Are we in it for the ‘wrong’ haul? Model students miss the point of education
Motivated by an A in a class, a 5 on the AP, or a 2400 on the SAT, students too often compromise intellectual curiosity and the love of learning and instead focus on deadlines and assignments. Trying to learn in such a rigid education system hinders students’ creativity and freedom to think for themselves.
“Years ago, getting a single bad grade or a few mediocre grades did not cause undue harm to one’s record and future, but now students can get stressed out over the damage of a single ‘B,’” UCLA Psychology Professor Robert Bjork said.
Modern day students face fierce competition. In 2013, average Ivy League acceptance rates dropped to a mere 7 percent. Academic rivalry has also been on the rise, and students go to extreme measures to stay at the top.
“It’s hard to learn with such violent competition, because kids care more about getting good grades rather than absorbing the information,” said sophomore Carlo Paez.
But what drives a student to such extremes? For some, the need to be accepted into the most esteemed universities is a matter of personal pride. For others, a flawless report card helps boost their self-esteem.
While self-confidence is important, students who strive for such great achievements for the sole purpose of feeling superior is not right mindset. Pressure to be the best tramples individual creativity, and, in turn, creates a society of mechanical robots rather than free thinkers.
Education is a luxury and a privilege. Students should want to learn out of curiosity and a hunger for knowledge. A student with a lack of genuine desire to learn won’t go far.
Stress and monotony dulls the promise of young adults. In only a few years, these adolescents become the next generation of adults, responsible for the future society of the country. If their motivation is lackluster and misguided, they will burn out and be devoid of passion.
“Learning how to learn is a huge asset,” Bjork said. “We are becoming increasingly responsible for our own learning, not just during the years of formal schooling, but across our lifetimes.”
