Ten years ago, the archetype of the kindly professor was often exploited. Students, perceiving kindness as a vulnerability, frequently requested extensions, favors, and leniencies that stretched beyond the typical academic courtesies. This dynamic, while problematic, was somewhat contained within the understood professional boundaries of the educator-student relationship. The instructor, committed to nurturing minds, often felt obligated to acquiesce, perhaps hoping to inspire dedication through their own example of benevolence.
