I was embarrassed. It was a stupid mistake. And I mean, “stupid.” I posted something in social media that looked “true,” when, indeed, it was false. Not “false,” in the way of trying to mislead, but “false” in the way that I missed the clarification, “Upon further review, this story is false.” I didn’t read all the way to the end. I rushed and did not do, due diligence. True, it is a small thing. Not many read my reportage, save one, a friend, whose “wounds,” in this case, were good and true. 
The momentary glitch in my thinking reminded me of what I have told students from Day One, “Don’t believe anything I tell you. Go. Search it out for yourself. Make sure what I’m saying is true.”
I have taught in multiple venues, across various disciplines, in public university, in Christian university, in K-12, in PhD. At some point in my teaching I repeat the mantra, “Don’t believe anything . . .”
“Proselytizing” has never been my way of educating. My standards are high (ask my students), without apology. Why? Because I don’t want students to need me. There will come a day for any class, any student, that I will not be around to answer their questions. I want them then and there to be equipped, not only with the tools of learning (something else I harp on) but with the mindset that they bear responsibility for knowledge accrued and interpretation offered.
The world is full of voices clamoring to be heard. When young minds hear the latest “news,” will they take it as gospel truth or will they research, study, think, and question? When young minds hear the latest “study,” will their first thought be “Really!” or “Really?” When young minds see the latest “photojournalism,” will they seek the context and notice how the picture was cropped? It is not simply the subterfuge of “deep fakes,” as disturbing as that deceptive practice is, but it is concern for the definition of words, the bias of the reporter, the worldview of the paper, or the thin research of online content.
We have always tackled the toughest subjects in my classes since I began to teach in 1983. Humanist Manifestos I & II. Sexuality in music. In-vitro fertilization. Dr. Jack Kevorkian. Andres Serrano art. Filmmakers’ worldviews. Psychologizing of humanity. Immigration reform. Joseph Campbell’s The Power of Myth. Drug addiction. Mental health. The 1619 Project versus 1776 Unites. Abuse in the home. Business ethics. Racism. Sexual identity. If it mattered in the culture, it mattered in my classroom.
And I should be quick to add, my purpose in addressing cultural concerns was not “relevance.” No, I wanted students to see that biblical teaching (in Christian contexts) or perennial principles (in public contexts) were constantly in play. The world may seem a revolving door, constantly spinning, full of “change,” all seemingly “new.” Yet, it is the “old,” ancient wisdom, woven through human nature, embedded in the creation, which we see each day or each century. It is my responsibility as an educator to prepare my students, not for the latest technological marvel, but to steel them against its unethical use and inhuman abuse. 
And it is in moments of my own ineptitude that I am reminded of the very ideas that are sacred to me as a professor. It goes without saying, perhaps, that I hold myself up as evidence of why students must research, think, question, and offer their own alternative points of view. I am in search of true Truth.
I have been teaching over a 40-year span. “Don’t believe anything I tell you” has been my mantra since day one.
Back in the 90’s, a major news network that I did video editing for wanted to have a Jack Kevorkian story go out. I was told, “make him look better!” The reporter was angry that I hadn’t made him look more heroic. Stupid reporter. 😉 She hadn’t done her job. I asked, “so why is he heroic?” Her own words seemed to hang hollow as she spoke them.
Joining the ranks with you of teaching myself to dig for my positions, avoiding stupid, and accounting for my own knowledge. I continue to benefit from the methodology your share here. Thank you.