In this blog post, I’ll summarize my academic experiences and school activities during high school, examples of my acts of consideration, sharing, and cooperation, as well as my motivation for applying and my career preparation process.
Academic Experiences and Reflections
Ever since I entered high school, I enjoyed the required Korean History course, and by my sophomore year, I became even more interested in the elective Korean History course. The reason I particularly enjoyed Korean history was that it involved a lot of material to memorize and required a wealth of background knowledge. I had built up this background knowledge by reading various history books on my own, and during high school, I continued my in-depth study based on those books. At first, I thought I knew enough that simply reading the textbook—rather than taking notes—was sufficient, and I often received good grades on exams. However, after receiving a Grade 3 on a mock exam, I realized that my current approach had its limitations.
At the first-year high school level, I could often answer Korean history questions simply by grasping the general outline or flow of an event. But on mock exams, I had to understand each event in minute detail—down to the year, month, and day—and specifically comprehend its background, progression, and outcome to find the correct answer. As I delved deeply into each event, information about various events that occurred around the same time would get jumbled up, causing confusion. To minimize careless mistakes and answer questions accurately, I decided to pay more attention to my note-taking.
At first, I folded my notebook in half and took notes following the flow of the textbook. However, that method alone didn’t help me organize the material clearly in my mind. So, I tried an encyclopedia-style note-taking method. I systematically summarized and organized the content in my notebook and included images or illustrations on one side to aid visual understanding. I organized the material around the definitions of concepts, much like an encyclopedia, and created an outline for each event by breaking it down into background, process, results, key figures, characteristics, and significance.
Organizing my notes this way allowed me to quickly find the information I needed when reviewing later, just as I would in a dictionary, and it helped me understand the relationships and significance between events rather than simply memorizing isolated facts. The encyclopedia-style note-taking went beyond mere memorization; it helped me structure and retain historical facts, and it played a major role in developing the detailed historical source analysis skills required for mock exams.
Major School Activities and Reflections
Driven by my interest in history, I joined the history research club in my first year of high school and remained active throughout my time there. Our club participated in various external events, such as lectures by prominent figures, debates, and roundtable discussions, and we also organized our own activities, including on-campus exhibitions and history quiz competitions. Through these activities, the bonds among club members deepened, and I felt a sense of belonging as well as the satisfaction of studying together.
One of the most memorable experiences was attending a special lecture by a distinguished speaker. We visited various locations, such as cultural centers, historical institutions, and museum lecture halls, but I particularly remember the lecture held at a used bookstore in Dongsung-dong. Although a used bookstore was a somewhat unusual venue for a lecture, a professor from the Department of Korean Language and Literature—who possessed extensive knowledge of the history of the Korean language and literature—came to give a talk there. I heard that the lecture was made possible because the professor frequently visited the store and had amassed a wealth of relevant materials there.
To participate in the lecture, we prepared by donating one book each in lieu of a participation fee. We each collected one book—regardless of genre—that offered insight into the history of the Korean language and literature and donated it to the used bookstore; some of the donated books were even mentioned during the lecture. We also had the opportunity to hear the owner’s reflections, which helped us realize the significance of making a cultural contribution to the local community.
Another activity I participated in was a history forum held near Cheonggyecheon Stream. The event was held to commemorate Liberation Day, and history experts, journalists, and representatives from the Independence Movement Association gathered to engage in discussion. The session proceeded with experts presenting their views, followed by questions from students. Through this, I noticed a discrepancy between what we had studied in our textbooks and the specific details discussed in the actual debate.
Through the discussion, we gained a wealth of knowledge—including newly discovered details about the activities and histories of independence activists—and truly experienced firsthand that diverse perspectives coexist. This experience went beyond simply memorizing facts; it greatly helped us develop a balanced understanding of history and served as an opportunity to cultivate critical thinking through discussion and questioning.
Examples of Consideration, Sharing, and Cooperation, and My Reflections
While preparing for our fall field trip, our class chose to hike Gwanak Mountain as our destination. Rather than just a quick trip, we decided to spend the entire day—from morning to afternoon—hiking to the summit, and we formed teams of two to help each other during the climb, promising to pull each other up when things got tough. While preparing, some classmates realized the trail was harder than expected and seemed ready to give up early, but I teamed up with a courageous classmate and decided to persevere together.
Since I had never reached the summit on a hike before, I felt even more determined and motivated. During the climb, we encountered various obstacles: steep slopes, rocky paths, muddy trails, and seemingly endless staircases. The rocky path was particularly difficult; we had to use our hands to brace ourselves against large boulders and move to the next one, making it easy to slip without our partner’s help. We acted as each other’s hands and feet, pushing and pulling one another as we continued toward the summit.
After more than three hours of climbing, the view from the summit was breathtaking, and I felt I understood why people go hiking. We continued to work together on the way down, but there was a moment when we briefly lost our way and became separated from the group. Without panicking, we found the direction others were heading and rejoined the group. Just as the saying goes, “All roads lead to Rome,” I realized that the various experiences encountered along the way to reaching our destination are part of the charm of hiking.
When we returned to the trail we had first climbed, we felt a sense of joy at having succeeded, along with a deep sense of trust and friendship toward one another. Through this experience, I learned that cooperation and consideration are not just empty words but actual sources of strength for overcoming difficulties, and I also came to understand how the bond formed through working together serves as a powerful driving force.
Efforts and Preparation Related to My Motivation for Applying and Career Plans
The ideal candidate profile for the Department of Korean History at the University of Seoul emphasizes historical thinking skills and language proficiency for interpreting historical sources. I had my sights set on majoring in Korean History from an early age; after understanding the department’s ideal candidate profile, I analyzed my own shortcomings and the skills I needed to improve. Based on this, I have made concrete efforts to develop my historical thinking skills, ability to interpret historical sources, and language proficiency.
To cultivate historical thinking, I engaged in research activities through a club and participated in external seminars and debates, where I listened to experts’ opinions and was exposed to diverse perspectives. As I learned how to interpret facts and recognized the existence of various historical viewpoints, my passion for studying history grew even stronger. My ability to interpret historical sources was particularly honed through my preparation for mock exams. Unlike past school exams, mock exams often present historical sources, so I collected as many materials as possible—including historical maps, middle school textbooks, photographic materials, and appendices—to familiarize myself with the various types of sources.
To improve my language skills, I studied not only English but also Hanja and Chinese. I believed that a solid understanding of language is essential for accurately reading and interpreting historical sources. Through these preparations, I aimed to steadily build the competencies required for my academic goals.
If I am accepted into college, I would like to gain internship experience at a history museum or similar institution.
My ultimate career goal is to become a museum curator; I aspire to become a professional who clearly understands the objectives of exhibition institutions and possesses both historical knowledge and a well-defined historical perspective. I will also continue to pursue self-development to acquire the expertise necessary to participate in exhibition planning, as well as the organization of roundtables and panel discussions. Building on this preparation and mindset, I hope to gain deeper academic knowledge and practical experience in college.
