Not just one-upped

Actually, I've been nine-upped. A student at Harvard University just received a Ph.D. in design, his 11th advanced degree. He is 32 years old.

At first I thought he might just have a craving for credentials, rather than a true thirst for knowledge. Why else would anyone take so much coursework? Can't any competent person read and write on his or her own, rather than depending on a guide?

Then comes the punchline: he has severe dyslexia. Lectures are a much more efficient vehicle for the delivery of information that independent reading. Plus, rather than winging it on his own, he can have the top scholars in the field guide him.

That said, my coursework has been of mixed quality. Perhaps one out of every four classes was worthwhile. As for the rest, I would have been better off if I had been left alone with a syllabus and a standing weekly appointment with the professor. One of the best things about graduating will be freedom from these weekly three-hour pedagogical train-wrecks.

Um, wait a second. There's no getting off the train. I'm just changing roles from passenger to conductor.

Does anyone have tips or comments about graduate seminar pedagogy? Or funny stories?