The world changes, and we must change with the world, and that is a good thing, as talents we took for granted suddenly seem more remarkable, if we develop them and they are recognized and nurtured by others.
I also believe that education, when embarked upon at a later date, can quite frequently be more enriching, given the greater self-knowledge that comes with age. As an adolescent, avoiding homework is a frequent act of childish rebellion. But the adult knows that time is finite and making the most of the here and now means embracing rather than avoiding work. An adult also knows better what he or she likes and dislikes, what are his or her strengths and weaknesses, and so the can better cope with these deficits and compensate for them.
Yet an adult may fear to take more risks, unlike the child that joyously learns to walk by flinging him or herself down upon the ground, getting up and trying again and again (Gardner 14-15). Happiness comes from...
Setting few goals means few opportunities for learning.
Learning later in life is a grand experiment and a risk for me -- I hope to take advantage of my greater knowledge and age in the discipline I show towards my studies yet 'grow young' through the process of learning in the safe space of a university community. My motivation is rooted in the fact that I have now given permission to myself to enjoy learning, something I did not always do as a young person. I used to think work had to feel like work, even though learning can be joyous. The responsibilities of learning are great, but always rewarding. During the hardest times of my adult life, I longed to return to school. Although I have other commitments now and cannot be a carefree youngster (if such a thing really exists) I can channel some of that energy into my daily life at OU.
