WP_Post Object ( [ID] => 153351 [post_author] => 21 [post_date] => 2018-07-19 11:50:06 [post_date_gmt] => 2018-07-19 17:50:06 [post_content] =>

Experiential Education involves the use of hands-on exercises that engage multiple senses and learning styles.

For a fun example of what this looks like on a Dragons course, check out this "Metacognition" exercise in action on Dragons China: The Yangtze River summer program, subtitled, "Games to Visualize our Thinking" as facilitated by Zack Siddall and described by Tingting Xu...

Er Fo Temple is famous for its Chan Buddhist sculptures. Before leaving the temple, Zack organized a game with the intention of guiding students towards more awareness of their thinking and decision making processes – an important step before entering a mega city, like Chongqing, after a quiet and peaceful time at Er Fo Temple. The process of “sculpting each other” was a lot of fun for the group and helped them get to know each other even better as the journey continues. Hope you enjoy the video as much as we (instructors) enjoyed watching! – Tingting

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Experiential Education in Action: “Sculpting” Videos made at Er Fo Temple, China

Posted On

07/19/18

Author

Tingting, China Instructor

Description

Experiential Education involves the use of hands-on exercises that engage multiple senses and learning styles. For a fun example of what this looks like on a Dragons course, check out… Read More

Categories: From the Field, For Parents, Dragons Instructors

Tags: China, Educator, Videos, Experiential Education

WP_Post Object ( [ID] => 153102 [post_author] => 21 [post_date] => 2018-05-17 11:41:09 [post_date_gmt] => 2018-05-17 17:41:09 [post_content] => God bless parents, especially moms. At least, especially my mom. Just after I turned 24, in 1992, I returned to my parents’ home in Missoula, Montana, USA, after having spent the academic year teaching English in a medium-sized industrial city in the far, far northeast of China. “Reverse culture shock” is a term I may or may not have heard before that homecoming. Either way, I was utterly unprepared for what was about to hit me…and my mom.

“Reverse culture shock” is a term I may or may not have heard before that homecoming. Either way, I was utterly unprepared for what was about to hit me…and my mom.

I was rude, insensitive, and sometimes even cruel to my mom, who only wanted to welcome her son home and make me feel at home. Nothing she did was enough for me. She tried to empathize, she tried to nurture, she asked questions. Nothing worked. I was just too jumbled. My case may be extreme, but I know that the general sense of instability, of not feeling quite right, is common for people just back from big adventures in new places. And it turns out that the brain has a lot to do with it.

Please indulge me in doing a brief exercise. Hold this page at arm’s length. Now, while keeping your left eye closed and your right eye laser-focused on the plus sign, slowly (slowly!) move the paper closer to your face. At some point something will happen to the dot. (If the paper ends up at your face you’ll need to try again. It’s crucial to start with the paper far away, to keep your right eye squarely focused on the plus sign, and to bring the paper in very, very slowly.) How could the dot just disappear like that? It turns out that each eye has a blind spot, where the visual field is blank. The retina gets no information from this part of the visual field. Why don’t we see some kind of hole or emptiness where the blind spot is? Because the brain invents something to “put” there—in this case, the color or pattern of the paper around it.

Volumes of evidence from vision experts have proven that the world we see is a massive illusion.

How does this work? The brain just invents it. Volumes of evidence from vision experts have proven that the world we see is a massive illusion. Just twenty percent of visual information comes from the retina; the remaining eighty percent is pure fiction, manifested by the brain in order to create a sense of coherence. Think about that: four-fifths of what we see is just the brain’s best guess. It’s not actually there. I love this simple exercise because it gets right to the heart of two key issues when it comes to human identity. First, reality is a product of our own brains, based on our particular set of experiences. Second, our brains have a primal need to create coherence. They are doing this constantly, in the background, completely out of our conscious awareness. Another thing our brains do all the time, automatically, is warn us of threats in the environment. One part of the brain in particular—the amygdala, or “lizard brain”—gets highly active when it thinks we’re being threatened. And when the amygdala is active, it inhibits activity in the prefrontal cortex and other parts of the brain that govern our “higher” functions. The amygdala is fast but coarse: it knows nothing about nuance or subtlety. In one important sense this is a good thing: it keeps us alive. If a tiger jumps out of the bushes, we really don’t have time to consider the tiger in all its uniqueness. We just need to know right away that it’s a tiger and that it’s dangerous. The problem is that the amygdala does its thing even when we don’t need it to. It sees almost anything new as a potential threat, and since difference is a form of novelty, we tend to see people different from us as threatening. This leaves us with a rather bleak picture of humanity: If our brains are busy inventing coherent realities about the threats posed by groups of “other” people, then we don’t stand much of a chance of getting along. And isn’t this, when it comes down to it, the story of humanity’s dark side? Now for the good news: we can relate to difference in ways that aren’t dominated by threat. It just takes a lot of awareness and hard work.

We can relate to difference in ways that aren’t dominated by threat. It just takes a lot of awareness and hard work.

When I returned from China in 1992, I had a lot going on in my brain. During my year in China, my brain had started out in full-on threat mode, reacting negatively to the confusing behaviors all around me. Over then next nine months, my brain gradually created a sense of coherence, as I began to understand all the new patterns I was seeing, and to empathize with the people around me. I was starting to understand why people did what they did, and even though it was different from what I was used to, I could at least see the logic. New worlds were opening up to me, and it was thrilling. I was a new person in a new world, eager to return home and share my bounty. But when I came home I found a place that looked exactly as it always had, inhabited by people whose worldviews hadn’t budged an inch. The “mistake” I made is a common one for returnees from abroad: I had replaced a single view of the world with a different, single view that I’d judged to be better than the “old” view.

The “mistake” I made is a common one for returnees from abroad: I had replaced a single view of the world with a different, single view that I’d judged to be better than the “old” view.

And this is where the brain’s good news begins to come in handy. Thankfully, we’re not slaves to the amygdala and to our brain’s tendency to create a single, coherent story. As humans we have the ability—thanks to the prefrontal cortex and other more recently evolved regions of the brain—to see the world from multiple perspectives. And it turns out that this is the key to reintegration—indeed, to what reintegration is all about. Joseph Campbell wrote, “‘The Cosmic Dancer,’ declares Nietzsche, ‘does not rest heavily in a single spot, but gaily, lightly, turns and leaps from one position to another.’” We don’t have to fear “other” ways of being. Fear is natural, but we don’t need to let it rule us. What we need is to thank our amygdala for keeping us alive, and to ask it to please quiet down while we listen and look for what there is for us to learn.

What we need is to thank our amygdala for keeping us alive, and to ask it to please quiet down while we listen and look for what there is for us to learn.

We all can, in Walt Whitman’s famous words, “contain multitudes.” Indeed the future of our species depends on it. So let’s keep asking, keep reaching, keep learning.

JASON PATENT, Ph.D., is a leading cultural interpreter on China-related issues and previously served as American Co-Director of the Hopkins-Nanjing Center for Chinese and American Studies in Nanjing, China. He is a former Dragons instructor (China ‘98-’01) and co-founder of the Dragons China Semester Program. Currently Jason is Chief of Operations and Director of the Center for Intercultural Leadership at UC Berkeley’s International House. He lives in the Bay Area with his wife, Colette Plum, and their two daughters.

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A Blind Spot…Obviously; A Reflection on Reintegration

Posted On

05/17/18

Author

Jason Patent, Ph.D.

Description

"God bless parents, especially moms. At least, especially my mom. [...] “Reverse culture shock” is a term I may or may not have heard before that homecoming. Either way, I… Read More

Categories: For Parents, Map's Edge Newsletter, Dragons Instructors

Tags: China, Transference, Asia

WP_Post Object ( [ID] => 152580 [post_author] => 21 [post_date] => 2018-03-07 08:00:17 [post_date_gmt] => 2018-03-07 15:00:17 [post_content] =>

Selected by peers, family, friends and strangers via Facebook, we're excited to announce the winners of Dragons Fall 2017 Photo Contest (featuring our Nepal Semester, China Semester, and South America Semester).

Be sure to visit the WTBD Facebook page to view photos and captions from all of our finalists!

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Photo Contest Winners from our Fall 2017 Gap Year Programs!

Posted On

03/07/18

Author

Dragons HQ

Description

Selected by peers, family, friends and strangers via Facebook, we’re excited to announce the winners of Dragons Fall 2017 Photo Contest (featuring our Nepal Semester, China Semester, and South America Semester). Be… Read More

Categories: Mixed Media, Announcements

Tags: China, South America, South Asia

WP_Post Object ( [ID] => 152521 [post_author] => 21 [post_date] => 2018-02-07 11:23:04 [post_date_gmt] => 2018-02-07 18:23:04 [post_content] =>

"...what if we truly savored the discomfort, and allowed ourselves to love the everyday, inconsequential moments in our own lives..."

I recently had the pleasure of eavesdropping on a conversation between two of my students huddled together in a sweet, sweaty puddle in the back of a bouncing taxi in Delhi. I overheard both of them express honest relief in how nice it was to take a break from their phones; how free they felt from not having to worry about maintaining their Instagram feed; and about how they could see, feel, hear, and smell things in a way that was new to them. I was struck by their uncomplicated reflections. The demands of today’s adolescent world transecting the era of social media seems so messy, so thorny, so impossibly hard to navigate. I’m left to assume how challenging it must be to keep up with unrelenting social ultimatums at school and online, and I’m also left wondering how readily it can be cast off by removing a device. Is it really the simple arithmetic my students just proposed? Removing the phone removes the drama? Researchers and experts tell us plenty on the negatives associated with being glued to our devices: more screen time means more disturbed sleep; too much time on our phones yields reduced memory and recall; even having a cell phone around makes us less present (guilty). Some tech critics even go as far as to say that our technology and reliance thereof has made entire generations dumber. In addition to the experts, we’re ironically bombarded daily with articles written by well-intentioned non-experts (hi!) cautioning us against the negatives of screen time. Perhaps more absurd are the apps we rely on to send us a reminder to stop relying on apps that send us reminders (#meta). Our screens are onions, it seems: complicated, improbable intersecting layers of social hierarchy, neuroscience, game theory, engagement, and the arbitrary assignment and arrangement of hearts and upward-pointing thumbs. When we engage with others through a screen, we aren’t necessarily being antisocial, though. Nor is it correct to readily discount the depth of screen-to-screen connections, as evidenced by the millions who find the sacrament of holy matrimony on an online dating platform. Indeed, a screen in and of itself is harmless. But, when we replace a palpable experience, a laugh, a knowing glance, or even a glimpse out our windows for a glance at our phone, we cheat ourselves from the power and magic of being where we are now. It leads one to wonder if devices are the problem, or perhaps a symptom of something grander that’s merely triggered by screens. As a humble non-expert, I wonder if it’s a fear of unscheduling- consciously keeping precious, vacuous, spacious time that remains terrifyingly unoccupied in the midst of a busy week- that consumes us. On a Dragons course, we leave phones behind. We encourage students and instructors to simultaneously disconnect from lives back home while deeply engaging with the present moment in a new place. We join in on local gamelan practice with village seniors in Kedungmiri, watching hands move deftly over instruments we’ve never seen before. We are witness to the ensemble of car horns, singing bells, and cows in the streets of Bhaktapur, ears mesmerized by implausible harmony. We live and work with families in the Andean highlands, pleasantly surprised we are capable of working so hard even the tendons of our fingers are weary. We stare in awe as the sun breaks over a remote area of the Great Wall, delighting in the deliciousness of the moment. Snapping and quickly posting photos of any of these things would surely yield some likes, but we’d also be abruptly jerked from the “right here” of the human realm to the “over there” of the digital realm, where those little hearts and upward-facing thumbs validate (or not) what we saw, what we did, how we felt, and what it meant. Instead, we deliberately keep open space in our itineraries and invite magic into unscheduled hours.

While on course, instructors commonly use the phrase “get comfortable being uncomfortable.” In the moment, this might mean braving a multi-hour bumpy bus ride over a high pass on the generously unpaved highways around Leh. Or trying cuy (guinea pig) for the first time. It might mean prodding your obstinate camel forward in the midday heat of the dunes of Wadi Rum. Or practicing giving one of your peers-turned-friends feedback. Or it might mean leaving home behind, sitting with your experiences, and processing their meaning and value and worth before sharing them. It might mean not knowing what your friends are doing or what feels like blindly trusting that your experience, your time, and your days away are valid in and of themselves. It might mean sitting on a bus with empty, idle hands with only the grandmother to your left and the swaddled infant to your right. It might even mean missing your phone or your social media accounts. Admittedly, a Dragons course can make it easy to leave things behind. We don’t allow phones on our courses, and without the choice to even have a device, it’s decidedly simple to see what’s in front of us. Dragons programming inherently augments human interactions and diminishes digital connection. It’s when our courses end, when we are reunited with the things we left behind during our course, that we forget the sentiment of comfort amongst discomfort. We become quickly unaccustomed to embracing those rich hollow moments, favoring ease, automation, and habits we were sure we’d shirk when we returned home (using our phones before bed, idly scrolling our thumbs through miles of square photo worlds, diddling into the depths of YouTube, and so on). We fall back into a routine of filling the emptiness with something, anything. We fill our schedules, fill our brains, fill our thumbs until we’re a bit numb. But, what if we truly savored the discomfort, and allowed ourselves to love the everyday, inconsequential moments in our own lives, as we do while on a Dragons course? What if we intentionally left vacant moments in our days? What if we paused to hear our own street’s symphonies, mirroring those that seem so tantalizing to our ears in Nepal? What if we took a break from our homework and wandered down a street we’d never been as we have done with our homestay siblings before dinner? What if we stepped outside our bedrooms to marvel at the night sky as we did on trek in the Andes?

I propose we get uncomfortable. Let’s challenge ourselves to unschedule, to rest our thumbs, to lean into idle, and leave sacred vacancy to be filled with uncharted magic. Let’s dig into what seems familiar and unearth the unfamiliar. Let’s see our neighborhoods with undistracted eyes, romanticize the details of our everyday, and marvel in the smells and textures that adorn our routine. And once we’ve had those

moments and savored comfortable discomfort, let’s keep connecting. Let’s keep talking and sharing and inspiring the remarkable in the unremarkable.

Essay by Sara Russell, Dragons Partnership Programs Curriculum Coordinator

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Full Moments with Free Hands: Finding the Value in #UnpluggedTravel

Posted On

02/07/18

Author

Sara Russell

Description

On a Dragons course, we leave phones behind. We encourage students and instructors to simultaneously disconnect from lives back home while deeply engaging with the present moment in a new… Read More

Categories: Dragons Travel Guide, For Parents, About Dragons

Tags: China, South America, Students, Educator, South Asia, Position Paper, Travel Philosophy

WP_Post Object ( [ID] => 152330 [post_author] => 21 [post_date] => 2018-01-04 10:26:40 [post_date_gmt] => 2018-01-04 17:26:40 [post_content] => (The following is part of Dragons Travel Guide Series: Essays and Tips from our Community on Why and How to Travel)

The search for a perfect summer or semester program provider can be overwhelming. Every good project starts with great questions.

Here are some for you to consider or ask of different providers as you do your research...

How many years have you been running international programming for students?
What is the maximum number of students in each of your groups?
What is your ratio of instructors to students?
What are the typical professional qualifications of your staff?
Do your instructors speak the local language?
What tools do you use to facilitate reflection and dialogue on course?
What’s the average age of your instructors?
How many of your staff return year after year?
How do your proactively manage risk on course?
How do you manage an emergency?
What type of emergency response team is on-call at your offices?
Are itineraries fixed before the program? Are they the same from season to season?
How do you foster a safe student dynamic?
How do you define ethical travel?
How do you approach the theme of “service” and manage the dangers of “voluntourism”?
How do you manage the sustainability of your programming on local communities?
How do you help students apply what they've learned abroad at home?
What does your financial aid program look like?
Can you put me in touch with an alumni student?

Ps. And here are Dragons answers to these questions!

How many years have you been running international programming for students? Over 25-years.
What is the maximum number of students in each of your groups? 12 students.
What is your ratio of instructors to students? 1:4 or one instructor for every four students.
What are the typical professional qualifications of your staff? Do your instructors speak the local language? They are experienced, career, professionals! Typically, when a Dragons instructor team heads into the field they collectively represent multiple languages, ten or more years of in-country experience, and years managing student groups abroad.
What’s the average age of your instructors? 30+
How many of your staff return year after year? We have a large number of return and veteran staff, with an annual return staff rate that typically hovers between 60%-90%.
How do your proactively manage risk on course? See our Risk Management page.
How do you manage an emergency? See our FAQ page.
What type of emergency response team is on-call at your offices? With Administrators based domestically and internationally, our support team—with acute attention to the safety and security of our participants—is on-call 24/7 while students are in the field.
Are itineraries fixed before the program? Are they the same from season to season? Every program is custom-crafted and unique! Dragons itineraries are flexible to create space for unscripted, serendipitous, and candid moments of surprise and discovery. Learn more about what makes us different.
What tools do you use to facilitate reflection and dialogue on course? How do you foster a safe student dynamic? This is a great question to ask of one of our traveling instructors. You can request a home presentation and meet one!
How do you define ethical travel? See our About Dragons page.
How do you approach the theme of “service” and manage the dangers of “voluntourism”? See our Position Paper on Service Learning.
How do you manage the sustainability of your programming on local communities? See our Position Paper on Responsible Travel.
How do you help students apply what they've learned abroad at home? See the Transference section of our Blog for examples!
What does your financial aid program look like? Here's all the details on our financial aid program.
Can you put me in touch with an alumni student? Absolutely! Just send us a note requesting references to past students!

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Questions to Ask when Researching Your Gap Year and Summer Abroad Programs…

Posted On

01/04/18

Author

Dragons HQ

Description

The search for a perfect summer or semester program provider can be overwhelming. Every good project starts with great questions. Here are some for you to consider or ask of… Read More

Categories: Dragons Travel Guide, For Parents

Tags: China, Gap Year, South America, SE Asia, Students, Africa, For Parents

WP_Post Object ( [ID] => 152299 [post_author] => 21 [post_date] => 2017-12-20 07:15:38 [post_date_gmt] => 2017-12-20 14:15:38 [post_content] =>

Here are some sneak-peek excerpts from the featured essays of our winter edition of The Map's Edge. Be sure to check your mail to get your hands on all the glossy pages of stories, photos, and updates from four corners of Dragons global community!

PAGE 4

BRAZIL

Princeton Bridge Year: To Have a Home

By JIMIN KANG

"I believe that there are qualities in each of us that can only be realized in different contexts. I discovered that Brazil brought out a version of myself that inspires me most. To this day, I miss the candor with which I greeted strangers on the street and told them about my love for acarajé, the fried bean fritters I'd eat with friends after hours of practicing Portuguese. I miss the music and the visual arts that flourish across Salvador, and the days I painted lampposts with spray paint oozing down my hands. I miss the confidence with which Bahians wear their own skin, and the way I felt more comfortable in my own body than I'd ever been. More than anything, I miss the people who greeted me with a "seja bem-vindo" (be welcome) and bid me farewell with a "volte sempre" (return always). People who taught me that home can be anywhere in the world, as long as there are people with space in their hearts."

PAGE 8

SIKKIM

Lepcha: Children of the Snowy Peak

By SHARON SITLING

"The Lepcha believe their people originated within these valleys. They call themselves 'Mutanchi Rong Kup Rum Kup,' which translates as 'Children of the Snowy Peak and Children of God.' The Lepcha are nature worshippers, whose religion blends animism and shamanism and is called bongthingism, or Munism. The tribe shares an inextricable relationship with nature as evidenced by their vocabulary, which contains one of the richest collections of names for local flora and fauna recorded anywhere, and reveals a vast knowledge of naturopathy as well as holy texts. By some estimates, there are only 40,000 Lepcha remaining in Sikkim; their language is quickly disappearing and they are fighting to preserve their lands and what is left of their culture."

PAGE 12

SENEGAL

Photo Essay: Between the Lens & Me

By CRYSTAL LIU

"I was hesitant to bring my camera with me to Senegal. I suppose I approached photography with more of a moralist's stance than a scientist's, and I felt some intuitive distrust of images and imagemaking as it related to my educational experience. I worried about the fraught relationship between subject and photographer. I didn't want to reproduce clichés and reduce people to flat, aesthetic purposes. At the same time, I wanted to remember what I would experience, and the fear of forgetting eventually overcame other qualms about the medium. I brought my camera, and I am both glad and regretful that I did."

PAGE 22

MOROCCO

Interview: The Beat of a Different Drum

By MOHAMED ARGUINE

"...after hours of trekking, Ben M'barek would take out his drum, sit on a rock and start playing whatever came to mind. He never thought his songs would attract the attention of tourists who didn't understand a word of the Tamazight language. [...] The guide explained that M'Barek was singing about his love for the High Atlas Mountains and that he hoped not to see what might be hiding behind them. The oxygen of his life, its meaning, flows down from the peak of the highest mountain to his soul through the drops of rain and flakes of snow-pure and white as his heart, and imbued with love for this region, which to him is heaven on earth."

If you didn't get one in the mail, here's the full digital issue!

Dragons bi-annual Newsletter, The Map’s Edge, explores a subject of interest to the Dragons community through the voices of our Alumni, Instructors, Partners, and our International Staff and contacts. Feel free to view our archive of editions of The Map’s Edge or even submit a piece to be featured in our next issue by sending an email to justin@wheretherebedragons.com

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Dragons Winter 2018 Issue of The Map’s Edge

Posted On

12/20/17

Author

Dragons HQ

Description

Here are some sneak-peek excerpts from the featured essays of our winter edition of The Map's Edge. Be sure to check your mail to get your hands on all the glossy… Read More

Categories: For Parents, Global Community, Map's Edge Newsletter, Alumni Spotlight, Mixed Media

Tags: China, Press, Featured Yaks, Educator, Asia, Africa, Central America, South

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Experiential Education involves the use of hands-on exercises that engage multiple senses and learning styles.

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Selected by peers, family, friends and strangers via Facebook, we're excited to announce the winners of Dragons Fall 2017 Photo Contest (featuring our Nepal Semester, China Semester, and South America Semester).

Be sure to visit the WTBD Facebook page to view photos and captions from all of our finalists!

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Essay by Sara Russell, Dragons Partnership Programs Curriculum Coordinator

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The search for a perfect summer or semester program provider can be overwhelming. Every good project starts with great questions.

Here are some for you to consider or ask of different providers as you do your research...

How many years have you been running international programming for students?

What is the maximum number of students in each of your groups?

What is your ratio of instructors to students?

What are the typical professional qualifications of your staff?

Do your instructors speak the local language?

What tools do you use to facilitate reflection and dialogue on course?

What’s the average age of your instructors?

How many of your staff return year after year?

How do your proactively manage risk on course?

How do you manage an emergency?​

What type of emergency response team is on-call at your offices?

Are itineraries fixed before the program? Are they the same from season to season?

How do you foster a safe student dynamic?

How do you define ethical travel?

How do you approach the theme of “service” and manage the dangers of “voluntourism”?

How do you manage the sustainability of your programming on local communities?

How do you help students apply what they've learned abroad at home?

What does your financial aid program look like?

Can you put me in touch with an alumni student?

Ps. And here are Dragons answers to these questions!

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If you didn't get one in the mail, here's the full digital issue!

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