Category: Fulbright
An American Abroad
This past memorial day, on my flight from Kuala Lumpur back to Kaohsiung, I had the privilege of sitting next to an active-duty member of our U.S. military currently stationed in Okinawa, Japan. During our four-hour flight, we had an incredible conversation that covered just about every topic, including the role of America's military in 2018, the current geo-political climate of the world, and yes, Mr. Trump. The marine I sat next to told humorous, informative, and enlightening stories about being stationed in Romania, training troops in Bulgaria, and moving to Japan. Towards the end of the flight, I asked him what his current responsibility in the military was, and he talked about how, in his perspective, the U.S. military's greatest strength is in soft diplomacy. He talked about the need for our soldiers to gain trust in foreign lands by getting to know the locals, understand their culture, and grow to mutually understand one another. Although we were the same age and had taken radically different paths in life, we both somehow ended up on the same flight, headed to the same destination, with the same goal in mind: to advance the virtues of the United States through the use of soft power.
With Fulbrighters in Kinmen
Decades ago, Joseph Nye originally coined this term – soft power – in his critically-acclaimed work Bound to Lead: The Changing Nature of American Power. He wrote that, "if a state can make its power seem legitimate in the eyes of others, it will encounter less resistance to its wishes. If its culture and ideology are attractive, others will more willingly follow… when one country gets other countries to want what it wants, [it] might be called soft power, in contrast with the hard or command power of ordering others to do what it wants." More recently, Nye has suggested that the "best propaganda is not propaganda," and that "credibility is the scarcest resource." Former Secretary of Defense Robert Gates believed in this vision, and advocated that the Bush administration consider "a dramatic increase in spending on the civilian instruments of national security – diplomacy, strategic communications, foreign assistance, civic action, and economic reconstruction and development."
Eating lunch in Tainan
At the Dragon Boat Festival
At a school visit in Tainan
Not a day passed by in these last eight months that I did not work hard to advance the soft power efforts of our country. As a cultural ambassador for the United States, I was invited to meet Taiwanese President Tsai Ing-wen, had an interview with Taiwan's Minister of Foreign Affairs Joseph Wu, and gave a presentation to the U.S. Assistant Secretary of State Marie Royce. On a daily basis, I had the opportunity to interact with ordinary people that have never met an American before. I visited at least one high school (in Tainan) that told me that I was the first American to ever visit their school. On many occasions, I was asked representative questions about the United States, and while I always strived to be welcoming and open to dialogue, I always made it clear that I was sharing my opinion, as there is no such thing as a representative American perspective. In truth, I was trying my hardest to avoid the danger of telling a single story.
I also had the opportunity to visit the cold war outpost of Kinmen and even played basketball with students that are living in a former warzone – talk about true soft diplomacy! Kinmen (formerly known as Quemoy) was the site of the last battles of the Chinese civil war, and was later shelled heavily by the PRC's Liberation Army throughout the 1950's. The Taiwanese island is so close to the mainland that my cell phone network automatically switched to a mainland Chinese phone carrier! This trip also served as an important reminder of the urgency to study our history so that we may never repeat the mistakes of our past. For me, I still question how I somehow have made it through 13 years of public education (and an additional 8 years of university) without every hearing about the role Quemoy and Matsu played in the Taiwanese Strait Crisis.
Playing basketball in Kinmen
At the 228 Battle Museum in Kinmen
Remnants of the Military Base in Kinmen
Speaking of learning about our past, I also saw the atrocities of war first-hand when I visited Vietnam. Unlike many conflicts, including World War II, the Vietnam War ended in the 1970's. This means there are millions of people still alive that remember the war like it was yesterday, and one cannot walk a single block in Ho Chi Minh without seeing someone that has been negatively impacted by Agent Orange. It was sad standing at the War Remnants Museum, next to captured American tanks and airplanes, and asking whether all these deaths, destruction, and birth defects were worth it. At the time, many Americans subscribed to the so-called "domino theory," and believed that if one country were to become communist, all of Asia would quickly become communist. In hindsight, it is clear just how wrong many of those leaders were in our past. In some ways, America in 2018 in similar to America in 1968, because during the war, "the United States was widely unpopular around the world, as it is now… Yet despite unpopular government policies, our openness and self-criticism allowed the American idea to retain its appeal. A free press, independent courts, and a Congress willing to confront the executive branch can provide a similar measure of soft power today."
Standing at the War Remnants Museum in Ho Chi Minh City next to a U.S. Army helicopter captured during the Vietnam War.
It frustrates me to no end when people accuse me of being anti-military because I am anti-war. I have the deepest respect for our armed forces and will be forever grateful for their sacrifices. But we must question, why do we constantly get involved in meaningless conflicts that put our brave soldiers in harm's way to begin with in the first place? My grandfather, who meant the world to me, served in the Korean War. While we only have a few photos of him during this time period, look at how happy he looks when he is with his fellow Koreans. I particularly love the photos of him standing with Korean children. To me, I have no doubt about it: my grandfather fundamentally believed in the idea of soft power, and worked hard to win over the hearts and minds of the Korean people.
Showing his rifle to two Korean children
My grandfather was a carpenter during the war
With two Korean children
With his friend during the Korean War.
With two Korean soldiers
In fact, I was the first person in my family to visit the Korean peninsula since he was honorably discharged almost 70 years ago. Standing in the de-militarized zone and briefly walking into North Korea was an experience that brought many personal feelings to bare. I can only hope that he would be proud of me.
With Marist Brothers in Korea
Nothing, however, was as powerful as visiting Hiroshima.
At 8:15am on August 6th, 1945, a U.S. army B-29 bomber dropped an atomic bomb on the Japanese city of Hiroshima, and our world was changed forever. It was surreal being one of the few Americans to ever walk around the atomic bomb dome and the Peace Memorial Museum, and I was at a particular loss for words when I was standing directly underneath the hypocenter of the bomb. When visiting the memorial, it was interesting that the memorial did not solely blame the United States, but rather both countries, for putting their egos in front of the lives of innocent citizens. For me, the hardest part of the day was visiting an elementary school that survived the initial impact, where a majority of the young students were killed instantly.
"I heard what others have said about Hiroshima. Now I have seen for myself, and I am utterly devastated." -Desmond Tutu
While visiting Hiroshima was without question one of the most difficult places that I have ever been to, there were many difficult conversations I had throughout my time in Asia. When I met with Assistant Secretary of State Marie Royce, I told her how difficult it was being asked questions about the current administration or our country's absurd obsession with guns everywhere I went (I encourage all of my fellow Americans to read an op-ed I wrote that boldly declares that our problem with gun violence is #NotNormal). Truth be told, I was asked questions about school shootings and Trump on a daily basis during my time abroad, which were unequivocally the hardest to answer as a representative of our country. It is not necessarily because of Trump's policies, as I am all for a political disagreement – dissent and diversity of thought and culture is what truly makes America great. Truth be told, it has been embarrassing to be an American abroad during the so-called era of Trump. Simply put, our president does not represent our country well, and respect for America around the world is in an objective freefall (well, except for in two countries: Russia and Israel). As I told our Assistant Secretary last month, it has been hard serving as a cultural ambassador for the United States during this tumultuous time period under an administration that does not believe in soft power.
Why has it been so hard answering question about Trump? Maybe it is because he praises dictators while he is incredibly hostile with our closest allies. He openly mocks disabled people, and makes lewd remarks of women. His Secretary of Education knows nothing about schools while his EPA Director has repeatedly abused his authority. After complaining for years about how much golf President Obama has played, he has played more golf than any other president. Trump and his administration lie about everything, including paying off people that he had had affairs with and meetings during his campaign. He is a proponent of separating vulnerable families at the border and wants to widen the death penalty for drug dealers. He calls African nations "sh*t-hole countries" and calls immigrants of color, "animals." And to put the figurative sprinkles on top, he neither believes in the power of soft diplomacy nor the mission of the Fulbright Program.
On the contrary, I have seen the innate power of soft diplomacy first hand. I have gotten to know so many amazing people, in a part of the world that is greatly misunderstood by the west. I have come to have a deep appreciation for Taiwanese hospitality, and the importance of standing up for what is right.
At the end of the day, the "greatest threat to the American idea is what we may do to it ourselves. Terrorism is like jujitsu: The small players win if they make the large player use his strength against himself. If we respond to terrorism by becoming less open—economically, socially, and politically—we lose. As George Kennan warned in 1946, at the start of the Cold War, the greatest danger that can befall us is that we shall allow ourselves to become like those with whom we are coping."
Here is my charge to my fellow Americans: We can do better. Scratch that, we must do better. I encourage you all to get your information and news from objective news sources, such as BBC and NPR, and stop watching outlets such as MSNBC, CNN, or FOX. If you have the opportunity, travel abroad as much as possible, and strive to really get to know the people of foreign countries and their culture and way of life. Try to listen to others more, especially people that do not look like you or may have different worldviews. Push your thinking by watching documentaries and reading books and attending local lectures and talks. Perhaps most importantly, reflect critically on your belief system, and constantly ask yourself why you believe what you believe. If there is anything that I have learned in my first 27 years of life, it is that people are people everywhere. At the end of the day, everyone I have ever met wants their family to be healthy, their kids to be successful, and to be treated fairly and justly. Is that too much to ask?
When President Obama visited Hiroshima, he reminded us that, "we have long known the agony of war. Let us now find the courage, together, to spread peace and pursue a [better] world." Perhaps I am an eternal optimist (and pacifist), but I fundamentally believe that we can make this world a better place if we try. I mean, why not aim to create good instead of evil? Why not look to make peace instead of war? Why not try to spread love and compassion instead of hate and arrogance?
Now (especially now) is the time for an effort like never before to achieve peace.
Let us all take hands.
Hiroshima Peace Monument
Kinmen Peace Monument
Korean Peace Monument
This post is dedicated to Anthony Bourdain, someone that knew how to travel and celebrate life better than anyone. He worked relentlessly to show us that we should not be afraid of strangers in our global community, and that people are people everywhere. Thank you for inspiring so many people (including myself) to take this world by storm, Mr. Bourdain.
Author Andrew PaulsenPosted on August 1, 2018 July 31, 2018 Categories 2018, Exchange, Fulbright, UncategorizedLeave a comment on An American Abroad
The bǔxíbān (補習班) experience: My night at a Taiwanese Cram School
As previously mentioned, the Taiwanese educational system encompasses a gigantic range of cram schools. However, it is virtually impossible to find stories in the mainstream media about east Asian education today that boldly confronts the existence of this parallel educational system (Turton, 2012). These cram schools (known in Mandarin as 補習班or bǔxíbān, which literally translates to 'supplementary learning class') are akin to large tutoring centers that lecture students about mathematics, science, Chinese, and English.
A typical bǔxíbān in Kaohsiung, Taiwan
After hearing about cram schools in dozens of interviews conducted throughout Taiwan, I was visit a bǔxíbān and actually see what one is like for myself. Thanks to some of my colleagues at Kaohsiung Girls High School, I was able to visit one of the most famous cram school teachers, Teacher Lin, at 志光公職補習班 (Zhiguang Public Cram School). When I first walked into the cram school, I was surprised at how elaborate the facilities are. I really enjoyed how this school celebrated academic success and had a "Hall of Fame: of all the university acceptances form previous students. This learning center had several floors and different rooms for different needs: The main classroom (four different rooms for different subjects), a study room with a "teaching assistant" (but is a full-time licensed teacher), a computer room, and a "relax" room where kids can get water or tea. The classroom I visited was about twice size of a typical American classroom and had over 100 seats, but somehow does not feel crowded.
One of the most interesting aspects of the cram school structure is that all lessons are recorded for kids that are absent or were confused with a particular topic and wanted "extra help." The school has a library of videos that teach students any topic imaginable and is akin to an old-school version of Khan Academy (with their current teacher). The students can watch the videos of the lesson anytime they want and can rewind or slow down the video at their own discretion at any time.
During the class, I was interested in how engaged the students were in the lesson. Teacher Lin has created his own resource (books) for each math topic, and each problem has a similar problem with a given answer for more practice. The use of multiple representations is rampant and is very strategic about using different colors to highlight how different parts of the pictorial representation relate to the procedural applications. Another interesting tidbit is that the teacher uses different parts of the board for different parts of the lesson. The far-left part of the board is kept up and used as a defacto anchor chart Teacher encourages different methods to solve the same problem and uses jokes and brain-breaks to divvy up the lesson. Perhaps most importantly, kids can still be kids – eat, drink, get up and take a break or use the restroom, etc.
After class ended, I had a chance to have an impromptu focus group with the students in the class, which was an interesting learning moment, too. Class got out at 9:30pm, and even I was tired – but I was not attending school all day! I asked the students what a typical day looked like for them, and they shared that their public schools get out at 5, cram school starts at 6 and gets out at 9:30, with a 20-minute break at 7:50. Students get home at 10, take a shower, relax, and start HW/studying at around 11. Students spend 1-2 hours and then go to bed around midnight. I also asked if any of the students hang out with their friends or play video games, to which they replied: "Yea! On the weekends mostly. And sometimes during school (haha)!"
I also asked the students their perspective about the Taiwanese education system, and they shared that, "we wish there was more collaboration… I don't like sitting and listening to a teacher for three hours. I went to school in Denmark for a year, and it was very different."
Post-bǔxíbān dinner at Smokey Joes!
While the practice of late-night tutoring remains controversial, I was really impressed with some of the aspects that I saw during my bǔxíbān visit. It should be noted, too, that although many public schools in Taiwan are remarkably equitable, these night classes are one way in which parents with means use their resources to give an unfair advantage to their children, but often at an extraordinary financial and emotional cost (Williams, 2017). While visiting a cram school was a tremendous experience and I gained a lot of interesting ideas about pedagogy, I am deeply conflicted about pushing our students too hard. I am all for high expectations, but to a point. After all, shouldn't kids be kids?
Turton, M. (2012). The View From Taiwan. Retrieved March 04, 2018, from http://michaelturton.blogspot.com/2012/03/friedman-on-taiwan.html
Williams, C. (2017). Teaching English in East Asia: A Teachers Guide to Chinese, Japanese, and Korean Learners. Singapore: Springer imprint is published by Springer Nature.
Author Andrew PaulsenPosted on July 3, 2018 June 17, 2018 Categories 2018, Education, Fulbright, Taiwan, UncategorizedLeave a comment on The bǔxíbān (補習班) experience: My night at a Taiwanese Cram School
Fulbright Research Presentation
I am offically at the 'T-minus one month' mark, and I honestly cannot believe how fast this entire Fulbright experience has gone.
This past week, I had the chance to talk with Marie Royce (Assistant Secretary of State for Educational and Cultural Affairs) on the importance of soft diplomacy and how the United States needs to support the Fulbright Program now more than ever. I also had the opportunity to present my research at the Foundation for Scholarly Exchange a few weeks ago in Taipei. Below is a copy of what was printed on my poster that was created by the Fulbright Taiwan staff:
The poster that was made for my final presentation
"Reflecting on hundreds of classroom observations throughout Taiwan, Paulsen will share his thoughts on the best practices of Taiwanese teaching techniques, education policy, and culture, and offer recommendations on how to implement these ideals in urban schools throughout the United States.
Andrew Paulsen is currently the Lead Math Teacher and an Instruction Coach at East Side High School, the largest comprehensive high school in Newark, New Jersey. Originally from Levittown, New York, Andrew received his B.A. from Marist College, his Master's in educational leadership, management, & policy from Seton Hall University, and his Ed.M. in public school leadership from Columbia University's Teachers College. He aspires to change the world, one student at a time."
Here is a video of my final presentation:
After the presentation, I was presented a certificate from Dr. Vocke, the Director of Fulbright Taiwan.
Receiving my Fulbright certificate
I am officially back in Kaohsiung for my last four weeks in Taiwan. After departing from this incredible country on July 15th, I am looking forward to traveling through mainland China with my parents for a few weeks, and then coming back to the United States at the beginning of August. Here is to one more awesome month in beautiful Taiwan!
My Fulbright Taiwan Certificate of Achievement. I loved that they printed my Chinese name (柏安尚) on it, too!
Author Andrew PaulsenPosted on June 15, 2018 Categories 2018, Ed Reform, Education, Exchange, Fulbright, leadership, Taiwan, UncategorizedTags Education, Taiwan1 Comment on Fulbright Research Presentation
Singapore: Thinking Schools, Learning Nation
Last week, I had the absolute pleasure of visiting the city-state of Singapore, a country with a fascinating history: After being a British colony for over 100 years, the Imperial Japanese Army colonized the area in 1942 during World War II. After the emperor officially surrendered to the allied forces, Singapore was handed back over to British control, and was shortly part of the Federation of Malaya (modern-day Malaysia) before becoming an independent nation in 1965.
Japanese Commanders leaving City Hall after the signing of the Potsdam Declaration
The former site of the Singapore City Hall
In many ways, Singapore is an incredible success story, largely because their leaders put innovative policies in place that transformed their country from a so-called "third-world" country to a "first-world" country in only one generation. Singapore was able to achieve this ambitious vision by effectively and efficiently enacting a series of research-based reforms that helped Singapore develop into a true international city. The founding father and first prime minister of Singapore, Lee Kuan Yew, offered citizens of his fledging nation five core principles: democracy, justice, peace, prosperity and equality. In many ways, Singapore has lived up to these ideals, and has become a model urban utopia that celebrates cultural differences.
Sunsets in Singapore are beautiful, too!
Today, Singapore's education system is widely held up as one of the best in the world. During my visit to Singapore, I had the opportunity to visit three schools, attend two professional development sessions (a workshop for math teachers and a training on positive education), and speak at the annual reThinking Numeracy conference. Without trying to sound hyperbolic, the schools throughout Singapore were some of the best I have ever seen in my entire life. This video gives a fantastic overview of education in Singapore:
The Ministry of Education (MOE) has developed a school structure that is somewhat different than the United States. Across the country, public school students are broken into primary schools (grades 1-6), secondary schools (grades 7-10), and postsecondary schools (grades 11-12 at a junior college [humanities-based], polytechnic institute [STEM-based], or vocational college). During secondary school, students take a plethora of subjects, including math, science, geography, history, literature, design & technology, food & nutrition, art, music, physical education, English, and a class in their mother tongue language (Chinese, Malay, Tamil, etc.). The Ministry has "been moving in recent years towards an education system that is more flexible and diverse" in an attempt to give students a more "broad-based education to ensure their all-round or holistic development, in and out of the classroom." Classes typically start at around 8am, and the last class ends at around 3pm, depending on the school. Once at the secondary level, students are broken down into three streams: Express, Normal Academic, and Normal Technical.
Unlike in the United States, teachers have multiple career pathways, too, including a teaching track (senior/mentor teacher, lead teacher, master teacher, principal master teacher, etc.) a leadership track (subject head, head of department, vice principal, principal, cluster superintendent, zonal superintendent, etc.), and a specialist track (curriculum writers, content specialists, etc.). In the United States, the only career "promotion" is through school leadership, a policy which often takes many of our most transformational teachers out of the classroom. It is also interesting to consider that all principals have a five to seven-year term, at which point they become a principal at another school or move up the school leadership career ladder.
The school facilities I visited were genuinely immaculate. Quite frankly, I have never seen a school in the entire world that could rival the facilities of the schools I visited in Singapore. All of the schools I visited were modern, open, and conducive to learning. One of the public schools I visited was in the process of converting their physical library to a more digital one to better "prepare for the future." While their new library will still have books, the new space is designed to foster group work and collaboration. Similar to the process in Taiwan, the students stay in one homeroom all day and move classes for specific special classes, such as art. The homeroom teacher is also responsible for teaching the national character and citizenship education (civics) curriculum.
Visiting different classrooms was also very special. In every math class that I went to, I observed engaged students that were doing all the heavy lifting and working collaboratively to solve the task at hand. When walking around during one lesson, I noticed one group was particularly struggling with the assignment. I went over to their group and asked them what they thought of math class. Without hesitation, one boy said, "math class is ok, I guess, but I struggle. But that is ok, because I am just going to work harder to get better!" It was clear that public school teachers here have worked hard to implement a true growth mindset in their students.
In Singapore, the students and teachers eat lunch together, which is a great way to build community throughout the school. Teachers also eat the same lunch as the students do (which was absolutely delicious, for the record). After our meal, I had the chance to talk with a couple of teachers and students about their experiences in Singaporean schools. For the first time in my life, everyone at this public school had a positive view of the education system. One teacher was particularly inspiring and talked about how we are shifting towards phenomenon-based learning throughout the world. He said: "I think we are shifting that globally… in the United States, the students are talking less and the teachers are talking more. It is so refreshing, because we actually get to hear what the students are thinking. [By letting students work collaboratively], they also have the opportunity to learn from one another."
In the afternoon, I had the opportunity to talk with the Math Department Head at the public school I visited. When asked about his vision for an ideal math class, he said that a lesson needs to be motivating, and start off with a strong hook. He continued on, saying that "students must be willing to make mistakes; the more mistakes they make, the better, because that means we have more to learn. Math is not about drill and kill, it is about learning for life. [Math] needs to have meaning. Math is about conversations. We need to speak, and agree or disagree, and to listen and learn from one another." So inspiring!!
With Samuel, an incredible school leader in Singapore
There were also a couple of specific math pedagogies that I learned during my trip to Singapore. When going over a test, the students do all of the heavy lifting, and are often given copes of answers by their peers that are not quite correct, yet. The students then go through a protocol (called UCAP) where the students need to find the mistake, and then identify whether the mistake is an understanding (blank, halfway, etc.), conceptual (wrong method/formula), arithmetic/algebra (procedural mistake), or a protocol (Units, significant figures, presentation, etc.) error. The students then need to correct the wrong answers in groups.
The Singaporean currency also prominently features education
In Singapore, some schools use an interesting stoplight system so that teachers know how students are perceiving the lesson in real time. Each student has a red, yellow, and green card on their desk, resembling a traffic light. All of the students start the lesson with the green card showing and flip their card to yellow or red as the lesson progresses so that every student can discretely communicate with the teacher their level of understanding (Green = understands everything; Yellow = a little confused; Red = completely lost with today's lesson). There are also protocols (RRRAW) for critiquing the reasoning of others, which includes revising (student A said…), repeating: (saying it in your own words), reasoning (why do they said that?), adding on (students add their own opinions), and wait time (every time you ask a question, you need to wait at least 3-7 seconds). While there are many other things that can be learned from observing schools throughout Singapore, these are just a sampling of the high-impact strategies that educators can implement in their classes tomorrow to increase their teaching toolbox.
I was also graciously invited to attend a professional development session designed for Singaporean teachers. The session was on modeling real life problem situations mathematically. We started the session off by describing the need for research-infused pedagogies and set learning intentions and success criteria for mathematical modeling learning experiences. The facilitator talked about why modeling tasks were so important, as our students are living in a world where disruptive technologies are transforming our global economy. Perhaps most humbling was how open the Singaporean teachers were to new ideas and to bettering their craft. At one point, the facilitator asked how many in the room think they could run a vertical marathon, and proudly proclaimed: "for those that raised your hand, you can." In Singapore, they truly practice what they preach.
I was also legitimately blown away by the focus on civics and positive education. At every secondary school in Singapore, there is a dedicated career and education counselor that is tasked with helping students prepare for the next step in their learning journey. One Singaporean teacher told me that "all students have the opportunity to be great, but they shouldn't compare themselves to one another. The most important thing is improving against your previous score. There is always room for improvement!" Inspired by the innate sense of a growth mindset, I attended a positive education training that was very informative. Simply put, the facilitator started the session by declaring that if we are serious about wanting our students to flourish, wemust put wellbeing at the heart of education. She defined flourishing as the combination of doing good and feeling good, and offered the following framework to transform our schools:
I fundamentally believe in this vision of positive education and need to do more reflecting and thinking about how we can systematically implement these best practices back home in the states (more information about positive education will be shared in a future blog post on democratizing our classrooms). The next day, I attended the reThinking Numeracy Conference, which was headlined by Melissa Daniels and Steve Leinwand. Melissa Daniels is currently the principal of one of the High Tech High schools, a charter network in San Diego, California that has gained national attention lately for their innovative work in putting PBL at the heart of their school model. She started by asking a provocative question: When was the last time you really learned something? After reflecting individually for a few minutes, a few people shared their thoughts, and she noted how no one said anything about sitting in a lecture. She went through the learning environment educators need to setup to create meaningful learning experiences for every child.
Speaking at the reThinking Learning Conference
Steve Leinwand was also very informative. As a senior education researcher, consultant, and lead writer of NCTM's landmark publication Principles to Action, I knew I had a unique opportunity to learn from one of the true experts in the field. Steve offered ways to make math accessible to all students, including asking alternate applications, giving the correct answer and asking why it is correct, encouraging student discourse, utilizing more multiple representations, adding relevant context to the material at hand, embedding more literacy skills throughout a lesson, and constantly asking students to 'convince me.' Perhaps math teachers should be more like English teachers and adapt what the text bestows by turning exercises into more opportunities for learning. He also suggested that "instead of bombarding students with the whole word problem, the entire graph or figure or table, use the power of PowerPoint to gradually release or reveal the problem, graph, figure, etc. using questions to probe understanding of prior and new content."
Steve Leinwand speaking at reThinking Learning
It truly was an incredible week of learning in Singapore. Some teachers do not believe Singapore's education system has a replicable model, because of how small the country is geographically. I respectfully disagree with this argument and feel that we have a lot to learn from both Singapore and Malaysia (in addition to everything we can learn from Taiwan, too). I encourage all Americans, if they have the opportunity, to visit Singapore (and travel internationally as much as possible). English is widely spoken throughout the country, and it is incredible how the government has been able to fully embrace the innate power to be found in diversity. The Vision of Singapore's Minstry of Education is 'Thinking Schools, Learning Nation,' and in many ways, their public schools truly are molding the future of their incredible nation. Wouldn't it be incredible if every country had the same bold vision for public education?
Author Andrew PaulsenPosted on June 4, 2018 June 4, 2018 Categories 2018, Ed Reform, Education, Fulbright, Singapore, UncategorizedTags Education, Fulbright, Reform, Singapore1 Comment on Singapore: Thinking Schools, Learning Nation
Implementing Eastern Pedagogical Approaches to Teaching Mathematics in Urban High Schools
Note: This article was submitted to the Fulbright Taiwan Annual Research Journal.
Leading a presentation about Taiwanese education in Taipei
When Portuguese sailors first sailed past Taiwan during the 16th century, they nicknamed the island Formosa after its natural beauty. In most countries throughout the world, these natural landmarks are prominently featured on currency, alongside images of memorable leaders and famous monuments that celebrate key moments in the course of their history. In contrast, Taiwan's legal tender promotes a notably different message: the importance of education. On the back of the Taiwanese $1,000 bill, for example, we find a group of children gathered around a globe. This phenomenon is not surprising, as Taiwanese citizens vehemently believe in the innate power of public education (Hsiao & Po-Hsuan, 2018). This rich culture and deep respect for learning dates back centuries to the time of Confucius, a period when most of Asia was under imperial rule and civil service exams were omnipotent:
"The first examinations were attributed to the Sui emperors (589-618 A.D.) in China. With its flexible writing system and extensive body of recorded knowledge, China was in a position much earlier than the West to develop written examinations. The examinations were built around candidates' ability to memorize, comprehend, and interpret classical texts. Aspirants prepared for the examinations on their own in private schools run by scholars or through private tutorials. Some took examinations as early as age 15, while others continued their studies into their thirties. After passing a regional examination, successful applicants traveled to the capital city to take a 3-day examination, with answers evaluated by a special examining board appointed by the Emperor. Each time the examination was offered, a fixed number of aspirants were accepted into the imperial bureaucracy" (U.S. Congress, 1992).
This imperial system of examination (known in Mandarin as 科舉or kējǔ) was originally considered to be an equitable way for all students to have an opportunity to rise beyond their current caste. Kējǔ also helped those in power identify and recruit into government service individuals who were capable and virtuous rather than to fall back on members of the hereditary noble class (Zhao, 2014). Seen by many to be fair, objective, and open, kējǔ eventually gave birth to the idea of meritocracy, a core value in many eastern countries (Zhao, 2014).
Centuries later, Sun Yat-sen, the founding father of the Republic of China, continued to praise kējǔ as the bedrock of the world's best education system. Dr. Young Zhao reminds us of an oft-told tale of Sun's about the drawbacks of a society without standardized tests. Sun related the story of an election in the west between a doctor and a truck driver. Although the doctor had received more formal education than the driver, he lost the popular vote. This outcome, Sun would insist, was the consequence of popular election without examination (Zhao, 2014).
After overthrowing the Qing dynasty, China's last imperial dynasty, Sun Yat-sen set up a new government in Beijing known as the Republic of China. The founding document of the R.O.C. included an entire branch of government focused on examination; this five-power constitution continues in modern day Taiwan.
Leading a math class in Kaohsiung
The Taiwanese system of education
While standardized testing is deeply engrained in Taiwanese culture, the country's education system is unique for a multitude of other reasons. First of all, Taiwanese teachers are classified as white-collar professionals; they value the quality of their work and take pride in what they do (Huang, 2003). The reputation of teachers is second to none; teaching jobs are held in high esteem and the pride of place given to education in traditional Chinese culture enhances the social status of teachers (Hsieh et. al., 2009; Fenton, 2016).
Second, most Taiwanese educators believe in the concept of a growth mindset. Simply put: if a teacher believes that their students can do better, they will; if a teacher gives up on their students easily, then their students will give up, too.
Third, Taiwanese pre-service teachers are exceptionally well-qualified academically; most have excelled in school. Consequently, university education departments are quite selective, and only the best available candidates are accepted. This situation stands in marked contrast to that of the United States, where the lure of Wall Street and Silicon Valley often attracts the best and brightest (Kristof, 2011; Zakaria, 2012). In fact, the results of a 2010 study suggest that the majority of U.S. education majors come from the bottom third of their graduating class (Kihn, P., Miller, A., & Auguste, B., 2010).
After a number of school observations throughout Taiwan, it has also been noted that, though the typical teacher in that country is present at school for more than 10 hours each day, he or she rarely instructs for more than three to four hours. Data from the Taiwanese Ministry of Education (2017) confirms that the average teacher leads instruction for 560-720 hours per year. In contrast, the majority of high school teachers in the United States spend almost double that amount of time leading instruction over the course of a school year (Ministry of Education, 2017). Consequently, Taiwanese teachers have significantly more time available each week to prepare lessons, mark classwork, and reflect on how best to improve children's learning (Gove, 2012).They are also able to meet with colleagues in professional learning communities to plan classes and grade their students' work collaboratively. Most importantly, they have an opportunity to reflect upon their pedagogy. This extensive reflection time enables teachers to act as action researchers, develop and evaluate new teaching methods, and keep tabs on one another's performance (Gove, 2012; Liu, 2013).
Note, too, that the Taiwanese educational system includes more than government-run schools; it also encompasses a gigantic range of cram schools. However, it is virtually impossible to find stories in the mainstream media about east Asian education today that boldly confronts the existence of this parallel educational system (Turton, 2012). These cram schools (known in Mandarin as 補習班 or bǔxíbān) are akin to large tutoring centers that lecture students about mathematics, Chinese, and English.
The practice of late-night tutoring is particularly controversial in this part of the world. Although many schools in Taiwan are remarkably equitable, these night classes are one way in which parents with means use their resources to give an unfair advantage to their children, but often at an extraordinary financial and emotional cost (Williams, 2017). These bǔxíbāns are so pervasive in east Asia that neighboring South Korea passed a law in 2011 that enacted a strict 10:00 PM curfew to lessen the stress load on students (Seoul, 2011).
Talking about Newark at a vocational school in Tainan
Today, considerable controversy exists with regards to education reform throughout the world. In Taiwan, the fundamental purpose of public education has long been debated. This ongoing debate has led to a learning system that "over-emphasizes academic performance and neglects other dimensions of learning. But recently, the Taiwanese government adopted the use of a constructivist approach to teaching mathematics. This new approach to teaching and learning focuseson the whole child" (Eisenhart, 2011).
Contemporary educational reform in Taiwan commenced during the late 1980s when a team led by Dr. Fou-Lai Lin decided to investigate the teaching of mathematics; they reviewed the literature and relied on research methodology rather than solely their own experience. As a result, mathematics teacher education entered a new phase, one that combined practical experience with empirical research (Hsieh et. al., 2009).
In 1996, mathematics teachers throughout the country began to focus on the way in which students thought, thus shifting away from a teacher-centered approach and towards a student-oriented method of learning (Hsieh et. al., 2009). The following year, the Ministry of Education implemented a new national curriculum for junior high school students. Many of the changes involved in this initiative centered on students and the cultivation of their creativity, thinking, and reasoning abilities, as well as the links that existed between mathematics and life. The message was clear: an attitude toward active learning and the appreciation of mathematics was being put into place (Hsieh, 1997).
These reforms shifted the emphasis in mathematics education away from simply memorizing and plugging into formulas and towards developing problem-solving skills and process-monitoring. Problem solving, through which one learns methods for acquiring knowledge, had historically been largely neglected in Taiwan. Now, however, it is gaining attention alongside an emphasis on mathematics education for lifelong learning (Hoyles, Morgan, & Woodhouse, 1999).
The Taiwanese Ministry of Education is currently piloting a new high school math curriculum which will be rolled out nationwide during the 2019-2020 school year. One of the Ministry's noted goals is the progressive implementation of a12-Year Basic Education program, incorporating the development of adaptive learning along with a completely non-exam-based secondary school admission process (Ministry of Education, 2017). Policy makers plan to adapt the Taiwanese curricula so as to encourage problem solving that is creative. (Hoyles, Morgan, & Woodhouse, 1999). The Ministry has also made it clear that teachers must pay closer attention to the process of learning as well as to the way in which children conceptualize content and ideas rather than simply focusing on arriving at the correct answer (Eisenhart, 2011).
These proposed education reforms seek to address the pitfalls found in current educational practice and to foster collaboration among students through project-based learning and standard-based grading. One teacher noted that these reforms will set future generations of Taiwanese students in a positive new direction and prepare them to face the adaptive challenges found in our increasingly globalized world.
Leading a Public Speaking class in Kaohsiung
As the guiding vision of Taiwan's new 12-year basic education program is further developed, the principles of "spontaneity, interaction, [and] the common good" that it promotes will be integrated increasingly with the educational ideas of John Dewey's (1938), postmodernism, and complex thought (Morin, 1999; 1993). These structural shifts will encourage Taiwanese teachers to let students drive their own learning and to take ownership of their thinking with an aim to inspire rather than to control (Fan, 2016). After all, "if we continue to ignore the power of students' own ideas and conceptions, we will only perpetuate the notion that mathematics and science (among other subjects in our school curricula) are irrelevant, uninteresting, and difficult to learn" (Sahlberg, 2018).
These progressive innovations are not unique to Taiwanese education. China, the United States' leading economic competitor, is in the process of decentralizing its curriculum, diversifying its methods of assessment, and encouraging local autonomy and innovation. Singapore is also promoting a student-centered learning environment characterized by the principle of 'Teach Less, Learn More' (Sahlberg, 2015).
In other countries around Asia, leaders are ensuring that schools limit direct instruction and the mere recitation of facts and instead look for more innovative pedagogies that encourage students to design and produce authentic products (Wagner & Dintersmith, 2016). During many classroom observations throughout Taiwan, it is apparent that lesson structure also plays an important role both during class and while a teacher prepares for a class. This idea was featured prominently in Elizabeth Green's critically-acclaimed book Building a Better Teacher:
"One striking example was the way teachers structured their lessons. American teachers rarely talked about lesson structure – the way class proceeds from a beginning to a middle to an end – and yet, watching each individual teacher at work, Stigler felt as though they'd all read the same recipe. 'A cultural script,' he called it… Some American teachers called their pattern 'I, We, You.' The Japanese teachers, meanwhile, turned 'I, We, You' inside out. You might call their version 'You, Y'all, We.' They began not with an introduction, but a single problem that students spent ten or twenty minutes working through. Next, the teacher brought them back to the whole group, asking students to present their different ideas for how to solve the problem on the chalkboard. Give the answer and the reason for the answer.Finally, a teacher led a discussion, guiding students to a shared conclusion – What did you learn from today's problem, or what new questions do you have, if any?" (Green, 2015).
To capitalize more fully on the ideas and conceptual understanding of all students, many schools in Taiwan (and indeed throughout the world) are recognizing the importance of teaching students how to work collaboratively, to create viable arguments, and to critique the reasoning of others. In a number of Taiwanese math classes, students are encouraged to share their personal strategy on how to solve a complex problem. This is markedly different than some schools in the U.S, where students are often drilled in a few dozen scaffolded problems over the course of a lesson. In most Taiwanese high schools, students during a single math class might complete a few rigorous problems during each period, allowing students to be able to spend more time thinking deeply about a few hard problems and to reflect critically on their solution strategy.
When Taiwanese students are solving problems in class, the types of questions that their teachers ask them are also often noticeably different than those posed by American teachers:
"In comparisons of mathematics teaching in the United States and in high-achieving countries, U.S. mathematics instructions has been characterized as rarely asking students to think and reason with or about mathematical ideas. [American] teachers sometimes perceive student frustration of lack of immediate success as indicators that they have somehow failed their students. As a result, [American math teachers] jump in to 'rescue' students by breaking down the task and guiding students step by step through the difficulties. Although well intentioned, such 'rescuing' undermines the efforts of students, lowers the cognitive demand of the task, and deprives students of opportunities to engage fully in making sense of mathematics" (NCTM, 2014).
In contrast, some Taiwanese teachers are moving away from rigid algorithms toward more flexible and divergent thinking. Because Taiwanese students are encouraged to think divergently about algebra instead of rigidly following an algorithm, they were able to regroup certain terms and make the complex expression simpler. In many classroom observations, students were solving algebra problems using a multitude of different strategies, allowing them to think more concretely about algebra, thus increasing both their accuracy and efficiency in solving complex problems.
Another striking aspect of Taiwanese math pedagogy is the ability of teachers to include multiple modalities in their instruction. The National Council of Teachers of Mathematics has insisted that "effective mathematics teaching includes a strong focus on using varied mathematical representations" (NCTM, 2014). The results of multiple studies have demonstrated that students display greater mathematical understanding and enhanced problem-solving ability when they learn to represent, discuss, and make connections among mathematical ideas in multiple forms. (Fuson, Kalchman, and Bransford, 2005). Taiwanese teachers, in particular, focus their attention on providing different visual representations of abstract mathematical concepts thus helping students to advance their understanding of them. (Arcavi, 2003).
With high school students after a focus group in Taichung.
This article describes but a few of the pedagogies used by Taiwanese math teachers as they practice their craft. We still have a long distance to go as a global math community until we reach the point where math teachers everywhere have implemented research-informed best practices that can drastically improve their students' ability to learn. Perhaps the NCTM summarized best the shift taking place in the global landscape: "Students must rethink what it means to be a successful learner of mathematics, and teachers must rethink what it means to be an effective teacher of mathematics" (2014).
Learning about the culture of education as well as math instruction in Taiwan has been a transformative learning experience of a lifetime. While some of the culture that surrounds Taiwanese education is deeply ingrained within the history of this incredible country, there are many elements found in the pedagogy of Taiwanese math teachers that can be effectively incorporated into public schools throughout the United States. Now, it is up to all of us to implement these best practices and transform our education system once and for all.
After all, our students are counting on us.
Let us rise to the challenge.
Arcarvi, A. (2003). "The Role of Visual Representations in the Learning of Math" Educational Studies in Mathematics, 52, no. 3 pg. 215-241
Dewey, J. (1938). Experience and Education.NY, New York: Kappa Delta Pi.
Eisenhart, C. (2011). Why do Taiwanese Children Excel at Math?. The Phi Delta Kappan. Retrieved from http://www.academia.edu/987689/Why_do_Taiwanese_Children_Excel_at_Math
Fan, H. C. (2016). Education in Taiwan: The Vision and Goals of the 12-Year Curriculum.Retrieved from https://www.brookings.edu/opinions/education-in-taiwan-the-vision-and-goals-of-the-12-year-curriculum/
Fenton, S. (2015). President Obama praises South Korea for paying teachers as much as doctors. The Independent. Retrieved March 08, 2018, from http://www.independent.co.uk/news/world/asia/president-obama-praises-south-korea-for-paying-teachers-as-much-as-doctors-10398802.html
Friedman, T. (2012). Pass the Books. Hold the Oil. The NY Times Retrieved March 02, 2018, from http://www.nytimes.com/2012/03/11/opinion/sunday/friedman-pass-the-books-hold-the-oil.html
Fuson, K., Kalchman, M., and Bransford, J. (2005). "Mathematical Understanding: an Introduction" in How Students Learn History, Mathematics and Science in the Classroom., edited by Donovan, S., & Bransford, J. Washington, D.C.: National Academies Press.
Gove, M. (2012). Classroom Crush. The EconomistRetrieved March 07, 2018, from https://www.economist.com/node/21547854
Green, E. (2014). Why Do Americans Stink at Math? The NY Times. Retrieved February 14, 2018, from https://www.nytimes.com/2014/07/27/magazine/why-do-americans-stink-at-math.html
Green, E. (2015). Building a Better Teacher: How Teaching Works (and how to teach it to everyone).New York ; London: Norton et Company.
Hoyles, C., Morgan, C., & Woodhouse, G. (1999). Rethinking the Mathematics Curriculum. doi:10.4324/9780203234730
Hsieh, F.-J. (1997). 國中數學新課程精神與特色. [The essence and features of new mathematics curriculum in junior high school]. Science Education Monthly, 197, 45-55.
Hsieh, F.-J., Lin, P.-J., Chao, G., & Wang, T.-Y. (2009).
Policy and Practice of Mathematics Teacher Education in Taiwan.
Hsiao S., & Po-Hsuan W. (2018). Mandatory Education for Five-year-olds is Popular. The Taipei Times. March 19, 2018 Print Edition: Volume 19, Number 27.
Huang, Y.-J. (2003). 臺灣地區新職業聲望與社經地位量表」之建構與評估:社會科學與教育社會學研究本土化. [The construction and assessment of the "new occupational prestige and social for Taiwan": The indigenization of the social science and sociology of education research], Bulletin of Educational Research Vol.49(4). 1-31.
Kihn, P., Miller, A., & Auguste, B. (2010). Closing the Teaching Talent Gap. McKinsey & Company. Retrieved March 06, 2018, from https://www.mckinsey.com/industries/social-sector/our-insights/closing-the-teaching-talent-gap
Kristof, N. (2011). Pay Teachers More. The NY Times Retrieved March 07, 2018, from http://www.nytimes.com/2011/03/13/opinion/13kristof.html?_r=0
Liu, K. (2013). Critical reflection as a framework for transformative learning in teacher education. Educational Review, 67(2), 135-157. doi:10.1080/00131911.2013.839546
Ministry of Education (2017). Ministry of Education Objectives for 2018 (January-December) released 7/19/2017. Taipei, Taiwan: Ministry of Education.
Ministry of Education (2017). International Comparison of Educational Statistical Indicators. Taipei, Taiwan: Ministry of Education.
Morin, E. (1993). 複合思想導論[Complex Thought](施植明,譯)。臺北市:時報文化。
Morin, E. (1999). The Seven Complex Lessons in Education for the Future. Helsinki, Finnish: UNESCO. Qualifications and Curriculum Development Agency. National Curriculum. Retrieved from http://curriculum.qcda.gov.uk/index.aspx
NCTM (2014). Principles to Actions: Ensuring Mathematical Success For All. Reston, VA: NCTM, National Council of Teachers of Mathematics.
Sahlberg, P. (2015). Finnish Lessons 2.0: What Can the World Learn from Educational Change in Finland? New York: Teachers College, Columbia University.
Sahlberg, P. (2018). FinnishED Leadership: Four big, inexpensive ideas to transform education. Thousand Oaks, CA: Corwin.
Seoul, A. R. (2011). Teacher, Leave Those Kids Alone. Retrieved March 03, 2018, from http://content.time.com/time/magazine/article/0,9171,2094427,00.html
U.S. Congress, Office of Technology Assessment (1992). Testing in American Schools: Asking the Right Questions, OTA-SET-519. Washington, DC: U.S. Government Printing Office
Wagner, T., & Dintersmith, T. (2016). Most Likely to Succeed: Preparing Our Kids for the Innovation Era. New York, NY: Scribner.
Zakaria, F. (2012). When Will We Learn. Retrieved March 07, 2018, from https://fareedzakaria.com/2011/11/28/when-will-we-learn/
Zhao, Y. (2014). Who's Afraid of the Big Bad Dragon?: Why China has the Best (and Worst) Education System in the World. San Francisco, CA: Jossey-Bass.
Author Andrew PaulsenPosted on May 15, 2018 June 13, 2018 Categories 2018, East Side High School, Ed Reform, Education, Exchange, Fulbright, NCTM, Newark Public Schools, Taiwan, Teachers, Teaching, Transformational Leadership, Travel, UncategorizedTags East Side High School, Education, TaiwanLeave a comment on Implementing Eastern Pedagogical Approaches to Teaching Mathematics in Urban High Schools
The Shifting Landscape of Math Education in Taiwan
With a traditional culture that has generally emphasized standardized testing and the Confucian 'sage on a stage' model of instruction, there is a lot of controversy regarding Taiwanese education reform. In fact, "the fundamental purpose of education has long been debated in Taiwan. This ongoing debate has led to a learning system that over-emphasizes academic performance and neglects other dimensions of learning. But recently, the Taiwanese government adopted the use of a constructivist approach to teaching mathematics. This new approach to teaching and learning focuses on the whole child" (Eisenhart, 2011).
Contemporary education reform in Taiwan started during the late 1980's, when a team led by Dr. Fou-Lai Lin "gradually began to investigate mathematics teaching through research and literature studies instead of only through their own experience. As a product of these occurrences, mathematics teacher education in Taiwan moved towards a new realm, combining practical experience with mathematics education research" (Hsieh et. al., 2009). In 1996, "in-service and pre-service math teachers throughout Taiwan began to deeply consider the way students think, shifting the view towards teaching from teacher-centered to student- oriented" (Hsieh et. al., 2009). The following year, the Ministry of Education implemented a new national curriculum for junior high school students. Many of these changes "centered on students; the links between mathematics and life; the cultivation of students' creativity, thinking, as well as reasoning abilities; and on an active attitude towards learning mathematics and appreciating mathematics (Hsieh, 1997)." The intent of these reforms "means that in mathematics education the emphasis will shift to problem-solving and process-monitoring and away from memorizing and plugging into formulas. Problem solving through which one can learn the methods of acquiring knowledge is one aspect of mathematics education that has been more or less neglected in Taiwan, but is now gaining attention alongside the emphasis on mathematics education for lifelong learning" (Hoyles, Morgan, & Woodhouse, 1999).
Liu Mong-chi presenting a session on how to design questions that test students' core competence: "If the only metric we use to determine the effectiveness of our education system is PISA, we will not have an effective education system."
In modern-day Taiwan, the Ministry of Education is currently piloting a new national curriculum that will be rolled out during the 2019-2020 school year. One of the Ministry's noted goals is to "progressively implement the 12-Year Basic Education program, incorporating development of adaptive learning and completely non-exam-based secondary school admission" (Ministry of Education, 2017). Policy makers are are planning to adapt the Taiwanese curricula to encourage creative problem solving (Hoyles, Morgan, & Woodhouse, 1999). The Ministry has also put forward that "teachers are required to pay closer attention to the learning process and children's conceptualization of content and ideas rather than focusing on simply attaining the correct answer" (Eisenhart, 2011). These proposed reforms look to address the pitfalls of current educational practice and intends to inspire students to collaborate through project-based learning and standard-based grading. During one interview, a teacher noted how these changes will take the future generation of Taiwanese students onto a positive new path that will prepare them for the adaptive challenges of our increasingly globalized world.
As the vision of Taiwan's new 12-year basic education program is developed, its ideas of "spontaneity, interaction, and common good" are synthesized with reference to the educational ideas of John Dewey (1938), postmodernism, and complex thought (Morin, 1999; 1993). These instructional shifts encourage Taiwanese teachers to let students drive their learning and take ownership of their thinking with an aim to inspire rather than to control (Fan, 2016). After all, "if we continue to ignore the power of students' own ideas and conceptions, we will only perpetuate the notion that mathematics and science (among other subjects in our school curricula) are irrelevant, uninteresting, and difficult to learn" (Sahlberg, 2018).
These progressive changes are not unique to Taiwan, either: "China, the leading economic competitor of the United States, is decentralizing its curriculum, diversifying assessment, and encouraging local autonomy and innovation. Meanwhile… Singapore is promoting a creative environment characterized by 'Teach Less, Learn More'" (Finnish Lessons 2.0). In other Asian countries, schools "are limiting direct instruction and mere recitation of facts and looking for more innovative pedagogies and encourage students to design and make things" (Wagner & Dintersmith, 2016). When observing classrooms throughout Taiwan, it is apparent that lesson structure plays an important role both during class and when a teacher is preparing for a lesson. This idea was featured prominently in Elizabeth Green's critically-acclaimed book Building a Better Teacher:
"One striking example was the way teachers structured their lessons. American teachers rarely talked about lesson structure – the way class proceeds from a beginning to a middle to an end – and yet, watching each individual teacher at work, Stigler felt as though they'd all read the same recipe. 'A cultural script,' he called it… Some American teachers called their pattern 'I, We, You.' The Japanese teachers, meanwhile, turned 'I, We, You' inside out. You might call their version 'You, Y'all, We.' They began not with an introduction, but a single problem that students spent ten or twenty minutes working through. Next, the teacher brought them back to the whole group, asking students to present their different ideas for how to solve the problem on the chalkboard. Give the answer and the reason for the answer. Finally, a teacher led a discussion, guiding students to a shared conclusion – What did you learn from today's problem, or what new questions do you have, if any?" (Green, 2015)
To fully capitalize on harnessing student's own ideas and conceptions, many schools in Taiwan (and throughout the world) are recognizing the importance of teaching students how to work collaboratively, create viable arguments, and critique the reasoning of others. Student voice is featured prominently within many Taiwanese math classes, often for students to share their strategy on how to solve a complex problem. Unlike in the U.S., most Taiwanese high school math classes only complete a few rigorous problems during each period, as opposed to drilling a few dozen scaffolded problems over the trajectory of a lesson. This means that students spend more time thinking deeply about a few hard problems, which enables them to reflect critically about their solution strategy. When students are solving these problems, the types of questions that Taiwanese teachers ask their students are noticeably different than the types of questions often posed by American teachers:
To this end, some Taiwanese teachers are moving away from rigid algebraic algorithms to flexible divergent thinking. For an algebraic example that highlights this phenomenon, consider the simplification of the following expression, which was recently given to an 8th grade class at a junior high school in Taiwan. How would most American students go about simplifying such an expression?
Most American children would follow "PEMDAS" (the rigid algorithm commonly used for order of operations), and start by multiplying 6 times 14 times 21, and then dividing by 42 OR simplifying the 21 and the 42 to ½ first. Look instead what one Taiwanese 8th grader wrote on the board:
Before jumping immediately into the problem, the student reflects for a second and sees that by re-grouping the six, she can attain 42, which allows for a more straight forward simplification. The student then had to only multiply 3 times 14 to get the correct answer.
Another example was seen during a 9thgrade geometry class. After deriving the 'interior angle' formula of a polygon, a student worked a problem down to the following expression:
Again, most American students would start by distributing the 180 to the parenthesis, or by simplifying 360 times five equals 1800. Instead, consider what one Taiwanese 9th grader wrote:
Because Taiwanese students were encouraged to think divergently about the algebra at hand instead of rigidly following an algorithm, the students could regroup certain terms to make the complex expression simpler. In many classroom observations, different students were solving algebra using a multitude of different strategies, allowing them to think more concretely about the algebra and open up the world of mathematics.
Another exemplar aspect of Taiwanese math pedagogy is how teachers prominently feature multiple modalities in their pedagogy, as well. The National Council of Teachers of Mathematics has put forward that "effective mathematics teaching includes a strong focus on using varied mathematical representations" (NCTM, 2014). In fact, multiple studies have found that "when students learn to represent, discuss, and make connections among mathematical ideas in multiple forms, they demonstrate deeper mathematical understanding and enhanced problem-solving abilities" (Fuson, Kalchman, and Bransford, 2005). Taiwanese teachers in particular focus heavily on different visual representations of abstract mathematics, which help students "advance their understanding of mathematical concepts and procedures" (Arcavi, 2003).
Multiple Representations
Creating arguments and critiquing the reasoning of others, on the other hand, is a pedagogical shift that Taiwanese teachers are struggling to implement. In one classroom observation, a teacher in Kinmen repeatedly told students that, "we cannot work independently anymore; we need to work with others and learn to cooperate more." Although this teacher had strong messaging, they struggled to give students concrete strategies to help facilitate meaningful groupwork.
During another school visit, several educators in Kaohsiung have asked how teachers in the United States facilitate rigorous discussions and Socratic seminars with their students. In Newark, the Office of Mathematics argues that "mathematical discourse should be well-planned, intentional, and embedded in whole-class and small-group settings." Classroom discussion is one of the most important levers in student success: when educators "decrease the teacher talk and increase the student talk by providing them with learning intentions and success criteria, and a deeper understanding of how to have a discussion with the class" (DeWitt, 2017). In fact, "students who learn to articulate and justify their own mathematical ideas, reason through their own and others' mathematical explanations, and provide a rationale for their answers develop a deep understanding that is critical to their future success in mathematics and related field" (Michaels, O'Connor, and Resnick, 2007). These shifts are most profound when teachers view themselves as a facilitator of knowledge instead of a giver of knowledge, a shift that will be enduring for many teachers (NCTM, 2014). In a country with a strong culture that has many roots in Confucianism, this instructional shift will inevitably take time to fully implement.
While these are just some of the pedagogies that Taiwanese math teachers use throughout their practice, we still have a far way to go as a global math community until every school has implemented research-informed best practices that will help students learn better. Perhaps NCTM summated this global shifting landscape most succinctly: in math classes in 2018, "students must rethink what it means to be a successful learner of mathematics, and teachers must rethink what it means to be an effective teacher of mathematics" (2014). Let us now resolve to work relentlessly to achieve this end and share the innate beauty of mathematics with everyone.
Arcarvi, A. (2003) "The Role of Visual Representations in the Learning of Math" Educational Studies in Mathematics, 52, no. 3 pg. 215-241
DeWitt, P. (2017). 3 'Simple' Ideas Every Educator Should Work on in 2017. Retrieved from http://wps.greenwichcsd.org/superintendent/2017/01/06/3-simple-ideas-every-educator-should-work-on-in-2017/
Fuson, K., Kalchman, M., and Bransford, J. (2005) "Mathematical Understanding: an Introduction" in How Students Learn History, Mathematics and Science in the Classroom., edited by Donovan, S., & Bransford, J. Washington, D.C.: National Academies Press.
Michaels, S., O'Connor, C., & Resnick, L. (2007). Deliberative Discourse Idealized and Realized: Accountable Talk in the Classroom and in Civic Life. Studies in Philosophy and Education, 27(4), 283-297. doi:10.1007/s11217-007-9071-1
Morin, E. (1999). The Seven Complex Lessons in Education for the Future. Helsinki, Finnish: UNESCO. Qualifications and Curriculum Development Agency. (n.d.). National Curriculum. Retrieved from http://curriculum.qcda.gov.uk/index.aspx
NCTM (2014) Principles to Actions: Ensuring Mathematical Success For All. Reston, VA: NCTM, National Council of Teachers of Mathematics.
Author Andrew PaulsenPosted on April 29, 2018 April 30, 2018 Categories 2018, Ed Reform, Education, Exchange, Fulbright, leadership, NCTM, Newark Public Schools, Taiwan, Teaching, Transformational Leadership, UncategorizedLeave a comment on The Shifting Landscape of Math Education in Taiwan
Education Culture in Taiwan
"Every so often someone asks me: 'What's your favorite country, other than your own?"
I've always had the same answer: Taiwan. 'Taiwan? Why Taiwan?' people ask.
Very simple: Because Taiwan is a barren rock in a typhoon-laden sea with no natural resources to live off of — it even has to import sand and gravel from China for construction — yet it has the fourth-largest financial reserves in the world. Because rather than digging in the ground and mining whatever comes up, Taiwan has mined its 23 million people, their talent, energy and intelligence — men and women. I always tell my friends in Taiwan: You're the luckiest people in the world. How did you get so lucky? You have no oil, no iron ore, no forests, no diamonds, no gold, just a few small deposits of coal and natural gas — and because of that you developed the habits and culture of honing your people's skills, which turns out to be the most valuable and only truly renewable resource in the world today… Sure, it's great to have oil, gas and diamonds; they can buy jobs. But they'll weaken your society in the long run unless they're used to build schools and a culture of lifelong learning."
-Thomas Friedman, NY Times, March 11th, 2012
Student working collaboratively to solve a rigorous three-variable system of equations. A future blog post will further explore Taiwanese pedagogy.
As often put forward, Taiwan outperforms many countries on international benchmarks, including the infamous PISA. For the last two months, I have been conducting dozens of interviews with teachers and observed many lessons at a wide variety of schools throughout Taiwan. As one professor told me, most people in Taiwan, including parents, believe that education is universally important, which is often determined by grades, which are made up almost entirely of test scores. While the nature of standardized testing is deeply engrained within Taiwanese culture, there are many other aspects that make the Taiwanese education system so unique.
The Taiwanese $1000 bill (about $34 U.S.) prominently features students learning.
Teachers here are considered white-collar professionals that value the quality of their work and take pride in what they do as a profession. In Taiwan, teachers have a tremendous reputation, and a "high prestige to teaching jobs and a significant regard to education in the traditional Chinese culture place lofty social status to teachers" (Hsieh et. al., 2009). Most educators strongly believe in the concept of a growth mindset: If teachers believe that kids can do better, they will; if teachers give up, then their students will give up, too. Taiwanese pre-service teachers are of high quality, and most have done well in school. As a result, education departments at local universities are very selective, and only take the best candidates available. This is markedly different that in the United States, where the lure of Wall Street and Silicon Valley often recruit our best and brightest (Kristof, 2011; Zakaria, 2012). In fact, a recent analysis suggests that the majority of education majors in the United States come from the bottom third of their graduating class (Kihn, Miller, & Auguste, 2010).
Perhaps one of the most surprising aspects of the Taiwanese education system is how trusting teachers are of their students. At seemingly every level of schooling, students have a 10 to 20-minute break between every class and are allowed to do pretty much whatever they want to during this time (most students go outside and have an impromptu recess). Students are also allowed to use their phones, ask for extra help from their teacher, or even go to the cafeteria if they are hungry. What is most surprising is that there is little adult supervision during this recess – students are allowed to go wherever they want within the school grounds. When the break is over, a soft chime rings, and all of the students go to class. Even in the younger grades, students as young as seven years old are expected to go to their class by themselves (the teachers neither lead them nor make them line up as is common practice throughout the United States). Perhaps this trust is facilitated by an extensive early childhood education program: it is currently reported that over 96% of Taiwanese five-year-olds are enrolled in pre-school; on top of these extremely high participation rates, an astonishing 81.7% of the population "agree that the government should prioritize the implementation of compulsory education for five-year-olds" (Hsiao & Po-Hsuan, 2018).
At some Taiwanese schools, students take off their shoes before entering certain classrooms.
In many of my school observations, I have noticed that although the typical teacher is physically at their school for over 10 hours daily, they rarely teach more than three or four hours a day; the average Taiwanese teacher leads instruction for 560-720 hours per year (Ministry of Education, 2017). To put this figure into perspective, the average high school teacher in the United States spends almost double the amount of time leading instruction over the course of a school year (Ministry of Education, 2017). As such, in Taiwan, "teachers have much more time to prepare lessons, mark classwork, and reflect on how best to improve children's learning" (Gove, 2012). During this time, Taiwanese teachers often meet with their colleagues in professional learning communities, plan lessons and grade student work collaboratively, and perhaps most importantly, reflect upon their pedagogy. This extensive reflection time "liberates teachers to act as researchers who continually develop and evaluate new teaching methods, and who keep tabs on one another's performance" (Gove, 2012).
While the idea of teachers performing action-research is not new, it is yet another example of a best practice that is rarely followed through upon in the west. In most public schools throughout the United States, reflection often becomes one more bureaucratic piece of paperwork that teachers need to complete, as opposed to becoming a natural and organic part of a teacher's daily routine. Perhaps this is partly due to eastern culture: in the days of Confucius, many Academy's had designated pools that teachers would walk around after their class had concluded to help them literally look at themselves and reflect back on their teaching. Contemporary scholars argue that teachers "should not only pay attention to the cognitive processes [how they reflect], but also the content of their thinking (what they reflect on), the goals of their thinking (why they reflect), and how their thinking influences their teaching practice in the classroom (what transformative learning they experience)" (Liu, 2013).
An example of a Confucian reflection pool. The Tainan Confucian Temple (臺南孔子廟) or Quán tái shǒu xué (全臺首學), is a Confucian Academy built in 1665 during the Koxinga dynasty.
It is important to note that the Taiwanese education system is not "merely the government-run school system, but encompasses a gigantic range of cram schools. It is virtually impossible to find writing on Taiwan (and Asian) education in the mainstream media that sturdily confronts the existence of a parallel but gray educational system" (Turton, 2012). These cram schools, often called bǔxíbāns in Taiwan, are akin to large tutoring centers that lecture students about mathematics, Chinese, and English. These bǔxíbāns are pervasive in east Asia; in fact, neighboring country South Korea passed a law in 2011 enacting a strict 10:00pm curfew to lessen the stress load on students (Seoul, 2011). This practice of late-night tutoring is particularly controversial in this part of the world: Although many schools in Taiwan are remarkably equitable, these night classes are one way that parents with means use their resources to give an unfair advantage to their children, often at an incredible financial and emotional cost (Williams, 2017).
A typical (and delicious) school lunch in Taiwan. Schools in the U.S.A. need to figure out a way to offer healthier and tastier lunch options.
Learning about the educational culture of Taiwan has truly been an incredible learning experience. While some of the culture surrounding education is deeply ingrained within the history of the country, there are also many aspects of the operation of Taiwanese public schools that can easily be incorporated into our public schools back home. It is now up to us to implement these best practices and transform our education system once and for all.
A Tawainese educator utilizing mutliple modalities to teach sequences. A future post will further explore Taiwanese pedagogy.
Gove, M. (2012). Classroom crush. The Economist Retrieved March 07, 2018, from https://www.economist.com/node/21547854
Author Andrew PaulsenPosted on March 30, 2018 April 20, 2018 Categories Education, Fulbright, Standardized Testing, Student, Taiwan, Teaching, Transformational Leadership, UncategorizedTags Culture, Education, Taiwan1 Comment on Education Culture in Taiwan
Celebrating Chinese New Year in Asia
Xīnnián kuàilè! (Happy Lunar New Year!) I just got back from celebrating the start of the annual Spring Festival. The Lunar New Year is one of the most important holidays throughout Asia (in Vietnam, the holiday is referred to as Tết; in Korea, it is called Seollal), and is based off of the Chinese Lunisolar calendar. 2018 is the year of the dog, and according to the Chinese Zodiac, "those born in the Year of the Dog are considered to be loyal, honest and selfless. But they can also be stubborn, cold and critical."
Celebrating the Chinese New Year in Tainan!
The history of celebrating the Lunar New Year goes back centuries to the Shang Dynasty in mainland China, where "oracle bones inscribed with astronomical records indicate that the [lunisolar] calendar existed as early as the 14th century B.C." This holiday was originally celebrated to commemorate a fable in Chinese mythology about the Demon Nián, an evil Asian version of the Greek God Poseidon. Worried that Nián was going to attack a village during the Lunar New Year, a prophet appeared, and informed the villagers that, "The beast is easily scared. He does not like the color red. He fears loud noises and strange creatures. So tonight, spread red across the village. Hang red signs on every door. Make loud noises with drums, music, and fireworks. And to protect your children, give them face masks and lanterns to protect them." The villagers did as the old man instructed, and Nián never returned again.
During the Chinese New Year in modern day Taiwan, it is customary to have a large reunion dinner with your extended family. I was so excited when Michelle invited me to Tainan (the former capital) to celebrate the occasion with her family, which was truly one of the most memorable experiences of my time abroad thus far. I quickly learned that "Chinese New Year's Eve" in Taiwan is much more similar to our Thanksgiving and is a holiday meant to enjoy time with family, to cultivate luck, and to extend wishes of prosperity in the coming year. Michelle and her sister-in-law cooked an incredible dinner that was absolutely delicious! After the traditional New Year's Eve meal, the entire family started to get ready for the famous red envelope ceremony.
Family members offer red envelopes filled with money as a sign of respect and to wish the other members of their family a healthy and prosperous year ahead. The red envelopes get distributed in reverse chronological order (i.e., the person that is oldest gets their red envelope first). I also learned that one should never give money in denominations of four—because the Chinese word for the number four (sì/四) is a homophone for the word for death (sǐ/死). Yes, Tetraphobia is alive and well in East Asia…
Great tradition
Once all of the red envelopes were given out, we all sat together and watched a movie. We also played other traditional games, ate a bunch of snacks, and drank oolong tea. Later during the evening, we facetimed my students back in Newark; it was a lot of fun involving them in our holiday festivities, too! Unlike New Year's celebrations in the west, there is no countdown clock to midnight or crazy celebrations once the clock strikes twelve. The party does not end on the first night of the lunar calendar, though: the Chinese New Year celebration actually lasts 15 days!
My homeroom ❤
My Algebra class!
The final day of the Lunar New Year is known as the Lantern Festival, which is celebrated with a variety of cultural dances and music (and has also become commercialized as the equivalent of Valentine's Day in Taiwan and Hong Kong). I really appreciated getting the opportunity to experience this unique holiday, and I really loved being a part of my adopted family in Tainan. It really was such a special night, and one that I will forever hold close in my heart. Talk about true cultural exchange!
Playing Jenga
Movie time!
I do want to take a moment on this joyous occasion to offer my condolences to all those who were impacted by the 6.4 magnitude earthquake in Hualien last week. This natural tragedy was my first time experiencing a vicious earthquake; I woke up in the middle of the night, shaking uncontrollably. At first, I thought I was having a seizure or other medical situation, and it was not until after the earthquake ended did I look on Twitter and realize what had happened. If I have learned anything in the last two months, it is how incredibly resilient the Taiwanese people are, and we can only hope that these earthquakes stop affecting a country with such hospitable residents.
In Taiwan, many people have off during the Lunar New Year celebration. I used this time to conduct research into the Chinese imperial examination system that originated from Confucianism, and how those ideals have permeated contemporary Taiwanese educational culture. I am starting to put these ideas together for my next blog post on the history of standardized tests, which will be incorporated into my inquiry project. Stay tuned for more information!
Learn Chinese!
Red Envelope 紅包 (Hóng bāo)
Happy New Year! 新年快樂 (Xīnnián kuàilè)
Wishing you happiness & prosperity. 恭喜發財 (Gōngxǐ fācái)
Author Andrew PaulsenPosted on February 18, 2018 February 18, 2018 Categories 2018, Chinese New Year, Don't Pump the Brakes, Earthquake, Fulbright, Taiwan, Travel, Uncategorized2 Comments on Celebrating Chinese New Year in Asia
Reflections from my first month in Taiwan
What an incredible month it has been! After spending a week in Japan, I arrived safely in Kaohsiung City and quickly settled into my new home for the next six months. In between filling out a stack of paperwork and several trips to the immigration office to secure my Alien Registration Card, I was able to explore the largest city in Southern Taiwan. I had a great time visiting the former British consulate, checking out the famous "dragon and tiger pagodas," and traveling through one of the most beautiful subway stations in the world.
After my first week in Taiwan, I had lunch with a group of Fulbright alumni at a restaurant in the northern part of Kaohsiung. Michelle, Jhenyi, and Sandy (and her husband Andrew) were so welcoming, and I really appreciated the opportunity to have an in-person conversation after traveling by myself for a few weeks. In fact, we ended up talking for over three hours! I was also excited when Michelle invited me to her house to celebrate the Chinese New Year with her family next month. I cannot wait to experience this major cultural tradition here in Taiwan! Michelle is in the midst of writing her dissertation on professional learning communities; during her Fulbright to the states last fall, she researched the manner in which American teachers work together.
After lunch with my new Fulbright family
Later that day, I had a chance to meet my advisor, Dr. Ping-Huang Chang, a professor at National Kaohsiung Normal University. This institution will host me as a visiting scholar throughout the spring semester. Dr. Chang and I worked out some logistics, including my observation schedule, and identified several possible classes that I might audit. He also organized a meeting and dinner with the principal and a few teachers from Kaohsiung Girls High School, the place where I will be conducting a lot of my exploratory research. I was particularly interested in the discussion we had about culturally relevant pedagogy and the math teachers' interest in a new curriculum. The group also gave me copies of their government-issued math textbooks, which will be a helpful resource moving forward. Everyone was so welcoming and I could not be more excited to have the opportunity to learn from this exceptional group of educators.
My advisor Dr. Chang (far right) and school team
It has also been intriguing to work through some cultural differences and misunderstandings. Although I had read a great deal about Taiwanese culture before coming here, I quickly discovered that it is one thing to understand something intellectually but quite another to actually experience cultural differences first-hand. For me, one of the biggest cultural differences that I have noticed between Taiwan and the U.S. is the way in which people view personal space in public. In this part of the world, people will often stand and sit very close to you on a fairly regular basis, and even sit next to you in an empty subway car.
Most restaurants also offer tea instead of water, and when they do offer water, it is often served steaming hot (I guess drinking "ice water" is an American thing?). One of the funniest examples of cultural differences that I encountered thus far is the way in which tomatoes are classified. In the U.S., tomatoes are often the focus of a somewhat whimsical debate over whether they are fruits or vegetables. Though tomatoes have seeds, the American taste palate often judges them to be a vegetable. Well, in Taiwan, tomatoes are always sold in the fruit section of a store; they are even found in fruit salads!
Chicken Takoyaki
Soup Dumplings
Bourdain's favorite!
Fusion Soup Dumplings
Oyster Omelet
During my second week, I took the Taiwan High Speed Rail up to Taipei for the Fulbright Midyear Conference. I traveled with a group of ETA's (Fulbright English Teaching Assistants) who have been living in Kaohsiung since August. During our trip, they shared some of their favorite things to do throughout the city and offered some nuanced advice, too. Many of the ETA's are close in age to me, and I am looking forward to getting to know them better once we are all back in Kaohsiung at the end of the month.
The Midyear Conference was held at "The Great Roots Forestry Spa Resort," which is a 45-minute bus ride from downtown Taipei. The hotel was built on top of a natural hot spring, which provided a relaxing way to wind down at the end of each day. During the conference, we learned about the history of Taiwan, received cultural adjustment advice, and listened to updates from scholars in the middle of their research.
As I alluded to this past summer when I was at the Fulbright Orientation in Washington, D.C., it is truly inspiring to be surrounded by thoughtful leaders who are eager to change the world in every field imaginable. We heard from researchers studying public health efforts, North Korean deterrence, and even water flood policy. One of my favorite presentations was given by a professor who was translating Buddhist chants into western-style music for his students in Utah. There were also two professors studying the Taiwanese legal system, with an emphasis on the legal rights of indigenous people. Each ETA group also gave a quick presentation that highlighted fun activities in their host cities, many of which were given through a humorous lens. I was one of three scholars that recently arrived in Taiwan; our presentations were more focused on our research plans moving forward.
Several sessions really challenged me intellectually, including a provocative address on Indo-Pacific policy chaired by Dr. Alexander Chieh-cheng Huang. Dr. Huang served as a Taiwanese diplomat in Washington, D.C. for 15 years and, consequently, has a unique perspective to offer. His presentation helped me realize how much I have to learn about the far-reaching politics of Asia and the increasingly important role China, Taiwan, and India will play in global affairs moving forward.
After the conference ended, I explored Taipei on my own for a couple of days. During my first night in the capital, I ran into fellow Fulbrighter Chris Upton, who is a lawyer and Ph.D. candidate that is researching the rights and rule-crafting processes in Taiwan's indigenous rights framework. He grew up in Taipei, the son of two Baptist missionaries. He graciously showed me around the 228 Peace Park, the controversial Chiang Kai-shek Memorial Hall, and took me to dinner at his favorite hóngshāo niúròu miàn (braised beef noodle soup) restaurant in the entire country. It was a memorable evening. The next day, I visited the National Palace Museum, had lunch at the famous Din Tai Fung, and took the fastest elevator in the world to the top of the Taipei 101 building.
In front of the Sun Yat-sen Memorial
On top of the Taipei 101 building
In front of the CKS Memorial Gate
As I look forward to the month ahead, I am excited to start visiting schools. The concept of time remains quite disorienting for a multitude of reasons. Even though I am 13 hours ahead of Daylight Savings Time on the east coast, I feel as though I am a day behind on the news. For example, when I am going to bed on a Tuesday night, I am often getting the news from Monday in the United States (I have been watching the international version of CNN, which is noticeably more worldwide in its scope when compared to the largely domestic programming found in the states). In addition, the major holiday break in Taiwan falls over Chinese New Year, meaning that I have heard a lot of people talk about their break as we often talk about our winter break during the last week of December. In other words, it feels more like late November here than February!
The beautiful, albeit controversial, Cheng Kai-shek Memorial
To close, I am looking forward to celebrating the biggest American sporting event of the year: Super Bowl Sunday! Well, maybe I should refer to it as Super Bowl Monday while in Taiwan. Who knows? Anyway, I found a local British pub that will be offering a "Super Bowl breakfast" for expats that are interested in watching the game. It should be interesting celebrating this uniquely American "holiday" in Taiwan. If you can't beat 'em, join 'em I suppose: Let's Go Eagles!!
Hello 你好 (Nǐ hǎo)
Thank You 謝謝 (Xièxiè)
Nice to meet you 很高兴认识你 (Hěn gāoxìng rènshi nǐ)
Author Andrew PaulsenPosted on February 1, 2018 February 18, 2018 Categories Fulbright, Uncategorized2 Comments on Reflections from my first month in Taiwan
Why Taiwan? (Part 2: A Cultural Perspective)
"There are these two young fish swimming along, and they happen to meet an older fish swimming the other way, who nods at them and says, 'Morning, boys, how's the water?' And the two young fish swim on for a bit, and then eventually one of them looks over at the other and goes, 'What the hell is water?'" -David Foster Wallace, This is Water
At the end of World War II, many world leaders realized that they needed to take steps to prevent another great war from ever happening again. One of these people, Senator J. William Fulbright, set an ambitious goal: he believed that if potential leaders could learn about one another's cultures and build strong relationships with people abroad, they would be less likely to support future wars against those countries.
To achieve this end, Senator Fulbright introduced a bill in 1945 that called for the "use of surplus war property to fund the promotion of international good will through the exchange of students in the fields of education, culture, and science." On August 1, 1946, President Harry S. Truman signed the bill into law, and officially created the Fulbright Program, the flagship international educational exchange program sponsored by the U.S. Government.
While I have long considered applying to the Fulbright Program, teaching a diverse population of students in an urban public school for the last several years has truly piqued my interest in learning about different cultures. Having previously had the opportunity to travel abroad, I have come to realize that my interest in visiting different countries centered on much more than tourism: I wanted to meet the people of other countries and come to genuinely understand their customs and way of life.
In the course of traveling, I have come to realize that you never really know where life will take you. I remember the friendliness of Patagonia's indigenous people on my journey throughout South America and can recall the great conversations I had over dinner with locals while in Portugal two summers ago. When traveling through Havana last year, I listened to dozens of Cubans share their affection for the American people while at the same time respectfully disagreeing with U.S. government policy, particularly the failed embargo. I also have fond memories of my last night in Madrid, when six people from six different countries communicated using their newly acquired Spanish.
It is through these experiences that I have come to appreciate more fully the power of diversity. I also believe that traveling is one of the best ways to get to know the world, and perhaps more importantly, to get to know yourself. There is something about the serenity of traveling alone and the personal growth that comes about because of it that helps you look at life through a completely different lens.
Although I have been incredibly privileged my entire life, and have had multiple opportunities to travel throughout the America's and Europe, I have never visited Asia before this trip. In applying for a Fulbright, I looked to study in a country whose customs are completely different from those with which I was familiar, a place that I ordinarily would not have thought to visit. I wanted to get to know the culture of a place to which few Americans have traveled to and come to appreciate the subtle nuances that make eastern culture so special.
As such, I was excited to see Taiwan, the Republic of China, on the list of Participating Territories for the 2017-2018 Fulbright 'Distinguished Awards in Teaching' Program. I was equally thrilled last April, when I received an e-mail letting me know that I will officially be spending 2018 abroad in Kaohsiung City, Taiwan. Once abroad, I will be hosted as a visiting scholar at National Kaohsiung Normal University in Kaohsiung City, the third largest city in Taiwan.
Kaohsiung City at night
I am looking forward to conducting research and living in Taiwan, a country with a fascinating history. An island nation of 23.4 million people, its sovereignty has been hotly contested for over 500 years. After claiming Taiwan in 1895, the Japanese granted the land back to the Republic of China after being defeated in World War II. However, when Mao Zedong assumed power over the Chinese mainland in 1949 and renamed it the People's Republic of China, the deposed government established a new seat of power in Taiwan. Currently, the mainland People's Republic of China claims sovereignty over Taiwan, while Taiwan claims sovereignty over the entire mainland as the original Republic of China. Most international organizations, including the United States, do not recognize Taiwan as a sovereign state.
Although a founding member, Taiwan is currently the most populous state and largest economy that is not a member of the United Nations. Taiwan's government represented the entirety of China until 1971, when the People's Republic of China assumed China's seat. Geographically, Taiwan is a few hundred miles to the east of Hong Kong, and is roughly twice the size of New Jersey (and with 23 million people, has almost triple NJ's population).
New Jersey overlaid on top of Taiwan for comparison
I also look forward to experiencing Taiwan's universal healthcare system first-hand after having read so much about it over the course of the last several years. Other interesting facts about Taiwan: the country competes in international competitions as Chinese Taipei, was the first democratic country in Asia, and was nicknamed Ilha Formosa (Beautiful Island) by Portuguese explorers passing by the island en route to Macau as early as the 16th century.
As we move forward in a world that is increasingly changing and globally connected, the essential role each of us must play in fostering cross-cultural exchange becomes more apparent. For how else will we achieve a better tomorrow? If we can learn to listen attentively to one another, appreciate the wealth to be found in diverse cultures, and develop a stronger sense of the many different lenses through which one can view life—what Senator Fulbright referred to as "mutual understanding"—we might just start to care for one another in unprecedented ways. My only hope is that I can help contribute to Fulbright's vision of creating a world with a little more knowledge and a little less conflict.
Perhaps David Foster Wallace said it best: "It is about simple awareness — awareness of what is so real and essential, so hidden in plain sight all around us, that we have to keep reminding ourselves, over and over: This is water, this is water." Maybe in Taiwan, I will actually be able to see the water once and for all.
This post is the second in a two-part series that attempts to answer the question, "Why Taiwan?" The first essay, focused on an educational perspective, can be found here.
Author Andrew PaulsenPosted on January 22, 2018 February 18, 2018 Categories 2018, Education, Exchange, Fulbright, Taiwan, UncategorizedLeave a comment on Why Taiwan? (Part 2: A Cultural Perspective)