Reflective Journal 1

Today, we had our first Socio-Economics Studies lesson. The SES is actually a new course in our school. Before the lesson, my impression of Socio-Economics Studies was actually "Social Economics Studies", which would mostly revolve around Singapore's Social and Economics issues over the span of its development. However, the teacher's introduction of this programme changed my whole view of it. Based on what I can recall, this programme introduces the differences and similarities of the societies of China and the Western World. This course also encompasses other aspects, such as the different cultures, different ideologies, and the problems faced by both societies.

I was surprised yet contented that the school had provided such as course for us. I was surprised as I had expected to learn about Singapore's economy and society. Instead, I would be studying and analysing the cultures societies of China and the Western nations. However, my surprise was tinged with content. The reason is that the school is actually preparing us to survive in the future. In this highly tumultuous and fast-changing world, countries such as China are catching up with Western economic superpowers. Analysts estimate that by 2016, China may overtake America and countries in the European Union. Because we would be reaching adulthood by then, we need to have a certain understanding about the different cultures, economies, and problems faced. By having such wisdom, we are able to entrench ourselves safely on either countries. Therefore, learning such a course is actually preparing us to fare better in the future. Thus, I am contented. Furthermore, I feel that learning about China and Western cultures are also a part of the school's plans to inculcate bi-cultural understanding and encouraging effective bi-lingualism in students. By having a deep understanding of both cultures, languages, principles of thought, and practices, I feel that the school is again preparing us adequately for the future societies, where we can work both in the Western world and China with ease. Such mere thought of the future makes me very excited and happy to take on such a elective.

After the introduction of the course, we had our first SES tutorial. Today, we mainly discussed about Cultural Intelligence. There are altogether 3 competencies in CQ-- Drive, Knowledge, Strategy and Action.

This was the first time I was exposed to the ideology Cultural Intelligence. My definition of Cultural Intelligence, is to be aware of other's cultural backgrounds, being culturally sensitive and acceptance of unfamiliar practices, and the ability to adapt to different cultural settings. Albeit not having a firm grasp on it, I feel that Cultural Intelligence is highly efficient in the modern world. With the development of modern transport and the growing reliance of nations on one another, it is evitable that we will cross into the paths of foreigners from a different cultural background. By having a high CQ, we will be able to commune or make friends with them effectively without offending them. Such bonds of friendship not only makes us more wise and knowledgeable, but may also provide business or international cooperations on a large scale. I certainly feel that people who do not muster the 4 competencies of Cultural Intelligence will find it difficult to compete in a highly sophisticated and modern world. Therefore I feel that CQ is highly efficient in the modern world.

Commenting on the the way lessons are carried out, I feel quite strange and certainly quite uncomfortable on the mode of teaching. In this lesson, almost the whole hour was spent on discussions on different aspects of Cultural Intelligence. (The reason is simply because the school's Internet had broke down and we cannot access websites.) The teacher asks us many questions, and we volunteered to answer them. I felt a certain sense of uneasiness, since normally lessons were not carried out this way. Another reason is because I am not a avid outspoken person who likes to voice out my views during lessons. The fact that class participation was counted in termly grades further rubbed salt into my wounds. Albeit not being suited for such lesson modes, I hope that I would get use to it in the future and would respond eagerly to the teacher's questions.

Luckily, today's teaching mode was temporary due to the fact that the Internet was down. In the future, I would hope for more content-orientated lessons which included power point presentations or watching of videos instead of more class discussions. I prefer individual presentation over class discussion, since I would be granted with more time to craft my arguments and will be able to express myself fluently instead of thinking of answers to answer the teacher's questions.

The mode of assessment of SES is also very different from normal lessons. We will not have examinations. Instead, they would be replaced by class-participation, individual class presentation, reflective journals, and a research paper. Although I may not want to accept an unfamiliar mode of assessment, I still support it as it trains our skills to craft arguments and also teaches us to voice out our opinions confidently. I feel that the research paper is also a part of the assessment to teach us the skills to write effectively in the future. I feel that such a mode of assessment is very complicated as compared to the normal exams, since there are so many factors that contribute to the final grades. However I still look forward to it, with the knowledge that these "tests" will better prepare me for the future.

After briefly reading the syllabus outline on the SES website, I feel that lessons should be quite fruitful. The reason is that we will be learning both Idealogies of China and the Western World, and through this we would be able to compare the differences and similarities. The syllabus is also filled with case-studies to practice our skills and knowledge of different ideologies. However, I feel that more case-studies or examples could be given to further enhance our understanding of contemporary issues and to learn both idealogies of China and the Western World.