Morgan O’Brien

IDS2060-0003

Reverse Culture Shock

Upon contemplating my semester spent studying abroad in Valencia, Spain, I am

overwhelmed by the number of experiences that have impacted my appreciation of the cultural
differences that I've experienced here. In addition to broadening my knowledge in the
classroom, the vibrant Spanish culture has also changed the way I think and learn. I often find
myself comparing habits and behaviors that are appropriate in Spain to the context of
the United States.

The emphasis on learning through experience stands out to me as one of the most
noteworthy things that I've noticed in Spain. Students in Valencia frequently participate in
practical exercises, go on field trips, and apply philosophical concepts to real-world situations.
For example, our professor contextualized the concepts we learned in the classroom by taking
us on a tour of Valencia's historic architecture during a history session. The typical lecture-
based teaching methods seen in many American classrooms are very different from this
method of learning. Is it possible to apply this emphasis on first-hand learning to the
educational system in the United States? In principle, it looks very appealing. Deeper
comprehension of concepts, active participation, and intellect are all encouraged by
experiential learning. The difficulty is that many American colleges are hindered by financial and
practical constraints. Implementing such approaches in the United States would involve
considerable reorganization of educational systems and additional funding for such experience
opportunities, in contrast to Spain, where the city itself functions as a living classroom.

The importance put on social ties and intimate connections in Spanish culture is another
important characteristic. In Valencia, it's usual to give a warm hug or greeting to pretty
much everyone you meet, which provides a nice a feeling of friendship. When it comes to open
debates and the sharing of personal experiences and opinions, this degree of authenticity is
also apparent in the classroom between students and professors. Individualism and personal
space are highly valued in American culture. There may be reluctance or discomfort associated
with hugging everyone as an everyday occurrence. In addition, American classroom interactions
tend to be more formal and have a distinct divide between professors and students. While it is
ideal to promote better relationships in American schools, it can be difficult to do so without
disrespecting personal boundaries and social norms.

The inclusion of cultural and artistic experiences in the academic program is a unique
aspect of Spanish schooling. In addition to reading classic Spanish literature, my literature class
in Valencia required me to visit museums, see plays, and take part in local cultural activities.
This integrative approach definitely helped me to receive an educational experience that goes
outside the traditional classroom setting. It is clear that adding cultural and artistic experiences
to the curriculum is advantageous when taking into account the relevance this approach can be
in the US as a whole. The diversity of American schooling, however, presents an obstacle. What
is possible in one area might not be possible in another. The opportunities for cultural outings
may be greater in metropolitan regions but less so in rural areas. Therefore, although the idea
is worthwhile, its use would call for an in-depth examination of geographic variations. My
school back home in Tallahassee is more spread out among the FSU campus and buildings
whereas the FSU Study Center in Valencia is in the center of the city. So applying cultural aid in
Valencia seems to be much more practical.

Lastly, I have been deeply impacted by the Spanish perspective on work-life balance.
Valencia places a lot of emphasis on having fun outside of the classroom and workplace. The
idea of "siesta," or an afternoon break for relaxation or fun, is deeply embedded in the local
way of life. This emphasis on work-life balance and well-being stands in sharp contrast to the
frequently busy and burdened lifestyle that is typical in the United States. Introducing this
practice into American classrooms, I think would absolutely have a positive effect on the mental
and general wellbeing of students. However, the adoption of a more laid-back style might be
limited by the fast-paced traits of Americans with the pressure to succeed academically.
Because productivity and constant activity are valued in American culture, it can be difficult to
incorporate frequent breaks or periods of rest without finding it hard to refocus.

To sum up, my semester in Valencia has been a life-changing experience that has forced
me to consider the subtle cultural differences in schooling. If I did make an impact as a future
teacher, I would feel motivated to apply experience learning, cultural immersion, and a
balanced approach to work and life. I am aware, however, that careful adaptation is required to
make sure these activities fit to the cultural norms of the U.S. as well. Finding a fine balance
that respects the distinctive features of the American culture while preserving the
fundamentals of productive educations is a challenge that I think would be the hardest to
overcome.