The Reminiscence of My Early Academic Life
Janpha Thadphoothon
During Semester 2 of 2001, I embarked on a remarkable academic journey as a doctoral student at the University of Canberra, Australia. Looking back, it was a formative year, filled with exploration, growth, and occasional moments of doubt. Back then, I was young and a bit naïve, but eager to learn and to immerse myself in the academic culture of a new environment.
I vividly remember spending most of my time attending seminars, participating in special lectures, and working on my research papers. I had a small room in Building 20 and often divided my time between the self-learning center and the library. Occasionally, I would chat with other research students and staff in the School of Languages, exchanging ideas and experiences. This rhythm of academic life was both exhilarating and overwhelming, but in my opinion, it offered the perfect balance of intellectual challenge and personal growth.
Classes I Attended
During that semester, I enrolled in two core courses: TELL-B and Critical Pedagogy 2. These classes were scheduled on Mondays and Wednesdays, creating a rhythm that alternated between theory and practice. Mondays were dedicated to theoretical explorations, where ideas were dissected and debated. Wednesdays, on the other hand, were focused on practical applications, allowing us to see how theories could be transformed into tangible outcomes.
The course designer had intentionally crafted this dual approach to bridge the gap between abstract concepts and real-world relevance. You would agree with me that this balance is essential for any learner to grasp the true essence of academic learning.
Reflections on the Radio Project
One of the highlights of the semester was the Radio Project, an initiative that brought together creativity, collaboration, and communication. The project challenged us to develop content that resonated with diverse audiences, requiring us to think critically and work cohesively as a team.
I remember vividly how our group meetings were filled with animated discussions about scripts, formats, and target audiences. It occurred to me that this project was not just about creating a radio show; it was a microcosm of the broader challenges of academic collaboration—listening, adapting, and contributing meaningfully.
The project also helped me develop a deeper appreciation for the role of media in education. It was through this experience that I began to see the potential of technology as a tool for empowering learners and disseminating knowledge.
Critical Pedagogy 2: A Journey of Questioning
Critical Pedagogy 2 was another transformative experience. This course was not about easy answers but about asking hard questions. What is education for? Whose interests does it serve? How do we create spaces where learners can critically engage with the world around them?
One of the key themes we explored was the idea of empowerment through education. It occurred to me that true learning happens when students are encouraged to question and to challenge the status quo. This resonated deeply with me, shaping my approach to teaching and learning in the years to come.
Monday, July 23, 2001: A Memorable Lecture on Time
Among the many lectures I attended, one that stands out was delivered by Ms. Ania Lian on Monday, July 23. The topic, as far as I can remember, was The Notion of Time, and it left an indelible impression on me.
The lecture began with a fundamental and thought-provoking question: “What is reality?” This seemingly simple question opened the door to a deep and engaging discussion about perception, change, and the fluid nature of time. I vividly remember grappling with the concept of reality during the lecture, trying to make sense of what it truly means.
What is real, I thought, is often what is presented to us as being real—but how can we truly know if it is? Is it merely an interpretation shaped by our senses, culture, or assumptions? These reflections led me to realize that understanding reality requires us to critically investigate the world around us. It isn’t about accepting things at face value but about questioning, probing, and seeking deeper truths.
This lecture sparked in me a habit of critical thinking and reflection that I carry to this day. It taught me that reality is not a fixed concept but a construct shaped by perspectives, and it is through curiosity and inquiry that we come closer to understanding the world and our place in it.
Ms. Lian encouraged us to think about how we perceive change. She argued that our understanding of reality is shaped by our perceptions, which are, in turn, influenced by our cultural and personal contexts. It occurred to me that this perspective was not just theoretical but deeply practical, influencing how we approach everything from research to daily life.
Beyond the Classroom: Seminars and Conferences
Outside the structured classroom environment, I actively sought out learning opportunities. I participated in several seminars each week, ranging from intimate departmental discussions to larger public forums. Occasionally, I traveled to attend conferences at other universities, broadening my horizons and exposing myself to diverse perspectives.
One memorable event was a public seminar on educational technologies at a neighboring institution. The discussions were vibrant, and the insights I gained helped me refine my understanding of how technology could be integrated into teaching practices. These experiences reinforced my belief that academic growth is not confined to the classroom; it flourishes in the exchange of ideas across disciplines and institutions.
Lessons Learned
Looking back on that semester, I can identify several key lessons that have stayed with me:
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The Importance of Balance: The interplay between theory and practice, as exemplified in the TELL-B and Critical Pedagogy 2 courses, underscored the importance of balancing abstract thinking with tangible application.
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Collaboration as a Learning Tool: The Radio Project taught me that working with others—despite the inevitable challenges—can lead to richer outcomes and deeper understanding.
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The Value of Questioning: Critical Pedagogy 2 reminded me that education is not about memorizing facts but about cultivating a mindset of inquiry and reflection.
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Time as a Construct: Ms. Lian’s lecture on time challenged me to rethink my assumptions about reality and change, a perspective that continues to influence my teaching and research.
A Journey Worth Remembering
In my opinion, the experiences of Semester 2/2001 were more than just academic milestones; they were stepping stones that shaped my identity as a scholar and an educator. Back then, I was navigating a new country, a new academic system, and new ideas—all of which contributed to a transformative journey.
You would agree with me that such moments of immersion and challenge are what make academic life so fulfilling. They push us out of our comfort zones and compel us to grow in ways we never anticipated.
Conclusion
Reflecting on my early academic life, I am filled with gratitude for the opportunities I had and the lessons I learned. It was a time of discovery, growth, and the occasional stumble, all of which have contributed to the person I am today.
Note: I rewrote and expanded my notes, and I’m glad I took them—even if they were just rough scribbles at the time.
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