We are far less reasonable, and far more emotional than we we tend to assume. This is much easier to see in others than in ourselves. A good example is the emotionally-charged negative reaction medical (and dental) students have against "having to learn" various subjects, about which they know little, and more importantly, cannot possibly know how these relate to becoming a competent physician (or dentist). See: http://healthyhealers.blogspot.ca/2012/02/control-and-liminality.html While Shapiro's paper deals with medical humanities, I've seen similar emotional calls from first year dental students to drop histology from the curriculum, because - in their opinion - it had 'nothing to do with dentistry!' As a student, my personal least favorite course in dental school was anatomy, but unlike today, in those days I didn't demand that it be dropped. I'd like to think that I was able to differentiate my emotional dislike of the subject from the subject's entirely reasonable place in the curriculum.
An early optional course in any professional curriculum to seriously consider is one in which students learn to get in touch with their emotions so that they don't conflate them with reason. Mindfulness (MBSR) courses accomplish this, and more, very nicely. The resultant emotional clarity & maturation should pave the way for a much healthier education and career.
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