During a conversation between a college student named Kim and her professor Jeffrey in the play, “Core abilities” she is revealed to be much more than meets the eye.
Although, she is only the young age of 20-years-old, her character is proven to be a strong individual thinker that exudes the confidence needed to accomplish all of her wildest ambitions. Breaking free from the worry of how she may possibly be judged by those around her, she makes a courageous decision to change her major. Kim is adamant about her decision and her insight held such power that even a short exchange of words altered her professor’s perspective. Through, this simple conversation a better understanding between teacher and pupil is established as she proves herself …show more content…
While on the topic of Core abilities she even boldly “smacks the syllabus with her free hand” while she declares, “And what about Multiculturalism? Aren’t we supposed to be reading a variety of writers? How come we haven’t read any Asian writers?” (Darcher, 36) The person who begins to take command of the conversation shifts to the young lady. The roles are reversed and the girl who was once being “challenged” begins to challenge Jeffrey. The professor rebutted by pointing out that they had read, “Mishima’s Patriotism” (Darcher, 36) Kim continues to display her unprecedented knowledge by sarcastically referencing the exact words that the professor has used. (Darcher, 37) Jeffrey was rather impressed as she reveals how closely she actually had been paying attention as she sarcastically recited his exact words, “ Besides, wasn't he the guy you called Japanese Hemingway?” How is Asian is that?” I’ll bet there’s not an American Mishima” (Darcher, 37). She relentlessly continued to fight for her beliefs regardless of what Jeffery’s opposition. She argued “Effective comincation” and how Jeffrey “claims” that if any student of his had a problem to confide in him. and how she was doing so but still was not able to receive the result she wanted. (Darcher, 37) She pleaded every probable reason for why she needed to be excused for the following day, without giving …show more content…
The five Core abilities that Kim created examined her character at a more in depth level as she makes the modifications to fit her own personal beliefs. She explains she would put down “Multiculturism” down twice because of the “importance for people to not only tolerate but to appreciate, people who aren’t like them.” She continues by adding “Curiosity and patience” with the belief that “if we’re going to speak then we also need to listen.” She adds “Nerve” to the list and emphasizes its significance by revealing “Nerve” being the very reason she was there arguing her case in the first place. She explained the decision to change her major and how it was something she agonized over. Kim described how she had “to convince her parents” to do so and how now she stood before him trying ask for the day off to make what she truly wanted to happen. Lastly, she calmy says, “Hope.” She expresses, “What good is anything if there isn’t something to hope for?” (Darcher, 38) Kim’s choice of which five Core abilities reveals the complexity and wisdom that the student was able to offer to her teacher. Beyond, “Critical thinking” and “Responsibility” she reached for values beyond the academic and voiced what she believed, could make a successful
Although, she is only the young age of 20-years-old, her character is proven to be a strong individual thinker that exudes the confidence needed to accomplish all of her wildest ambitions. Breaking free from the worry of how she may possibly be judged by those around her, she makes a courageous decision to change her major. Kim is adamant about her decision and her insight held such power that even a short exchange of words altered her professor’s perspective. Through, this simple conversation a better understanding between teacher and pupil is established as she proves herself …show more content…
While on the topic of Core abilities she even boldly “smacks the syllabus with her free hand” while she declares, “And what about Multiculturalism? Aren’t we supposed to be reading a variety of writers? How come we haven’t read any Asian writers?” (Darcher, 36) The person who begins to take command of the conversation shifts to the young lady. The roles are reversed and the girl who was once being “challenged” begins to challenge Jeffrey. The professor rebutted by pointing out that they had read, “Mishima’s Patriotism” (Darcher, 36) Kim continues to display her unprecedented knowledge by sarcastically referencing the exact words that the professor has used. (Darcher, 37) Jeffrey was rather impressed as she reveals how closely she actually had been paying attention as she sarcastically recited his exact words, “ Besides, wasn't he the guy you called Japanese Hemingway?” How is Asian is that?” I’ll bet there’s not an American Mishima” (Darcher, 37). She relentlessly continued to fight for her beliefs regardless of what Jeffery’s opposition. She argued “Effective comincation” and how Jeffrey “claims” that if any student of his had a problem to confide in him. and how she was doing so but still was not able to receive the result she wanted. (Darcher, 37) She pleaded every probable reason for why she needed to be excused for the following day, without giving …show more content…
The five Core abilities that Kim created examined her character at a more in depth level as she makes the modifications to fit her own personal beliefs. She explains she would put down “Multiculturism” down twice because of the “importance for people to not only tolerate but to appreciate, people who aren’t like them.” She continues by adding “Curiosity and patience” with the belief that “if we’re going to speak then we also need to listen.” She adds “Nerve” to the list and emphasizes its significance by revealing “Nerve” being the very reason she was there arguing her case in the first place. She explained the decision to change her major and how it was something she agonized over. Kim described how she had “to convince her parents” to do so and how now she stood before him trying ask for the day off to make what she truly wanted to happen. Lastly, she calmy says, “Hope.” She expresses, “What good is anything if there isn’t something to hope for?” (Darcher, 38) Kim’s choice of which five Core abilities reveals the complexity and wisdom that the student was able to offer to her teacher. Beyond, “Critical thinking” and “Responsibility” she reached for values beyond the academic and voiced what she believed, could make a successful