Before I began writing for the Graduate Student Reflection Series, I made a point of reading nearly all the previously published contributions. What struck me as particularly interesting was the extent to which graduate students from a wide range of backgrounds encounter a similar set of confusions and challenges. The most frequently asked questions included: “Should I go to graduate school?” “How should I make use of my time as a graduate student?” and “Should I strive to publish papers during my graduate studies?” In response, I would like to offer some personal insights based on my own experience as a Master’s student. However, it is important to note that my reflections are likely more relevant to Master’s-level students than to those at the doctoral level, given that my experiences are primarily within the former category.
I. To Pursue Graduate Studies or Not: Let Your Own Mind Take Responsibility
I do not believe there is any definitive answer to the question of whether one should pursue graduate studies, nor would I recommend placing too much weight on other people’s opinions. This decision is profoundly personal, and no one knows your interests, circumstances, and long-term goals better than you do. Often, we are inclined to consult those who seem more “successful,” hoping to discover their so-called “secret to success.” Yet their personal situations, historical contexts, social networks, and temperaments may differ substantially from yours. Simply replicating their paths may lead you astray. Moreover, those offering advice will not bear the consequences of your decision, and they may provide misleading guidance due to incomplete information or misunderstandings about your situation.
In this regard, calmly and clearly understanding your own aspirations and practical conditions is far more important than following any so-called “success stories.” You need to develop your own decision-making framework. Whether you decide to pursue graduate studies or not, the choice is yours, and so are its outcomes. We only live once, and no one can predict the length or trajectory of that life. Embracing responsibility for your decisions will ultimately refine and mature your thinking. As Allison recently noted, we should analyze the causal chain behind other people’s advice rather than focusing solely on the results they present.
II. To Publish During Graduate Studies or Not: Treat Academic Output with Caution
In recent years, I have given a great deal of thought to the question of whether one should publish during graduate studies. Like many, I initially harbored a strong desire to publish as early as possible to secure my own “footing” in academia. However, as my reading and research deepened, I realized that my early aspirations were both overly idealistic and impatient. The more I studied, the harder it became for me to produce a paper I felt was truly worthy of publication. For me, writing a paper is not merely an academic exercise; it is a form of serious intellectual production. I am reluctant to submit a premature manuscript on a profound and intricate philosophical issue—such as skepticism—without thorough consideration and rigor. Once a hasty, insufficiently reasoned conclusion is put into print, it risks being prematurely “labeled” as addressed, a move that I consider disrespectful to both academic inquiry and intellectual integrity.
I often compare a paper to my own “child.” Even if that child is as innately talented as Kripke, it still needs to go through high school and college, receiving years of education and training before confidently stepping onto the academic stage. The short span of a Master’s program may simply be insufficient for nurturing a paper that can withstand the test of time. Careless publication can leave you with academic regrets and cause headaches for journal editors forced to sift through underdeveloped submissions. For most Master’s students, I believe it is unnecessary to rush into publishing. Instead, we should devote more time and energy to deep thinking and building a strong knowledge base, laying a solid foundation for genuinely high-quality academic work in the future.
III. Graduate Student Social Life and Interdisciplinary Collaboration: Becoming a Connector
Graduate school is not only a period of intensive study behind closed doors; it is also a golden opportunity to engage with the academic community and broaden your horizons. I have participated in reading groups on Hegel’s Logic and Philosophy of Right, even though my primary interests and training lie in analytic philosophy. Some were puzzled by my involvement, but I explained that the march of time has long since dismantled the rigid borders of isolated disciplines. Today, many complex problems demand a multidisciplinary perspective and collaborative effort, and scholars with the capacity to bridge different fields are in short supply. We need not become top-tier experts in every discipline—this is practically impossible—but we can carve out a unique niche in these interdisciplinary intersections: in a physics seminar, I might be the one who understands philosophy best; in a philosophy department, I might be the one who understands physics best. Through such “interstitial” advantages, we can build intellectual bridges across diverse domains, becoming true connectors. Ramirez also reminds us to “find your people.”
In an era of increasing specialization, philosophers should not limit their ambitions to rigid disciplinary boundaries. Historically, many philosophers were well-versed in multiple areas; they cared about mathematics, physics, and biology, as well as social, ethical, and political questions. For instance, to engage with the question of causality in quantum field theory, a philosopher may need to learn quantum field theory themselves or collaborate closely with physicists. A researcher in evolutionary ethics who lacks a solid grounding in modern evolutionary theory will find it difficult to offer profound philosophical insights on the moral significance of life phenomena. As Kitcher, Sober, Ruse, Dennett, and others have noted, many philosophers who tackle evolutionary issues without sufficient biological background often produce superficial work. Thus, interdisciplinary collaboration and cultivating a cross-disciplinary perspective are not just routes to deeper thought; they are also cornerstones of academic innovation.
IV. Conclusion: Chart Your Own Path and Shape Your Own Vision
The graduate student experience is a period for accumulating knowledge, refining thought, and broadening one’s perspective. It should not be merely about earning external approval or producing publications for the sake of one’s academic record. More importantly, it involves maintaining intellectual independence and curiosity while developing a personal cognitive framework. Whether to go to graduate school, how to spend one’s graduate years, and whether to rush into publishing are questions that need not be answered by external standards. What matters most is clarifying your goals and avoiding blind conformity or self-imposed limitations. Seek out dialogue, embrace interdisciplinary collaboration, and expand the range of possibilities available to you.
The boundaries of knowledge are always expanding, and the increasing specialization of disciplines can mislead us into believing we must remain confined to our own fields. Yet a visionary philosopher, an ambitious graduate student, ought to regard academic life from a more expansive vantage point and meet intellectual challenges with deeper thought and richer experience. Ultimately, graduate studies exist to help you become a fuller, more creative “you.” As long as we uphold a sense of personal responsibility, engage across boundaries, and remain open to critical reflection, our time in graduate school will be not only an academic pursuit but also a journey of personal growth.
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