ESSAY 1: What matters to you and why?
I need to cut down words on this one (specifically about 220 characters)
August 31, 2006 was my first day in public school. I had, both, waited for this day and dreaded it. Since kindergarten I was enrolled in a private, religious school: Orange Crescent. Through OCS I established my religious foundation; I experienced and immersed myself in my religion, Islam. However, after seven years, it was time for me focus on my secular education. It was a bittersweet feeling to be leaving.
Public school didn't sound too bad. I was excited to be trying something new. Yet, I was still nervous. In every possible way, I was different: different culture, different religion, different name. The odds weren't in my favor, yet surprisingly, many of the critical junior high kids I had heard so much about accepted me.
I was asked endless questions by students and teachers alike. "What language do you speak (Urdu)?" They weren't too bitter, though. New friends would come over excitedly to model in my traditional clothes. They truly enjoyed learning about my culture and religion, and I enjoyed explaining to them.
Not everybody was as accepting. At times, I felt like an outcast, and I began to hide my culture to be "normal." I avoided and neglected everything unique about me. Going out in public in my traditional clothing was embarrassing to me; every stare, every glance pierced me like a needle.
It was a futile effort; my culture was so much a part of me that I felt incomplete without acknowledging its influence. I realized I didn't need to hide my culture nor completely submerse myself into it; I tried to find a middle-ground. I needed to assimilate to American culture without sacrificing my own. I combined my principles with American traditions. My family and I began celebrating Christmas; opening presents Christmas morning, like everybody else, slowly became normal customs for us. We celebrate both Islamic holidays and American holidays just as they are.
Finally, I was content with where I was and how I was; there was no need to change. As an American-born Pakistani, I incorporated the cultures of my heritage and my environment, in myself. Now, walking into an American restaurant in Shalwar Kameez (traditional clothing) isn't that weird to me anymore.
ESSAY 2: Stanford students possess an intellectual vitality. Reflect on an idea or experience that has been important to your intellectual development.
This one needs A LOT of work. I know the ideas are everywhere and its not organized at all. i just need to know what more I can add and how i can make flow better.
When I learned that every IB diploma candidate is required to take Theory of Knowledge, I was somewhat excited. I imagined Socratic seminars, no homework, and no exams: this class was going to be a breeze. However, TOK wasn't exactly as I had expected it to be. We have never done a Socratic seminar, and there are many writing assignments and exams, but I enjoy every minute of it. I anticipate walking in to class and finding interesting articles titled, "The 10 Commandments of Steve," or "Personal Best," waiting for me on my desk. Reading articles like these not only makes me a more aware and well-read person, but also introduces me to many new perspectives on ideas. I feel these articles force me to question what I have been taught as child as I am now-and will be especially during college-exposed to the many different outlooks and opinions about global and community issues. I feel this class has specifically prepared me for college life, where I won't be shielded from any harsh reality like I am now. Living in conservative Orange County, my parents have done a great job of protecting me from the "ugly truth"-so to speak. TOK not only gives me the opportunity to question the beliefs my parents have instilled in me but also to compare my beliefs to others'. Although TOK may not be an easy A, the way I interpret my beliefs, and so many other things in my life, will never be the same.
I need to cut down words on this one (specifically about 220 characters)
August 31, 2006 was my first day in public school. I had, both, waited for this day and dreaded it. Since kindergarten I was enrolled in a private, religious school: Orange Crescent. Through OCS I established my religious foundation; I experienced and immersed myself in my religion, Islam. However, after seven years, it was time for me focus on my secular education. It was a bittersweet feeling to be leaving.
Public school didn't sound too bad. I was excited to be trying something new. Yet, I was still nervous. In every possible way, I was different: different culture, different religion, different name. The odds weren't in my favor, yet surprisingly, many of the critical junior high kids I had heard so much about accepted me.
I was asked endless questions by students and teachers alike. "What language do you speak (Urdu)?" They weren't too bitter, though. New friends would come over excitedly to model in my traditional clothes. They truly enjoyed learning about my culture and religion, and I enjoyed explaining to them.
Not everybody was as accepting. At times, I felt like an outcast, and I began to hide my culture to be "normal." I avoided and neglected everything unique about me. Going out in public in my traditional clothing was embarrassing to me; every stare, every glance pierced me like a needle.
It was a futile effort; my culture was so much a part of me that I felt incomplete without acknowledging its influence. I realized I didn't need to hide my culture nor completely submerse myself into it; I tried to find a middle-ground. I needed to assimilate to American culture without sacrificing my own. I combined my principles with American traditions. My family and I began celebrating Christmas; opening presents Christmas morning, like everybody else, slowly became normal customs for us. We celebrate both Islamic holidays and American holidays just as they are.
Finally, I was content with where I was and how I was; there was no need to change. As an American-born Pakistani, I incorporated the cultures of my heritage and my environment, in myself. Now, walking into an American restaurant in Shalwar Kameez (traditional clothing) isn't that weird to me anymore.
ESSAY 2: Stanford students possess an intellectual vitality. Reflect on an idea or experience that has been important to your intellectual development.
This one needs A LOT of work. I know the ideas are everywhere and its not organized at all. i just need to know what more I can add and how i can make flow better.
When I learned that every IB diploma candidate is required to take Theory of Knowledge, I was somewhat excited. I imagined Socratic seminars, no homework, and no exams: this class was going to be a breeze. However, TOK wasn't exactly as I had expected it to be. We have never done a Socratic seminar, and there are many writing assignments and exams, but I enjoy every minute of it. I anticipate walking in to class and finding interesting articles titled, "The 10 Commandments of Steve," or "Personal Best," waiting for me on my desk. Reading articles like these not only makes me a more aware and well-read person, but also introduces me to many new perspectives on ideas. I feel these articles force me to question what I have been taught as child as I am now-and will be especially during college-exposed to the many different outlooks and opinions about global and community issues. I feel this class has specifically prepared me for college life, where I won't be shielded from any harsh reality like I am now. Living in conservative Orange County, my parents have done a great job of protecting me from the "ugly truth"-so to speak. TOK not only gives me the opportunity to question the beliefs my parents have instilled in me but also to compare my beliefs to others'. Although TOK may not be an easy A, the way I interpret my beliefs, and so many other things in my life, will never be the same.