For many, the concept of a “dual life” conjures images of secret agents or superheroes. But for some, it’s not about leading lives of espionage or saving the world but about mastering two completely different professional identities. One such remarkable blend of vocations is the life of a professor who moonlights as a snowboard instructor. These individuals balance the intellectual rigor of academia with the physical demands and sheer joy of shredding down snowy slopes. This article delves into how one can effectively navigate such a seemingly contrasting pair of professions.
The Academic Life: A World of Thought and Theory
Professors spend their lives fostering knowledge, conducting research, and engaging students in a quest for understanding. The life of an academic is filled with lectures, conferences, and a relentless push for publications in peer-reviewed journals. Whether in the humanities or sciences, academia demands intense focus, time management, and a commitment to lifelong learning.
For many, the routine of academic life can become all-encompassing. Professors often find themselves caught in the world of tenure tracks, grant applications, and the pressure to publish. As rewarding as this can be, it’s also an environment that rarely allows for a break from the mind’s relentless processing of information.
For those professors who also happen to be avid snowboarders, the slopes offer something very different. Where academia rewards contemplation and intellectual achievement, snowboarding offers a chance for physical release and a different kind of mastery — one that is grounded in the here and now. It’s a lifestyle choice that adds dimension to their identity and offers them a sense of balance.
The Love of Snowboarding: Nature, Adventure, and Mastery
Snowboarding is often associated with thrill-seekers, risk-takers, and those who prefer to spend their days in the outdoors rather than sitting in a classroom. It’s a sport of balance, coordination, and fluidity. As a snowboard instructor, the task goes beyond merely enjoying the sport; it involves teaching others how to harness their skills, overcome fears, and find their flow.
The role of a snowboard instructor involves deep technical knowledge, patience, and the ability to communicate complex movements in simple terms. But the rewards are plenty. Snowboarding instructors spend their workdays surrounded by breathtaking mountain landscapes, reveling in the adrenaline rush that comes with every run. And while the work is physically demanding, it’s also therapeutic in its own way. Many who teach the sport describe the experience as liberating — a way to be fully present and engaged in the moment, away from emails, lectures, and research deadlines.
Finding Common Ground: Teaching and Mentorship
Though the two professions may appear to be worlds apart, there are striking similarities between being a professor and a snowboard instructor. At the core of both roles lies the art of teaching. In the classroom, professors guide students through intellectual landscapes, challenging them to think critically and engage deeply with their subjects. As snowboard instructors, they guide learners through physical challenges, teaching them balance, technique, and courage.
Both professions require patience, adaptability, and an ability to communicate complex ideas effectively. Whether it’s explaining a philosophical concept or teaching a beginner how to carve down a mountain, the instructor needs to gauge the student’s skill level, adapt their teaching style, and break down the task into manageable steps. The satisfaction comes not just from personal achievement, but from witnessing the growth and development of those they teach.
Additionally, both roles offer mentorship opportunities. In academia, professors shape young minds, often influencing the course of their students’ intellectual journeys. On the mountain, snowboard instructors can become mentors to those just beginning their journey in the sport. They help students overcome their fears and instill confidence — not just in their ability to snowboard but in their capacity to learn new things and challenge themselves.
Balancing Two Worlds: The Challenges of Dual Professionalism
Living this dual life comes with its challenges. The academic calendar often doesn’t align neatly with the winter season. Professors who also work as snowboard instructors must carefully balance their schedules, particularly if they are teaching full-time at a university. This may mean early mornings in the classroom followed by afternoons on the mountain, or long weekends working at a ski resort after a week of lectures and grading papers.
Another challenge lies in the expectations of both environments. Academia, with its intense focus on intellectual rigor and the pursuit of knowledge, can sometimes clash with the more free-spirited, athletic world of snowboarding. Professors may feel a tension between their professional identity as serious scholars and their passion for the more laid-back, adrenaline-fueled lifestyle of a snowboarder.
However, those who manage to bridge the two worlds often find that each one enhances the other. The mental discipline required in academia can make one a better snowboarder, with sharper focus and problem-solving skills applied to improving technique. Likewise, the physical release and connection with nature that snowboarding offers can provide a much-needed counterbalance to the often sedentary and mentally exhausting life of an academic.
The Benefits of the Dual Life: A Holistic Approach to Work and Play
For professors who work as snowboard instructors, the benefits of leading this dual life go far beyond simply having a second source of income. Many speak of the profound sense of balance it brings to their lives. In academia, success is often measured by publications, citations, and academic accolades. It’s a long, slow process where the fruits of one’s labor are not always immediately visible.
In contrast, snowboarding offers instant feedback. On the mountain, you immediately know if you’re doing something right or wrong based on how you’re moving and how your body feels. For many, this provides a refreshing contrast to the often abstract and delayed gratification of academic work. Snowboarding reminds them to stay present and engaged with their physical surroundings, which can be a powerful form of stress relief.
Moreover, snowboarding — and teaching snowboarding — fosters a sense of community. Whether it’s bonding with students over a shared experience or developing friendships with fellow instructors, the social aspect of the sport provides connections that might not be as readily available in the often solitary world of academic research. These relationships can be vital sources of support and camaraderie, especially during the long, isolating periods of academic work.
The Pursuit of Passion: Lessons from the Dual Life
Ultimately, the dual life of a professor and snowboard instructor offers lessons that extend beyond career choices. It serves as a reminder that it’s possible — and even necessary — to pursue multiple passions. Life is not limited to a single path or profession, and finding ways to integrate different interests can lead to a more fulfilling and well-rounded existence.
This dual life also highlights the importance of balance. Whether you’re an academic, a snowboarder, or somewhere in between, it’s essential to find ways to nurture both the mind and the body. Engaging with both intellectual and physical challenges can provide a more holistic sense of achievement and well-being.
Finally, the dual life of a professor and snowboard instructor speaks to the value of continuous learning. Whether it’s through academic research or mastering the perfect snowboard turn, the pursuit of knowledge and growth is a lifelong journey. And in the process, we discover new ways of being — both on the slopes and in the classroom.