What Type of Student Are You?
After classifying JC boys and girls into various categories, some of you may find it a spot of bother without having any sense of belonging. Fre not. The following classification will certainly give you some form of identity. Examples are provided for you to draw parallel to.
THE FOUR DIFFERENT TYPES OF JC STUDENTS:Science-science, Arts-science, Science-Arts, Arts-arts.
1. Science-science Students:
Typical students from research programmes, science "talent-grooming programmes" and the like. As the name suggests, humanities and the Arts don't exist in the worlds of these scientist-wannabes. In fact, the Arts and humanities are taboos, like Voldermort and these words must not be mentioned in their conversations. Instead, a replacement term "These-Subjects-Which-Must-Not-Be-Named" is used.
Science-science students only embrace Science. They do not see a need in learning or appreciating the humanities. Probably because they consider the Arts subjects as too simple and unchallenging for their dense grey matter in their brain. After all, for Arts subjects less understanding of conceptual knowledge is required, which Science-science students thrive on. With their uppity, condescending attitude towards the Arts subjects, Science-science students in turn despise their fellow schoolmates in the Arts stream. Some even cosider the Arts students to be stupid for not being able to grasp Science.
Or perhaps, Science-science students just simply suck at writing argumentative essays in a clear, logical and organised mind. They can only regurgitate facts and perform tedious calculations, but applying theories to different situations or deciding on the spot the most important factor of the cause of a particular event proves to be daunting for them. They don't want/don't like/cannot think on thier feet, something which they find insecure doing.
Science-science students hate reading newspapers or informative magazines like TIME, Newsweek (though I find Newsweek a crappy publication) and National Geographic. They are nonchalant about the happenings in the world. A few are more concerned about the latest scientific breakthroughs, but most only have, in their agenda, achieving the best grades in their Science subjects. To some extent, Science-science students are synonymous with Nerds.
In fact, Science-science students dread the new requirement over subject combination, in which all students must take up a "contrasting subject", and hence Science-science end up having to read an Arts subject which is of no interest to them. They protest in silence, claiming that this new requirement denies them a chance to pursue their "passion" (arguably called "passion" because many of them just simply choose the Science stream for its safe and secure career prospects) in all fields of Science -- Biology, Chemistry and Physics. Not surprisingly, a close inspection on their grades would one realise that their worst-performing subject is almost always their "contrasting subject".
More often than not when questioned their lack of interest in the Arts subjects, Science-science students tend to give a unanimous answer (that affirms the fact that they lack creativity and spontaneity) which stems from pragmatism -- "What future do you have if you do Arts?"
In short, Science-science students hate Arts subjects. They do not allow themselves to be brainwashed by the notion of embracing the humanities, and frown upon the "Humanities activists" who constantly advocate the notion of placing more emphasis on the Arts and less on the Sciences in a meritocratic education system like that in Singapore. Science-science students are just simply allergic to studying Arts subjects.
Examples of Science-science students:
Joshua Ting
Lionel Chen
He Songhua
2. Science-Arts students:
Science-arts students allow both disciplines to co-exist in their lives. However, from the name of this category, we can infer that JC students belonging to this group are inclined towards the Sciences, i.e., they prefer reading Science subjects to the Arts subjects, though they do not necessarily detest the latter.
Science-arts students feel that as much as Science is part and parcel of our everyday life, there is a need to embrace the Arts for a balance in life. They understand the importance for a knowledge and appreciation of the Arts so that life will not be overly rigid and mundane. They know that with humanities, human interaction will not be "technical" and lack the "huamn touch".
Usually, Science-Arts students do not mind doing an Arts subjects. They probably did consider such a decision even before the new subject-combination requirement was implemented. Your seniors doing the typical PCME or the BCME combinations should fall into this category (that's assuming they choose their subjects based solely on their areas of interest). Hence, the new requirement does not cause any hullabaloo amongst this group of students.
Science-Arts students tend to do well in subjects of both disciplines, though sometimes their slightly better results in their Science subjects may be due to their interest in the Sciences. However, as mentioned above, that does not mean that students in this category do not have any interest in the humanities. Rather, they just simply have more interest in the Sciences than in the humanities.
Examples of Science-Arts students:
Loh Kai Herng
Chia Minghao
3. Arts-Science Students:
Students belonging to this category have more interest and passion in the Arts more than in the Sciences. They prefer to see the world operating through feelings, impulses and emotions rather than operating through logic, proposed theories and mechanisms, though they understand that the world cannot function if it is devoid of logic and mechanisms totally. Arts-Science students appreciate the fact that modern gadgets like the television and the computer are created based on the discovery of the electron and will not demonise it like how Arts-arts students (to be elaborated later on) do.
However, just like Science-Arts students, Arts-Science students do embrace both disciplines as well. The main difference between Arts-Science students and Science-Arts students is that the former sees the need of Science in a world of humanities while the latter appreciates the necessity of the Arts in a world of Science.
Arts-Science students, like Science-Arts students, tend to do well in subjects of both disciplines. But there may do slightly better for Arts subjects than for their Science subjects. However, as mentioned above, that does not mean that students in this category do not have any interest in the Sciences. Rather, they just simply have more interest in the humanities than in the Science.
Examples of Arts-Science student:
Terence Heng (Yup! That's me!)
Ng Chin Kiat
4. Arts-arts students:
Arts-arts students believe in the exact opposite ideology from Science-science students. Arts-arts students just cannot accept Science. They question the need for Science and doubt the reliability and credibility of Science. They also feel that in this world where life is so heavily dependent on technological developments and inventions based on scientific discovery, Science is in fact overrated. They perpeptually challenge the idea that Science is important and challenge the idea that Science is the main force that drives our daily lives.
To Arts-arts students, they cannot accept the idea that everything can be done systematically by applying formulae or accepting proposed theories. They start questioning the credibility of these widely-applied formulae and these widely-accepted theories. They claim that Science lacks creativity and originality as scientists only accept what has been done and seldom do they challenge the works of previous scientists.
To Arts-arts students, questioning and discussion is paramount in daily lives. They believe in engaging with each other intellectual debate and discussion, which, they claim, will in turn complement or even add on to the current knowledge bank. They feel that scientific discovery and invention are based heavily on the works of previous scientists and this does not equate to a "discovery"; rather they consider it as an "adaptation" or a reiteration of previous discoveries.
Arts-arts students believe in spontaneity and originality. They do not appreciate regurgitation, and thus they hate to memorise concepts and model answers. They prefer to think on the spot and apply what they have learnt in classrooms. They also enjoy the liberty they have in exams which allows them to take a stand, instead of following and accepting the ideas of previous scientists without a chance to question these theories.
Hence, like Science-science students, Arts-arts students have their own uppity and condescending attitude towards those in the opposing camp and they think that Science-science students are inferior to them because they think that Science-science students lack the ability to articulate their thoughts or to debate. They think that Science-science students are rigid and do not have a mind of their own.
In short, Arts-arts students feel that they are suprerior than Science-science students because they can articulate their thoughts way better than Science-science students and are more creative than them. Arts-arts students also love to challenge existing theories and formulae, an action which are frowned upon by Science-science students, like how Galileo Galilei's proposal that the Earth revolves around the Sun was frowned upon at his time. Arts-arts students just cannot force themselves to blindly accept Science. They want to be persuaded to believe in Science.
Examples of Arts-arts students:
Jasmine Koh
***
So, what type of student are you?
THE FOUR DIFFERENT TYPES OF JC STUDENTS:Science-science, Arts-science, Science-Arts, Arts-arts.
1. Science-science Students:
Typical students from research programmes, science "talent-grooming programmes" and the like. As the name suggests, humanities and the Arts don't exist in the worlds of these scientist-wannabes. In fact, the Arts and humanities are taboos, like Voldermort and these words must not be mentioned in their conversations. Instead, a replacement term "These-Subjects-Which-Must-Not-Be-Named" is used.
Science-science students only embrace Science. They do not see a need in learning or appreciating the humanities. Probably because they consider the Arts subjects as too simple and unchallenging for their dense grey matter in their brain. After all, for Arts subjects less understanding of conceptual knowledge is required, which Science-science students thrive on. With their uppity, condescending attitude towards the Arts subjects, Science-science students in turn despise their fellow schoolmates in the Arts stream. Some even cosider the Arts students to be stupid for not being able to grasp Science.
Or perhaps, Science-science students just simply suck at writing argumentative essays in a clear, logical and organised mind. They can only regurgitate facts and perform tedious calculations, but applying theories to different situations or deciding on the spot the most important factor of the cause of a particular event proves to be daunting for them. They don't want/don't like/cannot think on thier feet, something which they find insecure doing.
Science-science students hate reading newspapers or informative magazines like TIME, Newsweek (though I find Newsweek a crappy publication) and National Geographic. They are nonchalant about the happenings in the world. A few are more concerned about the latest scientific breakthroughs, but most only have, in their agenda, achieving the best grades in their Science subjects. To some extent, Science-science students are synonymous with Nerds.
In fact, Science-science students dread the new requirement over subject combination, in which all students must take up a "contrasting subject", and hence Science-science end up having to read an Arts subject which is of no interest to them. They protest in silence, claiming that this new requirement denies them a chance to pursue their "passion" (arguably called "passion" because many of them just simply choose the Science stream for its safe and secure career prospects) in all fields of Science -- Biology, Chemistry and Physics. Not surprisingly, a close inspection on their grades would one realise that their worst-performing subject is almost always their "contrasting subject".
More often than not when questioned their lack of interest in the Arts subjects, Science-science students tend to give a unanimous answer (that affirms the fact that they lack creativity and spontaneity) which stems from pragmatism -- "What future do you have if you do Arts?"
In short, Science-science students hate Arts subjects. They do not allow themselves to be brainwashed by the notion of embracing the humanities, and frown upon the "Humanities activists" who constantly advocate the notion of placing more emphasis on the Arts and less on the Sciences in a meritocratic education system like that in Singapore. Science-science students are just simply allergic to studying Arts subjects.
Examples of Science-science students:
Joshua Ting
Lionel Chen
He Songhua
2. Science-Arts students:
Science-arts students allow both disciplines to co-exist in their lives. However, from the name of this category, we can infer that JC students belonging to this group are inclined towards the Sciences, i.e., they prefer reading Science subjects to the Arts subjects, though they do not necessarily detest the latter.
Science-arts students feel that as much as Science is part and parcel of our everyday life, there is a need to embrace the Arts for a balance in life. They understand the importance for a knowledge and appreciation of the Arts so that life will not be overly rigid and mundane. They know that with humanities, human interaction will not be "technical" and lack the "huamn touch".
Usually, Science-Arts students do not mind doing an Arts subjects. They probably did consider such a decision even before the new subject-combination requirement was implemented. Your seniors doing the typical PCME or the BCME combinations should fall into this category (that's assuming they choose their subjects based solely on their areas of interest). Hence, the new requirement does not cause any hullabaloo amongst this group of students.
Science-Arts students tend to do well in subjects of both disciplines, though sometimes their slightly better results in their Science subjects may be due to their interest in the Sciences. However, as mentioned above, that does not mean that students in this category do not have any interest in the humanities. Rather, they just simply have more interest in the Sciences than in the humanities.
Examples of Science-Arts students:
Loh Kai Herng
Chia Minghao
3. Arts-Science Students:
Students belonging to this category have more interest and passion in the Arts more than in the Sciences. They prefer to see the world operating through feelings, impulses and emotions rather than operating through logic, proposed theories and mechanisms, though they understand that the world cannot function if it is devoid of logic and mechanisms totally. Arts-Science students appreciate the fact that modern gadgets like the television and the computer are created based on the discovery of the electron and will not demonise it like how Arts-arts students (to be elaborated later on) do.
However, just like Science-Arts students, Arts-Science students do embrace both disciplines as well. The main difference between Arts-Science students and Science-Arts students is that the former sees the need of Science in a world of humanities while the latter appreciates the necessity of the Arts in a world of Science.
Arts-Science students, like Science-Arts students, tend to do well in subjects of both disciplines. But there may do slightly better for Arts subjects than for their Science subjects. However, as mentioned above, that does not mean that students in this category do not have any interest in the Sciences. Rather, they just simply have more interest in the humanities than in the Science.
Examples of Arts-Science student:
Terence Heng (Yup! That's me!)
Ng Chin Kiat
4. Arts-arts students:
Arts-arts students believe in the exact opposite ideology from Science-science students. Arts-arts students just cannot accept Science. They question the need for Science and doubt the reliability and credibility of Science. They also feel that in this world where life is so heavily dependent on technological developments and inventions based on scientific discovery, Science is in fact overrated. They perpeptually challenge the idea that Science is important and challenge the idea that Science is the main force that drives our daily lives.
To Arts-arts students, they cannot accept the idea that everything can be done systematically by applying formulae or accepting proposed theories. They start questioning the credibility of these widely-applied formulae and these widely-accepted theories. They claim that Science lacks creativity and originality as scientists only accept what has been done and seldom do they challenge the works of previous scientists.
To Arts-arts students, questioning and discussion is paramount in daily lives. They believe in engaging with each other intellectual debate and discussion, which, they claim, will in turn complement or even add on to the current knowledge bank. They feel that scientific discovery and invention are based heavily on the works of previous scientists and this does not equate to a "discovery"; rather they consider it as an "adaptation" or a reiteration of previous discoveries.
Arts-arts students believe in spontaneity and originality. They do not appreciate regurgitation, and thus they hate to memorise concepts and model answers. They prefer to think on the spot and apply what they have learnt in classrooms. They also enjoy the liberty they have in exams which allows them to take a stand, instead of following and accepting the ideas of previous scientists without a chance to question these theories.
Hence, like Science-science students, Arts-arts students have their own uppity and condescending attitude towards those in the opposing camp and they think that Science-science students are inferior to them because they think that Science-science students lack the ability to articulate their thoughts or to debate. They think that Science-science students are rigid and do not have a mind of their own.
In short, Arts-arts students feel that they are suprerior than Science-science students because they can articulate their thoughts way better than Science-science students and are more creative than them. Arts-arts students also love to challenge existing theories and formulae, an action which are frowned upon by Science-science students, like how Galileo Galilei's proposal that the Earth revolves around the Sun was frowned upon at his time. Arts-arts students just cannot force themselves to blindly accept Science. They want to be persuaded to believe in Science.
Examples of Arts-arts students:
Jasmine Koh
***
So, what type of student are you?
小权纯裕郎 自作自秀@at
4:24 pm
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