Category: personal AnGoL

I saw something similar to this dynamic during the Ondoy relief efforts of Tulong Bayan Operations. It was in stark contrast to how other operations work(personally I preferred the self-organizing kind than the heavily managed kind in use by most centers.)

The group started off with most people switching among the several tasks. Pretty soon it became clear that some people had comparative advantages at certain tasks (my wife at raking), while others had comparative and absolute advantages at other tasks (a burly retired ophthalmic surgeon at cutting with shears).
Productive groups generally learn quickly how to maximize output in situations like this, even with no guidance from a manager. Some people in the group (like me) were uniformly relatively good (or bad) at all tasks (had no obvious comparative advantage), so that their skills (or lack thereof) led them to spend the time alternating among all the tasks. I would think that primitive farming groups and, even further back, groups of hunters quickly learned who was relatively and absolutely good at which tasks.
via Sticking to What I’m Good At – Freakonomics Blog – NYTimes.com.

I’ve been thinking of Graduate School for a long time now and I have to admit that me going or not going is boiling down to the Question; Do I really want to or are their other reasons?? It is part of this search , this anguish filled search for meaning, for passion, for life.

I have found that most prospective graduate students have given little thought to what will happen to them after they complete their doctorates. They assume that everyone finds a decent position somewhere, even if it's “only” at a community college (expressed with a shudder). Besides, the completion of graduate school seems impossibly far away, so their concerns are mostly focused on the present. Their motives are usually some combination of the following:
* They are excited by some subject and believe they have a deep, sustainable interest in it. (But ask follow-up questions and you find that it is only deep in relation to their undergraduate peers — not in relation to the kind of serious dedication you need in graduate programs.)
* They received high grades and a lot of praise from their professors, and they are not finding similar encouragement outside of an academic environment. They want to return to a context in which they feel validated.
* They are emerging from 16 years of institutional living: a clear, step-by-step process of advancement toward a goal, with measured outcomes, constant reinforcement and support, and clearly defined hierarchies. The world outside school seems so unstructured, ambiguous, difficult to navigate, and frightening.
* With the prospect of an unappealing, entry-level job on the horizon, life in college becomes increasingly idealized. They think graduate school will continue that romantic experience and enable them to stay in college forever as teacher-scholars.
* They can't find a position anywhere that uses the skills on which they most prided themselves in college. They are forced to learn about new things that don't interest them nearly as much. No one is impressed by their knowledge of Jane Austen. There are no mentors to guide and protect them, and they turn to former teachers for help.
* They think that graduate school is a good place to hide from the recession. They'll spend a few years studying literature, preferably on a fellowship, and then, if academe doesn't seem appealing or open to them, they will simply look for a job when the market has improved. And, you know, all those baby boomers have to retire someday, and when that happens, there will be jobs available in academe.
via Graduate School in the Humanities: Just Don’t Go – Advice – The Chronicle of Higher Education.