HomeMy WebLinkAboutClinton News Record, 2015-09-02, Page 44 News Record • Wednesday, September 2, 2015
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opinion
Today's students could
learn from ancient Greeks
Brace yourselves, a new
school year is upon us,
and with it, a strenuous climb up
the steep slope of academic
achievement.
Soon enough, many of us stu-
dents will find ourselves embat-
tled in a swirling blizzard of lec-
tures and assignments, with
fatigue headaches and procrasti-
nation -induced panic attacks as
our teacher-sherpas throw more
intellectual baggage at us than we
can handle.
In a month or two, midterm
season will leave us on our knees,
silently praying for mercy from
the pagan gods of the R -Score. All
too often, academic apocalypse
ensues, an avalanche of bad
exams burying our seeking
hearts.
Hear me out fellow students, I
am here to bring good news.
Conquering the imposing peaks
of knowledge does not have to be
that painful.
Let's put aside our modern
#obsessions for a minute and
take a long look back. Way, way
back. Back to ancient Greece.
I have always been fascinated
by ancient Greek culture. The
idea that it laid down a body of
knowledge and ways of thinking
for pretty much the rest of history
is amazing. And in the process,
the Greeks gave us something
much more valuable that is often
overlooked — something that
may exactly be what us ailing stu-
dents need.
Let's examine Aristotle. Why
did he write his Poetics, Rhetoric,
Politics and a whole bunch of
other works when it clearly didn't
make him any money?
Obviously, this is a humorously
ignorant question. It's something
that would be met with the
immediate reaction: how dare
you even remotely consider the
possibility that the respectable
Aristotle was motivated by some-
thing as shallow and awfully
materialistic as monetary gain?
On the other hand, as all
those Facebook exam memes
testify, we students only duti-
fully absorb information
because, at heart, we want to
get high marks. This follows the
assumption that somehow,
someday, all these stellar
grades will lead to a high -flying
career.
In the meantime, everything
is boring, everything is hellish
drudgery, everything is mind -
numbing cramming. Welcome
to higher education in the 21st
century.
Education wasn't always
meant to be a necessary precur-
sor to the job market. Through-
out history, until roughly a cen-
tury ago, kids who were rich
enough to gain access to higher
education did not do so to pre-
pare for a rewarding career.
Core subjects included Latin,
Greek and Classics. They
learned little that would have
had much practical use; rather,
the point was to gain interesting
insights, transform themselves
and change their world view.
Knowledge was assimilated for
its own sake, slowly, in the fash-
ion of the Greek thinkers of long
ago.
Now, we read our textbooks
because that's what we're sup-
posed to do. We might not even
like the material or even
remotely care about a class, but
we do it anyway. No wonder so
many among us feel stuck in a
state of perpetual complaint
against our workload.
The ancients had the ability to
be inspired and to act on that
inspiration. We have lost it.
It is high time to bring this
kind of fascination back to our
schoolwork and our lives in
general. Let's stop reading an
intimidating stack of articles on
post -structuralist interpreta-
tions of pre -Victorian literature
because we imperatively need
to bring up that horrid mark our
last essay completely bombed:
but let's do it because Foucault
is awesome. Learn because you
love to, not because you have to.
In these times of widespread
student grumbling, heroic lev-
els of sleep deprivation and
stress wrecked souls, a healthy
dose of nerdiness may do us
good and save us a lot of
heartbreak.
It's time to stop climbing, sit
down and admire the surround-
ing landscape.
Diamond Yao is a student at
Marianopolis College in Mon-
treal. She lives in Laval. This col-
umn first appeared in the Mon-
treal Gazette.
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