All the World's a Classroom
Riding the Cidomo in Gili Trawangan, Indonesia.
Just last week, I was in Gili Trawangan, a small island in south central Indonesia east of Bali. If I could take an elongated personal retreat, this would be the place I choose. You can circle the whole island in a few hours by foot or even shorter by bike. There is no motorized vehicle allowed on the island, so you’d get around by walking, biking, or riding a Cidomo, a horse-driven rickshaw.
It’s a WONDERFUL place to be. I could seriously live there for a few months, living the simple life. Wake up, walk, eat, work a bit, snorkel or dive, and hangout with the locals or the multitude of foreigners who visit or live there. Next day, rinse and repeat.
How to Get to Gili Trawangan
Where exactly is Gili Trawangan, you may ask. I’ll show ya.
These are the islands of Bali (left) and Lombok (right), for orientation purposes. To find Gili Trawangan, we’d have to zoom in to the west side of Lombok. It is one of the three tiny islands just above Mangsit in the picture above. You’d have to take a boat from Lombok to get there, which you can charter for a very reasonable fee. Here they are, enlarged.
What to Do in Gili Trawangan
The water was super clear! It was like swimming in an aquarium, and I dare say, better than Hawaii. Even better was the price – $10 for 4 hour-trip! Shoot. You could go everyday for a week and it would cost the same as one snorkeling trip in HI. Four hours, three snorkeling sites around the three islands, plenty of aquatic life and turtles. On the second day, we chartered a private boat to snorkel for 2 hours. Cost: $50. Heaven. (Except in heaven this type of thing would be free).
When they dropped you off at Turtle Point, you know, the point where the turtles are, some of the guys also jumped in to help you find the turtles and yell out when they find them. Local snorkeling guide – pure awesomeness.
In the pursuit of turtles, we got stung by a million of tiny jellyfish. Maybe not a million, but definitely in the hundreds. You couldn’t see them, but it felt like you were being pricked all over your body while swimming. I felt like Marlin in Finding Nemo.
2. Scuba Diving
There are plenty of scuba dive shops on the island, with an abundance of certified dive instructors from around the world who are living the chill type of live on the island. I tried scuba diving for the first time. Kinda scary. Probably because it was too short: ~30 minute in the pool, then off to open water. I freaked out a few times, especially in the beginning. But then underwater, you just gotta rein in the panic attacks. The biggest turtle I saw was during this dive, but I was too stressed out to savor the sight. But I’d do it again.
Many hotels have bikes you can use for free. I found it really relaxing to bike along the path around the island, with the sunset on the horizon. I loved it! No cars, no pollution, no noise, except for the horses.
4. Enjoy the Island Life
It was just…so…chill…
5. Mingle with People – Local and Foreign
Gili Trawangan didn’t feel particularly Indonesian because there were so many foreigners there. It felt like there were more foreigners in sight than the locals, and thus a bit disorienting. But seeing some of these guys was awe-inspiring. They were the backpackers, the teachers in other Southeast Asian countries taking vacation, the entrepreneurs who could work from anywhere in the world, the diving instructors. A good number actually lives there. In my country! I was so jealous.
Jealousy turned into inspiration. Now my brain is churning ideas on how to live that way too…
In conclusion, Gili Trawangan was awesome. The best part: everything was so cheap, especially when converted to US$! There were vacation packages where you could island-hop all the way to Komodo Island for $30/day. Ridic! Next time, I’ll do this.
Indonesia – most fascinating travel destination on earth.
True education means more than the pursual of a certain course of study – Ellen White
Once upon a Princeton semester, I journeyed from the corridors of the Engineering Quadrangle, through the Shapiro Walk, flanked between the glass-windowed, rooftop-gardened ORFE (Operations Research and Financial Engineering) building and the Engineering Library, past the Woodrow Wilson School, and entered the 1879 Hall, where I enrolled in a History of Science course.
I dare say few trod this path, for why would an engineer willingly “inflict” upon themselves the trouble of reading, discussing, and writing papers for a Humanities class, especially when it’s not required?
As for me, I was simply feeling exploratory. It is also worth mentioning that I suck at Humanities classes. I’m not particularly good at writing Humanities papers, I dread class discussions, and I lack the skill to ask the right analytical questions for the materials at hand.
Although the course title bore the word “Science,” the class felt worlds away from my daily reality over at the EQuad. It was philosophical, historical–for a lack of a better description–and naturally, I struggled, but managed, to keep up.
You could say it was a detour from my academic orbit.
The Siloed Education
What was most fascinating about this experience, however, was not how foreign the content of the class was to me. Instead, it was my full ignorance that the Philosophy department was housed in a building that I passed by almost every day. I had no idea about what took place in this space that I was familiar with.
Institutions of learning are architecturally organized by departments and disciplines. Each lives within their own space, with occasional crossing in some interdisciplinary efforts. This makes perfect sense in terms of collaboration efforts and administrative activities within the department, minimizing the travel time for frequent internal meetings between faculty members and the student bodies. For the sciences, it makes sense to build laboratory infrastructures in localized areas.
This architectural layout reflects the realities of modern day knowledge, which is segmented by disciplines. As a result, though, students rarely pass through buildings that are not their home departments. More importantly, students rarely interact with those in other fields, especially as they delve deeper into their majors in the latter years of undergraduate studies, and more so in graduate studies. It seems to me that the deeper we go into our academic pursuit, the more disconnected we are to others outside of our circuit.
Even though we occupy the same spaces, namely the university, our realities are tangential to each other, co-existing but barely touching,
Assuming that everyone who reads this was born within the last 200 years, this separation of disciplines in education systems is all that we know. It is simply the way our world is organized, and it is hard to imagine an alternative.
The compartmentalization of knowledge, however, is a relatively recent construct in human history, designated to organize the growing body of academic knowledge during the last two centuries. Beginning in the early 19th century, following the Age of Enlightenment and the Scientific Revolution, and coinciding with the Industrial Revolution, the idea that specialties in a single area (whether in education or manufacturing processes) can produce much gain and efficiency took off.
The fruits of this compartmentalization have multiplied and reproduced spectacularly. Each field has discovered much depth and vastness in its subjects and the benefits are plentiful. Advances in health, medicines, and technologies had increased life expectancies; engineering practices empowered life conveniences and mass production of goods; economics and market understanding have incentivized development worldwide.
Yet, even with this vast body of knowledge, there are still problems that are difficult to address, partly because of the segmented nature of our expertise.
An Argument for Integration
Edgar Morin, French philosopher and sociologist, eloquently explains why these silos of knowledge are imperfect.
See the full interview here.
For one, it has troubles with addressing complex problems with the proper complexity. These are the ones with vast scope, like poverty, the inefficient distribution of food around the world, climate change, environmental degradation, pollution and waste, social justice issues, etc. By nature, these problems require the interplay of multiple disciplines.
Morin argues that there is a need to contextualize knowledge–historically, geographically–“inserting it into the whole [reality] to which it belongs.” For example, “economists who have developed a precise social science based on calculations, are powerless in the face of crises” because humans don’t just obey economic laws, but also many other laws beyond economics.
In a particular poignant sentence, Morin says, “While calculation is useful, it cannot comprehend the suffering and the human problems of our lives.” You cannot calculate human suffering.
The tendency to tell single narratives–seeing and slicing a problem exclusively with a singular point of view–is, I think, stemmed from these separations of disciplines. We don’t know what we don’t know, so how can pivot our perspective?
Does this, then, cause us to miss opportunities at solving complex problems with cohesive solutions that would not solve one and create another problem?
What if, the assumption that learning needs to take place in only one department is challenged? Can education be multifaceted? And what kind of fruits would it produce in society?
Perhaps the more pertinent questions are those posed to the individual. How can we be conscientious learners, who can both learn and contextualize knowledge? How do we make sure, while we are submerged in our respective fields, that we remember the full reality, that life is greater than just our world?
To be continued…
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