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Work hard, play hard?

(04/27/05 4:00am)

One of the most pervasive clichés regarding this institution is the “work hard, play hard” stereotype. This phrase has attracted many high school seniors to Duke who desire a balance between academics and leisurely pursuits in college. Although the theory behind this idea has merit, it seems to be but a pipe dream, difficult to implement according to its spirit. Whether or not we were intellectual prior to college, we applied to Duke with the aspiration to cultivate our intellect. Somewhere between deciding to matriculate and attending freshman orientation, we make the decision, consciously or unconsciously, to realign our priorities. We seem to reinvent ourselves, projecting ourselves as fun-loving students first and intellectual students second, rather than valuing these two aspects of our collegiate career equally. This is in response to the image of the Duke student the administration promotes to us—although the University values intellectualism, it mistakenly believes that we have already internalized this principle and thus fails to emphasize the intellectual component at this institution; furthermore, it fails to demonstrate how to synthesize working hard with playing hard. Thus, neither do we view intellectualism as a daily part of the Duke experience, nor do we see in practice what “work hard, play hard” implicitly embodies—the love for working hard and playing hard. Without understanding the passion with which we need to embrace both of these ideals, we find it difficult to adopt these values simultaneously; thus, we shift our priorities to reflect the prevailing ideals.