Section Kid and the Transformative Undergraduate Learning Experience

The raw transcript of an interview with one of Harvard’s premier Section Kids (who asked to stay anonymous so as to not draw attention to themselves or their classmates) about another “show-stealing” performance today.

We caught up with one of Harvard’s premier Section Kids (who asked to stay anonymous so as to not draw attention to themselves or their classmates) about another “show-stealing” performance today. We asked them for their review of the section, their motivations, and their advice for others who want to follow in their footsteps. Here is the raw transcript.

FM: Take us back to the moment when you asked the question you already knew the answer to. What was going through your head?

Section A. Kid ’25: Well, you know, as the main facilitator of class discussion — a title I don’t hold lightly — my job is to make sure the right questions are being posed so that my, uh, peers have a chance to contextualize and prepare better responses.

But is there such a thing as truly knowing the answer to a question? I like to think that my main contribution is to raise more questions than answers. And by doing so, I’m reminded of the multifaceted nature of little “t” truth, which is at once —

FM: Right, right. What would you say was the turning point in today’s section?

SAK: There was a brief yet agonizing moment when I paused to consider if I wanted to continue examining the intertextuality of the reading or to circle back to the poignancy of the juxtaposition of binaristic elements that so effectively suspend all judgment of the Other. It’s really a careful consideration of, are we asking the right questions? What gaze am I directing at myself? It’s not an easy task — quite paralyzing, actually — but the conversation is necessary for us to develop a critical understanding of the text’s epistemological underpinnings.

FM: That sounds so hard, almost like a job.

SAK: Oh god, I don’t consider this a job, no, no. A calling, maybe. A certain vocation, if you will. And as for difficulty, yes, I suppose, because speaking doesn’t come naturally to me. But I endeavor to do so for my classmates, so that we can all come together in the Transformative Undergraduate Learning Experience — TULE, for short — that is the Harvard Section.

FM: How would you say today’s section went? Was it one of the greatest performances?

SAK '25: “The” greatest performance? I highly doubt it was, but if you’re asking if it was one of “my” greatest—

FM: Yeah, that.

SAK: Well then, yes, I do think it will join the others in the pantheon of my greatest performances. And as for today’s section, I want to first commend the other students. The one athlete — her name is escaping me right now — spoke twice, which I found absolutely inspiring. I just love it when we all grow together, collectively.

FM: Could you elaborate on that?

SAK: Oh, yeah. Basically at the beginning of the semester everyone talked pretty equally. Now, just me. I miss the collaborative aspect of class, but I guess they really want to hear what I have to say, which is difficult, but a burden I’m happy to bear. I can tell how much they gain from my perspective — they take notes or type on their computers the whole time. I never can see what exactly they’re writing. The one time I did peek at someone’s computer it was mainly, um, doodles — gorgeous, by the way, worthy of the Kantian sublime — but I’m sure the others are taking notes.

FM: All right, last question. What would you say is the most important factor to do well in section?

SAK: Wonderful question! To listen. Only by listening can we truly learn to speak.