In this blog post, I’ll summarize what I learned through my academic experiences, school activities, and instances of practicing kindness and sharing during my high school years.

Academic Experiences and Reflections

Math was the subject I enjoyed studying the most throughout high school. Calculus, in particular, fascinated me because the formulas we learned in class could be connected to real life. At first, I thought calculus was an unimportant subject that wasn’t really used in everyday life.
That view changed through my classes and personal exploration. Based on what I learned in class, I became curious about how calculus is applied in real life, so I asked myself, “What are some examples of calculus being used in everyday life?” and searched for relevant examples. The book ‘A Day Through the Lens of Calculus’, recommended by my teacher, clearly explained the uses and applications of calculus and was a great help in satisfying my curiosity.
One such example allowed me to truly grasp the meaning of differentiation through the motion of raindrops. I was able to apply the concepts of velocity and acceleration from calculus to explain phenomena such as how a raindrop’s acceleration becomes zero due to air resistance as it falls, or how a raindrop breaks apart without causing major damage. The process of calculating acceleration by performing differentiation myself using the formulas in the textbook reminded me that textbook formulas are by no means merely boring or abstract.
By approaching calculus through real-life topics rather than just through various problem-solving methods, the frustration and boredom I had previously felt disappeared, and I developed a newfound interest. As I applied calculus to examples from everyday life, I realized that I should not take any of them for granted. I came to understand firsthand that, rather than avoiding difficult problems, an attitude of actively exploring them and learning with enthusiasm serves as a greater motivation for learning.
Ultimately, this experience led me to reflect on my attitude toward learning, and I realized that the process of seeking out and investigating what I’m curious about is the most powerful motivator. I’ve resolved to continue expanding my learning with curiosity as my starting point.

Major School Activities and Reflections

During my freshman year of high school, I hadn’t yet established a clear direction for my future career. During a consultation with my homeroom teacher, I was advised to reflect on what interested me in my daily life, so I began thinking about various famous architectural landmarks. I had a vague longing to one day see world-renowned structures like the Colosseum, Notre Dame Cathedral, the Eiffel Tower, and the Pyramids in person, and through this process, I gradually developed an interest in the field of architecture.
Building on that interest, I joined the school’s architecture club, “A.Mi.Go,” where I explored European architectural styles—such as the Baroque and Rococo—and built scale models as part of our club activities. Among various materials, I primarily used Woodrack and rice straw to create small architectural models, striving throughout the process to understand the design principles and the properties of the materials.
One particularly memorable project from my time in the club was building a model of the Leaning Tower of Pisa in Italy. The Leaning Tower of Pisa is well known for its approximately 45-degree tilt, and I had always been curious about its structural principles and durability. The fact that there is still no definitive explanation for how this eight-story cylindrical structure made of white marble has withstood earthquakes and natural disasters completely captivated me.
Building the model proved more challenging than I had anticipated. While it was difficult to accurately represent the exact angle of inclination and ensure the stability of the structure, I worked hard to recreate the tower’s appearance by cutting bamboo strips at an angle to represent the tilt and securely fastening the foam board. Working together with my group members to create a finished product was also deeply rewarding. The finished model received positive feedback from friends and teachers, was displayed at the school festival, and even earned praise from my science teacher.
This experience sparked my dream of studying architecture in greater depth. After the club activities, I practiced drawing architectural plans of our school and classroom on my own, and I also made an effort to study architectural theories independently. While some theoretical concepts were difficult to grasp, the time I spent exploring how architecture is applied in everyday life remains a very meaningful learning experience for me.
Additionally, the “Universal Design Seoul” exhibition at the DDP, which our club visited as a group, left a deep impression on me. Universal design refers to design that accommodates people with physical limitations, aiming for “design and architecture for everyone.” Through the exhibition, I truly came to realize that architecture is more than just a structure—it is an artistic and social activity that enhances people’s quality of life—and I also came to understand how closely architecture and humanity are intertwined.
The various ideas and examples I encountered at the exhibition broadened my perspective on architecture and strengthened my resolve to study architecture that embodies people-centered design and consideration.

Examples of Consideration, Sharing, and Cooperation, and My Reflections

There was one small issue during class that kept bothering me. It was a mop that had been left neglected in a corner of the classroom, emitting a foul odor. Although it was the janitors’ job to clean it up, no one wanted to touch it because of the smell, and as the situation persisted, the air in the classroom became increasingly unpleasant.
At first, I felt it was unfair that I should have to clean it up, so I did nothing and left it be. However, I realized that if I continued to ignore it, more of my classmates would be inconvenienced, so I changed my mind and took the initiative to clean up the mop and tidy the surrounding area. At first, since I acted on my own initiative, I had mixed feelings, but once I actually tidied up the area, the classroom felt cleaner, and I felt good.
I felt a sense of pride when the teachers who came into class noticed the change in the classroom environment and commented that it was much more pleasant now that the mop was gone. My action may not be anything to brag about, but it was an experience that confirmed how even a small act of consideration can have a positive impact on people.
Since then, I’ve developed the habit of carefully inspecting every corner of the classroom and immediately cleaning up any trash or dirty spots I see, and this attitude spread to my classmates, creating a culture where everyone voluntarily tidies up their surroundings. As these small actions were repeated, maintaining cleanliness became a natural part of our class’s daily routine, and I was very proud of that change.
As a result, I was awarded the “Environmental Steward Award,” but more than the award itself, I felt a greater sense of satisfaction knowing that my single action had brought about a positive change in my surroundings. Moving forward, I want to continue fostering a shift in mindset by taking the initiative to act and make a difference, no matter how small the task.