Aside from an idle curiosity and a desire to catch up on my schooling, something is going on. What is driving me to tackle such an arcane and personally useless subject as calculus? Or to study World War I? Or how about the evolution of stars, silent Chinese movies, African drums, maps of anything, photographing inch worms? A pattern exists here. Looking at this muddle of topics you wouldn’t think so, but the pattern isn’t in the subject matter. Rather, it’s in the approach. I enjoy learning. Doesn’t everyone? Of course, to varying degrees. Most see learning as a means to an end: The more I know the more successful I will become. Others seek knowledge out of curiosity or to reinforce the foundation of their self-esteem. Knowing a variety of topics provides the image of an educated, mindful individual. And then, on the fringe of everyday thinkers, is another group. We just enjoy learning for its own sake.
This group does not see the big picture. In fact, to us there is no big picture, just an infinite variety of little ones, each containing the whole. Representatives open to inspection and assimilation. The concept is contained in the often quoted, “The journey is more important than the destination.” What others see as trivial, esoteric, and useless is seen as evidence of the complexity of the world, to be considered and enjoyed. How can one person view learning as a road to advancement and another as inherently valuable?
It all comes down to our concept of what learning is. Having taught high school English for many years, I can witness that students see it as something to do. It’s a chore like making the bed, finishing homework, practicing writing paragraphs. And this continues into adulthood with reading or extension courses or hobbies such as woodworking. Need to build a cabinet for the bathroom? Then we need to DO the preliminary research. Areas not directed toward this do-learn process are labeled entertainment and accepted as having little value beyond escape. But, what, just what, if someone enjoys the process of learning for its own sake? The word for such a character on the fringe is usually “nerd” or “dweeb.” So be it. Now, what makes we fringies tick?
The key is that learning isn’t something people do. It’s not like taking up a new language or studying engines. In other words it is not subject-specific. Instead, it is a way of thinking. The impulse is to interpret this as some schlocky seminar trick to increase productivity. No. There is nothing objective going on here. No end product. The process itself is everything. This process takes place each time any of us incorporate new information into what we already know. A student trying to absorb the fundamentals of engine design must focus on the material before him rather than on the nebulous success of his own auto designs. The difference between others and people like me is simple: I enjoy learning. It’s not a task to deal with but rather a chance to embrace an aspect of the world that is new to us. Impractical? Absolutely. And I can’t help but feel as though I’ve found one of the few keys to happiness.
