All just a show – The Duke Chronicle

Getting caught up in the competitive and noisy atmosphere at Duke University is a common occurrence for many students. Often feeling overshadowed and isolated in a sea of voices trying to be the most intelligent and outspoken, one might miss out on the true essence of a lecture or a poetry reading, like the one led by Pádraig Ó Tuama inside Duke Chapel last semester.

The environment, although reminiscent of a church service, was transformed into a public dialogue and poetry recital by Ó Tuama that attracted hundreds of guests, each eager to hear his profound words. Witnessing the packed Chapel, one couldn’t help but notice the deep admiration and reverence people displayed for the speaker. This level of devotion and fervor was something truly remarkable to witness.

Surrounded by believers nodding and humming in agreement, one couldn’t help but get caught up in the collective energy of the crowd. However, the actual words being spoken became a secondary experience for many, with the atmosphere and the collective response taking precedence. The melodious familiarity of the audience’s harmonized reactions seemed to drown out the individual words being shared.

Among the attendees were two middle-aged men, dressed in tweed jackets and elbow patches, who stood out with their synchronized affirmations and subsequent commentaries. Their shared expressions of wonder and engagement mirrored by others in the Chapel highlighted the performative nature of education at Duke. The need to assert knowledge and intellectual prowess often overshadowed the genuine appreciation for the subject matter at hand.

In a community where students constantly strive to outshine each other with their academic achievements and course loads, genuine engagement and understanding often take a back seat to performance. The pressure to showcase proficiency in a competitive academic environment can leave many students feeling marginalized and overlooked, particularly those who may feel excluded or intimidated by the dominant voices in their field.

For many students, especially women in male-dominated disciplines like S.T.E.M., finding a voice and asserting their presence can be a daunting task. In a setting where visibility and expertise are valued above all else, those who don’t conform to the norm risk being left behind or feeling like mere spectators in a space where expertise and performance take precedence over genuine learning and understanding.

In a culture that prioritizes competition and performative knowledge, it is essential to acknowledge the value of authentic engagement and intellectual curiosity. By creating inclusive spaces that encourage diverse voices and perspectives, educational institutions like Duke can foster a more nurturing and supportive environment where all students feel seen, heard, and valued for their unique contributions and insights.

Reflecting on the experience at Duke Chapel and the performance-centric nature of education at the university, it becomes evident that true learning goes beyond showcasing knowledge and intellect. It is about fostering genuine connections, embracing diverse perspectives, and creating a culture of inclusion and understanding that celebrates the individual and collective journey of learning and growth.