subjects. My own graduate program privileged both broad training and an easy, learned manner; the fact that I didn't have the latter (whether through introversion, modesty, or a slow brain) means I've always over-valued this kind of performance of intelligence. Doesn't it stand to reason that those who can speak learnedly are drawing on deeper reserves of learning than those who can't?

This past year, though, I've started to feel that my reserves are deeper than I thought. Say that a student asks an oddball or sidebar question--maybe it's a biographical or historical detail she saw in a footnote; maybe it's a big-picture question about the culture and its values. In the past, even when I knew a bit about the subject in question, I'd answer briefly and move on. These days I have to struggle not to share all the cool stuff I know about how early moderns read a particular biblical passage or what current scholarship thinks about some event in Milton's early life. Since such a digression usually isn't directly relevant to whatever we're doing in class, I rarely allow myself more than sixty seconds--but even sixty seconds of sharing freaky factoids reminds me of my own professors and how impressed I was by similar shows of seeming erudition.

And it's not just in the classroom: the conference Q&A feels less terrifying than it used to, and I find myself more frequently offering advice, asking questions, and generally presuming that I have something to contribute to my peers and seniors. Maybe this is the long-deferred payoff of learning a small-to-moderate amount about a shit-ton of things, or maybe it's the confidence that comes with middle age and having enough professional credibility that I figure there's a greater-than-even chance that people will take me seriously.

Whatever the cause, feeling legitimate is a great thing. But there's a downside: believing that you know stuff and that people want to hear about it dramatically raises your odds of turning into a pontificating, digressive bore.

So for now I'll stick to fascinating/boring people for just sixty seconds at a time.