The purpose of a Harvard education is supposedly the joy of discovery, the thrill of intellectual curiosity, and the personal satisfaction of mastering a challenging concept. However, the prevailing vision of many Harvard students is that college is simply a pathway to a universally desired outcome—a prestigious, high-salary career. This vision is hard to escape. Harvard’s student culture perpetuates an environment where personal development is relegated to secondary consideration, a mere footnote in the grand narrative of pre-professional education and GPA maximization.
Evaluating education solely based on job prospects or social standing, an approach fostered by Harvard’s culture, misses the mark significantly. Education, in its truest form, should transcend the confines of perfect GPAs, economic benefits, and material success. It should prioritize the cultivation of critical thinking, creativity and a lifelong love for learning, fostering well-rounded individuals who contribute meaningfully to society. I recognize that adhering to this perspective can pose a considerable challenge, and it’s not always easy to step back from the environment of such a polarizing place. However, Harvard University and its students need to shift from a myopic emphasis on career-centric goals to a more holistic and growth-oriented approach, reclaiming the true essence of education.
The issues manifested by Harvard College students stem from practices ingrained much earlier on in their academic careers. Even before students arrive on campus, there is a noticeable absence of initiatives to foster intellectual curiosity. Many ambitious high school students find themselves dedicating countless hours to meticulously crafting academic profiles, often foregoing the pursuit of subjects they genuinely enjoy. In high school, I was encouraged by college counselors and teachers alike to pursue the debate team, the school newspaper, and leadership roles. My roommate once admitted that his high school life had the singular objective of gaining admission to prestigious schools like Harvard. The relentless pursuit of the “next step” in education, while understandable, leads to a deleterious mindset, one where the journey of learning is overshadowed by the destination it is presumed to lead to.
Many Harvard students entered the University with a strong focus on their academic path, having meticulously crafted impressive college applications. Upon arriving at Harvard, they find themselves in an environment that continues to prioritize grades, club involvement, and networking, perpetuating a cycle of the pursuit of prestige. While striving for academic excellence is commendable, students must recognize that there is inherent value in relishing and appreciating the rich tapestry of experiences that university life offers. Not everything has to be a means to an end.
However, it is imperative to consider the external forces that wield a profound influence on students’ experiences. Undergrads arrive with vastly different backgrounds that ultimately shape their experiences and create a dynamic tapestry of identities, perspectives, and conversation. Some face the weighty responsibility of providing for their families—their journey through Harvard is intricately intertwined with the financial pressures of their households. In stark contrast, others may come from more affluent backgrounds, affording them a broader spectrum of choices and opportunities. These circumstances influence both the pragmatic decisions students make about their academic pursuits, as well as the extent to which they can engage with the full spectrum of the college. Recognizing these divergent circumstances adds layers of complexity to the narrative of Harvard, as many students are influenced by the unique contexts they bring with them.
In my candid conversations with peers and friends, I’ve come to observe that many students, whether overtly expressing it or not, navigate their Harvard journey with a primary focus: leveraging the Harvard brand to pave the way for prosperous career trajectories or as a conduit for securing financially advantageous relationships. While Harvard outwardly emphasizes its dedication to fostering intellectual curiosity, the prevailing culture within the community often appears tilted towards a more career-centric mindset. It’s disconcerting that Harvard students are enveloped in a somewhat precarious and narrow-minded vision, fixating predominantly on outcomes. A dominating focus among students revolves around immediate and tangible outcomes, such as securing high-paying job opportunities after graduation or landing coveted summer internships with prestigious companies.
Harvard is not solely accountable for this phenomenon. I acknowledge having slipped into the mindset of prioritizing grades and prestigious internships. However, I am earnestly committed to breaking free from this worldview. The true enrichment of one’s mental faculties and the profound expansion of cultural understanding far surpass the significance of achieving flawless grades or pursuing esteemed internships. The meaningful conversations I’ve engaged in with friends from diverse backgrounds and corners of the world on this campus have proven to offer enduring value, eclipsing the potential impact of any class or grade.
In a scenario where education is viewed solely as a stepping stone to the next life phase, the concern arises: how can students allocate time to explore their true passions and develop a genuine appreciation for their education? Can one genuinely claim to have fully utilized their time at an institution like Harvard if their focus is perpetually fixed on what lies beyond college?
Even though Harvard is touted as a stepping stone to future prosperity, it’s crucial to engage earnestly with the traditional college experience. Focusing narrowly on terminal outcomes can lead us into suboptimal situations where we are enthralled with the letters in our transcript, forcing us to endure more than we ought to for the sake of long-term objectives. At the start of my Harvard career, I took only STEM classes, thinking something in that field would set me up to make the most money out of college. However, I quickly realized that creating molecular structures and solving 4D integrals was not the way I wanted to spend my time here.
I will never forget watching people cry in the Matthews Common Room because they could not find the time to complete their work. There persists a grim acceptance at Harvard that life is inherently fraught with hardships that must be endured, all for the ultimate reward of living up to conventional standards of academic success and securing a prestigious position in the workforce.
This is not to suggest that academic endeavors and professional experiences are trivial. Rather, I advocate for a recalibration of priorities, where the purpose of one’s time at Harvard is not singularly defined by wealth accumulation and focus on the next step of life.
Countless narratives from individuals reflecting on their lives affirm that true fulfillment seldom stems from academic accolades or the first rung on the career ladder. What inspires people to get up each morning, what imbues their lives with meaning, is often disconnected from the conventional markers of success we are conditioned to chase. Rather, it lies with the people and the relationships closest to them.
As a member of the Harvard community, I am acutely aware that the education I receive is unparalleled in many respects. I am completely blessed and fortunate to be at this campus just because of the different voices I can hear, the speakers I can engage with, and the conversations I can have with friends and classmates. Yet, I cannot turn a blind eye to the concerning desires of many of the student body. Harvard, as an academic institution, should recommit itself to serving the educational mission and its students first and foremost. Students should shift their focus from what job they are going to get to something more holistic and growth-oriented. The University must realign its focus, ensuring that academic pursuits are not unduly influenced by the weight of the endowment or the whispers of donors. Only then can Harvard truly fulfill its promise as a leading light of higher education, unshadowed by the specter of commercial interests.
Luke Wagner ’26 (lukewagner@college.harvard.edu) writes Forum for the Independent.