CLICK to listen to an interview with Galven Lee on the Article
Today’s ARTICLE is a personal view by a Singaporean University Student
“University Education – An Unconsidered Life” by Galven Lee
The AUDIO version is a short interview of Galven by John Bittleston
“It was King Solomon who said, “For in much wisdom is much vexation, and he who increases knowledge increases sorrow.” These words, uttered in the heat of Solomon’s existential quest for significance in life, are found in the bible – in the book of Ecclesiastes. They mark the fruits (or perhaps, curse) of years of accumulating much knowledge and wisdom about the human condition. His conclusion – life is a repetitious cycle of unfulfilling endeavours when lived absent of the purpose which only God, as a transcendent Being, endows.
It was a few weeks ago that I was drawn into a peculiar exchange during a history class at my university. It reminded me of Solomon’s approach to education (if we could call it that). It was peculiar, because it raised a question, which was rarely voiced in the classroom – how should this affect the way we live our lives?
Until the question was raised, it had been largely an academic discussion on how many of the categories we employ to define and understand the world are tainted by Western prejudices, such as how we favour Western medical science to an Asian equivalent like Traditional Chinese Medicine (TCM), because the latter is considered unscientific, hence inferior. How, then, should we define Science? Is the Western approach necessarily more ‘True’?
In view of these mostly unexamined biases, a classmate asked, should this cause us to look at TCM more favourably? In other words, how should such academic theorising about the evolution of paradigms of thought, and their often inherent and unrealised subjectivity, not affect the very practical ways in which we carry out our lives and make decisions?
I restated the question for our tutor, who had asked my classmate to clarify. Maybe she had not caught it, or perhaps, more interestingly, it was such an unusual question in an academic setting that she had not seen it coming. I was prepared to give a personal response – we can only make evaluations of Truth if we have an external, objective standard by which to compare both Western and Asian approaches to it. However, the question was passed over as abruptly as it came up. I doubt many of those in the room even remember that it was raised.
I found the episode deeply unsettling. It led me to reflect on the inadequacy of modern university education in cultivating individuals who have truly thought through Life, and their lives in light of the knowledge they had received. I am not suggesting here that our academics should go about making moralistic prescriptions, nor should they become ‘life coaches’. I am saying that universities have abrogated a responsibility and privilege, which they used to exercise – to arrive at a unity amidst the diversity (the root word universitas reflects the concept of unity in diversity) of knowledge for the betterment of humanity. This understanding of what a university should be is certainly no ivory tower, and probably not too far from what Solomon attempted to do.
I am reminded of another peculiar episode which illustrates this point further. It happened on a most unusual occasion – my history professor had organised a dinner for all his students from a particular history course. Most academics would not have bothered; I was impressed.
Over dinner, I was drawn into an interesting exchange with a fellow history student. Disagreeing with him that all historical narratives were subjective constructs, I offered that if I was to apply his postmodern philosophy of subjectivity further, it led to the inevitable conclusion that since everything is subjective, history itself was a subjective discipline with no real claim to Truth. Taking it to its logical extreme, I went on to suggest that if Truth did not ‘truly’ exist, and all meaning was subjective and arbitrary, then life itself had no meaning. In this light, suicide was not only a rational, but perhaps even preferable, option. I made the implications of my argument clear:
Few people truly explore and live out the implications of the postmodern (or other) beliefs they confess. And many of these beliefs are in fact influenced by what they studied in university. He agreed with me, but had nothing much more to say, perhaps because it was a line of thinking he had not considered before.
In such an example, the divergence between theory and reality was stark. University education does not actively encourage and provoke students to realise the implications of the knowledge and theories being discussed, which inevitably influence the way they understand and evaluate the world. Students graduate without having truly evaluated their lives, nor obtained a holistic understanding of what Life might be about.
Worse still, they adopt a hodgepodge of beliefs which have not been well considered. This leads to a life with no central point of integration, and one where little else matters but what best serves their self-seeking inclinations. I call this a ‘prostituting’ of the mind, employing the cognitive capacities at the highest level, yet ignoring the interconnectedness of knowledge and the implications it should have on life and society at large.
King Solomon was honest in his ‘academic’ evaluation of a materialist philosophy in looking at life, issuing his famous cry: “Vanity of Vanities! All is Vanity!” He was one who saw, deeply, and very personally, how academic reflection should provoke authentic self-reflection. Perhaps such an approach might be laughed at by academics today as irrelevant, and by many others as unimportant – but may I suggest that to do otherwise would be foolish.
We all seek meaning and significance, and we turn to many sources, mostly subconsciously, to establish and validate our worldview. The ‘prostitution’ of our minds I have talked about is academic dishonesty of the highest order. It only suffices to produce a society of unthinking individuals, living un-integrated lives, picking and choosing the beliefs which mostly support their desire to maximise their personal pleasure at all costs.