A colleague and I just published an essay at The Other Journal which uses the seven capital vices as a template to explore the impulses which lay at the heart of academic plagiarism. Here is an excerpt, and you can read the rest of the essay here.
Of all the evils we could talk about, why focus on plagiarism? Someone might say that plagiarism is like a gateway drug because it leads to more addictive and destructive actions—“Don’t plagiarize because you might eventually find yourself addicted to pornography, fudging on your taxes, cheating on your wife, et cetera,” they might claim. This is not our argument. Instead, we suggest that plagiarism is not so much a gateway drug as a window for the professor and student to access the various beliefs, desires, and loves that give rise to plagiarism. Plagiarism is merely a symptom of a disordered heart; the patterns of desiring wrongly which gave rise to plagiarism are the real issue. If we focus only on the symptom–plagiarism–the student misses the opportunity for becoming attentive to the power of those desires to surface in non-academic matters: relationships, finances, sexuality, civic participation, et cetera. It is not that this “small” sin leads to “greater” sins (as the gateway drug theory might suggest) but that plagiarism hints at the destructive potential of a disordered heart.
Plagiarism thus provides a unique opportunity for professors to speak into the lives of students. We engage our students in one of the many roles they occupy: sons and daughters, sisters and brothers, friends, employees, boyfriends and girlfriends. We encounter them as students, so our relationship with them is unique and thereby offers unique windows into their lives and hearts. Every role in our students’ lives presents them with daily opportunities to act well or poorly, virtuously or viciously. Being a student is no exception. The issue of plagiarism, although not the most heinous crime a person can commit, is a wrong that is tailor-made for students. As Christian professors, we have a crucial part to play in assisting them to virtuously fulfill their role as students, to flourish. Such flourishing, we suggest, begins with a rightly ordered heart.
Any thoughts or reactions? How else do you think a disordered heart would lead to sin specifically related to a student’s vocation?