From Langauge, culture and communication to Education (master application )
In contemporary society, we pursue uniqueness, avant-garde and personalisation. Homogenisation is not desired. However, ironically, the unique handmade products and the traditional folk skills behind them are gradually disappearing from everyone’s vision. Instead, there are roaring assembly lines and identical goods that are safe and predictable. “Better to light a candle than to curse the darkness” — better to do something than just complain about it. After thorough consideration, I decided to apply for the MA Education programme. With the help of my studies, I can pursue opening my own art education institutions in Britain to publicise Japanese traditional culture and inject fresh blood into ancient conventional skills. It would be a meaningful pursuit to help modern people become immersed in the process of fine art with the body and mind, helping them to abandon modern hustle-and-bustle and liberating them from pointless acts like swiping on their phones.
Over the past few years, having immersed myself in the broad fields of language, culture and communication during my undergraduate studies at the University of Warwick, I became acquainted with the tremendous discrepancy between western culture and eastern culture. In the Culture, Cognition and Society module, I discovered that handmade craft was the treasure of world culture and art and the medium of transmitting culture. It had irreplaceable artistic and historical value, which brought substantial market prospects. In today’s era, traditional culture can be taught more widely through systematic teaching. People have become enthusiastic about learning about different cultures in the way that people today are often keen to learn new things. In addition, my undergraduate studies granted me a unique grounding in the critical areas of cross-cultural teaching. Benefitting from the Culture and Interpersonal Relations module, I learned that language, the embodiment of thinking mode, is deeply influenced by culture. Hofstede’s cultural dimensions theory points out that countries can be divided into individualism and collectivism to analyse overall society. The former is more common in western countries, and the latter is dominant in Asia. Therefore, whilst studying education in depth at the University of Warwick, I will make full use of culture as a moderator variable to investigate the teaching model in different contexts, high-context cultures and low-context cultures. Additionally, given my decent performance in the Qualitative research module, combined with self-taught SPSS software, I will have the appropriate skills to manage any essay challenges.
The MA Education in Warwick attracts me with its rigorous teaching attitude and solid academic foundation. I look forward to possibly working with the people whose names I once read in my textbooks. Teaching methods in the MA Education programme are also diverse; the weekly seminars and individual tutorials mean that I will be able to seek help whenever I need it.