1. Reflection Assignment
competency-based curriculum–emphasis on learning by experience, skill, practice, etc.
-ANALYZE DUTCH EDUCATION –nederlands dagblad, nrc, de volkskrant
2a. Observations
14-02-07 Greijndenus – Every student, in a way, is a “teacher’s pet” in the Dutch system.
Subject: care and well-being
-Small scale class of approximately 10-15 students. Teacher sat at a desk at the front of the class and the students sat in student desks facing the teacher. The students all had notebooks in front of them and the teacher was guiding them through the text.
Subject: chemistry
-Students worked in pairs of two with various chemicals–chemistry lab. I am assuming they were testing the reactions/results of mixing chemicals based on what they had learned about them in a textbook or formal lecture. I did not see the teacher.
Subject: business prep
-Some students worked at computers, others at desks reviewing textbook materials, and still others seemed to be neglecting the use of their time with irrelevant conversation. The teacher sat in the classroom, but was not instructing the students. The students more or less walked to their own beat. This class was a preparatory class for high school students to prepare for work after graduation. The purpose of the class was to teach students basic principles of business and management for various work-related situations. It appeared very un-organized. The teacher was not giving instructions, nor overseeing the work of the students.
Subject: unknown
-The students worked independently with power tools while the teacher came and went as desired. The students practiced safety and precision. They were intentional and very drawn to this way of learning. It appeared to be a trial and error-like simulation. Students are put to the test in skill and practice. I believe the emphasis of education is in the practical method of learning. Theoretical understanding is important, but only so if you can acquire skill and understanding in the field of practice. What good is the intellect you have acquired if you avoid practicing your knowledge and acquiring skill? I was envious of this classroom experience. I’ve missed out on education emphasizing the practical method of learning.
--Holland Christian High School offers classes with a minimum of 15 students–generally 22+ students. All classes focus on theory, with the exception of performing arts and fine arts courses, and occasional science labs. Generally the first 2 years of high school are mandatory liberal arts classes, the last 2 years of high school are more personal choice, though it is rare for students to deviate from the liberal arts study. Practical courses are offered for juniors and seniors at the local tech-center for students going into career fields immediately out of high school; cosmetology, dental assistance, physical/massage therapy, etc.
19-02-07 Gereformeerde Hogeschool
Subject: unknown; classroom in the basement
-Small scale class of approximately 12-14 students. Teacher does not stand at a podium, rather sits at desk level with the students. Teachers and students have a more direct–more personal–relationship with one another. Teachers do not have to ask questions to provoke responses and interest, students are equally involved in class discussions.
--Dordt college offers classes with a minimum of 15 students–generally 20+ students. The teacher lectures from a teachers guide textbook, and the students take notes based on the lectures. Teachers are their to teach, students are their to absorb the lecture, memorize it, and spit it back out on a test.
2b. Interview
1. What does it mean to attend class? Is it mandatory or recommended?
Teacher – Some classes are mandatory, some are optional–meant to be extra support. It depends on the class and the study program really.
Student – Recommended. Some classes are mandatory because if you do not attend you can’t do well on the exams.
Student – Some classes are required for taking and doing well on the tests. Not every study is equal, though. Class requirement/recommendation is subject to the study.
2. Give a brief explanation of the atmosphere you would find in a classroom.
Teacher – Most of the time its relaxed. It’s not very formal, but that could be because it is a small environment.
Student – It’s relaxed, some lectures are boring. The people and the interaction between students is relaxed.
Student – The classroom setting is not so gezellig... it’s actually quite boring.
3. In what way do teachers and students interact/communicate/relate?
Teacher – We strive to have a professional, personal relationship with each other. We think students can learn through personal relations. We aren’t very distant. But then again, it depends. Some first year students STILL use the formal ‘you’, which is not what we really strive for.
Student – Personal relationship. You aren’t a number, you have a name! I’m happy with it. Teachers are there to help you, not to mandate you.
Student – There is a lot of interaction, communication. Teachers actually listen to you when you are speaking. They’re responsive and alert.
4. Describe your concept of school. Is it obligatory? Is it a privilege?
Teacher – I think it is a privilege; however a lot of students don’t experience it like that. Everyone sees it as a common thing–a right.
Student – It is gezellig. It is a privilege that I want to do. I am a part of a student club/union and it is ook gezellig.
Student – Gezellig. I enjoy school.
5. What qualifies as an effective way of teaching? Of learning?
Teacher – Its important to make student think for themselves. Giving a personal opinion is helpful, but it is extremely important to create an atmosphere in a classroom that encourages students to ask questions and think for themselves.
Student – Put the responsibility on the student, its mandatory to have the student work for themselves. Practical learning is important because you learn more by doing than by boring yourself with a textbook.
Student – Active. We have a room where we can practice what we learn. We have an intern-like opportunity where we are put in a job-like setting. That I think, is important.
6. If you could change the school system, what changes would you make to it? What would you keep the same?
Teacher – Increase foreign-exchange interest and integrate foreigners with residential students. Teachers used to edit student papers; now, peer-editing tactics allow students to think for themselves and make corrections and suggestions for their peers based on what they know; however, students still like it best when the teacher overlooks their work. Perhaps there should be a greater emphasis on theory, because a lot of knowledge gained by intense study and research is disregarded in the Dutch system. It is up to the student to keep up in his/her own theory lessons. Sometimes gaining book knowledge–obtained by serious study–gets put on the back burner.
Student – THE BUILDING!! I think its good to give more lessons. We have to study by ourselves a lot; however, I feel it is important that the teachers also tell us what they know and their opinion on the subject. The organization of school is not very good. There should be more awareness. If a class is not going to meet, I should know that ahead of time. An organized curriculum would be nice. Our syllabus is not very organized. I am happy with this school because of the freedom of religion, freedom to be a Christian and be open about it.
Student – I want to learn more at school as opposed to on my own. I would like to have more lectures and theory given by the teachers. More discipline to learn the material. Learning by yourself can be very difficult and it is nice to have the certainty of knowing something that teachers provide their students.
2c. Conclusion
In my opinion, there are benefits to both educational systems; however, the Dutch educational system appears to be more efficient. The American educational system puts too strong of an emphasis on theory; practice is often disregarded. However, it is crucial to put such an emphasis on theory so as not to lose indispensable knowledge. Skill is developed through practice, but why practice something you do not understand? I believe the Dutch educational system is a bit more mature in the sense that it focuses on preparing students for the vocational world at an early stage in life. They chose a “major”, so to speak, already in their second year of high school, which in my opinion is a bit to early to decide on a vocation; however, it could be seen as highly beneficial because focusing your study allows you to be very familiar with the field you chose to study. Though, liberal arts allows for a broader education and a more open understanding of the connections and relationships among various fields of study, which can also be seen as highly beneficial. It really depends on the way you look at things. I have a hard time with the segregation of students based on their “level” of intellect. I understand the idea behind it; however, weaker students, I feel, are challenged to become stronger when they have smarter students to compare with.
3. Evaluation of my most difficult classroom situation in the N-SPICE program
-First History test. I wasn’t sure what to expect because the curriculum is very different from America to Dutch education. I e-mailed the teacher who gave me a brief description of what the test would be like, but it was still not a very comfortable experience—then again, when is test taking comfortable? I’ve never had a problem understanding the teacher or the students, though I wish their was a little more interaction in the history class because it feels so ancient!
4. Reflection of studytrips and excursions
-One thing I was feeling on the studytrip to the Dutch high school was jealousy. I witnessed practical education with my own eyes and I wished I could have done that back in the day. Though I am very glad we have such a theory-based curriculum because I feel like I am learning more when reading it from a book than from practicing it for myself. However, practice is essential to learning and I would be more familiar with the stuff I’d read in books had I had the opportunity to explore the hands-on form of education.
5. Personal plan of development
I don’t understand. How am I suppose to develop in a few weeks time?
I want to learn Dutch. I want to discover the Dutch identity. Understanding the educational system of the Dutch is a step, and I feel like I have a better concept of the Dutch in the sense that I witnessed the structure of education Dutch students go through; however that is only one area. The Dutch identity is too broad, too vague. Just as it is impossible for me to define, without bias or opinion, the American identity, it is impossible for me to grasp the Dutch identity. If I cannot even identify myself, how can I be expected to identify the identity of a community of persons? Perhaps my aims are too high. Perhaps I need to centralize them more.
6. Asking for feedback
I used to get into arguments about the quality of the educational systems of the Netherlands and America with my very stubborn friend, Jan. It forced me to analyze the pro’s and con’s of the educational systems. This is what I came up with:
American Educational System:
PRO
-emphasis on theory–knowledge vs. skill
-no segregation; the weakest link is “forced” to work harder–survival of the fittest.
-equal opportunity IF you work for it–grades show your academic abilities–IMPORTANT!
-forces students to do their best
-liberal arts–focus’ on connections/relationships b/w fields of study; basic understanding of how everything works together
Types of schools: Private (religious schools), Charter, Public, Home, Boarding
Dutch Educational System:
PRO
-emphasis theory and practice–apply both forms of education to learning
-chose a “major” in high school–develop a very detailed understanding/skill in that field
-emphasize professionalism
-prepare for work force/profession before high school graduation
Perhaps my conclusions are a bit biased, but I feel that there are benefits to both systems as noted above.
Probably the most shocking difference between the two systems, to me, is the levels–separating students based on their level of understanding is a bit tough for me to deal with. I find myself curious as to what level I would be enrolled in–AND THEN AGAIN–I wouldn’t want to know, because I would hate knowing I am not smart enough to be a VBO student. I guess the emphasis on practical and independent study is also a bit shocking. I do not always like to do things on my own because I’m afraid that I am not understanding the material exactly. I like to know that what I am doing is right. Certainty is key! When I know I am right then I enjoy working alone. It’s the logic in me. Math, I can tell whether or not I am doing it wrong because there is only ONE right answer in math. I misinterpret a lot of readings and such, so I suppose it is important to me that I have a detailed explanation to go along with my reading. (Maybe that is because in America we are taught to listen as opposed to make decisions and opinions for ourselves.) What do you think? Is not an essential question in an American curriculum.
I feel like I’ve been left out a bit. Not being challenged to think for myself.
donderdag 22 februari 2007
vrijdag 9 februari 2007
Portfolio File 1: I and the Netherlands in a Bird’s Eye View
1a. Personal description
-As a young child, I was passionate about school and about learning, as most children are. As I got older, I lost interest in school. Textbooks and lectures bored me. I needed a new method of instruction to keep me motivated and learning. In high school, I put my social life ahead of my school life and spent the majority of my time “exercising my social skills”–in reality, I was busy making unhealthy relationships that messed up my priorities big time. The only connection I really had with school was theater. I held on to that like it was gold. I never had a difficult time in school, so I was able to BS my way to graduation. I only managed to fail ONE class, and I took three Advanced Placement classes to keep my resume looking stylish for my college applications. My first year at Dordt college was mostly a year of transformation. I was trying to re-arrange my priorities, but that didn’t really work. My boyfriend was first, then my education. This past semester at Dordt College, I finally arranged my priorities in a semi-healthy way. My education was first, boyfriend second. I am proud to say that I’ve set my priorities straight. God is first, and that is all I can say, for after him everything else comes together fashionably.
-I chose to participate on N-SPICE to get away from Dordt, to get closer to my boyfriend, and to get closer to myself. I felt called to the Netherlands in a way. It just felt like the place for me to be, as an art history major and as a woman with determination.
-I expect to be modified. I expect to come closer to God. I expect to come closer to myself. I expect to discover new, healthier friendships. I expect to develop potential and worth. I expect a lot, and, expectations as a product of motivation, ensures me that I will achieve it.
-I hope to learn about God. I hope to learn about myself. I hope to learn about the Dutch youth. I hope to learn the Dutch image. I hope to learn the Dutch lifestyle. I hope to learn about Dutch convictions, values, and norms. I hope to learn the heart of the Dutch. I hope to learn the Dutch language.
-Communication. How I, as an American, communicate vs how Dutch people communicate is very different because of our cultural differences and our languages. Learning good communication is a process of a number of stepping stones. I see this as the most critical obstacle because it is the foundation of relationships and relationships/connections are everything.
-Others can expect me to be a risk taker. Trial and error is the most effective learning method for myself. I will try, most likely fail, but learn from my mistake and try to come out stronger on the other end. I’m a go-getter, a social-addict, and I am extremely independent.
-This program is successful when it allows me the freedom to take risks. This program is even more successful when it encourages me to take risks. Sometimes I need a little shove/nudge in the right direction.
-My family emigrated to Canada from Nijverdal. I still have cousins, aunts, and uncles surviving in the Netherlands. My dad is familiar with the Dutch language and has been here a number of times. This is the third time I have set foot in this country. The Netherlands is practically my second home. I love it here and I have family here. I am home.
-I know a lot about the Netherlands, but not nearly enough OF the Netherlands. I know the basics. The Netherlands and I have been intimate in the past, yet I know nothing of its soul. That is what I want to discover. I don’t have any expectations of the Netherlands. Why? Because I’ve learned from past experience not to expect anything. Assumptions (expectations) make an ass out of you and me. I suppose my only expectation of the Netherlands is that this country, this culture, will “learn me something good”, something useful. I expect to leave with a vision.
-I want to discover the heart of the Netherlands. I want to discover it’s soul. What makes the Netherlands tick? What sorts of bicycle wheels are these Dutch-folk peddling?–What is Dutch? What does it mean to be Dutch?
1b. Portfolio document
-I am very social. I like to take risks. I enjoy writing and making art. I am creative in various ways. I’m extremely independent and like to do things for myself. I like to move it, move it! When you get me going, there’s no telling when I will stop. I have a rare personality, bold and demanding! I am very stubborn and I hate admitting when I am wrong, but I enjoy the quarrel that it takes to get me to realize I’m being irrational. I’m more of a talker than a listener, but as an observer, I can tell you everything that I saw/noticed while in conversation.
-Values: freedom, education, experience, morality, relationships
-Norms: freedom of expression–individual, diverse, everyone is entitled to their own opinion
-Convictions: God’s will be done; He gives the best advise
-Strengths/qualities: organized, creative, expressive, determined, go-getter, observant
-Weaknesses: pessimist, inattentive, tentative–hesitant, contradictory, non-assertive
-My group role: The illustrator, Secretary–keep everything organized and orderly
-Support needed: interrogate, challenge abstract convictions, offer constructive criticism, offer alternative perspectives/ideas
1c. Description of the situation in and around the host family
--I do not have a host family, rather, a host-mate. Her name is Liesbeth Geuze. She is 26 years old and she works as a teacher in the nursing department of the GH. She is a lively woman with a wonderful spirit, ambitious and goal-oriented. She has a very strong faith in God and I admire her core qualities. She has a number of good friends and a Bible study group. Her friend, Lambya, often comes by to visit. Lambya is Arabic and a Muslim. I fancy her. We have a very difficult time conversing with each other because she speaks Dutch with a very Arabic-accent and her English is extremely limited. We mostly communicate with visuals, but it is nice to watch Liesbeth and her carry on a conversation.
--The house is an apartment, and it is being remodeled, so for the first week I was living in the woonkamer, which was not a very comfortable living arrangement. I now have my own room and it is nice to have a bit of privacy. The apartment is filled with photographs of friends and of strangers from various places of the world. Every night we light a couple of candles around the house. Het is gezellig, aside from all the boxes and stuff lying around.
--Liesbeth has been to Africa and America and has a number of Ethiopian friends. She is very enthusiastic about photography. At the moment she is working on her Masters Degree and spends a great deal of her time doing research for her study. She is very motivated and she looks to God for guidance, all the time.
--Liesbeth has a NEE/NEE sticker on her mailbox so we never receive a newspaper. She does, however, always try to catch the news at 20.00u. We try to watch it together, but that doesn’t always happen. Liesbeth voted CU.
2a. Reflection on your first week in the host family
Describe Liesbeth using one word. Ambitious. Selfless. Strong. Determined. Hospitable.If an article were to be written over Liesbeth, what would you expect to read? She credits everything to God. Liesbeth is a very motivated woman. She lives several lives, one here, one in Africa, one in America. She has been to many places and seen many things and God has touched her in many ways. She is deeply concerned about others.
2b. Determination of the lines of reflection for the personal plan of development
Dutch language – I want to learn to speak Dutch well enough to carry on a conversation pertaining to various situations. It is very important to me that I learn the Dutch language because, in my opinion, language is essential in connection to discovering the heart of a culture. Communication is one of the most critical aspects of community–of culture. For all people, it is easiest to communicate and express their true feelings in their own tongue.
Approach: study Dutch words, phrases, sentences, grammar, etc and put it to practice every opportunity I receive. Get involved, socialize with fellow GH students. Attempt to journal in Dutch.
God – I want to become closer to God. I want to know Him for who He is and to gain a more accurate understanding of His true nature. God created the world and as the creator, He is inevitably instilled/inscribed into the world. It is the work of His hands. I once learned, “A text without context is a pretext for trouble”. You must always look at the picture as a whole. Leaving one part out could distort the entire image–the very purpose of the masterpiece. Taking God out of His creation results in an inaccurate conviction of who God is. To experience God in context, in all creation, presents a more accurate image of God. No man will ever know God, but man is fully capable of experiencing God and becoming close to God. I want to study God from various angles, not just from America, but from His world.
Approach: Continue reading the Word of God and continue praying as I have in the past; furthermore, talk about God with believers from this country as well as from the N-SPICE program. Take note of how God “changes” from believer to believer. Take in the sites of God–the canals, the landscape, the city-scape. Reflect on God as a creator and as a friend.
Dutch relationships – I want to make friends with students from the GH and spend time with them outside of school, conversing and experiencing typical Dutch student life.
Approach: Put myself out there. If I can make friends in the States, I can make friends in Europe. Of course, I don’t plan on this being an easy task, but I am a risk taker and if I make a complete fool of myself, I can have a good laugh! I’m not too fond of the buddy-system; however, I might have to take advantage of it in order to get introduced to other Dutch students.
Dutch/American identity – I want to develop a more accurate definition of the American identity and by discovering the Dutch identity.
Approach: Make friends with the “buddies” from the GH. Spend as much time as possible with GH students as opposed to N-SPICE students. Ask questions, make observations, reflect on things that catch me off guard.
My identity – I want to obtain a more defined image of myself. I want to be able to identify myself when interrogated about my personal convictions. When asked, who am I? I want to be able to answer people with confidence. I want to develop my opinions and beliefs with reason. If I feel a certain way about something, I want to be able to give an apology, a defense, for my conviction. I want to have reason behind all of my convictions.
Approach: Write everything down. State my conviction and back it up. Test the strength of my conviction! Introduce my convictions to other people to gain outside perspectives that will help defend or amend my conviction, keeping in mind that I am entitled to my own convictions and no opposing perspective shall defeat what I feel most strongly about; however, those opposing convictions may be used to perfect my conviction.
-As a young child, I was passionate about school and about learning, as most children are. As I got older, I lost interest in school. Textbooks and lectures bored me. I needed a new method of instruction to keep me motivated and learning. In high school, I put my social life ahead of my school life and spent the majority of my time “exercising my social skills”–in reality, I was busy making unhealthy relationships that messed up my priorities big time. The only connection I really had with school was theater. I held on to that like it was gold. I never had a difficult time in school, so I was able to BS my way to graduation. I only managed to fail ONE class, and I took three Advanced Placement classes to keep my resume looking stylish for my college applications. My first year at Dordt college was mostly a year of transformation. I was trying to re-arrange my priorities, but that didn’t really work. My boyfriend was first, then my education. This past semester at Dordt College, I finally arranged my priorities in a semi-healthy way. My education was first, boyfriend second. I am proud to say that I’ve set my priorities straight. God is first, and that is all I can say, for after him everything else comes together fashionably.
-I chose to participate on N-SPICE to get away from Dordt, to get closer to my boyfriend, and to get closer to myself. I felt called to the Netherlands in a way. It just felt like the place for me to be, as an art history major and as a woman with determination.
-I expect to be modified. I expect to come closer to God. I expect to come closer to myself. I expect to discover new, healthier friendships. I expect to develop potential and worth. I expect a lot, and, expectations as a product of motivation, ensures me that I will achieve it.
-I hope to learn about God. I hope to learn about myself. I hope to learn about the Dutch youth. I hope to learn the Dutch image. I hope to learn the Dutch lifestyle. I hope to learn about Dutch convictions, values, and norms. I hope to learn the heart of the Dutch. I hope to learn the Dutch language.
-Communication. How I, as an American, communicate vs how Dutch people communicate is very different because of our cultural differences and our languages. Learning good communication is a process of a number of stepping stones. I see this as the most critical obstacle because it is the foundation of relationships and relationships/connections are everything.
-Others can expect me to be a risk taker. Trial and error is the most effective learning method for myself. I will try, most likely fail, but learn from my mistake and try to come out stronger on the other end. I’m a go-getter, a social-addict, and I am extremely independent.
-This program is successful when it allows me the freedom to take risks. This program is even more successful when it encourages me to take risks. Sometimes I need a little shove/nudge in the right direction.
-My family emigrated to Canada from Nijverdal. I still have cousins, aunts, and uncles surviving in the Netherlands. My dad is familiar with the Dutch language and has been here a number of times. This is the third time I have set foot in this country. The Netherlands is practically my second home. I love it here and I have family here. I am home.
-I know a lot about the Netherlands, but not nearly enough OF the Netherlands. I know the basics. The Netherlands and I have been intimate in the past, yet I know nothing of its soul. That is what I want to discover. I don’t have any expectations of the Netherlands. Why? Because I’ve learned from past experience not to expect anything. Assumptions (expectations) make an ass out of you and me. I suppose my only expectation of the Netherlands is that this country, this culture, will “learn me something good”, something useful. I expect to leave with a vision.
-I want to discover the heart of the Netherlands. I want to discover it’s soul. What makes the Netherlands tick? What sorts of bicycle wheels are these Dutch-folk peddling?–What is Dutch? What does it mean to be Dutch?
1b. Portfolio document
-I am very social. I like to take risks. I enjoy writing and making art. I am creative in various ways. I’m extremely independent and like to do things for myself. I like to move it, move it! When you get me going, there’s no telling when I will stop. I have a rare personality, bold and demanding! I am very stubborn and I hate admitting when I am wrong, but I enjoy the quarrel that it takes to get me to realize I’m being irrational. I’m more of a talker than a listener, but as an observer, I can tell you everything that I saw/noticed while in conversation.
-Values: freedom, education, experience, morality, relationships
-Norms: freedom of expression–individual, diverse, everyone is entitled to their own opinion
-Convictions: God’s will be done; He gives the best advise
-Strengths/qualities: organized, creative, expressive, determined, go-getter, observant
-Weaknesses: pessimist, inattentive, tentative–hesitant, contradictory, non-assertive
-My group role: The illustrator, Secretary–keep everything organized and orderly
-Support needed: interrogate, challenge abstract convictions, offer constructive criticism, offer alternative perspectives/ideas
1c. Description of the situation in and around the host family
--I do not have a host family, rather, a host-mate. Her name is Liesbeth Geuze. She is 26 years old and she works as a teacher in the nursing department of the GH. She is a lively woman with a wonderful spirit, ambitious and goal-oriented. She has a very strong faith in God and I admire her core qualities. She has a number of good friends and a Bible study group. Her friend, Lambya, often comes by to visit. Lambya is Arabic and a Muslim. I fancy her. We have a very difficult time conversing with each other because she speaks Dutch with a very Arabic-accent and her English is extremely limited. We mostly communicate with visuals, but it is nice to watch Liesbeth and her carry on a conversation.
--The house is an apartment, and it is being remodeled, so for the first week I was living in the woonkamer, which was not a very comfortable living arrangement. I now have my own room and it is nice to have a bit of privacy. The apartment is filled with photographs of friends and of strangers from various places of the world. Every night we light a couple of candles around the house. Het is gezellig, aside from all the boxes and stuff lying around.
--Liesbeth has been to Africa and America and has a number of Ethiopian friends. She is very enthusiastic about photography. At the moment she is working on her Masters Degree and spends a great deal of her time doing research for her study. She is very motivated and she looks to God for guidance, all the time.
--Liesbeth has a NEE/NEE sticker on her mailbox so we never receive a newspaper. She does, however, always try to catch the news at 20.00u. We try to watch it together, but that doesn’t always happen. Liesbeth voted CU.
2a. Reflection on your first week in the host family
Describe Liesbeth using one word. Ambitious. Selfless. Strong. Determined. Hospitable.If an article were to be written over Liesbeth, what would you expect to read? She credits everything to God. Liesbeth is a very motivated woman. She lives several lives, one here, one in Africa, one in America. She has been to many places and seen many things and God has touched her in many ways. She is deeply concerned about others.
2b. Determination of the lines of reflection for the personal plan of development
Dutch language – I want to learn to speak Dutch well enough to carry on a conversation pertaining to various situations. It is very important to me that I learn the Dutch language because, in my opinion, language is essential in connection to discovering the heart of a culture. Communication is one of the most critical aspects of community–of culture. For all people, it is easiest to communicate and express their true feelings in their own tongue.
Approach: study Dutch words, phrases, sentences, grammar, etc and put it to practice every opportunity I receive. Get involved, socialize with fellow GH students. Attempt to journal in Dutch.
God – I want to become closer to God. I want to know Him for who He is and to gain a more accurate understanding of His true nature. God created the world and as the creator, He is inevitably instilled/inscribed into the world. It is the work of His hands. I once learned, “A text without context is a pretext for trouble”. You must always look at the picture as a whole. Leaving one part out could distort the entire image–the very purpose of the masterpiece. Taking God out of His creation results in an inaccurate conviction of who God is. To experience God in context, in all creation, presents a more accurate image of God. No man will ever know God, but man is fully capable of experiencing God and becoming close to God. I want to study God from various angles, not just from America, but from His world.
Approach: Continue reading the Word of God and continue praying as I have in the past; furthermore, talk about God with believers from this country as well as from the N-SPICE program. Take note of how God “changes” from believer to believer. Take in the sites of God–the canals, the landscape, the city-scape. Reflect on God as a creator and as a friend.
Dutch relationships – I want to make friends with students from the GH and spend time with them outside of school, conversing and experiencing typical Dutch student life.
Approach: Put myself out there. If I can make friends in the States, I can make friends in Europe. Of course, I don’t plan on this being an easy task, but I am a risk taker and if I make a complete fool of myself, I can have a good laugh! I’m not too fond of the buddy-system; however, I might have to take advantage of it in order to get introduced to other Dutch students.
Dutch/American identity – I want to develop a more accurate definition of the American identity and by discovering the Dutch identity.
Approach: Make friends with the “buddies” from the GH. Spend as much time as possible with GH students as opposed to N-SPICE students. Ask questions, make observations, reflect on things that catch me off guard.
My identity – I want to obtain a more defined image of myself. I want to be able to identify myself when interrogated about my personal convictions. When asked, who am I? I want to be able to answer people with confidence. I want to develop my opinions and beliefs with reason. If I feel a certain way about something, I want to be able to give an apology, a defense, for my conviction. I want to have reason behind all of my convictions.
Approach: Write everything down. State my conviction and back it up. Test the strength of my conviction! Introduce my convictions to other people to gain outside perspectives that will help defend or amend my conviction, keeping in mind that I am entitled to my own convictions and no opposing perspective shall defeat what I feel most strongly about; however, those opposing convictions may be used to perfect my conviction.
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