Doctor,

Please come and stick that needle in my arm.
Your Hippocratic oath to "do no harm"
Does like a chemo treatment to my hair--
It makes my fear of COVID disappear.

Please tell me you're just like the CDC,
Reporting all the data honestly,
And never seek to fudge, manipulate;
So I know that you will always shoot me straight.

Please nick me with that nanolipid vial,
And say "safe and effective" with a smile;
I know that if unsafe, you would have warned;
So as long as you consent, I feel informed.

Please tell me that you follow Fauci close,
For the data change, elusive like a ghost;
And I only want assurance that he sees
That I will follow all of his decrees.

Please jab me with your juice of RNA
So I can throw this musty mask away
When they allow. With Delta on the rise,
Of course I will continue if advised.

Please tell me that this shot is what I need
To carry on in life without disease;
And no matter what the variants we've got,
I'll be back in to get my booster shot.

Sincerely,
Patient X

Smith writes,

Let me suggest an axiom: behind every pedagogy is a philosophical anthropology. In more pedestrian terms, behind every constellation of educational practices is a set of assumptions about the nature of human persons--about the kinds of creatures we are. Thus a pedagogy that thinks about education as primarily a matter of disseminating information tends to assume that human beings are primarily "thinking things" and cognitive machines. Ideas and concepts are at the heart of such pedagogies because they are aimed primarily at the head. Because of the intellectualist philosophical anthropology that is operative here, the body tends to drop out of the picture. There is little attention to the nitty-gritty details of material practices and the role that they play in education. In contrast, a pedagogy that understands educations as formation usually assumes that human beings are a different kind of animal. It's not that we don't think, but rather that our thinking and cognition arise from a more fundamental, precognitive orientation to the world. And that precognitive or prerational orientation to the world is shaped and primed by very material, embodied practices. Thus such a pedagogy is much more attuned to the formative role of ritual.

Desiring the Kingdom: Worship, Worldview, and Cultural Formation. Grand Rapids, MI: Baker Academic. 2009, pp. 27-8.