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1. What we learnt

2. Lesson content

3. Future Actions

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In lesson 1, we learned about respectful dialogues and how to handle conversations in a better way. I realised that having a proper dialogue is not just about saying what I think, but also about truly listening to the other person. The part that stood out to me is that respect does not only come from the words we use, but also from our tone, facial expressions, and even how we react when someone disagrees. When both people feel heard, the conversation becomes much smoother and more meaningful.

We also discussed strategies to keep a conversation respectful, such as asking questions to understand better, acknowledging the other person’s point of view, and avoiding the urge to judge or argue immediately. I found this very relatable because in real life, it is easy to get defensive or interrupt someone when I feel strongly about a topic. Learning these strategies reminded me that I need to pause and think before I respond, especially if I want people to respect my opinion in return.

After this lesson, I feel that I understand better how to have healthy and meaningful conversations. I want to practice being a better listener and respond with empathy instead of reacting too quickly. Respectful dialogue feels like a skill that will benefit me not only in class discussions and group projects, but also in my personal life when I interact with friends and family. If I consistently apply these strategies, I believe I will become more confident in sharing my views while keeping discussions positive and respectful.

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In lesson 2, we focused on perspective taking and its importance in understanding ourselves and the world around us. I learned that considering others’ perspectives helps us become more empathetic and aware of the experiences and viewpoints of people around us. By doing this, we are able to understand situations more fully, rather than judging based only on our own thoughts. This lesson also highlighted that perspective taking is a skill that can be developed and that it helps us connect and communicate better with others.

We also discussed how perspective taking can make us more effective advocates for causes we care about, as it allows us to correct our own pre-conceived biases and speak up for others more responsibly. This ties closely to understanding the different levels of issues: personal, social, national, and global. I realised that problems and concerns can exist on multiple levels, from individual relationships to worldwide matters like climate change. Recognising these levels allows us to think critically about where our actions and voices can make an impact.

Reflecting on this lesson, I feel that perspective taking is not just an academic skill but also a life skill that influences how we interact with society. It reminds me to slow down, understand, and empathise before forming an opinion or taking action. Moving forward, I want to apply this by being more mindful of the different levels an issue can exist on, and by considering how my words or actions might affect people around me, my community, my country, and even the wider world.

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In lesson 3, we learned about identity and how it is shaped by both personal and social factors. I realised that identity is not just how I see myself, but also how others perceive me. It can come from many sources, such as family, friends, culture, race, religion, and even personal experiences or interests. We also discussed personal identity, which highlights how we are different from others, and social identity, which shows how we are similar to a group. Understanding these identities helped me reflect on the different roles I play in life and which parts of my identity feel the most important to me.

The lesson also explored how Singapore’s unique diversity and openness to the world influence the identities of its people. With different races, religions, languages, and cultures existing together, Singaporeans have multiple layers to their identity. At the same time, exposure to global ideas, practices, and technologies can change how people see themselves. I realised that having many identities can make life rich and creative, but it also brings challenges. It can be hard to decide which identity to prioritise, or to remain true to oneself while still fitting into society’s expectations.

Reflecting on this lesson, I feel more aware of how complex identity can be. I now understand that identity is not fixed and can change over time as I grow and experience new things. Moving forward, I want to embrace all parts of my identity rather than feel pressured to choose only one “dominant” role. By accepting that I can have multiple identities, I believe I can navigate challenges with more confidence and stay true to who I am, even in a diverse and ever-changing society like Singapore.

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In lesson 4, we explored the concepts of stereotypes, biases, and discrimination, and how they influence the way we perceive and treat others. I learned that stereotypes are generalised beliefs or assumptions about a person based on the group they belong to, such as race, age, gender, or nationality. These assumptions often exist above the “water line,” where people judge others without making an effort to understand their true experiences. I realised that stereotypes are usually based on assumptions rather than facts, which makes them largely negative and unfair.

We also discussed the difference between stereotypes, bias, and discrimination. Bias is the emotional response that comes from stereotypes, and it can be either implicit or explicit. Implicit bias happens unconsciously, shaped by personal experiences and societal norms, while explicit bias is a conscious judgment against certain groups. Biases can influence our decisions, sometimes leading to discrimination, which is the unfair treatment of someone because of their identity. The lesson also introduced the “halo effect” and “confirmation bias,” which showed me how easily we can form inaccurate impressions of people and reinforce our existing beliefs.

Reflecting on this lesson, I feel more aware of how my thoughts and behaviours can be shaped by biases that I may not even notice. This awareness is important because discrimination often begins with unchecked assumptions and judgments. Moving forward, I want to be more mindful of my own biases and make the effort to look “below the water line” before forming opinions about others. By practicing this, I believe I can contribute to more fair and respectful interactions, both in my personal life and in society.

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In lesson 5, we explored how media messages can shape the way people view different social groups, often reinforcing stereotypes and biases. I realised that these stereotypes show up in many forms. Gender stereotypes, for example, portray women as caregivers or objects of beauty, while men are expected to be strong leaders or providers. Racial bias appears in the form of subtle microaggressions, negative portrayals of ethnic minorities, or presenting them as “different” from the majority. Ageism also exists when the elderly are shown as frail or out of touch, and youths are dismissed as overly sensitive. People with disabilities are often invisible in media or only shown as helpless, which limits how society sees their abilities.

This lesson also made me think about how unconscious biases can quietly influence the way we act and make decisions. Media and marketing strategies often reflect these biases, such as advertisements that separate products by gender or depict seniors only as dependent. Learning about concepts like the halo effect and confirmation bias reminded me how easily we can accept stereotypes without realising it. I feel that being aware of these influences is important because our personal choices and societal norms are often shaped by what we see and hear in the media.

Reflecting on this, I want to be more critical of the media I consume and question the messages it sends. If something reinforces an unfair stereotype, I should recognise it instead of ignoring it. I also want to make conscious efforts to avoid letting my own assumptions affect the way I see or treat others. By staying aware of these patterns and challenging them when I can, I believe I can contribute to building a more fair and inclusive environment in both my personal life and society.

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In lesson 6, we focused on Singapore’s shared values and how they shape our national identity. I learned that values like multiculturalism, boldness, resilience, and openness are at the core of what defines Singapore. These values are not just abstract ideas but are seen in our everyday lives, from how we live harmoniously among different races and religions to how we adapt to challenges as a nation. The lesson also showed that building a home where everyone belongs requires a collective effort, where an inclusive and caring society uplifts those in need, and where every Singaporean contributes to shaping the country’s future.

We also discussed how Singapore’s identity is constantly evolving because of factors like changing demographics, generational shifts, and new mindsets about our aspirations. An ageing population, lower birth rates, and changes in immigration have shaped the way Singaporeans see themselves and others. I realised that national identity is not static; it changes as society changes. This made me think about how my generation might define what it means to be Singaporean, and how our actions, attitudes, and openness to diversity will influence the nation’s future identity.

Reflecting on this lesson, I feel that building a shared future requires everyone to play a role. I want to be part of a generation that not only benefits from Singapore’s resilience and opportunities but also contributes actively to its growth. By embracing inclusivity, staying open to new ideas, and supporting one another, I believe we can create a Singapore where every individual feels like they belong and can thrive. This lesson reminded me that the nation’s progress is a collective journey, and my actions as a citizen are part of that bigger picture.

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In lesson 7, we examined the complex relationship between Singaporean identity and other personal identities. I learned that some people believe it is possible to be “Singaporean first and foremost,” placing this identity above others such as ethnic or cultural backgrounds. However, others feel that it is difficult to prioritise a single identity all the time because personal, cultural, and ethnic identities remain important. Events like the Olympics or national celebrations can bring the Singaporean identity to the forefront, but in everyday life, it might be more realistic to balance multiple identities and remain true to all of them.

The lesson also highlighted how grassroots initiatives and shared community spaces help build social cohesion and foster a sense of belonging. Places like HDB void decks, hawker centres, parks, and community gardens provide opportunities for Singaporeans from different backgrounds to interact and form connections. National Service and initiatives like Total Defence Day and Our SG Conversation promote a shared responsibility towards the country’s security and future. These efforts encourage Singaporeans to participate actively in society and strengthen the bonds between citizens.

Reflecting on this lesson, I understand that being a Singaporean does not mean abandoning other identities, but rather embracing them alongside our national identity. I believe that a strong Singaporean identity comes from respecting diversity and working together for the country’s progress. Moving forward, I want to contribute to this inclusive sense of belonging by engaging in community activities and understanding the importance of shared responsibility in nation-building.

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In lesson 8 and 9, we learned about how countries interact through diplomacy and trade, and how important these relationships are for a country like Singapore. Diplomacy involves different methods, from peaceful talks to sometimes stronger actions, to protect a nation’s interests and keep good relations with others. Organisations like the United Nations help countries solve problems without conflict. I realised that Singapore’s place in the world depends a lot on how well it manages these relationships and uses its strengths.

We also studied global value chains, which are the full processes behind getting products from design to people’s hands and eventually recycling or disposal. Countries involved in these chains grow faster and create more jobs. Since Singapore lacks many natural resources, we depend heavily on imports and trade with other countries. But Singapore has advantages like a skilled workforce, political stability, and good connectivity that help attract investments and boost the economy. These strengths allow Singapore to compete globally and keep growing.

After these lessons, I understand better how complicated and connected the world economy is. Singapore’s success does not only come from what it produces but also how it works with other countries through diplomacy and trade. I want to appreciate these global links more and learn how Singapore can keep improving and protecting its place in the world.

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In lesson 10 and 11, we worked on an online debate about immigration in Singapore and reflected on the bigger issues behind it. On Kialo, my team had to post at least four arguments and back them up with credible sources. Doing this pushed me to think carefully about why I supported my stance and whether my reasoning was strong enough. Seeing the counterarguments from other teams also made me realise that immigration is not a simple topic, there are valid points on both sides, and forming an opinion means looking at the issue from more than one angle.

These lessons also linked to the idea of the rule of law and how Singapore balances its own interests with its responsibilities as part of the global community. Immigration touches every level: personal, social, national, and even global. It affects the lives of individuals who move here, the way communities interact, the country’s policies and economy, and Singapore’s position internationally. Understanding this made me see that topics like immigration are about more than numbers, they involve real people, society’s values, and the image Singapore wants to present to the world.

Reflecting on this experience, I feel that I have become more confident in thinking critically and structuring arguments. The debate taught me how important it is to use evidence, anticipate counterarguments, and think about the wider impact of my opinions. Moving forward, I want to keep applying these skills when I discuss current issues, because understanding topics like immigration is part of being an informed and responsible Singaporean.

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In lesson 12, we learned about Singapore’s resilience and how a small nation like ours survives and thrives despite limited resources. Singapore has always faced challenges, from its lack of natural resources to its dependence on global trade and talent. As Education Minister Chan Chun Sing highlighted, Singapore cannot rely on others to survive. We have to “earn our keep” by adding value and staying relevant to the world. This lesson showed me that resilience for Singapore is not just about surviving tough times but also about turning challenges into opportunities through innovation, research, and a strong sense of cohesion among citizens.

We also discussed the idea of trade-offs, which Singapore constantly has to make because of its limited resources and complex social environment. One example is our reliance on foreign workers to support economic growth and fill skills gaps. While this helps Singapore thrive, it also creates social tensions and concerns among locals about competition and the strain on public spaces and facilities. Balancing these trade-offs is crucial for Singapore to stay resilient, and it reminded me that every policy decision comes with benefits and sacrifices. There is no perfect solution, only careful choices to maintain stability and progress.

Reflecting on this lesson, I realised that resilience is not just a national goal but also a mindset for individuals. Singapore’s survival depends on adaptability, innovation, and cooperation between the government, citizens, and foreign residents. Moving forward, I want to understand how I, as a young Singaporean, can contribute to this resilience by being open to change, staying informed about global challenges, and supporting inclusive solutions. This lesson left me with the thought that resilience is not a one-time achievement but a continuous effort to face challenges head-on and turn them into opportunities for growth.