Rights to Write: Task Seven

Nov 24-Dec 01 (Task 7 in Week 9)

[Description]

Strawberry Generation
Young people who are considered “e-generation” are also mocked as “草莓族”. This sarcastic name did not exist twenty years ago. But later the youngsters who were born after 1981 started to be referred as “草莓族” due to some special attributes.

• What do you think about this stigma?
• Does the description match your self-identity or -realization? If not, offer a counter claim.

[My Own Comments]

1. What do you think about this stigma?
Hmm, it has become the original sin of our generation, isn't it?
The generation born from1981 to 1990 (from year 70 to 79 in R.O.C.) is called “七年級” in Taiwan, also known as “草莓族”; similarly, the generation born from 1980 to 1989 is called “80後” in Mainland China. Both of the names are not totally true. Young people do have different values and virtues. Some are good; some are bad, just like other generations.

If we don’t want to be stigmatized or thought to be spoilt, we should just prove it to the older generations.

For example, I like the creative ideas of a graduation exhibition in 2005, which was entitled StrongBerry (我不爛，我是硬草莓). Yes, I want to be a delicious StrongBerry, not a mediocre strawberry!
(Read the news at http://140.136.114.206/blog2/archives/000024.html)

2. Does the description match your self-identity or -realization? If not, offer a counter claim.
Some matches; some don’t. Our generation have particular weaknesses that are not found in older generations. One obvious characteristic is that we never experience wars or the post-war period. We’ve been long living in peace without any counter situations, so we cannot feel the value of peace and do not treasure what we possess. Moreover, we’re confused with our self-identity, especially under Chinese culture. We’re lost both in individualism and traditional group interests. However, we have our strengths. We are free and can learn new things freely. If we need to improve, then just feel free to learn what we should. Nothing is impossible. We’re blessed that we didn’t suffer wars in our childhood. Anyway, every generation have their problems. Our generation can exceed expectations and do more in spite of the stigma.

[My Keypal's Comments and My Response]
Click "Week Nine" to read them.

Rights to Write: Task Six

Nov 03-10

[Description] with a video clip
Really achieving your childhood dreams (Click on it to browse the video page or watch the clip below.)

• How do you usually look at your mistakes?
• How do you define mistakes?
• After listening to Prof. Pausch, do you still see mistakes in the same way?

[My Own Comments]

1. How do you usually look at your mistakes?
I usually felt embarrassed when I make mistakes. But if I know I’m wrong, I’ll admit them and try to fix them.

2. How do you define mistakes?
It’s hard to define it. Well, a mistake is formed by mis- and -take. It suggests that we’ve taken or done something wrong, so we would wish to get things undone, going back to the state of not taken wrong. However, if we can take it positively, it means a bonus that we “accidentally” take more. Isn’t it a blessing?

3. After listening to Prof. Pausch, do you still see mistakes in the same way?
Before elaborating my thoughts, I’d like to point out my doubt. This question seems under the hypothesis that we see mistakes in a different way from Prof. Pausch’s. However, my view is quite similar to his. The problem is that although I know this sense, I’m often controlled by emotions. I think people can only see mistakes positively only if we have an optimistic philosophy of life and know how to cope with negative emotions caused by the mistakes that we made.

Again, like Task 2, the questions seem irrelevant to the attachment (an article in Task 2; a video clip in Task 6). Actually, “mistakes” here may mean those mistake made in the “trial-error” learning process.

Every experience is a lesson, which we can learn from. As Prof. Pausch quoted from EA (Electronic Art, 美商藝電): “Experience is what you get when you didn’t get what you wanted.”

At a first glance, people may misunderstand the quote: “It’s sad that you didn’t get what you wanted, so experience is useless.”

No, what the quote really means is that you do get something more important, which is called experience. It will help you get what you want in the future.

Plainly speaking, the roundabouts and detours in our life are significant. They can increase valuable experiences in spite of the failures in surface. We can not only directly but also indirectly learn things. In fact, most of what we learn is indirect, and it becomes experience. More XP points will upgrade us, leading us to a higher level.

Let’s go back to the title of the video clip “Really achieving your childhood dreams.” We can conclude that if we want to really achieve our dreams, we should turn mistakes into precious experience.

[My Keypal's Comments and My Response]
Click "Week Six" to read them.

Rights to Write: Task Five

Oct 27-Nov 03

[Description]

• Can you explain what this picture is showing about collaborative learning (or group learning)?
• What is your favorite part of this type of learning?
• What would be the part that usually bothers you when working with others?
• Give an example from your personal experience and elaborate on it.

[Source]
The Collaborative Research Model: Student Learning Teams in Undergraduate Research

http://tep.uoregon.edu/resources/crmodel/index.html

http://tep.uoregon.edu/resources/crmodel/images/no_highlights.png

[My Own Comments]

1. Can you explain what this picture is showing about collaborative learning (or group learning)?
Here is my own observation and explanation of this picture.

First of all, a good start is that every member is willing to discuss topics and solve problems, so as to form an atmosphere of openmindedness for communication, which is a light blue bubble that contains all aspects (invitational communicative climate). Second, every member keeps thinking. This factor, which is a white core in the picture, will contribute to other aspects like waves, pushing each other (learning through reflection). Third, an organization or a bond of these people (learning teams) and careful discussion on the group work (collaborative deliberation) are both established. Thus, both the members and the group work will move forward. Fourth, there are at least three important steps in their careful discussion: finding problems (posing the problem), to think about the problems from different angles (generating multiple perspectives), to decide the methods and announce them openly to make sure that every member understands them (making informed decisions). On the whole, this learning process or experience, just like the actual results, is also the learning achievements. Therefore, they are on the green plate (learning outcomes). At the end of the process, members should evaluate their learning outcomes to think of improvements (meaningful assessment). Not that this learning process should be recorded and presented in written and/or oral forms (written and/or oral deliverables).

2. What is your favorite part of this type of learning?
My favorite part is generating multiple perspectives. I’m not saying that I would accept all of the different views. It’s impossible. I mean, listening to different views alone is interesting. We can learn more from differences. We are teaching each other in this process.

3. What would be the part that usually bothers you when working with others?
I’m not always enjoying group learning, but I will try when I have to work with others. At least three parts bother me when working with others: an awful atmosphere (in contrast to invitational communicative climate), a reluctant or unfriendly attitude (in contrast to learning through reflection), and an unsatisfactory decision (in contrast to making informed decisions).

As we know, Chinese students, especially Taiwanese college students, tend to be silent in class, not to mention in group discussion. Although English majors are trained to speak more, silence is often inevitable. The psychology behind this phenomenon is that every member is waiting for someone to be responsible. No one wants to be noticed. No one wants to be in charge. No one wants to carefully think. Every member just wants to know what his or her own part of the job is and do it. The outcome is that no one is satisfied in mind. But since they choose not to really cooperate with each other, they don’ complain and regard this phenomenon as a common case. The other case is that everyone does talk but forgets to listen to others. A heated discussion should allow everyone has an opportunity to speak and to listen. Both of the two cases are annoying. No wonder more too often the learning outcomes are not really successful, for it is not the real group learning.

4. Give an example from your personal experience and elaborate on it.
Both of the cases are based on my personal negative experiences, but there are still a few pleasant experiences. Therefore, I think that it always people's attitude that affect the whole.

In my opinion, I consider that group learning is beneficial, and we’re supposed to know how to work with others; otherwise, it would be a little late to learn it after working in the society. However, above group learning, self-learning is a must. I’m not saying that everyone should learn only on one’s own. I mean, everyone should be independent enough, knowing how to learn and preparing for the assigned tasks before group learning, which is a bigger challenge.

[My Keypal's Comments and My Response]

Click "Week Five" to read them.

Rights to Write: Task Four

Oct 20-27

[Description] with a video clip

Networked student (Click on it to browse the video page or watch the clip below.)

This is how American college students learn. Are you learning in a similar way?

What does it mean by “Networked Students”? Is it a good or a bad change, and why?

[My Own Comments]

1. This is how American college students learn. Are you learning in a similar way?

I'm not learning in the same or similar way. I didn't even know some of the tools mentioned in the video clips. But there are some characteristics in common, such as the frequent use of social networks and the Internet, which influence our daily life very much.

2. What does it mean by “Networked Students”?

I don't know the exact definition of networked students; however, to me, it means those who are resourceful by means of the Internet networks.

3. Is it a good or a bad change, and why?

With the rapid development of technology, we're often forced to be hi-tech. I feel ambivalent about technology as well as the Internet. Technology and the Internet seem convenient but they also bring us side effects at the same time.

Using computers and social networks may save a lot of paper and trees, but actually using them also waste a lot of energy, and it will harm the earth and our health. It's a matter of balance between hi-tech and non-hi-tech, or between networked and non-networked.

Information management can be done both in hi-tech and traditional ways. Internet networks do help, but there are other options, which in my opinion is fundamental in the learning process. It's very risky that we rely on the Internet too much. Too much homework is done with computers and the Internet. Excessive use of them is tiring. If people can only process everything on computers and the Internet, how can we do once we don't have them? Therefore, we still need to learn the non-hi-tech ways.

Sometimes the actual interaction between teachers and learners is more effective and valuable. Sometimes learning things in the traditional and simple way is quicker in action and lasing in memory. For example, I can consult the paper dictionaries faster than those who are accustomed to electronic dictionaries. When I've already found a word in only a few seconds, they might have not yet finished typing, not to mention looking up words in paper dictionaries.

In addition, note that the video clip was not produced in a hi-tech way. There's no computer graphic. Paper alone is helpful enough. This feature points out the strengths of the traditional methods.

In sum, in learning, to be resourceful is not necessarily to be networked.

[My Keypal's Comments and My Response]

Click "Week Four" to read them.

Rights to Write: Task Three

Oct. 13- 20

[Description]

Britney Spears

• What do you think of her change?
• What do you believe or not believe?
• What is your judgment based on?
• Would you change your view if she was your best friend or family?

[My Own Comments]

1. What do you think of her change?

I'm not so familiar with Britney Spears and her performances except a few famous songs. She has been controversial, but as long as her change is positive, I approve of it.

2. What do you believe or not believe?

As for her past, including the notorious records and the reasons that she has claimed, I'm not quite sure whether I should believe them or not. There are too many lies in the show business, but they are primarily none of my business unless they have negative influences on the society. Maybe we should focus on the bright side of her change and ignore what to believe. As a celebrity, she does have the responsibility for her image in the society. Since she has now reformed, the public may give her a chance. We know that she was too young and lost in fame when she hadn't known how to live her own life. We don't expect that she would set good examples but at least no bad examples. As audiences, we just want to see that she's doing her jobs, performing great shows, and control herself.

3. What is your judgment based on?

My judgment is probably based on behaviorism. We can hardly know the complication and sources of her former impropriety. Just stop gossiping and don't bother about that matter. We should encourage any positive changes.

4. Would you change your view if she was your best friend or family?

If she was my best friend or family, my view would remain similar, for the matter is not in what to believe but in how to help her. As friends or family, we should help her deal with her problems and give her emotional support. Furthermore, we should give her sincere advice if she's doing wrong. I think a true and helpful friend would not only spend time hanging out with friends but also being thoughtful of friends' welfare even though some words seem unwelcome.

[My Keypal's Comments and My Response]

Click "Week Three" to read them.

Rights to Write: Task Two

Oct. 06-12

[Description]

1.
Many times, we are mad at people for the things they have done. However, we also hear people say: “I am doing this for YOU!” or “I meant well. You will understand when you grow up”.

When hearing responses like this,
have you ever tried to calm down and rethink the whole thing?
rethink about things from a new angel?
or rethink about things with a different logic?
Why or why not?
Give a real example and elaborate on it.

2.
My parents just don't get it: Depression

[My Own Comments]

1.
The questions ask us how we react when people claim that they are doing things for us or for our own good, and we’ll understand it when we grow up. The example about the depression, however, seems about someone who feels misunderstood. These two aspects look like quite different issues, but both related to the matter of communication. The former is the case in which we don’t understand people; the latter is the case in which we feel people don’t understand us. Then, obviously, why don’t we try to understand each other?

My answer directly to the questions is: It depends, especially on what relation between the one concerned and me: I’ll take the following into consideration: Are we remote or close? Is the situation social or personal? Are we of the same gender or two genders?

IF I know we’re different or there’s conventional ethics between us, I would try to calm down, rethink about the whole thing from a new “angle” (note: there’s a typo in the description) or with a different logic. In this case, since we’re supposed to have such different views and speech, we particularly need to communicate. As what I mentioned in Task One, it’s crucial to understand each other in spite of our different stances, for everyone has self-esteem and needs to be noticed and respected. If people are doing things for me or for a good purpose, I’ll calmly ask for their explanations to me instead of omitting this little kind effort. Nevertheless, this liberal attitude may happen only when I feel open-minded and willing to communicate.

IF the one concerned is close to me or is whom I care about very much, but he or she fails to understand me as I have expected, however, I might feel so hurt that I couldn’t calm down and rethink the situation objectively. In this case, to deal with emotions first might be better than to deal with merely the things. It sounds unreasonable and unfair to treat those who are close to us worse than those who are not, but we, including me, often make such a mistake. What we or “I” should do is that don’t take it too personally. If we can practice our virtues to those who are not close us, we should remember hold the same thoughtful attitude toward those who are close us. Thus, loving family and close friends may understand each other better.

The two conditions above are based on my own position. What if the one concerned doesn’t feel the same? It’ true that people have bias and often feel reluctant to communicate. Perhaps other strategies are suitable. There must be some other ways to solve the problem in addition to direct communication. And sometimes we should let it be without doing anything but only temporarily. It’s Okay that problems are not solved immediately, but the problem would exist and even become deep and complicated if we never untie the “knots” in our hearts, which would damage our relationships.

2.
As for the depression in the story, to the parents, I suggest that the parents should listen to their child first, so that the child would feel understood. And then the parents should offer help and support, such as positive encouragement and serious advice. Blaming their child, in their opinion, is a type of help, but it is too negative and would cause a vicious circle. Instead, it might be better to give serious yet calm advice. To the child, I propose “learning” to be optimistic. No matter what kind of personalities and problems that people have, optimistic and pessimistic people all tend to welcome only optimistic people. In the cruel reality, most people would be mean to the miserable that stay sentimental, whereas people would more easily to accept and take compassion on the miserable that always look everything on the bright side. Depression is a curable illness. Keeping hopeful will defeat it, and the experience would be a good lesson; otherwise, no one would save us if we don’t want to help ourselves.

[My Keypal's Comments and My Response]
Click "Week Two" to read them.