Felix Xu, G 10 徐子儒

Today, many people wonder why students seem to dislike studying. This stands in stark contrast to ancient times, when education was a rare and coveted opportunity.

In ancient societies, education was tightly controlled by the scholar-official and aristocratic classes, often with government support. Ordinary civilians — especially peasants — were excluded from learning.

The ruling elite had two main motivations for this restriction. First, education represented power and identity; it was a marker of social superiority that distinguished them from the laboring class. Second, and more critically, they feared that an educated populace would question the system that exploited them.

If peasants understood how land ownership policies or taxation worked, they might challenge the authority that kept them in servitude. Therefore, denying education was a deliberate strategy to maintain control, protect privilege, and prevent social unrest. Because education was so inaccessible, it became deeply cherished by those who longed for it.

In the modern era, however, the situation has reversed. Education is widely available, yet many students approach it with reluctance. Two factors explain this shift.

First, the volume and nature of required learning can lead to overload and disinterest. Students are expected to absorb vast amounts of information, not all of which feels relevant or engaging. Like a fish overwhelmed by too much food, they may simply disengage when confronted with boring or excessive academic demands.

Second, constant distractions compete for students’ attention. Digital entertainment, social media, and video games offer immediate gratification, making sustained focus on academic tasks more difficult.

While ancient people valued education precisely because it was forbidden and scarce, many of today’s students take it for granted and see it as an obligation rather than an opportunity.

To address this, we should make learning more interactive and meaningful, connecting it to students’ interests. By doing so, we can help reignite the innate curiosity that transforms schooling from a duty into a desire.