Literacy equals access. Access to what? According to the ancients, freedom. In “The Republic,” Plato first introduced the seven liberal arts, those arts which would set a human free, and he began with reading and grammar. In your first few years in elementary school, the goal is to learn to read so that, eventually, you can read to learn. Upon completing Adler\u2019s \u201cHow To Read A Book,\u201d I feel as if I am learning to read again.<\/p>\n
I am not a fast reader. After a timed reading exercise in Mr. Kendall\u2019s 6th-grade class, I became very aware of this fact. I was not surprised when this was revealed, since I didn\u2019t like reading and I avoided it at all costs. I figured anything worth reading would be made into a movie, and as a very active young boy, I had other, more important, things to do, like play.<\/p>\n
As a philosophy major in my undergraduate studies and then into my graduate studies, because of the sheer volume of reading required, I learned how to digest books without chewing on every word, page, or even chapter. What I thought was survival, Adler calls \u201cInspectional.\u201d I was pleased to learn this way of approaching books is not only allowed but encouraged. However, I think my survival techniques of the past have stunted my analytical reading skills. I need to grow and develop my skills in the hard and thorough work of analytical and syntopical reading.\u00a0 I look forward to the practice of thoroughly understanding an author\u2019s ideas and arguments to rightly form an opinion.<\/p>\n
While I would say I actively engage with the text while reading by underlining or jotting questions and comments in the margins, I have yet to develop a good way of organizing my notes. The concept of the \u201cSlip-box\u201d introduced by Ahrens is revolutionary. I am a verbal processor, and I am excited to learn and utilize the Zettelkasten Method. Externalizing my thinking and learning to capture and connect key ideas while being able to easily locate specific details when reviewing notes later are game changers for lifelong learning, teaching, and preaching.<\/p>\n
I believe that writing is an area where I can improve the most. While I am comfortable and experienced with spoken communication, written communication has always intimidated me. With this program, I look forward to receiving feedback and writing regularly.<\/p>\n
Another component of this program that I did not expect, and am very grateful for, is learning to engage the emerging AI technology with wisdom and discernment. Being able to leverage ChatGPT while being aware of the limits is very helpful as the world we inhabit is becoming increasingly savvy and dependent on such technology. I am curious to see how ChatGPT can help as an assistant aiding in research, creativity, discovery, brainstorming, and communication.<\/p>\n
I have mixed feelings of excitement and nervousness about this doctoral journey. On one hand, I am thrilled to be challenged, to learn and grow, and to become more capable of leading others to the best of my abilities. But on the other hand, I am nervous because I know it will require me to face failure, be vulnerable, and be patient throughout. Despite this, I am determined to succeed and ready to take on this adventure.<\/p>\n","protected":false},"excerpt":{"rendered":"
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