A Lifetime of Learning By: Anthony Pellegrino

Once a formal education meant that a student in high school, and especially in the university, was exposed to a wide spectrum of knowledge. Almost all students were expected to have read some of the world’s best classic literature such as the writings of Homer, Plato, Shakespeare and other literary greats. They had introductory courses in appreciation of music and art. They labored with the art and skill of writing. World history courses traced man’s legacy and development. Other subjects included a basic understanding of chemistry, physics, and various math courses. In other words, regardless of his major field of interest, the student was expected to have a liberal education as his foundation.

Today, the student receives a diploma or a degree which signifies the mastery of a particular curriculum, a specific field of study, a single subject! The student is expected to learn what interests him and what will help him get a job-no more, no less. He takes “elective courses” which sometimes do no more than fill in the required number of hours he is expected to attend a particular school. He becomes obsessed with getting a job He isn’t encouraged to learn to enjoy the beauty of intellectual discourse or appreciation of the arts. These will not bring him money. How sad!

Except for a few unique colleges and universities that still teach a”core curriculum,” most students who graduate from some of the finest high schools or institutions of higher learning have expertise in one subject, but remain culturally illiterate. These students have never been taught the broad, full sweep of history, literature, science, philosophy, and the arts.

They will never know the elation one feels after spending an evening with a favorite poet or thinker. They will always be deaf toTchaikovsky’s “Symphony No. 6  Pathetique.” The haunting, plaintive melodies of opera with its tragic tales will always be foreign to them. The bold brush strokes across the ceiling of the Sistine
Chapel depicting a galaxy of Biblical figures revealing the inner eye of a Michelangelo, will always be blind spots to them. Their mind walk towards wisdom will be slow and elusive.

Yet even the best schoolingwhat used to be called “book learning” is severely limited. “Education,” someone once said,” requires a lot of books. Wisdom requires a lot of time.” We as parents and role models must show our children that learning is truly a lifetime endeavor. When our children are young, they see us not only as sustainer and nurturer, but as a hero and sage. But, by the time they are teenagers, most children think that they “know it all” and we parents “know nothing.”

We can always show our children we still have much to teach and that they still have much to learn. We can still give wisdom to themif we do not fall into the “parent trap” of thinking that we “know it all.”

When you are challenged as to your wisdom, rather than pretend or insist that you know all the answers, show them that you don’t know everything. Let your child see your failings and your foibles. Share with them your fears and aspirations. Show them that you are-as they will always be -a work in progress. As the poet wrote: “Life is short, but art is long.”

We cannot afford to have another generation of children that rank low in educational achievement. We cannot afford to lose one more childcertainly not your chiid- to illiteracy, ignorance, or mediocrity. Do whatever you can. Do whatever you must. Educate them. Your children are counting on you!