In this blog post, I’ll summarize what I learned through my academic experiences, school activities, and instances of practicing kindness and sharing during my high school years.
Academic Experiences and Reflections
Mathematics was the subject I enjoyed studying the most throughout high school. In particular, my calculus class fascinated me because it showed how the formulas we learned in class could be connected to real life. At first, I thought calculus was an unimportant subject that wasn’t really used in daily life.
That mindset changed through my classes and personal exploration. Based on what I learned in class, I became curious about how calculus is applied in real life, so I asked myself, “What are some examples of calculus being used in everyday life?” and searched for relevant examples. The book *A Day Through the Lens of Calculus*, recommended by my teacher, clearly explained the uses and applications of calculus and was a great help in satisfying my curiosity.
One example that stood out was how the motion of raindrops helped me truly grasp the meaning of differentiation. When explaining phenomena such as how a raindrop’s acceleration becomes zero due to air resistance as it falls, or how a raindrop breaks apart without causing major damage, I was able to apply the concepts of velocity and acceleration from calculus. The process of calculating acceleration by actually performing differentiation using formulas from the textbook reminded me that textbook formulas are by no means merely boring or abstract.
By approaching calculus through real-life topics rather than just through various problem-solving methods, the frustration and boredom I had previously felt disappeared, and I developed a new interest. As I applied calculus to examples from daily life, I realized that I should not take any of them for granted. I came to understand firsthand that an attitude of actively exploring problems and learning with joy—rather than avoiding them because they are difficult—serves as a greater motivator for learning.
Ultimately, this experience led me to reflect on my attitude toward learning, and I realized that the process of seeking out and investigating what I’m curious about is the most powerful motivator. I’ve resolved to continue expanding my learning with curiosity as my starting point.
Major School Activities and Reflections
During my first year of high school, I hadn’t yet established a clear direction for my future career. During a consultation with my homeroom teacher, I was advised to reflect on what interests me in my daily life, so I began to think of various famous architectural landmarks. I had a vague longing to one day see world-renowned structures like the Colosseum, Notre-Dame Cathedral, the Eiffel Tower, and the Pyramids in person, and through this process, I gradually developed an interest in the field of architecture.
Based on that interest, I joined the school’s architecture club, “A.M.I.G.O.” Through club activities, I explored European architectural styles such as Baroque and Rococo and engaged in hands-on activities like building scale models. Among various materials, I primarily used foam board and bamboo strips to construct small architectural models, striving to understand the characteristics of the materials and the design process.
One project that stands out in my memory from my time in the club was building a model of the Leaning Tower of Pisa in Italy. The Leaning Tower of Pisa is well-known for its approximately 45-degree tilt, and I had always been curious about its structural principles and durability. The fact that there is no definitive explanation for how this eight-story cylindrical structure made of white marble has withstood earthquakes and natural disasters completely captivated me.
Building the model was more challenging than I had anticipated. While it was difficult to accurately represent the exact angle of inclination and ensure the stability of the materials, I worked hard to recreate the tower’s appearance by cutting and attaching bamboo strips at an angle to simulate the tilt and securely fastening the wood panels. Working with my group members to create a single finished product was also deeply rewarding. The finished model received positive feedback from friends and teachers, was displayed at the school festival, and even earned praise from my science teacher.
This experience sparked my dream of studying architecture in greater depth. After the club activity, I practiced drawing floor plans of our school and classroom myself, and I also attempted to study architectural theories on my own. While some theoretical concepts were difficult to grasp, the time I spent exploring how architecture is applied in daily life remains a very meaningful learning experience for me.
Additionally, the “Universal Design Seoul” exhibition at the DDP, which our club visited as a group, left a deep impression on me. Universal design refers to design that accommodates people with physical limitations, aiming for “design and architecture for everyone.” Through the exhibition, I truly realized that architecture is not merely a structure but an artistic and social activity that improves people’s quality of life, and I also came to understand how closely architecture and humanity are connected.
The various ideas and examples I encountered at the exhibition broadened my perspective on architecture and solidified my resolve to study architecture that incorporates people-centered design and consideration.
Examples of Consideration, Sharing, and Cooperation, and My Reflections
There was one small issue during class that had been bothering me for a while. It was a mop left abandoned in a corner of the classroom, emitting a foul odor. Although it was technically the janitors’ job to clean it up, no one wanted to touch it because of the smell, and as the situation persisted, the air in the classroom became increasingly unpleasant.
At first, I felt it was unfair for me to have to clean it up, so I did nothing and left it there. However, I realized that if I left it that way, more of my classmates would suffer, so I changed my mind and took the initiative to clean up the mop and tidy the surrounding area. At first, I felt conflicted because I had acted on my own initiative, but once I had tidied up the area, the classroom felt cleaner, and I felt good.
I felt a sense of pride when the teachers who came into class noticed the change in the classroom environment and commented that it was much more pleasant now that the mop was gone. My action may not be anything particularly noteworthy, but it was an experience that confirmed how even a small act of consideration can have a positive impact on others.
Since then, I’ve developed the habit of carefully inspecting every corner of the classroom and immediately cleaning up any trash or dirty spots I see. This attitude spread to my classmates, fostering a culture where everyone voluntarily tidies up their surroundings. As these small actions became routine, maintaining cleanliness became a natural part of our class life, and I was very proud of that change.
As a result, I was awarded the “Environmental Steward Award,” but I felt greater satisfaction from the fact that my single action could bring about a positive change in the environment around me than from the award itself. Moving forward, I want to continue fostering a shift in mindset by taking the initiative to act and put even small things into practice.
