Everyone who writes on this blog or who reads it is devoted to teaching and to reaching every student they can. In other words, we are devoted to learning from students how to be better teachers.
Allow me to suggest that we should not learn from this student. We take up so much time - emotional, intellectual, etc. - thinking about how we could have prevented the problems we face with this student, about how we could be more clear, more accommodating, more understanding, etc. etc. By default we think that this student represents our own weakness as a teacher and that we could learn so much if only we could satisfy him.
Here is the bottom line: we can't. The student does not want to be satisfied. He does not want to be a student. More importantly: we can learn nothing from him. We can tweak our speeches about the value and importance of philosophy, learning, time-management, intellectual honesty, writing, etc. in a way that we think accommodates that student. But a different flavor of that student will come along the very next semester and present a whole new menu of problems. Why? Because this student is wholly indiscriminate. You cannot anticipate or satisfy him. Do nothing to prepare for him other than reminding yourself constantly that he has made himself, quite literally, not worth your time.
Here is why he is not worth your time: 1) all he wants is to take up as much of your time as possible, for reasons that have nothing to do with your teaching; 2) much, much more importantly, there are all the other students, who are worth your time, who are neglected because you are thinking of how to teach the class, or advise, or have office hours, to satisfy him.
Better then, to think of all the students who are quiet, who are doing well but not spectacularly well, whom you do not normally notice, who are waiting for inspiration. Spend your time learning from them: pick one or two or however many you have the ability to pick and ask them to come to office hours. Get to know them, tell them that you have been very interested in their work or comments or contributions, even if - maybe especially because - they are, as it were 'C' students. Better to spend time on and learn from these students than on the student who keeps us up at 3am for all the wrong reasons.