How to think rather than What to think

My educational journey from CityU to Harvard University provided an eye-opening contrast in teaching styles and learning environments. At Harvard, classrooms operate under the ethos of individualism, promoting active participation and open dialogue. Professors often serve as facilitators rather than as traditional authority figures, making room for a balanced exchange of ideas. At CityU, the classroom environment leans toward collectivism, where students typically work in harmony but may hold back their individual opinions due to the cultural preference for hierarchy and consensus.

This divergence in educational philosophies can largely be explained through cultural lenses. The egalitarian principles that form the bedrock of American society find their way into Harvard's classrooms, fostering an environment where each voice matters. Conversely, CityU's teaching practices reflect Hong Kong's hierarchical society, where deference to authority is often prioritized.

One striking aspect of American culture that permeated my experience was the education system's focus on "how to think" rather than "what to think." Courses at Harvard were designed to cultivate critical thinking, often incorporating debates, discussions, and reflective exercises. This educational philosophy directly manifests American values that prioritize individual agency and intellectual freedom. One moment that encapsulates this was when we were asked to write a reflection memo critiquing a speech by a practitioner with over a decade of experience. Initially, the task felt audacious, yet it demonstrated the culture of fearless critical analysis fostered at Harvard. Interestingly, one of my instructors stated that "the worst feedback is no feedback at Harvard," reflecting an ethos where even experts are not beyond scrutiny.

The skills I have acquired during my study abroad programme extend beyond academia into practical life and career applications. Time management became crucial when juggling multiple assignments, projects, and social commitments in Harvard's fastpaced environment. Similarly, the participative culture encouraged me to be more assertive, a trait I can foresee being valuable in future professional negotiations and teamwork settings.

One fascinating aspect of Harvard's classrooms was their diverse composition. Alongside college students like myself were secondary school prodigies and established professionals, including accomplished politicians pursuing master's degrees. This eclectic mix created a unique learning environment. The diversity of the student body at Harvard enriched my educational experience exponentially. Engaging in dialogue with peers from various global backgrounds broadened my worldview, offering a kaleidoscope of perspectives I hadn't previously considered.

I wholeheartedly recommend the Study Abroad programme for anyone looking to broaden their horizons both academically and personally. It is essential to come prepared. The pace at Harvard is relentless, so mastering time management is a must. You'll also be expected to engage deeply in your courses, which requires a proactive mindset. Embrace these challenges; they are the essence of the growth you'll experience. Thus, if you are planning to participate, remember to bring your A-game from the getgo, keep an open mind, and be ready for an unforgettable journey.