What is Power? Cover Letter
In my essay, What is Power?, I discuss the idea of power as it relates to self and how it functions in Paradise Lost. There were many other words that I could have written about, but I believe the word power plays the most crucial role in the poem. When starting this essay I struggled to find the proper way to represent my ideas. It was difficult for me to construct a concrete argument without just retelling the story told in Paradise Lost. After receiving feedback from my peers and looking over my essay I was able to make the proper adjustments. Finishing the paper gave me great satisfaction and a feeling of accomplishment. We have been discussing Paradise Lost for a very long period of time, and this essay represents the culmination of all my thinking.
What is Power?
In Paradise Lost power is an idea with multiple denotations. When you read the word power, you immediately think of one’s authority and dominance over others, but power can simply represent one’s ability to make decisions. As readers, we rarely view power as anything but control over others, but in Paradise Lost the theme of power seems to dominate the story in a way readers are not accustomed to and may not even notice after the first read. Milton’s thoughtfulness with his word choice and the construction of his sentences enable him to say a lot without writing much at all.
When reading Paradise Lost, there are many instances the reader may overlook that epitomize the definition of power simply because the reader is imagining the definition of power they are most familiar with. The definitions that most readers think of is, “control or authority over others” or “capacity to direct or influence the behaviour of others” (OED). While these definitions are valid, they are not what the reader must look at if they want to truly understand what Milton is writing. Milton discusses the fight between God and Satan saying, “His utmost power with adverse power oppos’d” (1.103). Rather than their authority over others, Milton is simply discussing the will and desire of both God and Satan. In Book 1 Milton states, “All is not lost; the unconquerable Will, And study of revenge, immortal hate, And courage never to submit or yield: And what is else not to be overcome?” (1.105-109). This quote encapsulates the definition of power in relation to the self, which is essential in understanding the poem. Power is simply the “ability” or “capacity” of the self (OED). Satan may have lost to God, but he still has his power; free will and courage to never give up. The idea that power must involve another entity is disproven by Milton and it is able to be seen in a completely different light.
When discovering the failure of Adam and Eve in Eden, God states, “They trespass, authors to themselves in all both what they judge and what they choose; for so I formd them free, and free they must remain” (3.122-124). God created man with the power to make decisions, and with that power man must live with their consequences. Throughout the poem there are so many instances where power is exerted and mistakes are made. When traveling to Earth, Satan approaches Archangel Uriel, whose sole job is to guard and watch over Paradise, a power given to him by God. In disguise, Satan tells lies to Uriel, and he falls for the trick. Uriel explains the creation story to Satan and at the end of his story he carelessly exclaims, “That spot to which I point is Paradise, Adams abode, those loftie shades his Bowre” (3.733-734). Once again, one of God’s disciples uses their power incorrectly, but this time it allows Satan to enter Paradise unnoticed.
Milton could have selected many other words to use instead of power in his poem, including capability, capacity, and ability. Although power has a very similar definition to all of these words, it evokes a much different feeling when used in the poem. By selecting the word power, Milton sets the tone for the story. Rather than characters making decisions, they are instead using their power to act. The word choice gives the story a strength that it would otherwise not have if the word power was not used.
When reading Paradise Lost the reader will encounter the word power many times. At first glance the reader may not think anything of the word, but instead think it is just another word in the many stanzas of poetry. After reading the poem multiple times though, the word power seems to pull you in more than any other word in the poem, and as you continue to read you realize how the idea of power is noticeable throughout the story, even when it is not directly used in a sentence. As a reader, reading Paradise Lost while thinking about power changes the way you look at the story of creation as a whole. The reader will start to realize how much self is involved in the idea of power and how power can actually be an inward feeling, rather than an outward action. Power is more than an action and Milton is able to demonstrate this in flawless manner, allowing the reader to make the discovery for themselves.
When reading Paradise Lost, there are many instances the reader may overlook that epitomize the definition of power simply because the reader is imagining the definition of power they are most familiar with. The definitions that most readers think of is, “control or authority over others” or “capacity to direct or influence the behaviour of others” (OED). While these definitions are valid, they are not what the reader must look at if they want to truly understand what Milton is writing. Milton discusses the fight between God and Satan saying, “His utmost power with adverse power oppos’d” (1.103). Rather than their authority over others, Milton is simply discussing the will and desire of both God and Satan. In Book 1 Milton states, “All is not lost; the unconquerable Will, And study of revenge, immortal hate, And courage never to submit or yield: And what is else not to be overcome?” (1.105-109). This quote encapsulates the definition of power in relation to the self, which is essential in understanding the poem. Power is simply the “ability” or “capacity” of the self (OED). Satan may have lost to God, but he still has his power; free will and courage to never give up. The idea that power must involve another entity is disproven by Milton and it is able to be seen in a completely different light.
When discovering the failure of Adam and Eve in Eden, God states, “They trespass, authors to themselves in all both what they judge and what they choose; for so I formd them free, and free they must remain” (3.122-124). God created man with the power to make decisions, and with that power man must live with their consequences. Throughout the poem there are so many instances where power is exerted and mistakes are made. When traveling to Earth, Satan approaches Archangel Uriel, whose sole job is to guard and watch over Paradise, a power given to him by God. In disguise, Satan tells lies to Uriel, and he falls for the trick. Uriel explains the creation story to Satan and at the end of his story he carelessly exclaims, “That spot to which I point is Paradise, Adams abode, those loftie shades his Bowre” (3.733-734). Once again, one of God’s disciples uses their power incorrectly, but this time it allows Satan to enter Paradise unnoticed.
Milton could have selected many other words to use instead of power in his poem, including capability, capacity, and ability. Although power has a very similar definition to all of these words, it evokes a much different feeling when used in the poem. By selecting the word power, Milton sets the tone for the story. Rather than characters making decisions, they are instead using their power to act. The word choice gives the story a strength that it would otherwise not have if the word power was not used.
When reading Paradise Lost the reader will encounter the word power many times. At first glance the reader may not think anything of the word, but instead think it is just another word in the many stanzas of poetry. After reading the poem multiple times though, the word power seems to pull you in more than any other word in the poem, and as you continue to read you realize how the idea of power is noticeable throughout the story, even when it is not directly used in a sentence. As a reader, reading Paradise Lost while thinking about power changes the way you look at the story of creation as a whole. The reader will start to realize how much self is involved in the idea of power and how power can actually be an inward feeling, rather than an outward action. Power is more than an action and Milton is able to demonstrate this in flawless manner, allowing the reader to make the discovery for themselves.
Cover Letter for “Defining Self”
After discussing “Renaissance Self-Fashioning” by Stephen Greenblatt, and “Better Living Through Criticism” by A.O. Scott on a much deeper level, I discovered many thematic intersections that I had not even come close to seeing before. Over the last five months I slowly began to notice the idea that was driving the ideas of Scott and Greenblatt; self. My essay aims to explain why self is the main conceptual intersection between the two books. At the beginning of the semester I had trouble with finding a deeper meaning in these texts and all my thoughts and ideas seemed to be surface level. As the semester progressed, I felt like I grew substantially as a reader and thinker. This essay is a culmination of my growth and thinking from the first semester.
Defining Self
After re-reading and re-analyzing “Renaissance Self Fashioning” by Stephen Greenblatt and “Better Living Through Criticism” by AO Scott, I have come to a conclusion that self is the single most important conceptual intersection between the two books. Although there were many prominent themes throughout the readings, the idea of self seemed to be the backbone of both texts. In both “Renaissance Self Fashioning” and “Better Living Through Criticism” the idea of self is about more than just your inner feelings and emotions. Self is about how your surroundings impact you and the shaping of your identity. On the surface, Greenblatt and Scott wrote books with very different themes and ideas, but as I analyzed the text they became more and more similar. This deeper analysis has helped me find the true meaning of self, not only in the context of Greenblatt and Scott, but in the real world.
In “Renaissance Self Fashioning,” Greenblatt’s argument is driven by the idea of self. He discusses the process involving an authority, which is a created being that you believe has power, and an alien, which is the demonic parody of that authority. While Greenblatt discusses the authority and alien being situated somewhat outside the self, the construction of those beings is located inwardly. Self fashioning is an inward process that is driven by the idea of a changing identity. While Scott’s argument is not solely driven by the idea of self, further examination of the text shows the reader that criticism can not function without self involved.
The process of self fashioning is represented outwardly as well. In “Renaissance Self Fashioning” Clifford Geertz states, “There is no such thing as human nature independent of culture” (Greenblatt, 3). When first reading this quote over the summer I thought the most important aspect of it was the idea of culture. As my understanding of the concepts in the book grew, my understanding of this quote did as well. Self is directly impacted by culture, and, in some ways, self is a representation of that culture.
The process of self fashioning is represented outwardly as well. In “Renaissance Self Fashioning” Clifford Geertz states, “There is no such thing as human nature independent of culture” (Greenblatt, 3). When first reading this quote over the summer I thought the most important aspect of it was the idea of culture. As my understanding of the concepts in the book grew, my understanding of this quote did as well. Self is directly impacted by culture, and, in some ways, self is a representation of that culture.
In “Better Living Through Criticism” there is a question asked frequently: What is art? This is where self becomes apparent in the text. Art is defined by the idea of it being subjectively universal. Anything can be defined as art, but the feelings and emotional effect it has on the viewer is solely about the viewer. Criticism is defined as “the art of evaluating or analyzing works of art or literature.” Criticism of art is subjective, because criticism is all about the self, and what the art means to self. In “Better Living Through Criticism” Scott gives an example of an art exhibit in New York at the MoMa. It was simply a naked woman, Marina Abramović, standing and letting people gaze at her one after another. Each person reacted in a much different way. Some people sobbed, while some simply looked at her without any sign of emotion. The entire experience was subjective, but the exhibit was always art. Through any criticism in one’s life, there is always identity formation and self discovery.
Discovering self as the strongest conceptual intersection surprised me a lot as a reader. Before my deeper analysis, the idea of self seemed to only stand out in “Renaissance Self Fashioning,” but now, self may have an even stronger effect on the ideas portrayed by Scott. Self is more than just inward feelings and emotions. Instead, it is just as much about what causes those feelings and emotions, and how your surroundings impact your life.
Discovering self as the strongest conceptual intersection surprised me a lot as a reader. Before my deeper analysis, the idea of self seemed to only stand out in “Renaissance Self Fashioning,” but now, self may have an even stronger effect on the ideas portrayed by Scott. Self is more than just inward feelings and emotions. Instead, it is just as much about what causes those feelings and emotions, and how your surroundings impact your life.
Cover Letter (Take 2)
After reading A More Beautiful Question by Warren Berger, Renaissance Self-Fashioning by Stephen Greenblatt, and Better Living Through Criticism by A.O. Scott, I created a concept map with the six most prominent themes. After creating my concept map, I wrote a persuasive descriptive essay that explains the decisions I made for my concept map. I found the most powerful and compelling quotes to support my ideas and centered my essay around them. When originally creating my concept map I struggled to connect my ideas because I had chosen 15 themes, but I soon narrowed it down to the six I found most powerful. This not only made my essay stronger, but it also made it easier for the reader to understand.
Concept Map
Persuasive Descriptive Essay (Take 2)
After reading Renaissance Self Fashioning, Better Living Through Criticism, and A More Beautiful Question, I created a concept map that connected the key ideas and themes prevalent throughout. Since each reading focused on different ideas, I chose to connect major themes in order to best represent my thoughts.
In my opinion, the most powerful themes involve the importance of questioning and the idea that it is acceptable to be wrong at times. These two themes were intertwined in all of the summer readings and are very prevalent in our day to day life. Questioning is essential to learning, and being wrong at times is essential to growth. But in some situations, questioning is not always wanted and being wrong is not always allowed. Questioning ideas, others, and yourself is key to life, and without it, you will never reach your full potential. Unfortunately, schools do not always value the art of questioning and often discourage class discussions. With so much information to share each day, teachers do not have the time to engage in “unnecessary” questions. Schools are starting to prioritize grade point averages over true learning. Berger states, “To create good workers, education systems put a premium on compliance and rote memorization of basic knowledge—excellent qualities in an industrial worker” (48). This idea raises many questions: What is school for? Does it prepare students for life in the real world as adults, or is only a stepping stone on the path to what really matters to teachers/administration: college? The readings teach what was truly holding students back in school, and even in life. The idea of being “wrong” is so ingrained in students’ brains that they are afraid to ask questions. If there is fear in a learning environment, then students will never thrive. A.O. Scott discusses this idea in his novel Better Living Through Criticism by using the example of an art critic. The job of a critic is to consider the positives in a body of work, but also question the negatives. They do not live in fear of backlash, because that is a given part of their work. In a sense, critics can never be wrong, so they are never penalized for their words. Instead, the more they give an outside the box review, the more notoriety they receive. In some ways, this should be what a school environment should model itself after, because being wrong and questioning helps you grow into a strong, independent person. Stephen Greenblatt also examines the idea of being wrong in his novel, Renaissance Self-Fashioning. Self-fashioning is defined as “the process of constructing one’s identity and public persona according to a set of socially acceptable standards.” If you choose to conform to social norms, you are avoiding being wrong, and more importantly, you are avoiding self-questioning.
An idea that pertained to Better Living Through Criticism and Renaissance Self Fashioning was personal beliefs. Both readings discuss how personal beliefs can either play a role, or be non existent in decision making. In Better Living Through Criticism A.O. Scott answers a question that is often asked: How is this art? His answer, “It was art because it moved them” (61). Personal beliefs shape how you view art, but also life. As humans we have the right to believe anything, even if everyone else sees it as wrong. Stephen Greenblatt also considers this idea in his novel Renaissance Self Fashioning. He describes how, through self-fashioning, personal beliefs and freedoms are thrown away. He states, “For the Renaissance figures we have considered understand that in our culture to abandon self-fashioning is to abandon the craving for freedom, and to let go of one's stubborn hold upon selfhood, even selfhood conceived as a fiction, is to die” (257). By self-fashioning you try to be something you are not, and personal beliefs seem to be a foreign concept.
To most people, taste is seen as something that never changes and is constant throughout your entire life. A.O. Scott thinks differently on this topic, saying, “You can learn to like something that baffled you at first sight, and, equally, you can be convinced of the unredeemable flaws in something that thrilled you at the time of your initial encounter” (46). Taste is constantly changing and evolving as you discover new ideas and see new things. Berger also touches on this idea in his writing. Children constantly ask questions and have a passion for comprehension that is noticeable from a young age. Because of this, their ideas, beliefs, and tastes are constantly changing. He states, “Kids’ brains are constantly connecting stimuli or thoughts. And as they’re making these mental connections, they’re seeking more information and clarification by way of questioning” (41). With this new knowledge, children develop new likes and dislikes.
The effect of power is discussed in Renaissance Self Fashioning and A More Beautiful Question. Warren Berger discusses this idea in relation to questioning in the section of his novel titled, “Who is entitled to ask questions?” Teachers seem to “monopolize the right to question” leaving students unable to explore (56). It was also found that lower income students and students battling stereotypes were “trained not to ask questions in school” because it shows their lack of knowledge (57). In Renaissance Self Fashioning, Stephen Greenblatt notes that the social norms were all based on the rich, or the people in power. The poor would buy clothes that they could not afford just to conform to the social norms. Power was seen as something everyone needed, and people would go to great lengths (living a fictional life) to achieve it.
Finding yourself was also a key theme I discovered in Renaissance Self Fashioning and A More Beautiful Question. Berger brings up a great point about school systems, saying they should put “the emphasis on letting students explore, direct their own learning, and work on projects instead of taking tests” (54). This is where finding yourself comes into play. If students are allowed to explore and work with less structure, then they are more likely to truly discover who they want to be. Finding yourself holds true in Renaissance Self Fashioning as well. With the idea of self-fashioning dominating the time period, nobody could truly discover who they were because they were too busy being something they weren’t.
Many more themes overlapped in our summer readings, but I chose the six I deemed most important to understand.
In my opinion, the most powerful themes involve the importance of questioning and the idea that it is acceptable to be wrong at times. These two themes were intertwined in all of the summer readings and are very prevalent in our day to day life. Questioning is essential to learning, and being wrong at times is essential to growth. But in some situations, questioning is not always wanted and being wrong is not always allowed. Questioning ideas, others, and yourself is key to life, and without it, you will never reach your full potential. Unfortunately, schools do not always value the art of questioning and often discourage class discussions. With so much information to share each day, teachers do not have the time to engage in “unnecessary” questions. Schools are starting to prioritize grade point averages over true learning. Berger states, “To create good workers, education systems put a premium on compliance and rote memorization of basic knowledge—excellent qualities in an industrial worker” (48). This idea raises many questions: What is school for? Does it prepare students for life in the real world as adults, or is only a stepping stone on the path to what really matters to teachers/administration: college? The readings teach what was truly holding students back in school, and even in life. The idea of being “wrong” is so ingrained in students’ brains that they are afraid to ask questions. If there is fear in a learning environment, then students will never thrive. A.O. Scott discusses this idea in his novel Better Living Through Criticism by using the example of an art critic. The job of a critic is to consider the positives in a body of work, but also question the negatives. They do not live in fear of backlash, because that is a given part of their work. In a sense, critics can never be wrong, so they are never penalized for their words. Instead, the more they give an outside the box review, the more notoriety they receive. In some ways, this should be what a school environment should model itself after, because being wrong and questioning helps you grow into a strong, independent person. Stephen Greenblatt also examines the idea of being wrong in his novel, Renaissance Self-Fashioning. Self-fashioning is defined as “the process of constructing one’s identity and public persona according to a set of socially acceptable standards.” If you choose to conform to social norms, you are avoiding being wrong, and more importantly, you are avoiding self-questioning.
An idea that pertained to Better Living Through Criticism and Renaissance Self Fashioning was personal beliefs. Both readings discuss how personal beliefs can either play a role, or be non existent in decision making. In Better Living Through Criticism A.O. Scott answers a question that is often asked: How is this art? His answer, “It was art because it moved them” (61). Personal beliefs shape how you view art, but also life. As humans we have the right to believe anything, even if everyone else sees it as wrong. Stephen Greenblatt also considers this idea in his novel Renaissance Self Fashioning. He describes how, through self-fashioning, personal beliefs and freedoms are thrown away. He states, “For the Renaissance figures we have considered understand that in our culture to abandon self-fashioning is to abandon the craving for freedom, and to let go of one's stubborn hold upon selfhood, even selfhood conceived as a fiction, is to die” (257). By self-fashioning you try to be something you are not, and personal beliefs seem to be a foreign concept.
To most people, taste is seen as something that never changes and is constant throughout your entire life. A.O. Scott thinks differently on this topic, saying, “You can learn to like something that baffled you at first sight, and, equally, you can be convinced of the unredeemable flaws in something that thrilled you at the time of your initial encounter” (46). Taste is constantly changing and evolving as you discover new ideas and see new things. Berger also touches on this idea in his writing. Children constantly ask questions and have a passion for comprehension that is noticeable from a young age. Because of this, their ideas, beliefs, and tastes are constantly changing. He states, “Kids’ brains are constantly connecting stimuli or thoughts. And as they’re making these mental connections, they’re seeking more information and clarification by way of questioning” (41). With this new knowledge, children develop new likes and dislikes.
The effect of power is discussed in Renaissance Self Fashioning and A More Beautiful Question. Warren Berger discusses this idea in relation to questioning in the section of his novel titled, “Who is entitled to ask questions?” Teachers seem to “monopolize the right to question” leaving students unable to explore (56). It was also found that lower income students and students battling stereotypes were “trained not to ask questions in school” because it shows their lack of knowledge (57). In Renaissance Self Fashioning, Stephen Greenblatt notes that the social norms were all based on the rich, or the people in power. The poor would buy clothes that they could not afford just to conform to the social norms. Power was seen as something everyone needed, and people would go to great lengths (living a fictional life) to achieve it.
Finding yourself was also a key theme I discovered in Renaissance Self Fashioning and A More Beautiful Question. Berger brings up a great point about school systems, saying they should put “the emphasis on letting students explore, direct their own learning, and work on projects instead of taking tests” (54). This is where finding yourself comes into play. If students are allowed to explore and work with less structure, then they are more likely to truly discover who they want to be. Finding yourself holds true in Renaissance Self Fashioning as well. With the idea of self-fashioning dominating the time period, nobody could truly discover who they were because they were too busy being something they weren’t.
Many more themes overlapped in our summer readings, but I chose the six I deemed most important to understand.
Cover Letter for The Art of Questioning (Take 1)
After reading A More Beautiful Question by Warren Berger and Renaissance Self-Fashioning by Stephen Greenblatt, I decided questioning and learning were the most prominent themes, especially since it can be applied to so many aspects of our lives. Coming from a school that sees questions as an annoyance and wrong answers as negative, this idea seems to resonate with me even more. Now, I am lucky enough to go to Galloway where questioning is the backbone of the school. My goal was to emulate Popova’s style and connect ideas from different articles I read. I found the most powerful and compelling quotes and centered my essay around them. In all of Popova’s Brain Pickings, there are meaningful images that visually represent her ideas. I selected an appropriate image as well.
The Art of Questioning (Take 1)
“Students must develop the “habit” of learning and questioning, that knowledge can not be force-fed to them.”
Questioning is essential to learning, and being wrong at times is essential to growth. But in some situations, questioning is not always wanted and being wrong is not always allowed. Questioning ideas, others, and yourself is key to life, and without it, you will never reach your full potential. Children have a passion for comprehension that is noticeable from a young age. In A More Beautiful Question, Warren Berger states:
“Kids’ brains are constantly connecting stimuli or thoughts. And as they’re making these mental connections, they’re seeking more information and clarification by way of questioning” (41).
Questioning is not a one-way street though. Adults must learn that it is their job to listen and respond to the children if they want them to grow intellectually and be successful in life. Children have the right and the need to ask questions to gain a better understanding of the world. Berger explains:
“As children venture out into the world—synapses firing in their heads—they constantly encounter things they cannot classify or label. As the children’s neurologist Stewart Mostofsky puts it, they have not yet developed “mental models” to categorize things, so part of what they’re doing when questioning is asking adults to help them with this huge job of categorizing what they experience around them, labeling it, putting in the proper file drawers of the brain” (41).
Unfortunately, schools do not always value the art of questioning and often discourage class discussions. With so much information to share each day, teachers do not have the time to engage in “unnecessary” questions. Schools are starting to prioritize grade point averages over true learning. He states:
“To create good workers, education systems put a premium on compliance and rote memorization of basic knowledge—excellent qualities in an industrial worker” (48).
This idea raises many questions: What is school for? Does it prepare students for life in the real world as adults, or is only a stepping stone on the path to what really matters to teachers/administration: college?
The readings teach what was truly holding students back in school, and even in life. The idea of being “wrong” is so ingrained in students’ heads that they are afraid to ask questions. If there is fear in a learning environment, then students will never thrive. Warren Berger discusses how this is even more prevalent for students who are battling stereotypes. He discusses this idea, saying:
“Unfortunately, if you’re in that situation, you may feel pressure to look a certain way to others. That can cause students to act as if they already know or just don't care. You're inclined to play it safe.” (58).
Questioning is essential to learning, and being wrong at times is essential to growth. But in some situations, questioning is not always wanted and being wrong is not always allowed. Questioning ideas, others, and yourself is key to life, and without it, you will never reach your full potential. Children have a passion for comprehension that is noticeable from a young age. In A More Beautiful Question, Warren Berger states:
“Kids’ brains are constantly connecting stimuli or thoughts. And as they’re making these mental connections, they’re seeking more information and clarification by way of questioning” (41).
Questioning is not a one-way street though. Adults must learn that it is their job to listen and respond to the children if they want them to grow intellectually and be successful in life. Children have the right and the need to ask questions to gain a better understanding of the world. Berger explains:
“As children venture out into the world—synapses firing in their heads—they constantly encounter things they cannot classify or label. As the children’s neurologist Stewart Mostofsky puts it, they have not yet developed “mental models” to categorize things, so part of what they’re doing when questioning is asking adults to help them with this huge job of categorizing what they experience around them, labeling it, putting in the proper file drawers of the brain” (41).
Unfortunately, schools do not always value the art of questioning and often discourage class discussions. With so much information to share each day, teachers do not have the time to engage in “unnecessary” questions. Schools are starting to prioritize grade point averages over true learning. He states:
“To create good workers, education systems put a premium on compliance and rote memorization of basic knowledge—excellent qualities in an industrial worker” (48).
This idea raises many questions: What is school for? Does it prepare students for life in the real world as adults, or is only a stepping stone on the path to what really matters to teachers/administration: college?
The readings teach what was truly holding students back in school, and even in life. The idea of being “wrong” is so ingrained in students’ heads that they are afraid to ask questions. If there is fear in a learning environment, then students will never thrive. Warren Berger discusses how this is even more prevalent for students who are battling stereotypes. He discusses this idea, saying:
“Unfortunately, if you’re in that situation, you may feel pressure to look a certain way to others. That can cause students to act as if they already know or just don't care. You're inclined to play it safe.” (58).
Living in fear is miserable, but learning in fear is impossible. Many students are constantly battling stereotypes and are never able to truly put themselves out there. Questioning is a sign to teachers and peers that you do not know, or do not understand something, and for students, being wrong is the last thing they want to be in the classroom.
Being wrong and questioning connects perfectly to the idea of Self Fashioning, as described in Renaissance Self-Fashioning by Stephen Greenblatt. Self-Fashioning is defined as “the process of constructing one’s identity and public persona according to a set of socially acceptable standards.” If you choose to conform to social norms, you are avoiding being wrong, and more importantly, you are avoiding self-questioning. Greenblatt quotes Augustine where he states:
“Try to build yourself up and you build a ruin” (2).
Literally speaking, this means: if you try to be something you are not, it will all come crashing down before you finish. This is where the idea of being wrong comes in. If you question yourself and question your identity, you are going to fail many times, but from those mistakes, you will learn who you truly are, not what you want other people to see you as. Being wrong teaches you lessons that only you understand, and that makes all the difference.
Being wrong and questioning connects perfectly to the idea of Self Fashioning, as described in Renaissance Self-Fashioning by Stephen Greenblatt. Self-Fashioning is defined as “the process of constructing one’s identity and public persona according to a set of socially acceptable standards.” If you choose to conform to social norms, you are avoiding being wrong, and more importantly, you are avoiding self-questioning. Greenblatt quotes Augustine where he states:
“Try to build yourself up and you build a ruin” (2).
Literally speaking, this means: if you try to be something you are not, it will all come crashing down before you finish. This is where the idea of being wrong comes in. If you question yourself and question your identity, you are going to fail many times, but from those mistakes, you will learn who you truly are, not what you want other people to see you as. Being wrong teaches you lessons that only you understand, and that makes all the difference.