More adventures in over-thinking

Some more ideas I’ve been tossing around…
I started reading a book in the Freshman Academy office called “Generation Me.” It’s one of those books about my generation written by someone of my parents’ generation voicing the same complaints we’ve heard our entire lives. It was amusing if not totally edifying.
It did get me thinking. What is my generation? I was thinking about this in my Dramatic Literature class today. (Yes, it was a productive day for me in TMA 396.) Theatre majors spend two semesters dealing exclusively with what people have written about theatre. We look at theories, at criticism, at different movements in the history of performance. (We spend two other semesters just talking about this history.) We read plays but only incidentally, only to see how they illustrate, refute, confirm, or engage in some sort of dialogue with one theoretical idea or another. We report on assigned reading and try to prove we’ve understood the concepts presented. We sit at desks, listen politely, raise our hands, and engage in academic conversation.
Sound familiar? Probably, if you’ve ever been a student. I started thinking about the play “The History Boys,” a text that questions the validity of academia and examines how this all-too-familiar scene intersects with the ubiquitous “real world” we hear so much about. In one memorable scene, a teacher’s excitement about his student’s understanding of the Holocaust is met with hostility on the part of another instructor. When Irwin, in response to this student’s astute comment, exclaims “Good,” Hector responds: “No, not good. Posner is not making a point. He is speaking from the heart.” Bu that’s what we do, isn’t it? We make points, we prove our worth, our intelligence. We prove it to our professors, our peers, and most importantly (of course) to ourselves. We have learned from a young age that success, meaning, and some sort of transcendent worth comes from the classroom. I’m no exception to this rule. I tear up at the end of “Dead Poets’ Society” just like the rest of you. BUT, when the dust settles, what happened in that classroom means nothing if it is not followed by something meaningful, if those boys’ newfound self expression or sense of individuality does not lead them to lead good lives, to help others, to be productive, and to overcome the resistance they’ll meet out in the real world.
Granted, I am not saying that the classroom is a useless arena for self-discovery and enhancement. I am saying that I’m afraid that all too often it stops there. That’s where “my generation” comes into this. We are the inheritors of postmodern thought and have grown up with the assumption that questioning anything and everything was the norm. Actually, maybe more and ideal than a norm. My generation would bristle at the suggestion that the classroom or lecture hall was paramount. We are all about alternative methods of education and deconstructing the accepted behaviors and ideas in society. But what does that really mean? Are we still trapped by the legacy of the past that tells us that the pinnacle of understanding is a thesis or dissertation? We talk a lot about alternate schools of thought. But often that’s what we do. TALK. (“Yes, you’re absolutely right. We can’t take for granted that traditional forms of expression are the most effective. Why don’t you write a paper about that?”) So, what do we do? As someone who has played the game of academia (and quite successfully at that) for fifteen years, how do I escape this black hole of original thought? Is it worth playing the game to be able to have the chance to fix it? Or am I already a sell-out? Yes, I’m getting my degree. Yes, there is probably more school in store after that. But I have to keep asking myself: “Then what?”