Allow me to engage in an act of metacognition.

What does it say that my annotations of texts and my contributions in class seminar frequently occur in the form of a question rather than a statement?

When taking notes on Dana Phillips chapter “Is Nature Necessary?” from The Ecocriticism Reader, I wrote the following questions: “Does commercialization and economic thinking strip living-beings of their aliveness? Does it contradict a belief in the sanctity of life?”

After I wrote it, I realized that I believe commercialization does strip a living being of its animas. So, why pose it as a question? In high school, I recall annotating texts with comments, frequently making bold claims that I would argue tooth and nail for even if my understanding was limited. Furthermore, my contributions in class were confident and proud.

So, have I become less confident and sure of myself as I have increased my education? Certainly. Is that a flaw of the education system? I don’t think so, but perhaps?

It depends on what the system is meant for. If it is meant to prepare us to contribute to a labor industry in a tangible way, it would probably be better for me to retain my bold assertions and confidence: employers love a leader who can passionately defend their actions and opinions.

If the system is meant to encourage deep consideration of truth and meaning, perhaps the positioning of my thoughts as questions does not reveal a flaw in the educational system, specifically the humanities classroom, but a success.

Socrates is believed to have said, “The only true wisdom is in knowing you know nothing.” Do I agree with him? I don’t know.

😉