The "Correlation" Skill by Austin

The "Correlation" Skill by Austin - January 2022 Scholarship Essay

Much of high school seems to focus on grades and statistical measures of intelligence. Most students I know study to make the grades they desire; with these students, grades are not simply side effects of the desire to learn, but they have become the whole purpose of the study. However, I have noticed throughout my academic career that the most intelligent, actually intelligent, students I have come across are not this way. True intellectuals see a purpose beyond the satisfaction of good grades with their studies. They think about their studies beyond the high school context and relate them to scenarios they might encounter in their future career or the world outside of high school. For example, a true intellectual student taking AP Government might not learn the content of the class for the sake of the AP test (although that is a partial reason), but because they enjoy listening to political podcasts outside of class and want a clearer picture of current political events. Then, studying for government becomes easier because of their interest, and the grades will come more naturally. Last year, I sought to exemplify this concept of study and put my academics in the context of either application to my future career, application to the world outside of school, or a necessary study for culture's sake.

For a long time now, I've had the dream of becoming an Air Force Pilot. This career requires applications from various academic subjects ranging from physics and calculus to geography and history. And so, while taking several of these courses this year, I tried to find the relationship between subject and career, leading to an increase in subject interest, and ultimately, academic success. While studying the first law of motion in my physics class (law of inertia), for example, I came across a video of an F-18 pilot explaining the scientific concept of pulling G's. In my mind, correlating a source of personal interest with a scientific concept in my physics class led me to a deeper understanding and more profound interest in my physics class. This correlation skill, as stated before, helped me have greater success in all of my academic courses.

I often notice with some of my peers the willingness to follow a teacher's suggestions about studying with unwavering loyalty. I think following the guidance of a teacher is something worth doing, but sacrificing one's approach to an academic subject to conform to authority should be cautioned against considerably. Everyone has different interests, motivations, and skill levels in academics, so learning is subject to change per individual. For example, while in my Macroeconomics class, I think about how the information I learn applies to me, maybe a future business, and my country. During a lesson, I pay particularly close attention to the parts that could be helpful with future endeavors. For example, as a future military officer, I might pay close attention to the comparative advantage between Lockheed Martin and the Federal Government. This correlation helps me comprehend the concept of comparative advantage, but it might not help someone else who does not share my interest. That individual has to find the interest and method of studying that works for them.

I believe this correlation skill has the most significant impact on academic success out of all other variables. This skill has not only led to my academic success, but it has instilled within me a passion and incentive to learn. True academic success comes with realizing that you are excited to learn, not simply achieving good grades.