"Confucius in My Eyes: A Bangladeshi Student's Journey of Cultural Harmony"-国际组-DEWAN MD LITIN (利顿)
时间：2025-12-23 11:08
Title:
"Confucius in My Eyes: A Bangladeshi Student's Journey of Cultural Harmony"
"Confucius in My Eyes: A Bangladeshi Student's Journey of Cultural Harmony"
Student Name : DEWAN MD LITIN (利顿)
Student ID : GJ2021009137
Class : CST - 2021 (Fall)
Major : Computer Science and Technology
Qq Mail : litondewancst21@qq.com
Introduction
My name is Dewan Md Liton (利顿), and I come from Bangladesh. Since September 2021, I have been pursuing my studies at Changsha University of Science and Technology in China. Like many international students, my decision to study abroad was driven by a mix of ambition, curiosity, and hope for personal and academic growth. However, I didn’t anticipate how deeply I would connect with the culture of my host country—especially with the teachings of Confucius, a figure I had barely known before arriving in China.
Before coming to China, my understanding of Chinese culture was very limited. I had read about the Great Wall, seen Chinese movies, and eaten Chinese food at restaurants in Dhaka. But these were surface-level encounters. It wasn’t until I began living, studying, and interacting with local people that I discovered how profoundly Confucian values shape daily life in China. Over the past few years, Confucius’ wisdom has become a quiet but steady companion, helping me navigate cultural differences, academic pressures, homesickness, and the complexities of building relationships in a foreign land. In this essay, I reflect on how Confucian teachings have enriched my life as an international student and helped me harmonize my Bangladeshi roots with Chinese culture.
— “Is it not a pleasure to learn and to practice what one has learned at regular intervals?” At first, it seemed like a typical saying about the value of education. But as I read it in context and lived through the challenges of studying in China, its deeper meaning revealed itself.
Back in Bangladesh, education is often seen through a practical lens. We are taught that good grades lead to good jobs, and success is measured by how well you perform in exams. Learning for the joy of it is not always emphasized. When I first arrived in China, I brought that mindset with me. I was eager to pass my HSK exams and get good grades in my engineering classes. However, learning Chinese proved
My name is Dewan Md Liton (利顿), and I come from Bangladesh. Since September 2021, I have been pursuing my studies at Changsha University of Science and Technology in China. Like many international students, my decision to study abroad was driven by a mix of ambition, curiosity, and hope for personal and academic growth. However, I didn’t anticipate how deeply I would connect with the culture of my host country—especially with the teachings of Confucius, a figure I had barely known before arriving in China.
Before coming to China, my understanding of Chinese culture was very limited. I had read about the Great Wall, seen Chinese movies, and eaten Chinese food at restaurants in Dhaka. But these were surface-level encounters. It wasn’t until I began living, studying, and interacting with local people that I discovered how profoundly Confucian values shape daily life in China. Over the past few years, Confucius’ wisdom has become a quiet but steady companion, helping me navigate cultural differences, academic pressures, homesickness, and the complexities of building relationships in a foreign land. In this essay, I reflect on how Confucian teachings have enriched my life as an international student and helped me harmonize my Bangladeshi roots with Chinese culture.
Section 1: Learning with Joy — 学而时习之，不亦说乎？
One of the first Confucian quotes I encountered was: “学而时习之，不亦说乎？”— “Is it not a pleasure to learn and to practice what one has learned at regular intervals?” At first, it seemed like a typical saying about the value of education. But as I read it in context and lived through the challenges of studying in China, its deeper meaning revealed itself.
Back in Bangladesh, education is often seen through a practical lens. We are taught that good grades lead to good jobs, and success is measured by how well you perform in exams. Learning for the joy of it is not always emphasized. When I first arrived in China, I brought that mindset with me. I was eager to pass my HSK exams and get good grades in my engineering classes. However, learning Chinese proved
to be far more difficult than I expected. The characters, tones, and sentence structures felt alien. I began to doubt myself.
Then one day, during a Chinese language class, our teacher wrote the character “学” (to learn) on the board and explained its cultural significance. She talked about how Confucius saw learning not just as a duty, but as a source of happiness. That struck a chord with me. Why was I only focused on outcomes? Why wasn’t I enjoying the process?
That moment changed my attitude. I stopped seeing Chinese as a hurdle and started seeing it as a bridge. I joined a calligraphy club, where I met Chinese students who helped me write characters like “仁” (benevolence) and “礼” (courtesy). Each stroke felt meaningful. I also started watching Chinese dramas with subtitles and speaking to shopkeepers in broken Mandarin. I still made mistakes, but I laughed through them and kept trying. Gradually, learning became a pleasure—not just an obligation. Through Confucius, I discovered a more joyful and patient approach to education.
— “The noble person seeks harmony, not uniformity.” This idea has been especially relevant in my day-to-day life in the dormitory.
At my university, I share a room with students from different countries. My Chinese roommate values quiet and order. My Nigerian roommate is full of energy and loves playing Afrobeat music. I’m somewhere in between. During our first semester, we had frequent misunderstandings. I remember one night when I had an assignment deadline and needed silence, but my roommate was having a video call with his family. I became irritated and asked him to stop. He felt disrespected. The room atmosphere became tense for days.
One evening, as I was reviewing notes from a cultural studies class, I came across the Confucian concept of 和而不同—harmony without sameness. It made me
Then one day, during a Chinese language class, our teacher wrote the character “学” (to learn) on the board and explained its cultural significance. She talked about how Confucius saw learning not just as a duty, but as a source of happiness. That struck a chord with me. Why was I only focused on outcomes? Why wasn’t I enjoying the process?
That moment changed my attitude. I stopped seeing Chinese as a hurdle and started seeing it as a bridge. I joined a calligraphy club, where I met Chinese students who helped me write characters like “仁” (benevolence) and “礼” (courtesy). Each stroke felt meaningful. I also started watching Chinese dramas with subtitles and speaking to shopkeepers in broken Mandarin. I still made mistakes, but I laughed through them and kept trying. Gradually, learning became a pleasure—not just an obligation. Through Confucius, I discovered a more joyful and patient approach to education.
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Section 2: Harmony in Diversity — 君子和而不同
Another teaching of Confucius that has shaped my experience is: “君子和而不同”— “The noble person seeks harmony, not uniformity.” This idea has been especially relevant in my day-to-day life in the dormitory.
At my university, I share a room with students from different countries. My Chinese roommate values quiet and order. My Nigerian roommate is full of energy and loves playing Afrobeat music. I’m somewhere in between. During our first semester, we had frequent misunderstandings. I remember one night when I had an assignment deadline and needed silence, but my roommate was having a video call with his family. I became irritated and asked him to stop. He felt disrespected. The room atmosphere became tense for days.
One evening, as I was reviewing notes from a cultural studies class, I came across the Confucian concept of 和而不同—harmony without sameness. It made me
pause. I realized that harmony doesn’t require everyone to be the same or to agree on everything. It requires mutual respect and the willingness to accommodate differences. So, I proposed a compromise: we would set "quiet hours" during study times and “free hours” when we could relax, talk, or play music. To my surprise, both of my roommates agreed immediately. That small step changed everything. We started communicating more openly, respecting each other's habits, and even cooking meals together on weekends.
This experience reminded me of a Bangladeshi proverb my grandmother often said: “Bujhtey parle shomadhan paoya jay” — “Understanding leads to resolution.” Although we came from different cultural backgrounds, Confucius' teachings helped us find a common ground.
I experienced this firsthand during my second Mid-Autumn Festival in China. Most of my classmates returned home, while I stayed on campus due to travel restrictions. I felt lonely and out of place. One of my professors noticed and invited me to join his family celebration. We made mooncakes together, watched the moon, and talked about the legend of Chang’e. At one point, he told me, “In Chinese culture, teachers are like parents too.” That moved me deeply.
In Bangladesh, we admire our teachers, but this level of emotional connection was new to me. It reminded me that filial piety is not limited to biological bonds—it’s about gratitude, care, and building meaningful relationships. Since then, I have made it a point to show more appreciation to my professors, older classmates, and
This experience reminded me of a Bangladeshi proverb my grandmother often said: “Bujhtey parle shomadhan paoya jay” — “Understanding leads to resolution.” Although we came from different cultural backgrounds, Confucius' teachings helped us find a common ground.
Section 3: Redefining Family — 孝and Cross-Cultural Kinship
Family has always been central to my life. In Bangladesh, we grow up learning to respect our elders, obey our parents, and care for younger siblings. The word we use is shomman—deep respect mixed with affection. Confucius expressed a similar idea through the concept of 孝 (xiào), or filial piety. But in China, I saw that 孝 goes beyond parents and includes respect for teachers, community elders, and even national traditions.I experienced this firsthand during my second Mid-Autumn Festival in China. Most of my classmates returned home, while I stayed on campus due to travel restrictions. I felt lonely and out of place. One of my professors noticed and invited me to join his family celebration. We made mooncakes together, watched the moon, and talked about the legend of Chang’e. At one point, he told me, “In Chinese culture, teachers are like parents too.” That moved me deeply.
In Bangladesh, we admire our teachers, but this level of emotional connection was new to me. It reminded me that filial piety is not limited to biological bonds—it’s about gratitude, care, and building meaningful relationships. Since then, I have made it a point to show more appreciation to my professors, older classmates, and
local friends. I now feel part of a broader family that includes both my homeland and my host country.
Section 4: Facing Loneliness and Finding Belonging
Being an international student comes with emotional ups and downs. At times, I have felt like an outsider—linguistically, culturally, and socially. Festivals like Spring Festival or National Day can be especially hard when your own traditions, like Eid or Pohela Boishakh, feel distant and unnoticed.
During such times, I often revisit a Confucian idea that gives me comfort: the concept of 仁 (rén)—benevolence or human-heartedness. Confucius believed that cultivating 仁 was the highest goal of human life. It involves empathy, kindness, and moral self-cultivation. One day, feeling homesick, I wrote a social media post reflecting on 仁and what it meant to me. A Chinese classmate read it and messaged me with a quote from Confucius: “Do not do to others what you do not want done to yourself.” We ended up chatting for hours. That small gesture helped me feel seen and understood.
The longer I stay in China, the more I realize that loneliness is not unique to foreigners. Many of my Chinese friends also feel pressure, isolation, or anxiety. We may come from different countries, but our emotional experiences are very similar. Confucianism teaches that empathy bridges differences, and I try to live that every day—by listening, helping others, and sharing my own story.
Section 4: Facing Loneliness and Finding Belonging
Being an international student comes with emotional ups and downs. At times, I have felt like an outsider—linguistically, culturally, and socially. Festivals like Spring Festival or National Day can be especially hard when your own traditions, like Eid or Pohela Boishakh, feel distant and unnoticed.
During such times, I often revisit a Confucian idea that gives me comfort: the concept of 仁 (rén)—benevolence or human-heartedness. Confucius believed that cultivating 仁 was the highest goal of human life. It involves empathy, kindness, and moral self-cultivation. One day, feeling homesick, I wrote a social media post reflecting on 仁and what it meant to me. A Chinese classmate read it and messaged me with a quote from Confucius: “Do not do to others what you do not want done to yourself.” We ended up chatting for hours. That small gesture helped me feel seen and understood.
The longer I stay in China, the more I realize that loneliness is not unique to foreigners. Many of my Chinese friends also feel pressure, isolation, or anxiety. We may come from different countries, but our emotional experiences are very similar. Confucianism teaches that empathy bridges differences, and I try to live that every day—by listening, helping others, and sharing my own story.
Conclusion: A Bridge Between Cultures
Looking back, my encounter with Confucius has been nothing short of transformative. His teachings have guided me through academic struggles, cultural clashes, and emotional lows. They have helped me see education as a joyful pursuit, diversity as a source of strength, and family as a network of love that extends beyond borders.
In many ways, Confucius has helped me become a better version of myself—not just a student of engineering, but a student of life. His ideas resonate with my Bangladeshi values while also challenging me to grow. As our world becomes more interconnected, Confucius’ call for mutual respect and cultural exchange—what the Chinese call 文明互鉴—feels more urgent and necessary than ever.
To me, Confucius is not a distant philosopher from ancient times. He is a gentle voice in the back of my mind, reminding me to be kind, to listen, and to learn. I hope that my story can inspire others—whether from Bangladesh, China, or anywhere else—to seek dialogue across cultures and to find harmony in diversity. Because in the end, as Confucius teaches, “All people are the same; it is their habits that separate them.” And habits, thankfully, can be changed—with understanding, effort, and heart.
I am truly excited about this activity because it gives me a chance to reflect on one of the most inspiring figures I have encountered during my time in China—Confucius. Since I began studying in China, Confucius has become one of my favorite personalities, not only because of his historical importance but because of the way his teachings have personally influenced my journey as an international student. Writing about him has been a deeply satisfying experience. It allowed me to revisit the values he promoted—such as respect, learning, harmony, and compassion—and to recognize how those values continue to guide my daily life.
I have taken the time to study his philosophy, both through my classes and through independent reading and observation. The more I learned, the more I appreciated how relevant his ideas are, not just in Chinese society, but in the global context as well. This essay has allowed me to form a meaningful connection between my Bangladeshi background and the Chinese culture I have grown to admire. I feel honored to write about Confucius, and I hope to continue applying his wisdom in my academic life, personal relationships, and cross-cultural experiences.