From the classroom to the Forum

On Friday afternoons at Loyola, I usually head back to my room to unwind and relax after a long week of classes, homework, and extra-curricular activities.

Sometimes I have Evergreen meetings to attend, but I traditionally spend a large majority of my Friday afternoons in my room.

My traditional Friday routine was disrupted as soon as I landed in Italy. Instead of staying in my room, I found myself running around the Eternal City, or taking a bus to the train station for a weekend away…

This difference didn’t really hit me until this past weekend when, instead of heading home, my friends and I walked twenty minutes to the Markets of Trajan, which are a part of the Museum of the Imperial Fora. I willingly – and gladly! – trudged down Corso Vittorio Emanuele II, trekked across Piazza Venezia, skirted past Trajan’s Column, scurried up a flight of stairs, and entered the Museum – all on a “lazy” Friday afternoon.

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A view of Trajan’s Market from the Forum of Trajan

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Why am I learning?

I am starting to find it fascinating how different a student’s attitude towards academics can be, depending on his or her environment, which either dictates exposure to the significance of knowledge—or simply deviates from the holy grail of education.

Mostly every college student with exposure to university standards may testify to a grand distinction between what is known as K-12 or “common” education and “university” academics.

While in most contexts, “education” and “academics” may coexist as synonyms, in the setting of the topic, the objective of which is to uncover the hidden polarity of such concepts, the two nouns are light-years apart.

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