ABSTRACT
Ever since I was in grade school I wondered about the purpose of what I was being taught. One subject which exemplified this for me was geometry. I found its meaning to be the essence of abstraction and explanation, which was applicable to a variety of areas in life and society. This insight, if I can call it that, didn't materialize until the second time taking the course. This was largely possible through the teacher who continuously referred to the larger picture of geometry. I started to analyze the process of geometry, the particular way my mind had to operate in order to understand the theorems, proofs, and logic. Despite geometry's limitations or its linearity, the analytical process I had to implement to search for the meaning helped substantially, not only in geometry but elsewhere. Basically, it was the combination of the teacher's application of the terms and how it challenged me to analyze the process to understand it better that facilitated a meta-awareness. Through his passion, I was able to see the potential implications of the opposite and plural within the singular. I understood the irrational of the rational. Understanding some of the how's, irs and then's helped me formulate a deeper meaning in a critical perspective of probing deeper and deeper into unanswered questions and possibilities.
