The ambivalence of American education

Ever since I decided to go to America for college, I have been bombarded with sarcastic jokes about their criteria for accepting students. The American universities’ emphasis on passion and leadership has “bullied” me into participating in endless activities. This could be frustrating at times, but not always.

During the Chinese New Year, I hung out with a few old schoolmates, who discussed solely about their school grades. Then I veered the conversation toward more interesting topics — politics, human rights, feminism, and war, which I would discuss with my current schoolmates in an international school. Admittedly, these grander topics drew our attention largely because of their correlating values with American universities, which welcome students pursuing the greater good.

Such student-founded projects as scientific research, innovations, and community services are the indispensable parts of college application. They also plant the seeds of one’s commitment to society. Human beings are driven by self-interest. While Chinese colleges focus on good grades as the criteria for acceptance, American education finds a way to align students’ self-interest into ambitions to change the world, fostering altruism.

That said, American education is not without fault. For instance, I find a great resemblance between American universities’ values and the concept of “Manifest Destiny” during the 1800s. “Manifest Destiny” expressed the belief that White Americans were divinely ordained to settle the entire North American continent, since they were the most civilized and wealthiest people.

Similarly, many international high school students view themselves as privileged in ways similar to the White Americans. They are purpose-driven in choosing the projects, viewing the possibility of college acceptances as the chief criterion for a “good” project. The value of a project is not measured by how beneficial it is for society, but by how unique it is for our profile. Many people stopped helping a minority group simply because the activity couldn’t stand out amongst competitors, or because their dream school wouldn’t be interested in what they were doing. Then, how little difference has American education made if it broadens our minds yet limits our choices?

The college application process seems to have tainted the pureness of our aspirations. As for me, I can only convince myself to do what I find truly helpful and passionate. Just like Huck Finn in his struggles with conscience, I will need to fully engage in this adventure before I can determine what the best education should be.