Education: I’m no scientist, but I have concluded I was born with an education gene. It’s in my blood.
After high school, I felt I was one of the “lucky” ones who was entering college “knowing what I want to do with my life.” But it was never in question. Education has always been the bright light on my horizon. Within the educational sphere, however, I face some gray, cloudy territory. What career path should I take to maximize my passion for education? My years studying at the School of Education exposed me to several opportunities and individuals that brought clarity to this confusion. While studying education, my coursework allowed me to commit myself to educational discourse. I buried myself in the studies and scholarly journals; I was disappointed when the 3 hour class ended; and I looked forward to the next time I’d have an excuse to discuss pedagogical theories. At this time, I added “education scholar” to the list of personal goals. And that day may eventually come, but in the mean time, excuse me while I get on a high horse to preach about education. Just understand that it’s dear to my heart, it gives me an adrenaline rush, and it is a topic that needs desperate attention in the United States.
To quench this thirst, my loving Aunt Lynne gave me the book Outliers to read before coming to Korea. Outliers is written by Malcom Gladwell- part sociologist, part genius. The book unintentionally lends a lot of insight into the faults of the American education system, and respectively, the strengths of the Korean education system. In general, the book touches on success and the combination of factors that allow one success. Gladwell explains the cultural roots of South East Asian countries and how these are directly linked to their educational success. Gladwell continuously talks about “the 10,000 hours.” He gives several examples of how success may just be a matter of being in the right place at the right time, but also, success takes hours of dedication. The Asian cultures have a deep-rooted work ethic, due to their ancestors’ work in the rice fields. This hard work has been carried down in the generations, and is ever so visible in my students.
Coming from student teaching in a polar opposite educational environment, I was blown away by the hard work and dedication to education in Korea. I continuously asked myself, “How are these students so smart?” Yes, they fully live up to the stereotype of Asians being smart and good at math. Good for them. But I needed to know, why and how are these students so academically successful? Gladwell’s book brought new light to this question, putting greater emphasis on cultural legacies rather than genetics. The most amazing thing about Gladwell’s finding is that it seems so simple, something all education reformers could hardly miss: Korean students put in their 10,000 hours.
I teach at a hagwon, which is a private, after school academy. Korean students start attending hagwons from a young age, typically 1st or 2nd grade. They attend multiple academies, and the number of academies increases as the students go through elementary students. English and Math academies are the most common for the students. Students at Chungdahm, my English academy, attend our school for a minimum of 6 hours a week. We have students who are in 3rd or 4th grade, going to class from 7 to 10pm. I constantly think, how do most American students spend their time from 7-10pm? I believe most 3rd or 4th graders are fast asleep by 9pm, their eyes recently glazed over from several hours watching TV.
Conversation with prior student, Nia:
Nia: Teacher, I’m waking up at 4am tomorrow.
Me: Why? On a Saturday?
Nia: I’m going to Seoul for a math test.
Me: Really? Wow. How come? What is this math test for?
Nia: It’s for fun. I was chosen to go from my school. It is a 7 hour-long test. So I have to wake up early to go to Seoul.
Me: Wow, good for you. What time do you usually wake up?
Nia: 6. I wake up at 6 and do homework for an hour before I go to school.
Me: 6! That’s crazy Nia! What time do you go to bed?
Nia: I get home from Chungdahm at 10:30 and do homework until 12.
Nia is in the 4th grade. Nothing about Nia’s schedule is out of the ordinary for Korean students.
Currently, students are on their two-month long winter break. However, it is typical for hagwons to offer intensives during this period. This allows the students not to miss any studying time during their break. The parents drop a hefty hunk of change for the students to attend “winter camp” classes. At Chungdahm, the students come to class from 10 am-5: 30 pm. I am currently teaching King Solomon’s Mines to 4th and 5th graders. A whole other rant in itself. Point being, the culture offers outlets for the students to dedicate themselves to academics. This happens with their summer vacation as well. And yes, I understand that not every Korean student takes intensives; likewise, there are some American students who participate in similar academic camps during the summer. But in Korea, taking your break time to study instead of rest or play, is a cultural norm. This is where Korea differs, and in my opinion, gets ahead. If American students spend their summers in a classroom, this is because they are being punished for failing academically.
So again, I ask myself, how do American students spend their summer or winter vacations? First off, as Gladwell mentions, the brains of Americans aren’t some magic machines that has a pause button. Hold that thought…for four months…It doesn’t work like that. The students, who don’t stimulate their brains for four months over summer vacation, score worse on post- vacation assessments. Korean summer vacation is shorter in length, and most students spend this time studying.
The American education system values extra-curricular activities, including sports. I ask: Too much? Are American students more “well-rounded” because they are exposed to a variety of skills? From a young age, I spent hours upon hours of my after school time involving myself in extra-curricular activities. While I value those experiences, I can’t help but wonder if I could have been more academically successful if those hours were spent with my nose in a book. I repeat: I value all those experiences to no end. Interestingly I’m not the only one. The American university system also values those extra-curricular activities in the entrance process. Whereas in Korea, the college you attend depends heavily on your test scores.
This brings me to the other side of this same coin: The pedagogies practiced in the Korean classrooms focus heavily on math and science, encouraging rote memorization; therefore lacking an emphasis on critical thinking and studying humanity. Lucky for you, I’ve exhausted my rant on education for now. Next post will question the teaching and learning styles in the Korean classroom and their effects on society. And if this post was a bit too cynical for you, my apologies, but the next post will praise the American education system- rather the pre-service teacher education programs for valuing critical learning.
Please understand, that this more a stream of consciousness, which therefore has limits. For every point made, there are three “buts” around the corner, which could very well contradict what I have to say, or bring up new insight. I understand that and feel this discourse is best suited to an actual interactive dialogue. Please take this as it is meant to be: an opportunity to for me to analyze two worlds of education, and for a few minutes-live the dream of being an educational scholar.
On a lighter note, enjoy the pictures from visiting Yangdong Market here in Gwangju.
Until next time…
