Queen said:
What is your educational level, and did you find that it helped or hurt you in the course of your working or personal life? ...
(For those who prefer a TL;DR version: I don't know what my educational level is but it mostly helped me in my personal and professional life).
As I begin to answer this question I feel guarded. It's not anything wrong with the original post, or the original poster. Nor is my unease related to my answer. It's more an awareness that the words 'educational level' feel like one of those descriptors that's too vague to be useful. Before I feel comfortable sharing my answer, I want to unpack that descriptor a little, if not in actual intent than at least in potential scope. Here's why:
Not all degrees are equal except in the meaning of the words to denote a duration of time: "Associate's" suggests 2-years, "Bachelor's" suggests 4-years, etc. Beyond that, the simple math that "4-years is 'better' than 2-years" seems a prevailing metric for many people. Is that a useful metric? Subjectively, it can be. Objectively, hardly at all in any way that matters. Consider:
What of the actual time spent attaining the degree? If two people get the same degree in the same subject domain from the same university but one person gets it in half the usual time while the other person gets it in twice the usual time... does this necessarily imply anything about either the degree, the degree program, or the person? No. If this was a point of interest, we need more information even to begin to make a useful distinction. A 40-year old person who got a 4-year degree in 2-years might seem less impressive than a 16-year old who did the same thing because, presumably, the 40-year old had decades of experience and informal learning that contributed to their fast-track completion of a degree program. In contrast, the 16-year old might be presumed to be a prodigy or even a savant.
Bear with me while I explore a bit more.
What was the GPA (grade point average) of the degree holders? Same degrees in the same subjects but one person was 4.0 and another 2.7. What shall we infer from the difference between those two GPA's? That the 4.0 person is 'smarter' than the 2.7 person? Not necessarily. Perhaps, like many here have shared, circumstances may have prohibited or interfered with optimal academic performance. Is a single parent of 3 who goes to school part-time while working full-time, and who graduates with a 2.7 GPA less intelligent or disciplined or motivated than a single young adult who attends full-time, doesn't have to work, and graduates with a 4.0 GPA? Again, no.
Ok, I'll raise one more point for consideration and then wrap up. There's also the matter of which university granted the degree in question. In the whole Princeton vs. MIT vs Johns Hopkins debate, it often devolves into positions that rest upon what one knows, and who one knows, and whether the university in question is 'renowned' for it's curriculum in a particular subject domain. Does this actually convey anything useful to us about the person who holds the degree? I'll go on record with yet another 'no'.
All that said, what's really meant by 'education level'? Is it the just the duration of the degree program (2-years vs. 4 vs. 6, etc.)? Is it how long it took to complete that duration, and the age & experience of the person when they completed it? Is it subject domain (law vs. physics vs music)? What about GPA? Does the granting institution matter?
And with that I'll say "Welcome to the world between my ears!"
As for me, I most identify (so far) with ArtW's reply:
ArtW said:
...
I was one of those kids who aced tests, ignored school and homework, and considered school 'jail'
Getting good grades wasn't something I had to work for. That's not a boast. I had nothing to do with the level of intelligence with which I was born. It just is what it is. And, I'll say this: the 'shadow side' of innately high intelligence has been an enormous hardship for me, even in spite of any imagined 'benefits'.
If my mother's account of my earliest childhood are true (no reason to believe otherwise), I loved books long before I could read. She says I began reading early, and often. So much so that her doctor at the time told her that she had to 'slow me down'. I never met that doctor but to this day I hold a slight grudge against him for having advised her in that way.
Nevertheless, books remained my greatest joy and best 'friends' through a very difficult home life. I quit school just before I turned 16 because the bureaucracy of formal education, even at the level of high school, demanded a level of conformity I was unwilling to grant. Quick explanation here:
I've only ever stayed in a single school for an entire grade twice in my life. Every other year I attended 2 different schools; twice, it was 3 different schools over a single academic year. My dad wasn't in the military and neither parent ever offered a satisfactory answer to my question about why we moved around so much.
Anyway, in my sophomore year of high school we moved from New Jersey to Arizona. Though I was placed in honors classes (that's what we called them in the 70's), I'd already learned what was being taught. I asked for advanced placement and was denied. I asked to skip a grade and was denied. As the only means of protest a 15-year old could imagine, I stopped going to class except to take tests. Passing grades every time, but when the semester's report card arrived, I was failed for... attendance! That, combined with the stresses I was dealing with at home, pushed me to a decision: I wasn't going back to school. Either my parents could sign the papers and 'officially' withdraw me, or I'd simply refuse to attend. Mom signed. There's more to the story but I've already written a wall of text here so, that's all for now.
My subsequent experience with 'education' included joining the Navy, again with parental permission at age 17. I took the ASVAB (armed services vocational aptitude battery) and qualified for anything I wanted, including an emerging nuclear technology program. I chose computer programming. During boot camp, when it came time to choose our rating (job), I was told that I couldn't select computer programming. Why not? I qualified on the ASVAB? As it turned out, computer programmer was only available to people with a high school diploma or a GED. I asked if I could select programmer and get my GED as soon as boot camp was over. The answer was no. That experience, combined with the earlier year's refusal to skip me ahead a year so that education might be an engaging learning experience (vs. a rote matter of compliance in attendance) soured me from formal education and the societal prejudices associated with it.
People who teach themselves are sometimes referred to as 'autodidacts'. It sounds cool and all but it's really not a big deal (to me, anyway) because that's pretty much how I've been all along. Again, not something to boast about because I didn't do anything to make it happen. It's innate and, really, feels like a default way of being to me (What do you mean not everyone loves to learn? Are you KIDDING me?!? LOL).
In conclusion, what is my education level? I have no idea how to answer that question. I'm reasonably well-read in many areas of interest. Would I presume to say that I've got an Associate's or even a Bachelor's level education? Probably not. Without a formal curriculum as a basis for my learning, it's a pretty eclectic mix of subjects. I feel I can converse pretty well with others who have formal education unless/until that conversation relies on a domain specific vocabulary with which I'm unfamiliar. Sometimes it's the case that I understand the idea behind an unfamiliar term and I just needed to expand my vocabulary a bit. Other times, talking with people who know more than me about a subject feels like just another opportunity to continue learning, which I love.
I like being this way. It's been mostly helpful to me in my personal and professional life. I don't think it's a better (or worse) way to approach learning, and I don't think I'm better (or worse) than anyone else for having declined a formal path of education.
THE END (finally, right?
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