Peer Reviewed Journal via three different mandatory reviewing processes, since 2006, and, from September 2020, a fourth mandatory peer-editing has been added.
This paper examines the growing tension between authentic curiosity and aesthetic performance in American higher education. Through personal experiences at the University of Illinois at Urbana-Champaign, this work explores how the pressure to maintain appearances and create Instagram-worthy academic personas increasingly overshadows genuine intellectual curiosity. As social media and digital platforms reshape educational practices, students find themselves caught between the desire for deep learning and the perceived need to aestheticize their academic journey. This reflection argues that while visual appeal and presentation have their place, the prioritization of aesthetics over authentic engagement threatens to undermine the fundamental purpose of higher education.
