Learning Through Discussion
My favorite classes at Tufts are the ones that make me feel the dumbest.
As a Tisch Scholar—a civic engagement program for undergraduates that combine academic coursework with community-based learning—I’m currently taking Civic Identity, Reflection, & Action. Every Friday at 9 in the morning, a class of twenty of us come together to discuss an article ranging from service learning to University-Community Partnerships, to even asking why community work at Tisch exists in the first place.
This past Friday, when discussing the relationship between Tufts University and its neighboring communities, I came in with pages full of notes on the reading from the night before. When the time came to discuss, I was stumped. Perspectives from all angles of the classroom began to arise. Before I knew it, the conversation had shifted to examining the flaws within our own institution, leaving me questioning whether I fully grasped the article itself.
I came into the lecture thinking I understood the reading, only to have nineteen different viewpoints challenge the way I approached it. Despite it all, I’m grateful for the opportunity to struggle to hold my own in the discussion. Discussion-based learning is the one thing I've come to appreciate most about the academic side at Tufts. There’s something extremely rewarding about being surrounded by students who are willing to challenge your ideas or introduce new perspectives you’ve never thought of before. Engaging in a discussion at Tufts doesn’t always mean being the one who "got the message." Sometimes it’s being an active listener who is open-minded and takes in concepts from all sides.
I used to think that becoming more educated meant having more answers, but at Tufts, I'm learning that it also means embracing curiosity and having more questions. Even if it means leaving a classroom feeling a little less smart than before sometimes, I’ll gladly take it.