The Learning Continuum
Tell us about an intellectual experience, either directly related to your schoolwork or not, that you found particularly meaningful. (Dartmouth Supplement)
I'm not completely tied to one academic field, and I'm not afraid to embrace it. This notion has its roots in my 10th grade English class. Personally, I believe the class should be renamed Honors English, Philosophy, and Anthropology with a Dash of History and Linguistics.
As a freshly-minted Sophomore, I had expected a boring introductory spiel and an equally boring class. I was completely wrong.
"What is 'depth' in learning?" Mr. Creger proposed, with a gentle smirk.
He explained that the central aim of learning (understanding our world, self, and others) could only be attained by discovering and nurturing our personal values. Our unorthodox curriculum focused primarily on achieving this goal, dubbed "The Learning Continuum." Impromptu Sufi spinning, in-class meditation, and third eye openings were constantly woven between self-reflection journals and Socratic seminars. Through this class, I realized that my prior school experience promoted mostly memorizing and spewing facts without integrating my personal values within my education. As I progressed through this paradigm shift, I promised to always ask myself "Why do I enjoy learning this?" as opposed to merely "What am I learning?"
My newfound perception of...
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