Dikchhya Kharel, Leadership in the Himalayas Summer 2024
The academic culture within my new classroom environment in India was a stark contrast to the traditional indoor classes at the University of Pittsburgh. Instead of the typical classroom setting with desks, whiteboards, and projectors, our learning experience in India was primarily conducted outdoors, leveraging the natural landscape and environment as our classroom.
At Pitt, most of our classes are held indoors, with lectures and discussions taking place in a structured, predictable environment. We spend hours seated, listening to professors and engaging in theoretical discussions. While this method is effective for many subjects, it often lacks the immediate application of knowledge in real-world scenarios. The classroom environment at Pitt is largely static, relying heavily on textbooks, presentations, and digital resources.
In contrast, our academic experience in India, particularly at the Hanifl Centre, was dynamic and hands-on. The Hanifl Centre is renowned for its outdoor education programs, and it truly lived up to its reputation. Our “classrooms” were the vast landscapes of the Himalayas, the dense forests, and the open fields. When we did gather indoors, it was typically for brief periods, around 30 minutes, to learn a new concept. Immediately after, we would head outdoors to apply what we had learned, merging theoretical knowledge with practical application.
This approach was particularly evident during our trek in the Himalayas. The trek itself became an extended classroom, where every step was an opportunity to learn something new. We studied geography, ecology, and environmental science not from textbooks, but from direct observation and interaction with our surroundings. Lessons on leadership, teamwork, and resilience were taught and experienced in real-time as we navigated the challenging terrain and unpredictable weather conditions.
The emphasis on outdoor learning made the academic culture more immersive and engaging. We were encouraged to observe, question, and experiment with the natural elements around us. For instance, rather than learning about plant species from a botany textbook, we identified and studied them in their natural habitats. This method of learning fostered a deeper connection with the subject matter and helped solidify our understanding in ways that a traditional classroom setting could not.
Moreover, the hands-on approach cultivated critical thinking and problem-solving skills. We were often faced with real-world challenges that required immediate and practical solutions. This environment encouraged collaboration, as we had to rely on each other’s strengths and knowledge to overcome obstacles. It was a true test of our ability to apply theoretical concepts to practical situations, reinforcing our learning through experience.
The academic culture at the Hanifl Centre also emphasized the importance of physical fitness and mental resilience. The outdoor setting demanded a certain level of physical endurance, and the challenges we faced required mental toughness. This holistic approach to education, combining physical, mental, and intellectual growth, was a refreshing change from the often sedentary nature of traditional classroom learning.
In brief, the academic culture in India, particularly at the Hanifl Centre, was profoundly different from that at Pitt. It was characterized by a dynamic, hands-on approach that took full advantage of the natural environment. Classes were engaging, immersive, and practical, providing a holistic learning experience that went beyond traditional methods. This outdoor educational approach not only enhanced our academic knowledge but also developed our physical and mental resilience, making it a truly transformative experience.
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