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It is always a joy to take time out of my hectic life for a museum visit. This time I headed to the Columbus Museum of Art to learn about critical thinking with BLF’s junior cohort. We began by brainstorming what critical thinking is. The consensus was that critical thinking is an intentional and thoughtful process. I agree – critical thinking is often times more methodological than let’s say ‘day dreaming’. Critical thinking also yields knowledge in a way non-critical thinking cannot. Next, we outlined a process that captured the critical thinking process. The process begins by stating the obvious. For example, if I were to talk about the table in front of me, the first step would be to talk about a brown rectangle with four legs protruding from each corner; I should refrain from referring to what’s in front of me as a table. It is important to distinguish observation from description. Describing involves assigning attributes to what we observe. In regard to the example of the table, I could describe the object in front of me as a mahogany table. This exercise was particularly important because it is easy to skip right over the first step in the critical thinking process and  I learned the value of breaking things down to their elementary parts before jumping right to describing. Although it seems silly to talk about a table in terms of its pieces, to avoid assumption making, we must start at the beginning where nothing can be overlooked. This accounts for being thorough.

After we spent some time exploring the museum and having critical discussions about select works of art, we concluded with connecting critical thinking and leadership. One point of discussion that I found remarkable was how critical thinking applies to others’ perception of us as leaders. Entering into a diverse workforce, we are going to work in teams and lead others who have had drastically different upbringings that we have had. Leadership style in one culture may starkly contrast what another employee is used to depending on where they are from. This might lead you to be perceived in a different manner than you ever intended. In this scenario, critical thinking helps one to react and respond appropriately. If an employee wasn’t responding to my leadership style, the right thing to do would be to think about where that person comes from. There might be a cultural value that is the mediating factor as to why we have had some misunderstandings. A leader that didn’t think critically about their employee might respond without understanding the issue and consequently never work efficiently or cooperatively together. I have come to realize that many of us have not practiced critical thinking as it pertains to their everyday interactions with others. Diversity can be beneficial but only if we think critically about others. If we don’t think critically about those we interact with we won’t unlock the potential of learning from others.

Finally, we ended with stating one word that summed up our experience. My word was patience. Critical thinking requires patience if we are to do justice to the process. While I was abroad, I kept a journal to reflect on what I was experiencing. One day I reflected on the process of reflecting. It was astounding how deeply I thought about things while I was abroad because I could afford the time to do so. This reminds me of Virginia Wolfe’s “A Room of One’s Own”, her thesis being that one needs to create an environment conducive to thinking and writing. The quiet time during my days in Spain allowed me to think a lot and without interruption in a way that I can never do during a busy day at Ohio State. The BLF program asks us to be critical thinkers in our every day lives. I contest that we all need ’emptier’ lives. Our lives are so full that our days are occupied with everything but thinking of solutions to problems. I feel as though I move from one activity to the next in order to be accountable to teachers, advisers, friends etc. However, if we had designated ‘thinking time’ the way preschoolers have nap time, perhaps I would spend this time thinking of an innovative youth development program in Columbus for young women. This is something I have always thought about doing but I haven’t had the quiet time or space to think critically about what need for this is and where to begin.

While I was only able to be at a small portion of the Creativity Workshop at the Columbus Museum of Art, I was present for a conversation about creativity. I appreciated the discussion debunking myths about creativity. Often times we hide behind the excuse that we aren’t skilled drawers therefore we aren’t creative individuals. We associate artists with creativity therefore if you don’t identify as an artist you’re not creative. Artistic and creative are two different adjectives and are not mutually exclusive either. Helping me recognize that I can talk about creativity outside of an artistic context was a really important lesson.

Next, we participated in an exercise where we had to complete a series of tasks, with or without using the materials provided, and then write new tasks to replace the completed ones. Our discussion following the exercise centered around the type of atmosphere that allowed us to be creative with completing our tasks. Towards the beginning of the exercise, Sky began shouting out that she was selling hot dogs. Her willingness to act out the role of a hot dog stand owner without regard to how ridiculous she might sound,  set the tone for the duration of the exercise. Her courage was infectious which pointed out to our cohort that creativity blossoms in a supportive environment.

This exercise was a lesson that demonstrated how a work environment can encourage or stifle creativity. It is important that our cohort produce a supportive work environment so that the creativity of all members can peak. An environment conducive to creative thinking is one where there is no intimidation or hesitation to share ideas. One way our cohort can be mindful of maintaining a positive work environment is the manner in which we respond to one another’s ideas. For example, if I shared an idea for a script on the video team and said it was stupid, I expect that I would shut down and not be apt to speak again.

On the topic of work environments, I think that the work environments of professionals in creative roles are often times nontraditional. I would go out on a limb to say most great ideas are thought of at unexpected moments. Perhaps our cohort should think of conducting meetings that don’t involve sitting around a table with our laptops. For example, the video team could re-create the exercise at the Columbus Museum of Art by writing down their ideas for a video script and picking them one by one of a hat. Then they could act out the idea like an improv group would. Perhaps, this would allow the video team to see whether or not the script felt natural or authentic.

Lastly, creativity is dampened with too many constraints or rules. There are limited guidelines under which our cohort is working with for this challenge. We can look at the lack of guidelines as a challenge or as a blessing. We don’t have a challenge partner breathing down our neck. We have enough distance and space from the challenge partner (client) to be creative. Until now we have looked at this distance as a negative but maybe we should verbalize that this distance could be a positive thing.

I enter into the second semester of my junior year coming off of one of life’s highs and various circumstances make adjusting back to my real life at school all the more difficult.  I had spent the last 5 months in 9 countries, I had exactly 7 days at home before going back to school, I had only spent 48 hours in Columbus, Ohio since May 4th 2014 and January 11th 2015 AND on January 11th I drove 16 hours to Dallas and back from the National Championship game. Constantly moving onto the next place, time was not on my side to help with an adjustment period. I felt like a freshman all over again as I was moving into a new house off campus. I am adjusting to much longer walks to class, scheduled meal times, and house duties. Living in the same residence hall the last two years provided me with a enormous sense of security and comfort. I hadn’t realized that taking away Park-Stradley was taking away the center of my universe at OSU. I needed to slip into a routine fast because not having a routine produces a lot of anxiety for me.

Routine – something I used to be good at. Before studying abroad, I thrived at organizing and prioritizing. But I have been out of practice doing those things for quite some time. The semester abroad had its stresses but they didn’t come from demanding coursework, exams, or being accountable to different people in student organizations. I didn’t have responsibilities and my priority was to enjoy life. As I mentioned in my presentation to BLF, I took cues from the Spaniards around me: No pasa nada, No te preocupes. In other words, “Hakuna Matata” or “No Worries.” I didn’t join a gym, volunteer, or participate in any student organization. There was no real rhythm to my life other than eating, siesta, and fiesta. That’s not to say that I didn’t absorb the culture in Spain because I absolutely did. The distinction I trying to draw is between environments: I left one of relatively little stress to one that produces a high stress situations frequently. Most importantly, I feel as though I have lost my coping skills which were being highly organized and very prioritized. At 18 credit hours, an STI/HIV test counselor, Wellness Ambassador, Captain for the Student Wellness Center’s AIDS walk, and sorority member in addition to BLF participant, not having those skills sharpened are affecting my ability to keep it all together.

This adjustment back to real life has proven to be more challenging than I could have anticipated. Both physically and mentally I am doing my best with being thrown back into my “old life”. I don’t say “old life” or life pre-study abroad to sound dramatic. I just mean to say that taking a semester away from school in any capacity makes coming back to school really difficult. In addition to that, studying abroad changes you. It changed me. One way I can see how it changed me is in the goals I have set for myself this semester. My goals have much more to do with being a good friend, sister, and daughter than they do with achieving a certain GPA or landing the perfect summer job. In Spain I became in touch with my heart and less with my head. I want to be remembered as a compassionate and reliable friend, sister, and daughter more than I want to graduate with a 3.7 GPA. The Spanish don’t gawk at accomplishments the way Americans do. Your identity and your legacy have much more to do with how your status among your family and friends. Studying abroad was the first time in my life that I made friends outside of the context of being a high-achieving student. I gained confidence that I am lovable and that people want to be around me because I have a great personality. I don’t need to rely on social status or achievements to be held in high regard or for someone to want to be my friend. This was a liberating realization.

Therefore, my goals this semester are as follows:

1) Be a caring, patient, and thoughtful daughter, sister and granddaughter.

I can do this by: asking questions with my dad that lead to meaningful conversations displaying my love to let my dad know that he is not the less preferred parent,  and sending cards to my brother and grandma to let them know I am thinking of them and not forgotten while I am away.

2) Only spending time with friends who make me feel good.

I can do this by: Not wasting energy with old friends where our relationship isn’t growing or supportive of one another.

3) Deepening relationships with BLF cohort members and AEPhi sisters.

I can do this by: Doing an equal amount of sharing and listening and participating on AEPhi dance team.

4) Getting a B or better in all my classes

I can do this by: keeping a planner, google calendar, attending office hours, studying outside of the sorority house, and being attentive in class.

5) Keep up with the Spanish language skills I gained

I can do this by: attending conversation tables and talking to my professor after class

If there is one overall pattern for my goals is they have less to do with individual achievement and more to do with interpersonal interactions. I’m grateful that my time away in Spain let me take a step back from my tunnel vision which was all about achieving. Now I want to take the time to appreciate the wonderful people around me and learn what I can from them.

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