I'll go in a different direction from the other answers, based on this comment from the poster (which I feared to be the case even prior to the comment):
I'm simply somewhat concerned about my grades and it's the system who
relates it to competition, not me.
Instructors should have an obligation to keep students informed about their progress in the class (e.g., it's one of the ten questions on our student evaluation form at my institution). If grades are based on relative standing in the class, and that relative standing is not otherwise communicated, then I think that inquiring about that is fair-game, and the instructor should be able to provide that information. In short: Instructors should be transparent about grading protocols.
Now, to come around to the other answers, I think that this highlights the fact that grading on a curve and relative standing is a disastrous idea, because it leads to exactly these kinds of extraneous concerns and interactions. Or worse: students being incited to actively sabotage other students to inflate their grade. Or my friend who was embarrassed when all his students made a pact to skip the final exam (and hence all get 100%'s by default).
To my ear, this sounds very old-school, because my father went to an Ivy professional school in the 60's, and class ranking was an important consideration to proceed -- but the faculty adviser would have a weekly session with each student, telling them their relative class standing, and threatening them to work harder or someone else would overtake their position. And sabotage did occur: students hiding key articles in the library in unexpected places so no one else could benefit from them, etc. Surely a grading system that reports on an objective scale, whether the student has mastered the necessary skills and knowledge in each course, serves better to focus students on the actual content of the discipline (as this example shows).