My lingering question, however, is what happened when I got to college? Isn't the idea of college that there is less busy work like the math worksheets, and more genuinely productive work? Does college lend itself more to learning and less to studenting? I certainly agree with this sentiment in that I have much less (if any) work that I view as "pointless." I can see the objective in every assignment that is put before me and as a result, I feel that I am learning much more. But perhaps, as a friend suggested to me, we are just learning to student differently, to con another system.
Sunday, October 11, 2009
I was drawn in on thursday by our brief discussion on the student. Within this discussion we defined student both as a noun and a verb. All students (n.) are capable of learning and, ideally if they are good they do just that. But often times what happens (and what I did pretty much all through high school) is the student adapts to the system and, instead of focusing on learning, they focus on studenting (v.). Studenting, as Dr. J put it so well, is basically gaming the system. This can include writing papers right before the deadline (no pun intended seeing as this blog post is a bit down to the wire), creating an easy schedule of classes, or doing just enough for the desired grade and not for the knowledge. Studenting can involve learning if the student is good, but does not inherently include it. I am confident that we are all guilty of both learning and studenting at some point in our academic careers, some of us with more favorable ratios than others. I remember all of the endless and seemingly pointless math worksheets and spanish exercises in high school which I did between classes, during lunch in the cafeteria, or even with one eye on my peer's completed work. I'm not exactly proud of it, but our discussion on thursday suggested that maybe I was merely honing my skills as a student. I was just playing the system that was put before me.