Student Stories
Language and Thinking Kyiv is based on a successful program that Bard College runs for all incoming students at its main campus in the United States. We are excited to share Ukrainian students’ experiences with a L&T program on their campus.
Ukrainian Perspectives
Yaroslav Valchyshen
A third-year student pursuing a B.A. in Mathematics and Computer Science, originally from Ukraine, writes,
“At first, I found it rather challenging and even frustrating. I was not used to expressing and exploring ideas that did not have a concrete, defined purpose. I was even shocked by how the professor was very encouraging, giving an opportunity to everybody to express their own thoughts regarding the material read and not a single answer was ever dismissed, again, a complete opposite to what I had experienced before.”
“Gradually, I started to develop the ability to think critically, communicate and connect concepts that were very much open to interpretation. One of the texts we studied during the program was “Frankestein” by Mary Shelley. Before the L&T program, I had never read literature in such depth…”
Maksym Panchokha
A third-year student pursuing a B.A. in Economics & Global and International Studies, originally from Ukraine, writes,
“At first I was nervous — in school we were taught to write only “correctly” and “neatly.” But precisely free writing allowed me for the first time to see how a thought is born during the very process of writing. Now, when I study at Bard, this is one of the tools that I use most often — in preparation for seminars, in work on essays, even during internships at the UN or the Ministry of Finance.”
“I especially remembered the texts with which we worked — excerpts from ancient dramas, contemporary essays, short stories that required very attentive reading. But more important than the texts themselves was the atmosphere: each student had the right to their own view, and each view was a reason for conversation. The strongest feeling for me was equality — regardless of whether you are from a small Ukrainian town or came from another country, everyone began from zero, but with great freedom to think and to search for meaning…”
Svitlana Kukharuk
An alumna ‘25 from the Human Rights program, originally from Rivne, Ukraine and currently pursuing an M.A. in International Relations at Central European University, writes,
“Language & Thinking program was a great academic introduction into the Socratic method and liberal arts education. It prepared me well for my future classes. Most importantly, the supportive and open atmosphere we had in the classroom helped me feel more confident about speaking and sharing my thoughts.”
“Moreover, I truly enjoyed the selection of readings we had, as they prompted critical thinking and broadened my perspective. Intensive writing throughout the program further advanced my skills in articulating my opinions effectively and coherently. My experience in L&T encouraged me to be engaged, active and open-minded later on in my studies.”
Renata Karpenko
Renata, a third-year student pursuing a B.A. in Computer Science, originally from Ukraine, writes,
“Coming from Ukraine, I initially lacked confidence in my writing skills and was unsure if they met U.S. college standards. During the first session, I remember being both nervous and curious. The environment felt entirely new, but I felt very welcomed by the professor and my peers from the very first class. The discussions quickly helped me build confidence in myself.”
“L&T influenced my overall approach to learning; I became more open-minded, reflective, and willing to explore creative ideas. Compared to the classes I had before, it felt less about memorizing and more about understanding and discussion…”
International Perspectives
Sierra Ford
A senior pursuing a B.A. in Politics and Sociology Science, originally from Marietta, Georgia, writes,
“The Language and Thinking program is one that deviates from traditional education because it creates an environment where all students can share their perspectives. Being a student in the L&T program definitely instilled a confidence in me to defend my perspective. I felt comfortable discussing with peers who I knew would be willing to engage with me even if they did not agree with me. The academic confidence I had in L&T as a freshman has sustained me throughout my tenure at a liberal arts college.”
“My participation in L&T was one that forced me to go out of my comfort zone. The program included classwide performances in front of other students and a level of creative vulnerability that I had not experienced before. As an introvert, being pushed outside of my comfort zone helped me socially as I took more risks and embraced hanging out with different people…”
Panhavotey Chea
A second-year student majoring in Politics, originally from Cambodia, writes,
“If there is one skill that high school taught me to value, it’s my ability to read, remember, and reiterate what’s in the textbook. The more I think about it, the more I understand why I struggled the way I did during L&T. The program was built to make you think for yourself in relation to your environment, and I was never taught how to do that.”
“In schools back in Cambodia, my home country, students are expected to come to class with all materials prepared and ready before class starts. The classrooms are arranged to suit the teaching style there, mainly lectures, where all chairs face the whiteboard at the front. Our teachers talk, we listen, and for the most part, we don’t question…”
Grace Khartoum
A first-year student pursuing a B.A. in Sociology, originally from South Sudan, writes,
“I remember the L&T classroom set-up where my instructor, around the table, responded to reflections in her notebook, just like the rest of us. She only guided the discussions and allowed the students to address matters amongst themselves. She only stepped in to add to another perspective.”
“This particular setup encouraged me to be speak up, and be more confident in class. The experience is particularly helpful for high school students because it teaches critical thinking, which is a fundamental skill in higher education. Some of the texts we read in the class made us question predominant cultures and ways of thinking. I find this very intriguing because that is a huge part of the college experience.”
William Chang
A third-year student pursuing a B.A. in Biology, originally from United Kingdom, writes,
“The program exposed me to a lot of texts, one of which I still think about as a Biology major: “Learning the Grammar of Animacy” by Robin Wall Kimmerer. Before this reading, I never thought about how the language we use to describe the natural world around us affects the way in which we interact, study, and observe it.”
“The incredible part of L&T was being exposed to many types of texts and authors, ranging from Franz Kafka’s short story “A Report to an Academy”, bell hooks’ essay “Coming to Class Consciousness”, and Matsuo Bashô’s “Frog Haiku”. I felt very comfortable sharing my ideas because, first and foremost, my professor was a very calm and inviting presence, and my classmates understood the expectations of the L&T program and were also happily involved in discussions…”
Ruot Duop
A first-year student pursuing a B.A. in Computer Science, originally from South Sudan, writes,
“I thought it would be challenging to be part of a new learning community of students. L&T polished my textual analysis, reading, presentation, and writing skills. Through it I learnt about reflecting on a text to be able to develop your own writing. I appreciated getting to know the perspective of different authors about the same subject which is a very useful way of thinking. My professor made it clear that everyone’s opinion matters and there is no right or wrong answer. With the knowledge of the importance of my perspective, I was ready to talk every time I had an opportunity. I enjoyed group poems!”
“Participating in L&T has given me confidence to speak in my classes. It has also helped me approach professors for consultations on anything. I come to appreciate the influence of participation on learning, asking questions even when they don’t sound reasonable. L&T was more about discovering my voice rather than mastering content from text– which is the nature of most high school classes.”