The other occasion she wrote about was a training session for preservice teachers organized by the local education board. Successful applicants in all the academic subjects, like Japanese language, social studies, science, and arts, took part in the session. It was a formal meeting, and most of them were meeting for the first time. The atmosphere was understandably formal and the participants seemed to be “feeling each other out,” i.e., subtly and indirectly assessing how the others behaved and what they said. 

In the meeting, I was not able to feel the bright and energetic atmosphere that I was used to in my daily life at school and at home. We talk frankly and in a friendly way. I was taken aback. “Aren’t we supposed to speak up and share our ideas and experiences to have a meaningful meeting?” I wondered. It looked like everyone was waiting and hoping somebody else would start first. The place seemed closed off. I felt I was almost shut out since I believe it is important to express ourselves to know each other. “Isn’t there anybody brave enough to get the ball rolling?” And then, I had second thoughts. In a relationship-based culture like Japan (Meyer, 2014), relationships build slowly. Participants are not willing to speak up unless they feel that they’ve built trust with each other to some extent. We’ve learned, in our department, “Speak to understand each other,” but many people here may well think, “Understand each other to speak.” My days as an English major will be over soon. In the outside world, people have distinct values and approaches. There is no right or wrong in getting things done. I shouldn’t be judgmental. I must be open to some other ways to be respectful. I need to watch and listen to others carefully and become flexible according to the situation. 

In her essay, Ayaka concluded that her university education has made her what she is now and appreciated being frank, open, and honest. By the way, open-mindedness and honesty are among the 25 strengths. She specifically referred to her study abroad experiences and discussion classes. Strength awareness and application is valuable to flourish (Seligman, 2011). She also developed the insight that we tend to view others through our own lens and judge them accordingly. Putting ourselves in someone else’s shoes is not easy, but she realized it is critical that she stops and thinks first to produce positive outcomes in the face of discomfort. This way of thinking is linked to social-intelligence, fairness, and prudence, all of which are also among the 24! In addition, I feel that she has zest, another strength, approaching life with enthusiasm and vigor. She is likely trying to be the best version of herself, without just copying others or just doing things her own way without examining different perspectives or exploring alternatives.

I, as a teacher, was happy to know that she was navigating wisely through different cultural values. I know, as a neuroscientific fact, that our brains never stop learning throughout our lives and that our social world shapes our brain configuration to a large extent (Barrett, 2020). However, sometimes I wonder if what we do every day at work makes any difference in our students’ lives and I become skeptical about teaching at a tertiary educational institution. Ayaka’s essay encouraged me to keep doing what I’ve been doing, believing that we are not just teaching languages, but also preparing students for navigating cognitively challenging situations. They will surely handle emotional upheavals and grow through these experiences. The character strengths Ayaka has harnessed in her university days will help her in her personal development, career, and relationships. 

It is often the case that we teachers learn from our students, not the other way round. And these learning opportunities usually come to us suddenly out of nowhere. Ayaka, for example, taught me that brain plasticity is a real thing!