All the World's a Classroom

After Learning: The Role of Reflection in Gaining Wisdom

After Learning: The Role of Reflection in Gaining Wisdom

This essay continues the thoughts in a previous essay, Before Learning: The Role of Awe in Life and Learning.

 

If wonder is the beginning of wisdom, perhaps reflection is the other bookend, the process by which we form thoughts, shape opinions, and reach conclusions on the things we learn.

 

If I Could Do School Over

 

If I were to re-do my schooling—I wouldn’t—I would take more time to reflect. Here’s why. Throughout the years of formal education, I tended to do better in final exams than in midterms, because I learned the most when studying for finals. The distinct difference here was the scope of the materials. During finals, I studied the entire curriculum for a given subject, which gave me a narrative of the past semester.

 

Having this big-picture view, I finally understood the context of each individual lesson, why we went through certain subjects, and how they connected to other topics in the class. I knew this then and I know it now: I was always a big-picture learner. I could grasp knowledge better if I knew its context, as if fitting it to a larger puzzle in my mind.

 

In my field, most classes involved solving problems with a multitude of equations. During the semester, it was easy to get lost in what the lecture covered at a particular moment, since the equations looked similar from week to week. How did week 5’s problem differ from week 4? Since the lectures went over nuances of similar problems, it could be hard to discern the differences in real time.

 

It also didn’t help that during lectures, I was too busy copying notes from the board, limiting my attention to the essence of the lecture.

 

But all of these fragmented pieces would come together beautifully during finals (and often not before this). I now understood how to apply the equations in the appropriate time and situation. I could understand the problem formulation, the principles that applied to it, and the method to solve it. This integration, to me, was the pinnacle of learning. I finally grasped what I studied.

 

Yet, truthfully, I did not have to wait until finals for this knowledge-alignment to happen. It could have taken place throughout the semester; I just did not have the wisdom to try seeing the big picture. If I could do school over, I would reflect more to understand the context of what I learned each day.

 

The Growth of the Mind

 

In Before Learning, I mentioned Mortimer Adler’s—author of How to Read a Book—definition of learning as the process by which the gap or inequality between the mind of the teacher and the student is closed. Once this gap is closed, though, equality is reached, and a learner can then evaluate and judge the situation for herself. She may agree or disagree with the teacher, fully or partially. The bottom line is, this post-learning experience is a crucial part in independent thinking–to think for oneself and not be a mere reflector of other people’s thoughts.

 

In reflection, we organize knowledge into a mental framework or worldview. Perhaps before, we only knew one side of an argument, but after learning, we see another side and gain perspective on our original position. Perhaps we gain wider horizons on how the world works. A life of continual learning means a continual shifting of this mental structure, not always drastically, but a shift nonetheless. This is the growth of the mind.

 

The pace of schooling these days could well prevent a student from integrating all these bits of knowledge into a coherent set of insights, if she didn’t take time to reflect. Thus, I’m advocating a carving out of time to do this slow thinking in one’s life schedule.

 

Contextualization and Connection

 

Personally, reflection is about two things: contextualization and connection.

 

Contextualization is about understanding the bigger picture, the context in which a particular subject resides. It’s about answering these questions: Why is this subject important? What problem does it address? What problems does it not address? Are there limitations to its proposed solutions?

 

Usually, this bigger context is a real life issue. In scientific journal papers, the biggest context is usually the introductory paragraph, big statements like curing cancer, solving the energy problem, etc. The subject matter that we study, though, is usually a subset of a subset of the solutions, meaning that there is a cascade of contexts between the biggest picture and our subject matter. Developing this mental framework takes time, but will distinguish those who excel in understanding from regular learners.

 

Connection is about linking the subject matter to other adjacent topics within the same context. How does this material connect with what I already know? Does it complement, expand, or contradict my previous understanding? How about its relationship with other approaches or propositions? What other disciplines are relevant to this subject?

 

This approach applies some divergent thinking. It would also help prevent thinking about something in a single narrative.

 

Maybe there is one more dimension to reflection worth adding here. It’s personalization—how does this learning change me as a person? Am I different? What would I do differently given this new understanding?

 

Reflect to Gain Wisdom

 

There are ways to develop a habit of reflection in life. I’d like to suggest here a few tips on how to do this practically.

 

For students, reflect often on what you learned in class that day. Do it often, daily or weekly (monthly or quarterly is too long, in my opinion). Pushing it further, write down your thoughts—a line or two—each time. This will help you retain information.

 

When the quarter or semester is over, ask yourself, what new understanding did you gain compared to the previous semester? How did the class connect to other subjects? Concurrently, this reflection would also help you find interests and explore a potential career in the future.

 

For the general population, take time to ask yourself, have I learned anything recently? Am I growing? Are my skills developing? Without the structure of formal education, we can get lost in just doing the same things week by week, month by month, and year by year. It’s important to take stock on our growth process in all aspects of life and work.

 

For readers, after reading a book, ask the following questions:

– What did the author propose?

– What problem did he address? What didn’t he address?

– What truths are proposed in the book?

– Do I agree, fully or partially? When does that truth apply, and when does it not apply?

– How am I changed as a result of reading this book?

 

Taking the time to do this instead of rushing to another book will help you remember the content of the book longer. Adler’s books, for example, influenced me in formalizing a structure of post-learning reflection to enhance wisdom. It taught me that there’s work to be done before and after reading a book, and that I am obligated to form an opinion/position.

 

 

Reflection is key in the art of self-learning, serving as guideposts to keep us both motivated and self-aware. If I could share one tenet to live by as a learner, it would be this: Study to be smarter, Reflect to be wiser.

 

Photo credit: FreeImages.com

 

Einstein’s Birthday, Pi Day

Einstein’s Birthday, Pi Day

March 14 is a glorious convergence of nerdiness. It was the birth date of Albert Einstein—the greatest mind ever graced the Earth—and the date that resembles the mathematical constant pi, hence Pi Day. With the recent detection of gravitational waves, astronaut Scott Kelly’s safe return to earth after a year (or to be precise, 340 days) in space, and our recent visit to the Kennedy Space Center in Cape Canaveral, FL, our household has been especially, giddily geeked out this year.

 


Our house has been experiencing a resurgence of scientific interests, and if you’re feeling nerdy too, you may be interested in the following educational resources we’ve been consuming:

 

1. Scott Kelly: A Year in Space, TIME’s Documentary Series

This is an 8-episode series of about 15 min each documenting the preparation, launch, and duration of Kelly’s mission at the International Space Station (ISS). It’s such a bold and difficult, understatedly, mission that humans undertake in the name of science. Incredible.

 

2. A Year in Space, PBS

Similar, but different.

 

3. The Fabric of the Cosmos, NOVA Series

That hyperlink will direct you to the PBS website, but you can also view it on Amazon here if you have Prime subscription. Yes, we’ve been seeing a lot of Brian Greene on our screens.

 

4. Half Price Books

We spent 2 hours on Saturday night browsing the aisles of our local site of Half Price Books. If you haven’t been to one, check if one exists in your area. Some stores are better stocked than others, but the one near us is awesome. Since I’ve been wanting to study Physics again, this is a great place to find used books at low prices. The clearance section is also super; I got these books for $2 a piece.

 


 

Today, I’m celebrating with this gem, which is amazingly concise considering it is packed with groundbreaking science.

 

Happy birthday, Einstein, and Happy Pi Day to you all.

Wonder and Fear: Thinking Two Thoughts at Once

Wonder and Fear: Thinking Two Thoughts at Once

This article is the fourth of an essay series on worldview, titled Between Jerusalem and Athens. Read the first here, the second here, and the third here.

 

In the wonders of living, experiences that seemingly contradict each other can co-exist at once. Multiple thoughts and feelings happen at an instant, and while deconstructing them one by one is an interesting academic exercise, it does not fully reflect the unity of the experience as a whole.

 

Once Upon a Shark Encounter

 

Recently, for the first time ever, I swam with sharks in the wild. My first encounter was at a site that was not supposed to be a shark site, but I saw a juvenile shark that came by a few times. From a distance, I could see something white and flat approaching. I thought, That’s either a white string ray, unlikely, or the belly of a shark. Sure enough, it was the latter, and also the main reason I went to the Bahamas.

 

Was it scary? A little bit, sure, for I know what a shark could do when unhappy. My worry grew as it came closer, but more importantly, my excitement, too, grew. It was so graceful, beautiful, and wonderful, and the contours of their fins looked amazing against the blue vista.

 

The video below was one of the times it swam by.

 

 

Later on, we went to the shark arena, a spot where many Caribbean reef sharks gathered. Here, a group of us floated on the surface, holding on to a rope as precaution and watching about 30 sharks swim 20-feet below. We were instructed to stay still so as to not look like a distressed fish and attract the sharks, not necessarily because they would eat us—humans are not usually on their menu items—but because they were curious creatures. My husband and I were the first ones in and last ones out, although it was still too short for my taste.

 

Wonder and Fear

 

On land, we’re preconditioned to fear sharks. (Think Jaws.) Certainly, it was not possible to leave these thoughts behind while we were in the water. But this feeling of fear was not the only one present during those moments. Rather, there was also awe and love and wonder. As for me, I could not get enough of it. We were too far up and it was hard to see their full physiques. One day, I would get closer.

 

If I were to be academic about it, I could try to analyze the experience and breakdown each component of my feelings. On wonder, what made me admire the creatures? What was it about this experience that impressed me? On fear, what made me worry about my safety? On paper, these two things seem to belong to separate categories, one a positive feeling and the other one negative. And I could say of this experience, “It was amazing,” or, “It was scary” as a single statement, and it would be fully justified.

 

But in reality, they were there together in the same experience. The two feelings were interwoven, like two threads that made up a piece of fabric, such that I couldn’t separate which moments were fearful and which were wonderful.

 

Such is life. In nature, the things that amaze us are often the same things that can cause fear. Of cliffs and rocks and mountains, grand and capable of destruction (or you could fall off them). Of the ocean, expansive and vast and dark and mysterious. Of creatures, beautiful and fierce. Many grand things have latent danger in them, and it’s perfectly natural to both love and fear[1] them at the same time.

 

What Overcomes Fear

 

Yet there is another aspect that brings this seemingly paradoxical experience to the next level. When I see shark divers, conservationists who swim with sharks in such close proximities and interact with them so naturally, they seem to have no fear of sharks whatsoever. They could do this because they love these sharks. My wonder may lead me to 20-feet away, but their love brings them much closer.

 

I don’t think this is just a function of their courage. In their interaction, they are respectful and careful. There are boundaries that they honor between them and the creatures, an implicit covenant between human and fish that they would only admire and not harm each other. Certainly, they could not remain safe if they harassed these sharks. After all, the underwater world is the sharks’ home turf.

 

Love casts out fear, someone said. I think its truth is evident in this situation. Nothing changes in the sharks themselves; they still have the potential to be dangerous, especially when their boundaries are crossed. But this does not prevent the interaction between humans and animals, because love gets rid of the fear and makes room for a connection between beings.

 

Check out One Ocean for a wonderful work on sharks. These Instragram accounts are also worthy to follow: @juansharks, @oneoceandiving, @oceanicramsey.

 

[1] Fear, here, is quite different than the fear of zombies, hypothetically. Same words, but distinct concepts.

 

Image credit: Freepik

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