
I feel strongly about the article “belief in mental health”.
In general, academia evokes strong emotions because I understand wanting to
overwork oneself for greatness. I often think that if I’m not suffering, then I’m
not working hard enough. But at the same time as the article states, I’ve come
to understand that sometimes sanity is important for one’s overall performance.
Still, I cannot shake the thought that indulging in self-care is a luxury and
that I should be working instead. There’s also a fine line between what is necessary
for self-care and what’s indulging in laziness. This behavior of incessantly
trudging through life is very much the same as how the parents in “belief in
mental health” wanted their son to still take the SAT a day after he was
hospitalized for attempted suicide. Perhaps it is our upbringing to believe that
there is no such thing as suffering so much that you cannot work toward your goals.
These reasons are why I agree spirituality should be discussed more in academia
as stated in the article “Spirituality in the Academy”. I think that the reason
why spirituality is shunned is because we as a society have made it the trend
to work hard with no regard to our health or true purpose in life. Are humans
on earth to increase productivity ten-fold within their lifetime? Or are humans
here to be happy with our lives.
Why do
we feel the need to further advance our society? Not that advancement is
bad but it’s come to a point that our culture is to work ourselves to the point
of misery. Suicide and depression rate have never been so high. Is our
advancement in technology worth what we’re doing to ourselves as humans? This
is where I think understanding spirituality will help in reminding us what exactly
our lives are for and prevent an era of increased suicide attempts and
unhappiness.
References:
Kai Cheng Thom. “Belief in Mental Health.” In Open in Emergency.
Shahjahan, R. A. (2005). Spirituality in the academy: Reclaiming from the margins and
evoking a transformative way of knowing the world. International Journal of Qualitative
Studies in Education, 18(6), 685-711.
Media:
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