Learning anything is essentially about entering territories that are still unknown. This process almost always brings something new: new readings, new people, new conversations, new questions, and new answers. Naturally, encountering the unfamiliar makes us nervous. It makes us hesitate.
Yet we often interpret this hesitation in a harsh way. We accuse ourselves of procrastination. We think we are not disciplined enough. But perhaps what we are feeling is simply the discomfort of stepping into something that is still too new to feel normal. Learning often feels strange before it feels familiar.
What Counts as Action?
We tend to define “action” very narrowly. Writing two pages counts as action. But thinking about an idea in the shower does not. Planning does not. Abandoning an idea does not. Finding a new direction might not count either.
But is that really true? Planning, plotting, and strategizing are also forms of action. They are part of the movement that makes future actions possible. Once the process begins, other actions naturally follow. We do not need to restrict ourselves to a narrow or overly contextual definition of what counts as productive work. Sometimes thinking is already working.
The Unnecessary Pain We Add
Learning is already emotionally demanding. It asks us to face uncertainty, confusion, and unfamiliar situations. Yet we often add a second layer of suffering by judging ourselves harshly during the process. This becomes a kind of double pain: the natural discomfort of learning, and the unnecessary pain of self-criticism. Consider physical training. Every time we return to the gym, we are learning again about our bodies. Long-term exercise is not a single event but a continuous process of adjustment. Even in long-distance running, every marathon is different. Conditions change, the body changes, and experience accumulates. There is no reason to expect that every attempt should look the same. Things change. We learn. We adapt.
A Different Model of Critical Thinking
I recently observed a professor speaking with a PhD student. Instead of trying to corner the student with aggressive questions, she approached the conversation differently. She showed curiosity, respect, and understanding. She explored other directions and possibilities the student might pursue.
Is this not also a good form of critical thinking? Critical thinking does not have to be confrontational. It can begin with careful listening. We try to understand the context, assumptions, randomness, traditions, and choices surrounding the researcher or speaker in front of us. Only then can we suggest manageable, realistic, and concrete alternatives—ideas that the person might actually find interesting or useful. In this sense, critique becomes a collaborative exploration rather than a battlefield.
Learning Without Tears
Perhaps the popular phrase “no pain, no gain” is only partially true. Struggle may sometimes be part of learning, but suffering is not a requirement. Growth does not always have to come through tears. Sometimes it comes quietly: through curiosity, patience, reflection, and conversation. Learning, after all, is not punishment. It is exploration. The fact that we only emphasize on pain is not wise in terms of motivating action I guess.
About Criticism / Critical:
From Greek kritikos — “able to judge or discern.” The root verb krinein means to separate, to distinguish, to decide. Originally, being critical meant careful discernment, not harsh attack. This older meaning fits the example of the professor: critical thinking as understanding first, then distinguishing possibilities.
RoofGazers 