I have mentioned this idea a few times in my previous discussions. Our parents made us attend school, learn, and ultimately become professionals and be successful in life. They believed that getting a degree equates “success” in their definition.
In grade and high school, my friends called me a “GC” or Grade Conscious. I wanted to be always the highest scorer, if not the perfect one. The grade was my ultimate goal in studying. Wanting to be on top of the class was essential to me because I knew it was important to my parents.
But all of these changed when I went to college. Our teachers challenged us not to memorize what was written in the books but explain things using our own words and apply these concepts into real experience or situation that we knew. I started to enjoy learning the daily lessons we had. Nonetheless, I still was able to get fair grades.
The only difference is that I can still remember more lessons I had back in college than the ones I memorized word for word in high school. Looking into this situation now, I realized that Cattel‘s theory of fluid and crystallized intelligence was playing a big part in my cognitive journey.
Grade School, High School, University
I am now having a heated discussion inside my head as I am trying to finish this e-journal. Maybe, my grade and high school learning prepared me to adjust to the college educational situation accordingly.
The good thing about the learning environment in undergraduate and undergraduate studies is that there is no specific right or wrong answer. The classroom was like a stage where everyone can perform and influence other people to also believe in what you deem right. It is a very different arena compared to grade school and high school learning environments.
But thinking about it now, this type of learning may not apply to kids. Remember Jean Piaget‘s various stages of cognitive development? How would it be like if children 5-7 years old will discuss how the primary colors red, blue, or yellow are better than the secondary colors green, violet, and orange? It may be a funny example, but the point I am making is that there is a reason why younger children are taught differently.
Beyond the Classrooms
But then again, what is the right or wrong way of teaching and learning? The environment plays a vital role in defining how children react to learning stimuli. I believe that there can never be one perfect intelligence theory that can apply to all.
I am sure everyone is still aware that schools had to close down in March due to the pandemic. However, since people naturally yearn for further knowledge and self-development, we learned to adapt to a new teaching and learning mode.
Within a few months, teachers and students had to learn and be adept with various system applications and technology. And people will always be able to adapt, as can be explained by Sternberg‘s theory of analytical, creative, and practical intelligence. A person’s cognitive success can be achieved through voluntary acclimatization and the shaping of the environment that is significant to our lives.
What Tomorrow May Bring
I believe that if another kind of global crisis happens, and I hope there will be none, education will once again be able to adjust and adapt. As long as there are things to learn, skills to acquire, or knowledge to pursue, people will always find some ways to get them.
Fourth post for EDS 103, October 2, 2020













