High school students ought to seek out campus communities where they feel not only empowered to engage their talents, but also challenged to leave their comfort zones. The ability to embrace new opportunities emerges, in part, from a willingness to take risks and to fail.
Interpretation
Students should find communities that encourage growth and challenge them to step outside their comfort zones.
In this quote, Drew Gilpin Faust emphasizes the importance of students actively seeking environments that not only foster their skills but also push them to confront new challenges. By stepping out of their comfort zones, students can discover new opportunities and learn valuable lessons from taking risks and experiencing failure, which ultimately contributes to their personal and academic growth.
In practice
In a graduation speech to inspire students to embrace new challenges.
When I was growing up in Virginia, the Civil War was presented to me as glorious with dramatic courage and military honor. Later, I realized how death was central to the reality. It was at the core of women's lives. It's what they talked about most.
As a kid, I was growing up in an era of celebration of the Civil War centennial, with a lot of 'Lost Cause' emphasis on the Confederacy. I used to play Civil War soldiers with my brothers as a child, and my older brother always insisted that he got to be Lee, and I got be Grant. I never knew that Grant won until quite some time had passed.
We have been telling and hearing and reading war stories for millennia. Their endurance may lie in their impossibility; they can never be complete, for the tensions and the contradictions within them will never be eliminated or resolved. That challenge is essential to their power and their attraction. War stories matter.
I've always done more than I ever thought I would. Becoming a professor - I never would have imagined that. Writing books - I never would have imagined that. Getting a Ph.D. - I'm not sure I would even have imagined that. I've lived my life a step at a time. Things sort of happened.
I lived in a world where social arrangements were taken for granted and assumed to be timeless. A child's obligation was to learn these usages, not to question them. The complexities of racial deportment were of a piece with learning manners and etiquette more generally.
As we have sought through the centuries to define ourselves as human beings and as nations through the prisms of history and literature, no small part of that effort has drawn us to the subject of war. We might even say that the humanities began with war and from war, and have remained entwined with it ever since.
The key to learning is feedback. It is nearly impossible to learn anything without it.
I cannot imagine myself fitting into the existing curriculum. I am too self-willed for that and have had my own very definite ideas for a long time, very different from the existing ways, as to how architecture is to be taught.
It is paradoxical that many educators and parents still differentiate between a time for learning and a time for play without seeing the vital connection between them.
Education then, beyond all other devices of human origin, is the great equalizer of the conditions of men, the balance-wheel of the social machinery.
I think one of the most fascinating things you can do after you learn about your own people is to study something about the history and culture of other people.
Universities are of course hostile to geniuses, which, seeing and using ways of their own, discredit the routine: as churches and monasteries persecute youthful saints.
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