Twenty Years Later: Reflections on Choosing My Own Education
In June 2006, I graduated from high school and prepared to start college. Looking back twenty years later, one of the things I find most interesting is not simply what I learned, but the structure of how I learned. At the time, I did not fully appreciate how unusual my college experience would be, but with the benefit of hindsight I have come to see both the strengths and weaknesses of choosing a highly self-directed education.
When I was researching colleges, I was attracted to a relatively rare idea in American higher education: the open curriculum. At the time, among major R1 research universities, Brown and Rochester were essentially the two schools built around this philosophy. Most universities, including many elite institutions, required students to complete a broader set of general education requirements. Rochester had a different philosophy: students should be trusted to design much more of their own intellectual journey.
That appealed to me enormously. I had already spent twelve years moving through an educational system where other people largely decided what subjects I needed to study. At eighteen, I had a fairly clear sense of what interested me: economics, philosophy, markets, incentives, and institutions. I did not want to spend a large portion of college checking boxes. I wanted the ability to go deep into the ideas that fascinated me.
At an admitted students event, I remember hearing a message that was very different from the typical college sales pitch. Rather than trying to convince every student to attend, the dean explained what kind of student should probably not choose Rochester. If you wanted a university to tell you exactly what to study, there were better options. If you wanted to randomly explore without much direction, a more structured curriculum might serve you better. But if you already had strong intellectual interests and wanted the freedom to pursue them deeply, Rochester was designed for you.
The Benefits of Going Deep
The open curriculum was not simply “do whatever you want.” It was more thoughtful than that. Students still had to build clusters outside their main area of study, but they could make those clusters intellectually coherent. An economics student could study mathematics, statistics, philosophy of law, or political economy. Breadth did not have to mean taking a random collection of unrelated classes. It could mean building a broader foundation around the questions that interested you most.
In many ways, this approach resembled the British university model, where students specialize earlier and spend more time developing depth in their chosen field. For me, this worked extremely well. By my seventh semester, I had completed enough credits to graduate. I stayed for my final semester because I wanted to enjoy senior year with my friends and complete the full college experience. Looking back, I probably could have overloaded a few semesters and graduated in three years, but I am glad I did not. College is not only about accumulating credits. The final year gave me time to mature, strengthen friendships, continue leadership activities, complete an honors thesis in economics, and transition into adulthood.
The Risk of Designing Your Own Education
Twenty years later, however, I can also see the weaknesses of the system. The biggest risk of designing your own education is that you are asking an eighteen-year-old to serve as their own curriculum advisor. Even thoughtful eighteen-year-olds do not know what they do not know.
I studied economics in a department with a very strong tradition of rational choice, formal modeling, and market-oriented thinking. There was tremendous value in that approach. It taught me rigor, the importance of incentives, and how to analyze problems systematically. But every intellectual tradition has blind spots.
I never took psychology. As a result, I was barely exposed to behavioral economics and the ways cognitive biases and human psychology might challenge traditional economic assumptions. The irony is that Richard Thaler, one of the founders of behavioral economics, earned his PhD from Rochester. When he gave my commencement address in 2010, he talked about how many people in the department had been skeptical of his ideas early in his career. Yet he eventually became one of the economists who most changed the field over the last fifty years.
After graduation, I read Nudge and realized there was an entire intellectual tradition that I had mostly missed. Similarly, I never took political science, and over time, especially as an investor, I came to appreciate how much institutions, governments, regulations, and political decisions shape markets. I also never studied computer science. In fairness, in 2006, very few traditional curricula would have forced economics students into machine learning or artificial intelligence, but it is another reminder that students often cannot predict which fields will become important.
The Real Goal of Education
That is the strongest argument for a more traditional curriculum. A good core curriculum is not built around what students already know they like. It exists because students cannot predict which ideas will change the way they think. Sometimes the class you would never voluntarily choose is the one that expands your worldview the most.
There is no perfect system. A structured curriculum raises the floor. It protects students from missing important areas, creates intellectual collisions they might not seek out themselves, and provides a roadmap for students who are still discovering their interests. An open curriculum raises the ceiling. It allows motivated students to move faster, specialize earlier, and create a uniquely valuable education that might not exist inside a standard set of requirements.
The challenge is that not every student enters college with the same goals or level of direction. Some students want to design their own intellectual journey, while others are still trying to discover what interests them. The same freedom that empowers one student can leave another student without enough guidance.
Looking back twenty years later, Rochester was probably the right choice for me. The combination of a research university, a strong economics tradition, and intellectual freedom matched my personality. But the lesson is more nuanced than simply saying freedom is better. Freedom is powerful when combined with curiosity, discipline, and humility. The challenge is remembering that the subjects you ignore may eventually become the ones you wish you had studied.
The real goal of education is not just to complete a curriculum. It is to learn how to keep rebuilding your own.