In The Life of the Mind (Baker, 2002), philosophy professor Clifford Williams reflects on the power of thinking and learning in leading us to greater knowledge, allowing us to make our beliefs more coherent, and giving us intellectual pleasure. In the excerpt below he describes how he went from teaching philosophy as a mere academic matter, the kind of thing that may remain within the four walls of a classroom and not have hands and feet, so to speak, to realizing that in philosophy he could teach students to live well, that is, with virtue, and even to “prepare to die,” as so many philosophers before have remarked about their vocation. This is the sort of vision that I believe motivated one of my college professors, who taught a philosophy course on Dante’s Divine Comedy, to state at the beginning of the semester that, “We read Dante for joy.”
“For more than two decades of college teaching, I listed three objectives in the syllabi for the philosophy courses I taught: to become acquainted with core philosophical issues, to interact with these issues, and to assess them from a Christian perspective… It did not occur to me that the courses could have more aims. And I never asked myself what else I wanted students to gain from a course. Courses were academic enterprises, I presumed, and should not be tainted with extraneous intentions.
“…Then I changed… I began reading the novels of Fyodor Dostoyevsky and Leo Tolstoy. Some of their probing inquisitiveness into human motivation rubbed off. I read some of the master analysts of the human condition – Augustine, Blaise Pascal, Ernest Becker, Søren Kierkegaard. I began listening to students in my office, at lunch, in the hallway, on the telephone. I discovered that they had deep feelings and dreams for the future. Then I turned forty and realized I would die someday. I asked students, ‘What do you like most about living?’ I gradually became less of an emotional hermit and ceased regarding myself largely as an academic machine.
“One afternoon during my twenty-eighth year of teaching, a question hit me: What do I really want students to get out of my courses? I promptly got out a piece of paper and started writing. The list of objectives grew to thirteen. I wanted students to become more imaginative, more adventuresome, and more courageous. I wanted them to develop a passion for learning while maintaining habits of self-discipline. I wanted them to think for themselves and make the Christian faith their own. I also wanted them to become more prepared to die.” (44)
This is a guest post by my wife, who is a much faster reader than me.
I first discovered Meg Jay when I was on kick watching TED talks. I found her talk, “Why 30 is not the new 20,” (see video below!), so engaging and clearly stated that my husband bought me her book for Christmas so that I could keep digging into the topic of the importance of your twenties.
As a twentysomething, I was interested to learn what’s so special about this decade of my life. The quotes below from Meg Jay’s book, The Defining Decade: Why Your Twenties Matter – and How to Make the Most of Them Now (Twelve, 2013), are a sampling of her answer to my question “what’s so special about your twenties anyway?”. It turns out: A LOT!
- “Eighty percent of life’s most defining moments take place by age thirty-five” (xiv).
- “A colleague of mine likes to say that twentysomethings are like airplanes, planes just leaving New York City bound for somewhere west. Right after takeoff, a slight change in course is the difference between landing in either Seattle or San Diego. But once a plan is nearly in San Diego, only a big detour will redirect it to the northwest” (xxx).
- “’Not making choices isn’t safe. The consequences are just further away in time, like in your thirties or forties’” (40).
- “As a twentysomething, life is still more about potential than proof” (62).
- “By the time we reach our twenties, the brain has gotten as big as it’s going to be, but it is still refining its network of connections” (139).
- “Twentysomething plans help us think across the years and decades ahead” (141).
- “’Inaction breeds fear and doubt. Action breeds confidence and courage. If you want to conquer fear, do not sit home and think about it. Go out and get busy.’-Dale Carnegie, writer and lecturer” (156).
- “We now know that, of any time in life, our twenties are our best chance for change” (166).
- “Feeling better doesn’t come from avoiding adulthood, it comes from investing in adulthood” (170).
- “Compared to their twentysomething selves, women are about half as fertile at thirty, about one-quarter as fertile at thirty-five, and about one-eighth as fertile at forty” (180).
- “’There is a big difference between having a life in your thirties and starting a life in your thirties’” (194).
Our twenties matter. The decisions of what job to take, what career field to enter and work to get into, and whether or not to pursue an advanced degree (and if so in what and where), matter. Who you date (or don’t date) matters because it can affect who you end up marrying and choosing to partner in life with. Meg Jay covers these professional and personal aspects of life well in the sections “Work” and “Love” of her book. She stresses how decisions made (or not made) in your twentysomethings significantly affect the trajectory of your life. She also presents very compelling biological information about how, physically, our twenties are a unique time in her section “The Brain and the Body.”
I loved The Defining Decade. If you’re in your twenties or have a loved one in their twenties, you should definitely read this book! It’s inspiring and motivating. I think Meg Jay would agree that her book is a call to action written for twentysomethings encouraging us to not put things off for later but really seize our twenties.