True Story 1.19
One word’s implications in two different societies
The setting for this story
Ashika, a speaker of English since childhood in her native Sri Lanka, had also taught in schools there in which English was the language of instruction. As a university student, she’d been very successful. Then Ashika came to the U.S. to pursue a graduate degree. Here’s how she tells it.
A story of misaligned minds21
At my university in Sri Lanka, I often received compliments and high marks from my professors because I submitted papers that included a great deal of original material. So, of course, the first papers that I submitted to my American professors similarly included much original material.
Imagine my shock and dismay when I received those papers back with the lowest marks I’d ever received and notes questioning whether I’m even capable of having an original thought!
Ashika’s question
The world seems upside down! Why am I getting these dispiriting reactions from my American profs?
Critique of story 1.19
“To write an original paper” obviously means something different in U.S. and Sri Lankan universities. But this isn’t just a difference between two definitions. It’s a matter of contrasting understandings about the nature of knowledge and how to acquire it.
As in most other societies of Asia, Africa, and the Middle East, the people of Sri Lanka seek guidance for their lives in wisdom, i.e., eternal truths acquired by attending to age-old texts. In this philosophical tradition, learners gain enlightenment by studying the writings of the sages, applying them to their lives, and repeating them whenever possible. It’s these ancient writings that are said to be “original.” Students are rewarded for submitting papers in which whatever idea they’re trying to convey is supported by references to, and quotations from, those sources.
Ashika’s American professors are heirs to a philosophical tradition that attends to ideas of practical use in the present and promises of enhanced living in the future. Admired are novel interpretations, creative thinking, ingenious engineering, and amazing technological advances and scientific discoveries – which are lauded as “innovative,” “avant-garde,” “cutting-edge,” “outside the box,” and “original.” Students receive praise and high marks when they demonstrate these types of originality. And they’re penalized for relying heavily on the thoughts of others, even if – perhaps especially if – those others are ancient sages.
Ashika’s flight relocated her from one sovereign state into another on the other side of the world. It also relocated her from one philosophical tradition into another that is profoundly different at the deepest levels. To do well here, she’ll need to change her assumptions about which type of knowledge is most valued and how to acquire and communicate it.
For thought
Imagine yourself as a life-long member of a society that adheres to a philosophic tradition in which the “original” wisdom of ancient sages is highly valued. The people of this society decided long ago to establish schools for their young. In that society’s fledgling schools, which of the following characteristics, (a) or (b), do you believe would become prevalent?
- Student–teacher relationships: (a) Formal, respectful, restrained? (b) Informal and friendly?
- Emphasis within lessons: (a) Transmit time-tested content? (b) Explore contemporary ideas?
- Assumption about teacher: (a) Knowledgeable content expert? (b) Advanced fellow learner?
- Type of evaluations: (a) Test extensive recall of material? (b) Mainly test recognition of facts?
- Assumption about learners: (a) High marks due to effort? (b) High marks due to intelligence?
I won’t ask you to imagine yourself as a member of a society that regards the most valued knowledge as constructed through scientific inquiry and “original” thinking; like me, you’re already a member of such a society – American society. Look again at the five sets of choices above. In each case, which one tends to prevail in the preponderance of American schools?
Schools in societies that, like Sri Lanka, value the wisdom of ancient sages usually have the characteristics designated (a). Schools in societies that, like the U.S., value scientific inquiry and innovative thinking usually have the characteristics designated (b).
Don’t worry if you’re having difficulty grasping the differences between the (a) and (b) characteristics of schools. A key purpose of this book is to enable you to stand back from your day-to-day work as an educator and take in a Big Picture view of learning in our society and in other societies unlike ours. The (a) and (b) characteristics are the focus of Chapters 6 and 7 of Misaligned Minds.
By the way, during the early days of our society – colonial and post-revolution – Americans largely aligned with the ancient-wisdom mindset. The public or “common” schools that began emerging during the second half of the 1800s featured the five (a) characteristics above. The century-long shift of American schools from (a) to (b) characteristics is eventful history that makes for interesting reading. That monumental shift is overviewed in Chapter 5.
Related stories
Stories 7.12 and 10.16 also focus on the belief in some societies that ancient sages are sources of wisdom. Stories 4.12 and 4.15 introduce another perspective on the value of originality and innovation to Americans.
Return to Chapter 1 Quick-Links | Go to Chapter 4 Quick-Links | Go to Chapter 7 Quick-Links | Go to Chapter 10 Quick-Links
Endnotes:
21 Fox, 46–47.
Full citations are available at misalignedminds.info/References.