In “The Achievement of Desire” by Rodriguez, the author looks into the intricate interaction of family life and education, revealing the strains that emerge as an individual chases educational success. Rodriguez struggles with a contradictory desire to end and continue his studies as it progressively separates him from his family origins. This paper will look into what the author implies by wanting an “end to education .”The paper will also discuss how I relate or not relate to what Rodriguez is discussing and argue how the author’s need for an end to education is due to his displeasure with the sacrifices and substitutions he made to accomplish his educational success.
One of the reasons Rodriguez wanted “an end to education” was because education created a gap between his family and him. Rodriquez asserts, “A primary reason for my success in the classroom was that I could not forget that schooling was changing me and separating me from the life I enjoyed before becoming a student” (Rodriguez 598). The assertions indicate that the author sensed that his academics transformed him, making him different from his family, who lacked anything in common regarding Rodriguez’s vocabulary and educational interests. Rodriguez felt that studies were making him more private and reserved, making him lose touch and closeness with his family. The author exclaims, “I became more tactful, careful to keep separate the two very different worlds of my day… I devoted my studies, I became bookish, puzzling to all my family. Ambition set me apart” (Rodriguez 598). The cries indicate that Rodriguez valued academics more than his family and preferred to separate himself from them. I can relate to Rodriguez’s feelings, especially because I feel that my studies have created a gap between me and my family. I usually find it difficult to converse with my family members since they fail to comprehend the concepts I study in school. I have to concentrate on my assignments and studies, which makes me feel that I have no extra energy or time to waste with them.
Secondly, Rodriguez wanted “an end to education” because it impacted his religious and ethnic identity. Rodriguez felt detached from his Mexican-American heritage and culture and disallowed affirmative action and bilingual learning as disruptive and discriminating. The author claims, “I was an American citizen. I spoke the public language. I was eager to learn. Why should I be given preference?” (Rodriguez 599). Rodriguez’s claims indicate that he did not categorize himself according to his ethnicity and preferred being handled individually. Also, he fought his Catholic conviction as he queried the rites and creeds of the church and felt embarrassed for his sexual orientation. Rodriguez asserts, “I was a homosexual. I was a sinner. I was damned” (Rodriguez 600). It implies that the writer felt embarrassed and diverged from his religious principles and could not understand his feelings. At this point, I do not relate to the writer’s feelings because I do not share his beliefs on faith and culture. I am comfortable with my ethnic roots and the guidelines that foster academic inclusion and diversity. Besides, I am proud of my religion and do not perceive it as grounds for fear or guilt.
Lastly, by “end of education,” Rodriguez wanted to show the opportunities and gains and the dilemmas and challenges that education had brought him. The writer emerged as a prosperous writer and intellectual, attaining degrees from prominent universities and writing broadly. In his claims, Rodriguez says, “I was the scholarship boy, a very bad student. I was a great student, ” showing that he attained his educational dreams and acquired credit and esteem for his work (Rodriguez 599). Rodriguez also received access to a realm of diversity and culture, where he interacted with individuals from all walks of life. Nonetheless, the writer also laments that he experiences challenges. “I was accused of being unnatural, a cultural traitor, and a freak” (Rodriguez 601). He encountered resentment and resistance to his attainments and views. Rodriguez also felt isolated and lonely, detached from his friends and family. The author would question if his academics had made him more satisfied or happier or if he had sacrificed a lot for his studies. I somehow relate to Rodriguez’s claims since I enjoy the gains and chances that come with education. However, I also encounter dilemmas and difficulties. Sometimes, I am stressed and pressured by the demands and anticipations of my academics, and I question if I made the correct choice for my life.
In conclusion, Rodriguez struggles with a contradictory desire to end and continue his studies as it progressively separates him from his family origins. His need for “an end to education” is due to his displeasure with the sacrifices and substitutions he made to accomplish his educational success. Rodriguez’s assertion of “an end to education” is very important because It is an eye-opener for people, especially those keen on their studies, to understand how they should create a balance between academics and family life to avoid the dilemmas and challenges that might arise when they put too much time of studies and forget the aspect of family.
Work Cited
Rodriguez, Richard. “The achievement of desire.” Ways of Reading: An Anthology for Writers 8 1982: 545–563.
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