Seeing widely, not knowing deeply

The article I read today discussed the experiences of “scholarly elites” who had extensive learning experiences, often through studying abroad or engaging in international volunteer work. These experiences, such as visiting the Solomon Islands in Oceania or Malawi in Africa, are often seen as unattainable for many adults. However, the article suggests that accessing such experiences can be challenging.

The article provides a few examples to illustrate this point. One example involves a student who had recently returned from an exchange program in Nuremberg, Germany. During an oral exam, the student was asked to provide an introduction to Nuremberg. The student mentioned some tourist attractions, but the professor sought a deeper cultural understanding beyond what is typically found in tour guide booklets. For instance, the professor was interested in discussing the historical background of the “Great Judgment of Nuremberg” and its impact on the city as the first international trial court. The student, however, seemed to lack a comprehensive understanding of this historical event.

Another example highlighted a student who wanted to recommend a book by Professor Xie Zhimou to classmates in mainland China. When asked about the significance of Professor Xie in the education world, the student could only mention that Professor Xie was interesting and had an unusual life experience. In reality, Professor Xie Zhimou is a prominent figure in adventure education and is considered the first expert in this field in Taiwan.

These examples underscore the importance of going beyond superficial knowledge and developing a deeper understanding of cultural, historical, and academic contexts. While international experiences can offer unique insights, they are not the only means to acquire knowledge and intellectual growth. It is crucial to acknowledge and appreciate the diverse paths individuals take in their personal and intellectual development, as well as the importance of critical thinking and broad perspectives in education.

Those who are interested can refer to this article:
https://www.storm.mg/lifestyle/144996?fbclid=IwAR2pAcCmbm3PA6xQ0Dt6d38KfdMgFyUL7kM6rYzsuuiRWshzf7Cm71XXKgg

Upon further consideration, it is important to recognize that the examples mentioned in the article are reflective of everyday situations in our lives. The responses provided by the two students are not necessarily incorrect. In fact, students have the freedom to answer questions based on their own perspectives and understanding.

For students, their responses are a reflection of their current knowledge and thoughts. They can choose to provide an answer or remain silent if they do not have a response. On the other hand, professors are expected to have a deeper level of understanding and analysis.

When I read the article, it resonated with me personally. I have also experienced moments where I felt uncertain or inadequate in certain situations.

As a graduate of the Russian Department at National Chengchi University, if you were to ask me about my thoughts on Russia:

During my first year in the Russian Department, my initial response would have been limited to simple observations such as the cold weather and the difficulty of the Russian language.

However, after participating in a one-month study tour during my freshman year summer vacation, my perspective expanded. I would now mention the vast sky and its beautiful blue color, the grandeur of the buildings, and the fast-paced and noisy subway in Moscow. But it wasn’t until my year-long exchange program in my third year that I gained a deeper understanding. Through my experiences in the former Soviet Union, I encountered people from different countries and races, which made me realize that the world is not simply divided into “us” and “them,” but rather a complex mix of diverse individuals.

These examples illustrate that our understanding and perspectives develop over time. Initial responses may be limited, but as we engage in further experiences and learning, our comprehension becomes more nuanced and comprehensive.

And today, as someone who has lived in Russia for six years and married a Russian, I have come to realize that there are multiple layers of understanding that cannot be easily summarized in a single word. Everything is influenced by a series of causes and effects.

For instance, if the Vikings hadn’t expanded due to a lack of food, there wouldn’t have been the first grand duke of Kyiv, and Russia as we know it today may not exist. Similarly, if it weren’t for the Red October Revolution, the capital of Russia might still be St. Petersburg on the shores of the Baltic Sea instead of Moscow. The formation of the former Soviet Union also contributed to the widespread use of Russian as a common language among various nationalities.

Furthermore, the influence of individuals and events like the firewood Kowski and the fall of the royal family after the French Revolution impacted the development of ballet. These examples highlight the intricate interconnectedness of historical events and their consequences.

It is often said that the more people we meet, the more we learn. Having lived abroad for many years, it is natural to assume that I have gained a greater understanding. However, this assumption is akin to the belief that sending children abroad to study will automatically make them proficient in English or other foreign languages. As many are aware, numerous overseas students spend their days engrossed in television dramas or socializing within their own cultural circles. Upon closer examination, we can attribute this behavior to a sense of “obedience.”

From a young age, we have been conditioned to be obedient, and even the decision to study abroad is often arranged by family members. When everything is arranged for us, we tend to remain within our comfort zones. Hence, although it may appear that we have “seen a lot,” in reality, it is merely a change of scenery from one country to another. Without genuine life experiences and a true sense of immersion, how can we claim to “know a lot”?

However, the attitude of a student who voluntarily chooses to venture abroad is entirely different. In my case, it was my mother who facilitated my study abroad opportunity in my third year. Given our economic circumstances, I had never imagined that such an opportunity would arise. Being outside my comfort zone, I had the chance to meet numerous friends from different countries, greatly improving my Russian language skills. I also interacted with people from diverse cultural backgrounds, including not only Japan, South Korea, Germany, and France but also lesser-known Central Asian countries such as Azerbaijan and Kyrgyzstan. These experiences allowed me to develop a new perspective and a broader understanding of the world.

Many articles on the internet are shared by backpackers or overseas workers who embark on spontaneous journeys, leading to deeper observations and experiences of their surroundings.

Returning to the initial question of why there can be situations where there is an answer but no answer, the fundamental difference lies in the contrasting perspectives. Students often focus on seeking enjoyable experiences, whereas professors may be more interested in assessing the educational outcomes of the trip. This gap stems from the basic disparity in the perception of “learning.”

From elementary school to middle school, we are accustomed to accepting knowledge passively. We do not need to engage in critical thinking; instead, we simply open our eyes, take notes, and copy from the blackboard to memorize information for exams. The transition from this receptive style of learning to a more introspective approach can feel abrupt and challenging.

Therefore, it begs the question: should the distinction between “seeing a lot” and “knowing a lot” be blurred from an early age?