Academic Choices
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October 13, 2011 • Felipe De La Hoz, Staff writer
Filed under Opinion
It is not difficult to overhear conversations about what is commonly called a “complete education.” Typically, teaching professionals and many adults will preach the wonders of an all-inclusive system, with schools emphasizing each subject equally. Students, on the other hand, will most likely condemn this practice, claiming that not all subjects should be enforced equally when a student’s interests do not include all of these subjects. At times, it seems nonsensical to assume that a student would exert the same amount of effort for two different classes if one involves his or her most ardent passion and the other is but an aggravating chore.
Yet, we are all expected to shine equally in every class. While I understand the importance of a general knowledge base, some subjects, when taken to the degree of specialization and rigor with which they are taught at the upper-classman level, really require dedication and an honest interest for them to be anything but an exercise in frustration.
For example, last year I took a required chemistry class. It was exasperating. For months, I hated every single minute of it. Today, I could not tell you a single thing I learned. What was the point of it? I don’t have anything against chemistry. In fact, I understand it is monumentally important. Yet, it could not hold my attention for any time period longer than thirty seconds.
The fact that chemistry does not interest me in the least is irrefutable; it is not up for discussion, it simply is. So why was I forced to take it? Would it not be more sensible to highlight a student’s natural skills and talents instead of attempting (and failing) to spark interest where there is none?
It takes relatively 10,000 hours of practice in any one subject to become truly masterful in its application. Thus, it is only logical that one would want to spend the largest amount of time possible in the rehearsal of a personal fascination. Instead, hundreds of hours are wasted in the pursuit of topics that will never be revisited; this is time that could be used to hone existing expertise, a far more useful objective.
Education, possibly one of the most important aspects of a person’s life, determinant of their future and coming opportunities, should not be a one-size-fits-all ordeal. It should be tailored to each individual student, and no one can better determine what the student wants and requires than the students themselves. They should undoubtedly accumulate a basic understanding of all the tenets of a liberal arts education, yet not forced to participate in unnecessary specializations. Only then will the minds of the students have truly reached their full potential.
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