2015
The year of understanding. In this past year I experienced and learned countless things that contribute to the statement of this year being the year of understanding and immense growth.
It began with an unexpected phone call to invite me into the Enlightenment Seminar that I quickly accepted with eyes hopefully set on a semester of discovery and development. But several factors led to a major impediment for my Fall semester: depression. Although I was never officially diagnosed, the longevity and severity of my symptoms point to little else. It surrounded my mind and drew satisfaction, motivation, and joy from near everything I did. Unfortunately, it resulted in engagement with practices that I would only later find out were never capable of satisfying me. The depression was easy to cloak: a smile, a slight shake of the head, and a small laugh could mislead most any friend or onlooker to believe everything was not simply alright but that it was great! Moreover, in the darkness of depression, one often finds beauty in its shadows, and the beauty can often entrance that person, and when he/she expresses it, an onlooker may remark that this healthy person has unique insight into the light in life
and is most likely in a good place. It corroded my intelligence, sanity, and relationships. But I learned from it. I came to understand the pain that so many others go through and how joyous I would be to brighten another's day because visiting the darkness magnified the light. Moreover, I could relate to others and their own plights and therein gain common ground from which I could help and serve the other person in love. What I found amazing was the capacity for a depressed person to love others and their willingness to give when they had nothing left. Perhaps this was due to the decreased cost for entangling oneself in others' affairs but perhaps it is because the depressed person would give when he/she had nothing to climb out it. I came to understand what it was like to feel as if one does not have any hope in being successful and therein found the resounding importance of supporting another person. I found the profound effects that support - whether it be with regards to intellectual development, a lack of confidence, personal security, or any number of things - had on a person in giving them hope, reason, and evidence in becoming more than they are. (for those who are interested, see a new body of research regarding how scholarships given to children expressly for financial reasons were without effect while scholarships given to children because they were told they had merited/deserved it bore significant improvements - my inference from this is that the affirmation of the capabilities of a person and a belief in them can be critical to the success of that person). I recognized that friends can save the life of a person and that friends have duties to each other to be supportive of their best interests.
Despite the effects of the depression, my life was transformed through the Enlightenment Seminar that I took: my intellectual interests were given room to flourish and explore philosophical constructs as well as study the effects of the "Intellectual Revolution," I gained an interest and passion for debate (especially in search of truth), and came to uncover my voice in discourse. Moreover, the class lacked personal agendas which was conducive to the foundations of my pursuit for humility and intellectualism/education. I relished every class and the opportunity to engage in abstract thought and to reason about the constructs of the world and the accepted frameworks, their implications and shortcomings, and their relevance today. The readings of deep philosophical text thrilled me with their voyage into theory and postulations of the world. Again I learned the value of support because, prior to this course, I had little encouragement or affirmation of my intellectual/philosophical interests and scarcely believed them to be estimable and a worthy endeavor. The express support of my professor in my inquiries and discovery gave me reason and hope to continue intellectual exploration as well as validation for the worth of the cause. And this has made all the difference. The Enlightenment seminar has forever changed who I am because it helped me understand and refine my ability to make and hold claims/positions, to be confident in debating with another person, to search for insights, to reject authority as grounds for validity, and to search for the full truth through the lens of skepticism.
Sociology of Education was a course that was nearly as powerful in my life in that it challenged me to question my education, to formulate and defend an argument, to criticize the education I receive, and (indirectly) to search for substance in my education. Beer and Circus - a book critiquing and exposing the decline of college educations - prompted me to analyze the educational circumstances I was in: I recognized that my professors often inflated grades and would rarely challenge me as a student or person. Moreover, I realized the rampant lack of difficulty, engagement, and the non-aggression compact between students and professors that arose. The discoveries made me sick to the point that I considered transferring schools to a university that would challenge me as a critical thinker and provide the rigor to improve my capacities and knowledge. Perhaps one of the most important aspects of the course was the final paper for which we were assigned to argue against the compelling grain that Beer and Circussupported. The apparent uphill battle was an invaluable lesson in skepticism and finding areas that arguments fail to cover/explain and it was great practice in holding a claim - an essential skill of democratic citizens.
While in London for the study abroad portion of the Enlightenment Seminar, I further flourished in my fascination for the philosophical and felt a novel sense of empowerment in leading my own adventure. I also became disillusioned by the excessively omniscient nature I had associated with university professors which shed light onto my perspective of the mastery of ideas and consequently invited skepticism of authority into both my education and daily life. Although some may pass it off as trivial, the consideration of all points brought up by professors as open to discussion, debate, and/or criticism was a significant leap towards becoming a independent thinker. The travels in London also unveiled the higher life - that of "a gentlemen" as it was portrayed to me - through dining at impressive clubs, engaging in intellectual matters, and experiencing some of the finer things London had to offer. It offered me insight into the lifestyles and perhaps even perspectives of higher class individuals on how they might live. It further informed me of my distaste for excessively expensive affairs because I could not help but to think of those who could find a bed that night while I was isolated in a world without worries or socioeconomic concerns.
Spring semester arrived shortly after bingeing on Netflix; copious amounts of The 100 allowed me to understand the appeal but ultimately did not satisfy me. It brought a fascinating mix of courses, the most poignant of them being Save Our Schools, in which we studied the history of the education system, the interplay between government and school, policy implications, and human growth and learning. Engaging class discussions further developed my interest in informed and thought provoking discussion - especially on political or educational matters. The interest then translated into seeking out more engaging conversation among friends. The course offered me great opportunities to critically think about my own education as well as the causes/reasons for existing methods. Finally, a pair of classmates and I presented a research-laden case as to why the state of Ohio should increase funding for preschool and create a government funded preschool program. The course helped me understand and inform my positions on various aspects of education and the need to address subpar educational approaches.
Philosophy of Law further sparked my interest in debate. Arguing positions I thought were just/fair seemed fitting for me and as if I was fulfilling the duty of becoming an educated man and democratic citizen. I developed a critical attitude towards professors' teaching methods and habits after taking Sociology of Education and Save Our Schools: I was skeptical about the productiveness of different teaching approaches and learning objectives, fought for my grades (although I now believe that more effort would be the best alternative because it rarely burns bridges and encourages more study), and formed my own perspectives of effective teaching practices.
The spring did not challenge me and allowed me to slide on academic matters - a fact that I have a fervent aversion for now because of my lax habits. I understood that only in applying myself and diving into the challenge/difficulty will I truly be happy. Other matters of distraction did not and could not have filled the void of my interests and the yearning for being sharpened. Where classes lacked, my involvement in Student Government temporarily picked up: I ran for Senator at Large. Education Reform - chiefly the changing of class models away from lecture halls and towards student interactivity, applying more pressure onto poorly performing professors to improve, and leveraging the voice of students through Student Government to advocate for departmental change - was my platform. I was pushed to debate on controversial matters such as the university's excess spending on athletics that inherently takes away funds from academics, what reforms would be effective and practical, and how I would make this message valuable to both students and faculty while then planning to develop initiatives mainly as the faculty's own project so as to increase the likelihood of actualization. I spoke with many people and trained my words and rhetoric to be easily understandable, captivating, worthy of investment, and legitimate: I incorporated dramatic pauses, spoke sincerely, shaped my message to adapt to a common student experience, and offered logical solutions to the relatable anecdotes I gave. It pushed me to take a considerate position and to reduce all forms of judgment while adopting only just causes to work for. Campaigning developed my sense of communal responsibility and refined my habits to become a honest, humble, and justice-oriented college activist. The polls indicated I was 0.017% of votes away which then informed me of how imperative preparation and commitment/grit is because missing one lecture hall speaking event lost me the election.
I ended the year with a 3.889 which stirs my blood for getting anything less than a 4.0 - a grade which I know I can and should achieve because it furthers my interests in becoming an educated man and a intellectual. What's more is that I accepted a co-op in Operations because I failed to adequately prepare and apply to enough positions. Soon I will be headed off to Europe for travels along the Mediterranean and to Austria for a semester abroad. I am excited to become a more independent person, to learn about various perspectives/beliefs of others people, to learn about the world and myself, and to grow. With the increase in understanding, it would be unwise not to adjust my goals according to the new knowledge/insights I have gained.
My goals for the upcoming year are as follows: to earn a 4.0; to put myself out fully towards experiences and learning in Austria; to run for either Student Government Senator at Large or Vice President; to develop myself personally in understanding emotions; to make strides in becoming an intellectual; to solidify areas of interest/calling for a career; to minimize the distractions that I have come to know as unsatisfying; to develop meaningful relationships and serve others; to find meaningful ways to support others; to serve those who suffer from mental illness, attempt to help them overcome their issues, and to change the common perception of depression; and to strive to become a just, learned, and good man.
The year of understanding. In this past year I experienced and learned countless things that contribute to the statement of this year being the year of understanding and immense growth.
It began with an unexpected phone call to invite me into the Enlightenment Seminar that I quickly accepted with eyes hopefully set on a semester of discovery and development. But several factors led to a major impediment for my Fall semester: depression. Although I was never officially diagnosed, the longevity and severity of my symptoms point to little else. It surrounded my mind and drew satisfaction, motivation, and joy from near everything I did. Unfortunately, it resulted in engagement with practices that I would only later find out were never capable of satisfying me. The depression was easy to cloak: a smile, a slight shake of the head, and a small laugh could mislead most any friend or onlooker to believe everything was not simply alright but that it was great! Moreover, in the darkness of depression, one often finds beauty in its shadows, and the beauty can often entrance that person, and when he/she expresses it, an onlooker may remark that this healthy person has unique insight into the light in life
and is most likely in a good place. It corroded my intelligence, sanity, and relationships. But I learned from it. I came to understand the pain that so many others go through and how joyous I would be to brighten another's day because visiting the darkness magnified the light. Moreover, I could relate to others and their own plights and therein gain common ground from which I could help and serve the other person in love. What I found amazing was the capacity for a depressed person to love others and their willingness to give when they had nothing left. Perhaps this was due to the decreased cost for entangling oneself in others' affairs but perhaps it is because the depressed person would give when he/she had nothing to climb out it. I came to understand what it was like to feel as if one does not have any hope in being successful and therein found the resounding importance of supporting another person. I found the profound effects that support - whether it be with regards to intellectual development, a lack of confidence, personal security, or any number of things - had on a person in giving them hope, reason, and evidence in becoming more than they are. (for those who are interested, see a new body of research regarding how scholarships given to children expressly for financial reasons were without effect while scholarships given to children because they were told they had merited/deserved it bore significant improvements - my inference from this is that the affirmation of the capabilities of a person and a belief in them can be critical to the success of that person). I recognized that friends can save the life of a person and that friends have duties to each other to be supportive of their best interests.
Despite the effects of the depression, my life was transformed through the Enlightenment Seminar that I took: my intellectual interests were given room to flourish and explore philosophical constructs as well as study the effects of the "Intellectual Revolution," I gained an interest and passion for debate (especially in search of truth), and came to uncover my voice in discourse. Moreover, the class lacked personal agendas which was conducive to the foundations of my pursuit for humility and intellectualism/education. I relished every class and the opportunity to engage in abstract thought and to reason about the constructs of the world and the accepted frameworks, their implications and shortcomings, and their relevance today. The readings of deep philosophical text thrilled me with their voyage into theory and postulations of the world. Again I learned the value of support because, prior to this course, I had little encouragement or affirmation of my intellectual/philosophical interests and scarcely believed them to be estimable and a worthy endeavor. The express support of my professor in my inquiries and discovery gave me reason and hope to continue intellectual exploration as well as validation for the worth of the cause. And this has made all the difference. The Enlightenment seminar has forever changed who I am because it helped me understand and refine my ability to make and hold claims/positions, to be confident in debating with another person, to search for insights, to reject authority as grounds for validity, and to search for the full truth through the lens of skepticism.
Sociology of Education was a course that was nearly as powerful in my life in that it challenged me to question my education, to formulate and defend an argument, to criticize the education I receive, and (indirectly) to search for substance in my education. Beer and Circus - a book critiquing and exposing the decline of college educations - prompted me to analyze the educational circumstances I was in: I recognized that my professors often inflated grades and would rarely challenge me as a student or person. Moreover, I realized the rampant lack of difficulty, engagement, and the non-aggression compact between students and professors that arose. The discoveries made me sick to the point that I considered transferring schools to a university that would challenge me as a critical thinker and provide the rigor to improve my capacities and knowledge. Perhaps one of the most important aspects of the course was the final paper for which we were assigned to argue against the compelling grain that Beer and Circussupported. The apparent uphill battle was an invaluable lesson in skepticism and finding areas that arguments fail to cover/explain and it was great practice in holding a claim - an essential skill of democratic citizens.
While in London for the study abroad portion of the Enlightenment Seminar, I further flourished in my fascination for the philosophical and felt a novel sense of empowerment in leading my own adventure. I also became disillusioned by the excessively omniscient nature I had associated with university professors which shed light onto my perspective of the mastery of ideas and consequently invited skepticism of authority into both my education and daily life. Although some may pass it off as trivial, the consideration of all points brought up by professors as open to discussion, debate, and/or criticism was a significant leap towards becoming a independent thinker. The travels in London also unveiled the higher life - that of "a gentlemen" as it was portrayed to me - through dining at impressive clubs, engaging in intellectual matters, and experiencing some of the finer things London had to offer. It offered me insight into the lifestyles and perhaps even perspectives of higher class individuals on how they might live. It further informed me of my distaste for excessively expensive affairs because I could not help but to think of those who could find a bed that night while I was isolated in a world without worries or socioeconomic concerns.
Spring semester arrived shortly after bingeing on Netflix; copious amounts of The 100 allowed me to understand the appeal but ultimately did not satisfy me. It brought a fascinating mix of courses, the most poignant of them being Save Our Schools, in which we studied the history of the education system, the interplay between government and school, policy implications, and human growth and learning. Engaging class discussions further developed my interest in informed and thought provoking discussion - especially on political or educational matters. The interest then translated into seeking out more engaging conversation among friends. The course offered me great opportunities to critically think about my own education as well as the causes/reasons for existing methods. Finally, a pair of classmates and I presented a research-laden case as to why the state of Ohio should increase funding for preschool and create a government funded preschool program. The course helped me understand and inform my positions on various aspects of education and the need to address subpar educational approaches.
Philosophy of Law further sparked my interest in debate. Arguing positions I thought were just/fair seemed fitting for me and as if I was fulfilling the duty of becoming an educated man and democratic citizen. I developed a critical attitude towards professors' teaching methods and habits after taking Sociology of Education and Save Our Schools: I was skeptical about the productiveness of different teaching approaches and learning objectives, fought for my grades (although I now believe that more effort would be the best alternative because it rarely burns bridges and encourages more study), and formed my own perspectives of effective teaching practices.
The spring did not challenge me and allowed me to slide on academic matters - a fact that I have a fervent aversion for now because of my lax habits. I understood that only in applying myself and diving into the challenge/difficulty will I truly be happy. Other matters of distraction did not and could not have filled the void of my interests and the yearning for being sharpened. Where classes lacked, my involvement in Student Government temporarily picked up: I ran for Senator at Large. Education Reform - chiefly the changing of class models away from lecture halls and towards student interactivity, applying more pressure onto poorly performing professors to improve, and leveraging the voice of students through Student Government to advocate for departmental change - was my platform. I was pushed to debate on controversial matters such as the university's excess spending on athletics that inherently takes away funds from academics, what reforms would be effective and practical, and how I would make this message valuable to both students and faculty while then planning to develop initiatives mainly as the faculty's own project so as to increase the likelihood of actualization. I spoke with many people and trained my words and rhetoric to be easily understandable, captivating, worthy of investment, and legitimate: I incorporated dramatic pauses, spoke sincerely, shaped my message to adapt to a common student experience, and offered logical solutions to the relatable anecdotes I gave. It pushed me to take a considerate position and to reduce all forms of judgment while adopting only just causes to work for. Campaigning developed my sense of communal responsibility and refined my habits to become a honest, humble, and justice-oriented college activist. The polls indicated I was 0.017% of votes away which then informed me of how imperative preparation and commitment/grit is because missing one lecture hall speaking event lost me the election.
I ended the year with a 3.889 which stirs my blood for getting anything less than a 4.0 - a grade which I know I can and should achieve because it furthers my interests in becoming an educated man and a intellectual. What's more is that I accepted a co-op in Operations because I failed to adequately prepare and apply to enough positions. Soon I will be headed off to Europe for travels along the Mediterranean and to Austria for a semester abroad. I am excited to become a more independent person, to learn about various perspectives/beliefs of others people, to learn about the world and myself, and to grow. With the increase in understanding, it would be unwise not to adjust my goals according to the new knowledge/insights I have gained.
My goals for the upcoming year are as follows: to earn a 4.0; to put myself out fully towards experiences and learning in Austria; to run for either Student Government Senator at Large or Vice President; to develop myself personally in understanding emotions; to make strides in becoming an intellectual; to solidify areas of interest/calling for a career; to minimize the distractions that I have come to know as unsatisfying; to develop meaningful relationships and serve others; to find meaningful ways to support others; to serve those who suffer from mental illness, attempt to help them overcome their issues, and to change the common perception of depression; and to strive to become a just, learned, and good man.