This blog post explores how to harmoniously integrate major theories with agricultural field experience when preparing an academic plan for Agricultural Resource Economics, examining specific learning strategies and experiential approaches.
Writing About Academic Experience and Reflections
“Studying Requires Stamina”
I learned the hard way upon entering high school that studying stems from physical stamina. Having been physically frail since childhood, I couldn’t even consider pulling all-nighters and often skipped gym class. However, as a high school student, my study load doubled, making physical stamina equally crucial. While I understood theoretically that strong physical stamina builds mental resilience and increases the capacity to study, putting this into practice proved extremely difficult. Yet, I became strongly convinced that building stamina was essential to achieving my goals. I resolved to find an efficient study method that accommodated my weak constitution while still building strength. So, I started by strictly adhering to fixed wake-up and bedtimes, believing irregular routines were the root of my poor stamina. Then, I began waking at 5 a.m. for a 30-minute jog. Having been completely inactive, even 30 minutes felt grueling at first, but gradually I felt my body lighten and my stamina improve. I also set specific study times outside of class hours, ensuring I studied diligently during those periods. Attending school meant fixed lunch and dinner times, which made planning and sticking to my study schedule easier. I planned the work I needed to accomplish within my study time, executed it, and made sure to stick to it without fail. Considering my weaker physical condition compared to others, I felt I might study slightly less than peers, so I was determined to strictly adhere to the set amount of study during the designated time. By meticulously following this plan, my body became healthier, and my grades steadily began to improve. As my health improved, I gained more time for studying. Along with physical stamina, my mental resilience grew, leading me to view everything more positively. By strictly adhering to my study schedule and exercise routine, I realized that healthy physical strength breeds healthy mental strength, and that both physical and mental strength create a healthier environment for studying.
Major School Activities and Reflections
“Cultivating a Small Garden Within the School”
I was active in a school gardening club that cultivated crops on campus. We planted and grew things like cherry tomatoes, peanuts, lettuce, and cabbage within the school grounds. We then used these crops in cooking during festivals to share with others. I dedicated myself to this club activity just as passionately as I did my studies. Growing something with my own hands felt magical and I grew quite attached to it. Whenever I had free time, I would go to the small garden within the school grounds. I watered the plants, pulled weeds, and carefully thinned out excess fruits or leaves, nurturing the crops with care. Through growing various crops, I realized how meaningful—and how hard—the work of producing the food we eat truly is. In fact, among the occupations we consider, farming is often seen as unpopular and lacking potential for development. However, only through agricultural life can we safeguard the safety of our food and lead healthy lives. Cultivating that small garden made me reflect on the importance of agriculture, and I came to believe that the lives of agriculture, rural areas, and farmers ultimately influence the quality of our own lives. Therefore, as a student in your university’s Department of Agricultural Resource Economics, I wish to contribute my strength toward building a society where agriculture can further develop.
“Cooking with Crops from My Garden”
I enjoyed not just eating the crops I harvested from my garden, but cooking them deliciously to share with friends. Occasionally, we held club events where we harvested crops irregularly and prepared dishes to taste. At these events, I took on the role of creating new, tasty recipes to introduce to my friends. I made various dishes like ketchup from cherry tomatoes, peanut sauce salad, cabbage pancakes, and pickled cucumbers and peppers in soybean paste, presenting them to my friends. I particularly focused on preparing dishes that highlighted the natural flavor of the crops rather than overcooking them. Hearing that the crops I grew were delicious made the joy of harvesting even greater.
“Demonstrating Responsibility and Leadership as Class President”
Throughout my high school years, I led my class as president, demonstrating responsibility and leadership. I earned great trust from both classmates and teachers by always following through on my promises, listening attentively to others’ opinions, and carefully heeding the teacher’s words. This led to my role as class president. As class president, I prioritized ‘gathering opinions’ above all else. I believed my role wasn’t to lead the class based solely on my own opinions or assertions, but rather to collect my classmates’ views, convey them to the teacher, and then relay the teacher’s feedback back to the class to facilitate discussion. Consequently, I was known not as a president who liked to take the lead, but as a president who was ‘good at listening’. Through the role of class president, I demonstrated responsibility and leadership, and I will apply that same sense of responsibility and leadership to actively engage in my university life.
Examples of Consideration, Sharing, and Cooperation, and My Reflections
“Winning a Prize in the Rope Skipping Event at the Sports Day”
During my second year of high school, I won a prize in the class-versus-class group rope skipping event at the sports day. My second-year class actually had an unusually high number of physically weak students, so neither my friends nor the teachers expected us to win anything at the sports festival. However, rather than participating listlessly, I thought we should aim to win at least one medal. The idea came up to challenge ourselves in the group jump rope event, which could showcase our unity. We figured group jump rope wouldn’t require huge stamina, and we could assign weaker friends to the back to reduce their exertion, giving us a fighting chance. So, starting a month out, we practiced group jump rope every single day. As class president, I worked hard to motivate my friends, and they gave their all for the class and to prove we were truly a cooperative, collaborative group. First, we assigned roles based on stamina and ability: the person turning the rope, the first jumper, the last jumper, and so on. As class president, I constantly reassured everyone during practice: “You might fail, you might succeed—it’s not about ability, it’s about luck. Let’s cooperate and enjoy it.” Even after countless falls and failures, my friends didn’t blame those who made mistakes. They approached practice with the mindset of ‘enjoying jump rope.’ As a result, we clinched first place at the sports festival. After the sports festival, I heard teachers praising, “That class can succeed at anything,” and “Their teamwork is the best.” Friends from other classes also told me they were inspired by seeing us practice while having fun. Receiving the group jump rope award at the sports festival made me realize what kind of results “cooperation through enjoyment” can achieve. Alongside the outstanding results, I gained a deeper understanding of the meaning and value of cooperation and the strong bonds formed with my friends. I also learned that showing consideration for each other during practice is crucial for fostering cooperation.
Motivation for Application and Future Career Plans
“An expert who communicates the value of agriculture to people”
I aspire to become an expert who informs many people about the vital role agriculture plays in determining the quality of life in our country. I will analyze how revitalizing the agricultural economy impacts our nation’s industrial development and research ways to demonstrate that agricultural progress directly fosters the quality of life that enables people to thrive. Furthermore, I will analyze current agricultural policies and management trends, investigate how future agricultural policies should evolve, and examine global agricultural management practices to assess their applicability to Korea. To become such an expert, as a student in the Department of Agricultural Resource Economics at Kangwon National University, I will study agricultural policy, food economics, agricultural management, agricultural product distribution, agricultural finance, resource economics, and land economics. I will complete all required major coursework and acquire the necessary liberal arts competencies. While researching current issues facing agriculture, rural areas, and farmers, I will study ways to revitalize the agricultural economy. By appropriately experiencing both theoretical and field-based classes, I will take the lead in creating an advanced culture for 21st-century agriculture and rural communities. Furthermore, I will actively participate in agricultural volunteer work and external activities to gain diverse experiences, directly experience rural realities, apply and utilize specialized knowledge, and conduct research to derive solutions that recognize and improve current conditions. I will strive to become an expert in agricultural resource economics who proves that the development of agriculture directly leads to improved quality of life for a nation. Furthermore, as a student of your esteemed university, I take pride in leading its future. I will properly study and take pride in your university’s education as I strive to excel as a professional. I will become a smart student of Agricultural Resource Economics who fully utilizes study, external activities, and rural field experiences, while also fully leveraging your university’s major system to accumulate capabilities as a professional.
